《Unit 1 Cultural Heritage》公开课优秀教案教学设计
Unit 1 Cultural HeritagePeriod 2 Reading and Thinking:From Problems to Solutions【教材分析】1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.【教学目标】1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;【教学重难点】1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage byteamwork and global community;【教学过程】1. PredictionStep 1 Predicting the main idea of the passageLook at the title and the pictures, and then predict what the passage will be about.Q: What will be talked about?Step 2: Fast reading tasksTask of the first fast reading:Read quickly and figure out the key words of each paragraph.•Paragraph 1: challenge•Paragraph 2: proposal led to protests•Paragraph 3: committee established•Paragraph 4: brought together•Paragraph 5: success•Paragraph 6: spiritTask of the second fast reading:1. Why did the Egyptian government want to build a new dam in the 1950s?2. Why did the building of the dam lead to protests?3. How did the government save the cultural relics?4. Which one can describe the project?A. Successful.B. Negative.C. Useless.D. Doubtful.5. What can be learned from the Aswan Dam project?Step 3: Careful reading tasksRead more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?4. What can you infer from “Fifty countries donated nearly 80 million to the project”?The project cost a lot of money.5. Before the building of the dam, what problems did the Nile River bring to theEgyptian?6. What words can you think of to describe the working process of the project?Step 4: ConsolidationDivide the passage into three parts and get the main idea of each part.Part 1 (Paragraph 1)The introduction of the topicKeeping the right balance between progress and the protection of cultural sites isa big challenge.Part 2 (Paragraphs 2-5)The process of saving cultural relics•Big challenges can sometimes lead to great solutions.•The Egyptian government wanted to build a new dam, which would damage many cultural relics.•The government turned to the UN for help.•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.•Cultural relics were taken down and moved to a safe place.•Countless cultural relics were rescued.•The project was a success.Part 3 (Paragraph 6)The summary of the textThe global community can sometimes provide a solution to a difficult problem fora single nation.Step 5: Critical thinking:1. How to deal with the construction and the protection of cultural relics?2. As students, what should we do to protect our cultural relics?Step 6: summaryThe outline of the passageIntroduce the topic: A big challenge—the balance between progress and the protection ofStep 7 Homework:Review what we have learned and find out the key language points in the text.。
