Unit1CulturalHeritageListeningandSpeaking教案-高中英语人教版(1).docxVIP

Book2Unit1CulturalHeritageListeningandSpeaking

Takepartinayouthproject（教案）

I.TeachingObjectives(教学目标)

1.LinguisticAbility:

Studentscanidentifykeydetails(numbers,places,actions)fromanewsinterviewabouttheMountTaiproject.

StudentscanapplytheIDEASstrategy(Inference,Definition,Example,Antonym,Synonym)todeducethemeaningofunknownwordslikepreserve,promote,andcypressincontext.

2.LearningAbility:

Shiftfrompassivelisteningtoactiveguessingbyusingcontextclues.

UnderstandthestructureofaNewsLead(4Ws).

3.CulturalAwareness:

Realizetheroleofyouthandtechnology(Apps)inprotectingculturalheritage

II.TeachingProcedures(教学过程)

Step1:LeadinContextActivation(5mins)

(Focus:Activateschematicknowledge)

TeachersInstructions:

past...morning,class.Pleaselookattheopeningpage.Thereisaquote:Heritageisourlegacyfromthepast....WhenyouhearCulturalHeritage,whatimagesetoyourmind?TheGreatWall?TheForbiddenCity?Now,turntoPage2.Lookatthephotos.Wherearethesestudents?Aretheyjustsightseeing?Whataretheydoingwiththeirlaptops?

[设计意图]

利用图片和名言进行热身。原文档提到的“五岳独尊”可以作为背景补充，但核心是引导学生通过观察图片细节（如笔记本电脑、外国面孔），预测听力话题是“国际青少年合作保护遗产”，为后续听力降低背景知识障碍。

Step2:ListeningforGist(5mins)

(Focus:Graspthemainideawithoutpanic)

TeachersInstructions:

Wearegoingtolistentoaninterview.Dontworryaboutnewwords.Justfocusontherepeatedkeywords.

Question:Whatisthemainideaoftheconversation?ChoosefromA,B,orC.

(Playthetape)

Whichonedidyouchoose?Yes,OptionB:YouthsfromsevencountriesworkingtoprotectrelicsonMountTai.Didyouhearwordslikeproject,international,orMountTai?Theseareyoursignposts.

Step3:StrategyTrainingTheIDEASFramework(15mins)

(Focus:ContextCluesTheCoreDifficulty)

TeachersInstructions:

Intheinterview,thereweresomedifficultwords.Howcanweunderstandthemwithoutad