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教学设计
课程基本信息
学科 高中英语 年级 高一年级 学期 秋季
课题 Unit 1 Cultural Heritage Assessing Your Progress
教科书 书 名：普通高中英语教科书英语必修第二册 出版社：人民教育出版社
教学目标
In this class, students will: 1. Review the words and phrases by filling in the blanks; 2. Practise the usage of relative pronouns and adverbs by completing sentences; 3. Consider how to protect cultural heritage by reading and thinking.
教学内容
教学重点： 1. Review the words and phrases by filling in the blanks; 2. Practise the usage of relative pronouns and adverbs by completing sentences;
教学难点： 1. Consider how to protect cultural heritage by reading and thinking.
教学过程
Step 1: Warming up Q1: What are they Q2: Do they have something in common
Step 2: Filling & Matching Complete the phrases and match each phrase with the proper explanation.
in to from a balance sure be proud ________ to stop sth from happening keep _____________ to give money, food, etc. to sb/sth, especially a charity prevent _________ feeling pleased and satisfied about doing sth donate sth ________ to do sth in order to be certain that sth else happens lead ___________ to keep steady with an equal amount of weight on each side take part _________ to have sth as a result make ____________ to go to sb/sth for help, advice, etc. turn ___________ to be actively involved in something with other people
Step 3: Filling Use the above phrases to finish the passage. Getting young people to _____________ activities to protect their national heritage is a good way to introduce them to their country’s history. As they learn more about where they come from, they will hopefully _____________ tell others about their country and culture. Of course, teachers must _________________ between teaching the good and bad parts of a country’s history. Learning only the good parts can ________ narrow thinking. Learning the bad parts may help ________ those kinds of things ________ happening again. Students who know their history and culture are more likely to _____________ that their cultural heritage is protected, and teachers can motivate students by asking them to come up with their own ideas and make proposals for ways to protect this. One possible idea is for students to raise or ________ money ______ an organisation or group that protects their country’s cultural heritage. Teachers may also ________ their local museums or historical societies for help in getting students more interested in this important field. Step 4: Listing List the methods of taking part in cultural heritage protection according to the passage. Step 5: Reviewing Review something about attributive clause. Step 6: Filling Read the conversation and learn about intangible cultural heritage (ICH). Then complete it with the correct relative pronouns or adverbs. A: My teacher just gave us a task _____________ I really don’t know how to do. I have to take part in an organisation _____________ protects our cultural heritage. B: Oh, that sounds interesting! Where are you planning to go I’m sure there are all kinds of historic sites _______ cultural relics need to be protected. A: Yes, but I’m not one of those people ___________ love museums. I think they’re kind of boring. I like going on field trips _______ I can experience and do things to protect cultural relics. B: Cultural heritage is a lot more than just relics, you know. For example, our country has many nationalities _______ dances, crafts, and other traditions are also very important. If we don’t protect those traditions, there may come a time _______ they disappear. Step 7: Reflecting Assess progress with the help of these questions: Did you find it easy or difficult to talk about culture and history Why or why not What was the most interesting part of this unit and why How does learning about cultural heritage affect your opinion about your role in protecting your culture Overall, I thought this unit was ○good ○useful ○so-so ○difficult Homework Write a short passage in 100 words about how to protect cultural heritage and calling for action to protect cultural heritage.
备注：教学设计应至少含教学目标、教学内容、教学过程等三个部分，如有其它内容，可自行补充增加。

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