Unit1 Cultural Heritage第1课时示范教案
Unit1 Cultural HeritagePeriod 1Listening and speaking教材分析本节听说课通过一段采访，指出了保护文化遗产的重要性，引导学生能够结合自己的生活，积极思考如何力所能及地参与文化遗产保护，并付诸行动。
必修二比起必修一，语言难度的层面有所提高，从听力难度入手，开始注意影响听力难度的不同层面，除此之外，仍然注重语篇，注重从上下文获取信息。
培养学生在听的过程中，能通过上下文猜测词义的能力。
核心素养指出，思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。
本文听力让学生从不同角度来获取信息，是对学生个性逻辑的培养。
让学生体会到成就感的同时，肯定自己的学习方法，学习更多更好的角度。
教学目标1. 能正确理解使用下列词汇：creative, temple, mount, former, clue, preserve, promote, application, take part in。
2. 在听力活动中培养学生捕捉关键信息、概括主要内容和根据语境猜测生词的能力。
3. 引导学生关注采访形式的听力文本特点，利用who, what, why 进行重点信息的记录。
4. 能够根据所听内容引导学生探讨和表述文化遗产保护的现状，保护文化遗产的重要性和如何保护；就文化遗产保护项目进行讨论，发表自己的看法。
5. 在听说活动中加强学生的文化意识，增强学生的国家责任意识和民族自豪感。
教学重难点【教学重点】1. 指导学生从整体和灌浆西街两方面理解听力文本内容；2. 培养学生听中猜测词义的能力；3. 与同伴探讨参与文化遗产保护活动的方式；4. 引导学生吧学习活动和自己的生活实际联系起来，参与到文化保护的行动中。
【教学难点】1. 通过不同提示、不同的上下文来猜测词义；2. 依据采访内容掌握采访报道的主要内容。
教学过程Step 1 Warming-upLook at the pictures and talk about what students are doing and what they may intend to do.设计意图：通过听前讨论，培养学生听前看图片和文字进行听力预测的习惯。
culturalheritage教案
culturalheritage教案教案：文化遗产教学目标：1.了解文化遗产的定义和意义；2.认识和学习几个重要的文化遗产；3.提升学生的跨文化意识和尊重他人文化的能力。
教学重点和难点：1.掌握文化遗产的定义及其意义；2.理解和学习几个重要的文化遗产的历史和特点。
教学准备：1.幻灯片和投影设备；2.图片和资料相关文化遗产的历史和特点。
教学过程：步骤一：导入（10分钟）1.引入文化遗产的概念：你们知道什么是文化遗产吗？2.学生回答后，引导学生思考：我们周围有哪些东西是文化遗产？步骤二：学习文化遗产的定义和意义（15分钟）1.分享幻灯片，简要介绍文化遗产的定义和意义，并展示相关的图片，用以让学生了解并加深对文化遗产的理解。
2.引导学生讨论：你认为文化遗产对一个国家或社会有什么重要的意义？步骤三：学习著名文化遗产—埃及金字塔（30分钟）1.引导学生回答：你们听说过埃及金字塔吗？它是世界上最著名的文化遗产之一。
了解一下它的历史和特点会有助于我们更好地理解文化遗产的重要性。
2.分享幻灯片和相关的资料，让学生了解金字塔的历史和特点。
3.引导学生讨论：你认为金字塔为什么能够成为埃及的文化象征？你觉得它对埃及人有什么重要的意义？步骤四：学习著名文化遗产—中国长城（30分钟）1.引导学生回答：你们听说过中国长城吗？它是世界上最长的建筑物，也是中国最著名的文化遗产之一。
了解一下它的历史和特点会有助于我们更好地了解中国的文化遗产。
2.分享幻灯片和相关的资料，让学生了解长城的历史和特点。
3.引导学生讨论：你认为长城为什么能够成为中国的文化象征？你觉得它对中国人有什么重要的意义？步骤五：学习著名文化遗产—印度泰姬陵（30分钟）1.引导学生回答：你们听说过印度泰姬陵吗？它是世界上最美丽的陵墓之一，也是印度最著名的文化遗产之一。
了解一下它的历史和特点会有助于我们更好地了解印度的文化遗产。
2.分享幻灯片和相关的资料，让学生了解泰姬陵的历史和特点。
Unit1Culture Heritage Period1教学设计高中英语人教版(2019)必修二
【What】简介联合国教科文组织运行的世界文化和自然遗产的保护项目，并重点介绍了被列为世界文化遗产名录的泰姬陵和明清皇家陵寝的信息。
【Why】文章旨在让读者了解联合国教科文组织在保护世界文化和自然遗产方面发挥的作用，感受到世界文化遗产的魅力，认识到文化遗产是历史和文化的重要载体，进一步思考文化遗产的内涵，世界遗产是人类的杰作，代表着人类最好的历史，对人类的历史和文化而言有着至关重要的作用，同时思考保护文化遗产的必要性，文化遗产能提醒我们人类的聪明才智可达到的创作高峰，激励我们在未来不辜负我们伟大的过去。
Maybe:
1) The introduction of cultural heritage of China and other countries?
2) The similarity and difference of the cultural heritage?
3) The protection of cultural heritage?
5. generalize the connotation of cultural heritage by reading and analyzing the theme-related sentences in the text
教学重难点
Main learning focus:
Guide students to have a deep understanding of cultural heritage
读前通过观察图片和标题，预测文章内容，引导学生聚焦特定的世界文化遗产相关信息，把握语篇中主要事件的来龙去脉。
感知与注意
分析与判断
能根据图片和标题预测文章内容
1 min
Step 2 Skimming
人教版(2019)必修第二册Unit 1 Cultural Heritage Read教学设计
Unit1 Reading for Writing课时内容Write a news report主题语境：人与社会子主题：文化遗产保护文本分析：主题群：历史、社会与文化语篇类型：新闻报道【What】本板块设计了读写结合的活动，主题是“写一篇新闻报道”。
阅读文本是一篇有关利用数字技术制作敦煌莫高窟文物图像的新闻报道。
通过这种方式，在世界范围内引起人们对中国历史、文化和传统的关注与了解，提高人们对保护文化遗产重要性的认识，从而更好地增进国际间的文化交流、理解与合作。
【Why】以读促写的目的是教学生如何写新闻报道，这一部分的主题是人与社会-文化遗产保护。
因此，选择关于文化遗产数字图像的新闻报道，为学生提供写作参考模板，把读和写结合起来，学生能够更好地解读文本、理解文化遗产保护的意义并更好地解构报道，了解报道的结构、层次，并实时地操练报道写作，启发学生思考文化遗产对人类社会的重要性。
【How】本节读写结合课的设计思路是“文本内容理解一文本结构和语言特征分析-写作情景设置一完成写作任务-展示写作成果”。
第一部分是阅读，属于语言输入部分。
这篇报道短小精悍、结构鲜明，具有比较典型的新闻内容和语言特征，为后面的写作活动提供写作范文。
课时目标学完本课后，学生能够：1. 顺利阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
2.准确把握主题，通过不同的阅读技巧，分析语篇的写作特点，在理解语篇的基础上，写一篇语言连贯、结构清晰的简短新闻报道。
3.了解敦煌莫高窟的背景知识，通过利用数字技术制作敦煌莫高窟文物图像，充分认识文化遗产的重要历史和文化价值。
4.通过阅读和写作任务，及时内化并初步运用新闻报道的结构，并尝试解构更为复杂的新闻报道，从而学会去编写新闻报道。
重点难点重点1.了解敦煌莫高窟的背景知识，认识文化遗产的重要历史和文化价值。
2.阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
Unit 1 Cultural Heritage (教学设计)-高一英语(人教版2019必修第二册)
Unit 1 Cultural HeritageStep1. Lead-in1.Show pictures about tourist attractions in Egypt?2.Do you know other tourist attractions in Egypt? Is there any link between the two pictures?Step 3. While-ReadingPrediction: read the title and look at the pictures.What do you think the text is about?The title suggests that the text is about how people solved problems.1.Read and match the main ideas with each paragraph.2.Scan the text to find the Structure of the passage .Reading for detailsPara 1: Raise a problemPara 2: Analyze the problem1.Why did the Egyptian government want to build a new dam?To control floods, produce electricity, and supply water to more farmers in the area.2. Why did the Egyptian people protest (抗议) the government’s decision? Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s heritage.Read para 3 and fill in the blanks.How did UN deal with this problem of building Aswan Dam?Suggested answersRead para 4 and fill in the blanks.How were the temples and other cultural sites saved?Para 5: The results of the solution of the problem.Para 6: The spirit and lessons.教学反思1.撰写本课时目标时，为了和英语学科核心素养提到的文化意识对接，设置了第四条“通过学习阿斯旺大坝的精神加强国际合作意识、树立人类共同体意识”，这样的目标可操作性是不是欠缺，文化意识类的目标怎么体现可操作性？2.怎样对本语篇更好地进行文本赏析？Blackboard designHomework:。
Unit 1 Cultural Heritage(教学设计)高一英语(人教版2019必修第二册)
Unit 1 Cultural HeritageStep1. Lead-inT show some pictures of Mogao Caves and ask Ss what they know about them.Step2. ReadingAsk students to read the passage with some questions.Q1:What is the news report mainly about?A．Chinese researchers' contributions.B．The Mogao Caves of China.C．Highquality digital photos.D．International communication.Q2:Can you find the structure of this passage.Q3:Underline the relative clauses that the writer uses to identify the following.Q4:Read the news report and answer the questions.1.What are the researchers and scientists trying to do? What modern technology are they using?The researchers and scientists are trying to increase knowledge and appreciation of China's ancient cultural heritage.They are using digital photography to record a collection of images.2.Why are so many people interested in the Mogao Caves?Because they have long been a meeting point for different cultures and are part of the history of many countries.3.What do you think of the researcher's opinion in the last paragraph?I agree with the researcher's opinion.Understanding our own and other cultures is a great way to understand ourselves and others.Step3 :Writing你校的“绿爱”联盟( Green Love Union) 组织学生去长城进行了一次“我爱长城”的宣传活动。
Unit 1 Cultural Heritage(教学设计)高一英语(人教版2019必修第二册)
Unit 1 Cultural Heritage Listening and Speaking 教学设计Activity 1 Pre-listening1. look at the pictures below. What are the students doing?Suggested answers:1.The two girls are looking for information about Mount Tai in books and on the Internet. The two boys are taking pictures of the rock carving at Mount Tai and taking notes.2.In the classroom, the students are discussing Mount Tai. The girl is working on her computer.Activity 2 While-listening3.Listen to the conversation and choose the main idea.A.Students from different countries are working creatively to protect a temple in China.B.Youths from seven countries are working together to protect cultural relics on Mount Tai.C.Doing a project on cultural heritage protection in China is interesting and exciting.Suggested answers:B3.Listen again and help the reporter to complete the interview notes. International youth project, high school students from 7 countriesMount Tai, one of the most mountains in ChinaIt has been for more than 3,000 years22 temples, around 1,800 with writing on themDai Temple on ; over 6,000 .4.Listen again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.听力材料：Reporter: Hello. What are you guys doing?Stephanie: We’re creating an app about Mount Tai. We’re part of an international youth project.Reporter: That's interesting. How many students are taking part in the project?Stephanie: There are 23 senior high school students from seven countries. Reporter: Why is the project here at Mount Tai?Liu Bin: Well, as you know, Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage.We feel so proud to have chance to do something.Reporter: Tell me about the app you're making.Make a report of a cultural heritage.Choose a cultural heritage which you are familiar with and discuss with your partner how to introduce it.Example:Today, I will introduce you to the Great Wall located in Beijing. It's one of our cultural heritage, which is very magnificent(雄伟的)... But now it is facing some problems. There is too much rubbish left on the steps. We should ...板书设计Homework:Search for more information about the Kremlin and Red Square and the Forbidden City through the library, Internet or other sources. Talk about their history and culture with your classmates.课后反思通过学习：1，学生学习英语的信心增强；2，学生学会抓住听力中的答案；3，锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。
Unit 1 Cultural Heritage (教学设计)高一英语(人教版2019必修第二册)
Unit 1 Cultural Heritage Listening and Speaking 教学设计II.Student will be asked to look at the picture of Mount Tai and say something more they know about Mount Tai.To these relics, what should we do?Taking our responsibility for preserving them from being damaged.定一定基础。
通过课前提问唤起学生对文化遗产的记忆，并且通过图片介绍学生能有一个更直观深刻的认识。
2.让学生预测即将听到的内容；3.了解中国的壮美河山，增强民族自豪感。
While–Listening Step 3: Listen for the gistStudents will be asked to listen to the complete listening material andchoose the main idea. While listening, they are asked to write down somekey words to help them get the main idea.Step 4: Listen for details1.Students will be asked to listen and fill in blanks.Students will be asked to listen again and answer questions:1). Why do they choose Mount Tai？2). What are they going to do then？1.锻炼学生根据关键词句判断听力主旨大意的能力；2.让学生关注更多有意义的细节（关注词性、数字、地名）辅助其听取正确答案。
高中必修二 Unit 1 Cultural Heritage 教案
UNIT 1 Cultural Heritage 三言两语1. Chinese cultural relics are Mary's favourite. She spends most of her spare time going everywhere in search of rare things.2. The culture contains the essence of Chinese people's spirit, which has been tested by time.3. The temple is a national cultural heritage, with a history of about 1,000 years. 1. 我坚信，只要下定决心，我们就能保护好祖先留给我们的文化遗产。
I'm convinced that as_long_as we set our mind to it, we can protect the cultural heritageleft_by_our_ancestors.2. 泰姬陵被认为是世界上的伟大奇观之一，它由当地的一个建筑师设计，风格独特。
Considered_as_one_of_the_great_wonders_of_the_ world,the Taj Mahal was designed by a local architect in a fancy style.核心单词[默写识记]根据汉语释义写出单词1. former adj. 以前的；(两者中)前者的2. preserve vt. 保存；保护；维持n. 保护区3. _application n. 申请(表)；用途；运用；应用(程序)4. likely adj. 可能的adv. 可能地5. limit n. 限度；限制vt. 限制；限定6. within prep. & adv. 在(某段时间、距离或范围)之内7. conduct n. 行为；举止；管理方法vt. 组织；安排；带领8. donate vt. (尤指向慈善机构)捐赠；赠送；献(血)9. attempt n. & vt. 企图；试图；尝试10. worthwhile adj. 值得做的；值得花时间的11. professional adj. 专业的；职业的n. 专业人员；职业选手12. process n. 过程；进程；步骤vt. 处理；加工13. download vt. 下载n. 下载；已下载的数据资料14. republic n. 共和国15. entrance n. 入口；进入16. archaeologist n. 考古学家17. pyramid n. (古埃及的)金字塔；棱锥体18. overseas adj. 海外的adv. 在海外19. exit n. 出口；通道vi. & vt. 出去；离去20. sheet n. 一张(纸)；床单；被单21. parade n. 游行；检阅vi. 游行庆祝；游行示威22. mirror n. 镜子23. roof n. 顶部；屋顶24. dragon n. 龙25. digital adj. 数码的；数字显示的26. image n. 形象；印象27. cave n. 山洞；洞穴28. quote vt. 引用29. paraphrase n．，vi. & vt. (用更容易理解的文字)解释30. contrast n. 对比；对照vt. 对比；对照31. identify vt. 确认；认出；找到32. forever adv. 永远；长久地33. app n. 应用程序；应用软件续表熟词生义1. (2020·全国卷Ⅲ)The creative team behind “Apes” used motioncapture (动作捕捉) technology to create digitalized animals, spending tens of millions of dollars on technology that records an actor's performance and later processes it with computer graphics to create a final image (图像)．处理2. The limits of a person's intelligence are fixed at birth, but whether he reaches these limits will depend on his environment. 极限3. (北京卷)Horridge was convicted of attempted murder and sentenced to life imprisonment. 未遂的；未得手的高频短语短语应用1. take_part_in 参与(某事)；参加(某活动)2. lead_to 导致3. keep_balance 保持平衡4. make_a_proposal 提出建议5. turn_to 向……求助6. give_way_to 让步；屈服7. prevent_..._from_... 阻止；不准8. donate_..._to_... 向……捐赠……9. make_sure 确保；设法保证10. all_over_the_world 在世界各地[语境运用1]填入一个适当的词1. The policeman prevented the children from crossing the road when it was dangerous.2. People volunteered to donate money to the disaster stricken area.3. Tom is an adventurer, who had travelled in a great many places all over the world.[语境运用2]填入一个适当的词Tony's carelessness led 1. to his failure in the competition. He decided to turn 2. to his teacher for help. He hoped that his teacher could 3. make a proposal for him and he wanted to take part 4. in another competition the next year.教材原句背诵句式仿写应用1. as引导的方式状语从句Liu Bin, a member of the camp, says that he is pleasant to help Mount Tai as people have done for more than 3,000 years. 按照老师们说的去做，你的梦想将很快实现。
Unit1CulturalHeritageListeningandSpeaking教案-高一英语人教
Unit 1 Cultural HeritageListening and Speaking 教案教材分析：本课时介绍了一段采访制作泰山旅游APP学生的对话。
文本指出保护文化遗产的重要性，以及文化遗产保护的历史和现状，并号召学生积极参与文化遗产保护活动。
重点表达及句式主要涉及项目介绍、项目参与等话题，如project, we are creating a ...。
本文的价值取向在于学生通过学习，了解对话中的青年项目内容与进程并增强学生对于文化的认同以及保护文化遗产的意识。
教学策略与设计说明：1. 采用情境教学法(Situational teaching method), 借助多媒体设备，创设主题情境，引导学生进入体育活动主题，达成教学步骤设计目的。
2. 采用任务型教学法(Taskbased language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：在本课学习结束时，学生能够：1.语言能力上，意识到听力过程中辨别相似音的重要性，习得涉及项目介绍、项目参与等话题的重点表达及句式，如project, we are creating a ...能听懂课文对话，了解对话中的青年项目内容与进程；能够针对保护文化遗产主题进行情景口语对话，准备表达自己对于文化遗产的想法。
2.思维品质上，整理归纳对话的主要思想，梳理对话发展脉络与逻辑；积极思考文化遗产的重要性，辩证看待文化遗产的现状和解决办法。
3.文化意识上，意识到文化遗产保护的重要性，了解文化遗产保护项目的主要目的与内容。
4.学习能力上，掌握根据上下文猜测词义技巧，灵活结合精听策略，归纳整理对话大意与细节信息。
教学重点：1.指导学生从整体和关键细节两方面理解听力文本；2.培养听中猜词义的能力；3.与同伴探讨参与文化遗产保护活动的方式。
教学难点：学生能够自主辩证性的思考文化遗产保护的重要性与现实性。