Unit 1 Cultural Heritage -Reading and Thinking 教案-2024-2025学年高中英语人教版（2019）必修第二册

Unit 1 Cultural Heritage -Reading and Thinking 教学目标 Language Competence: Master heritage-related vocabularies (e.g., preserve, restore) and functional expressions for discussing protection measures. Cultural Awareness: Understand the significance of global cultural heritage and the balance between development and preservation. Thinking Quality: Analyze different viewpoints on heritage protection and form logical judgments. Learning Ability: Collaborate in pair/group discussions to exchange ideas about heritage conservation. 重点难点 Key Points: Using topic-related words and phrases to describe cultural heritage; expressing opinions on protection methods. Difficult Points: Distinguishing nuances between similar terms (e.g., preserve vs. conserve); fluently discussing conflicting issues like tourism development and heritage protection. 教学内容 备注 Teacher: Good morning, class! We're diving deeper into Unit 1: Cultural Heritage today, specifically focusing on the Reading and Thinking section. Cultural heritage is a vast and fascinating topic, and our reading materials will take us on a journey to explore different aspects of it. So, let's get started! Teacher: First, let's look at the title and the pictures associated with the reading passage. What initial thoughts come to your mind? Any guesses about what the passage might be about? Student 1: Well, from the pictures, I can see some ancient ruins and a group of people looking at them. Maybe the passage is about an archaeological discovery or the importance of protecting old buildings? Teacher: That's a great start! You've made some really good observations. Now, let's quickly skim through the passage without getting into too much detail. Just try to get a general sense of what it's about. You have about two minutes. (Students skim the passage) Teacher: Alright, time's up. Can someone share a very brief summary of what they think the passage is mainly about? Student 2: I think it's about different cultural heritage sites around the world and the challenges they face, as well as efforts to preserve them. Teacher: Exactly! You've grasped the main idea very well. Now, let's read the passage more carefully. As we read, I want you to mark any new words or phrases that you don't understand. We'll come back to them later. (Teacher and students read the passage together) Passage: Cultural heritage is what we inherit from the past, live with in the present, and pass on to future generations. It can be divided into two main categories: tangible cultural heritage and intangible cultural heritage. Tangible cultural heritage includes things like historical buildings, monuments, and artifacts. For example, the Great Wall of China is a magnificent tangible cultural heritage. It stretches across northern China, symbolizing the great engineering skills of ancient China. It has withstood the test of time for thousands of years, but now it faces challenges such as weathering and damage from tourists. Intangible cultural heritage, on the other hand, consists of oral traditions, performing arts, social practices, and traditional knowledge. Take the Chinese Spring Festival for instance. It's not something you can touch physically, but it's deeply ingrained in Chinese culture. The traditions of family reunions, giving red envelopes, and setting off fireworks are all part of this intangible heritage. However, with the rapid development of modern society, some intangible cultural heritages are at risk of being forgotten. Another example is the Venice Carnival in Italy. It's a world - famous intangible cultural heritage. The elaborate masks and colorful costumes are a sight to behold. But maintaining the authenticity of the carnival while also adapting to modern tourism demands is a tricky balance. In some cases, cultural heritage sites are in danger due to natural disasters. The ancient city of Pompeii in Italy was buried under volcanic ash when Mount Vesuvius erupted in 79 AD. Although it has been preserved to a large extent, the ongoing effects of weather and environmental changes still pose threats. In order to protect cultural heritage, various measures are being taken. Governments around the world are passing laws to safeguard these precious legacies. For example, in China, there are strict regulations regarding the protection of historical buildings. International organizations are also playing a role. UNESCO (the United Nations Educational, Scientific and Cultural Organization) has a list of World Heritage Sites. Sites on this list receive international recognition and support for preservation efforts. Local communities are also crucial in the protection of cultural heritage. In many places, local people have a deep connection to the heritage of their area. They often participate in restoration projects and help educate visitors. For example, in some small villages in China with well - preserved ancient architecture, the local villagers take pride in showing tourists around, sharing the stories behind the buildings. Teacher: Now that we've read the passage thoroughly, let's start with the new words. What words did you find difficult? Student 3: I didn't know what "ingrained" means. Teacher: Great question. "Ingrained" means firmly fixed or established in a particular place, situation, or person's mind. In the context of the passage, we said the Spring Festival traditions are deeply ingrained in Chinese culture, which means they are firmly established and have been part of Chinese culture for a long time. Can you think of another example using this word? Student 4: Habits can be ingrained in people, like someone who has an ingrained habit of waking up early every day. Teacher: Perfect! You've understood the word very well. Any other words? Student 5: What does "authenticity" mean? Teacher: "Authenticity" refers to the quality of being real or genuine. In the case of the Venice Carnival, maintaining its authenticity means keeping the traditional and genuine aspects of the carnival, not changing it too much to fit modern trends in a way that loses its original meaning. For example, if a traditional handicraft is made with modern materials instead of the original ones, its authenticity might be questioned. Now, let's move on to some comprehension questions. Why do you think cultural heritage is important? Discuss with your partner for a minute. (Students discuss in pairs) Teacher: Alright, let's hear some of your thoughts. Student 6: Cultural heritage is important because it tells us about our past. It's like a storybook that shows how our ancestors lived. For example, the Great Wall shows us how strong and hard - working they were to build such a huge structure. Teacher: That's a wonderful point. Cultural heritage is indeed a link to our past. What else? Student 7: It also helps in bringing communities together. Like during the Spring Festival, families come together, and it strengthens the family bond. And for places with cultural heritage sites, it can bring the local community closer as they work together to protect it. Teacher: Excellent! It has a strong social aspect as well. Now, let's talk about the challenges faced by cultural heritage as mentioned in the passage. What are some of them? Student 8: Natural disasters are a big challenge. The eruption of Mount Vesuvius buried Pompeii. And weathering can also damage cultural heritage, like the Great Wall getting affected by wind and rain over the years. Teacher: Right. What about human - related challenges? Student 9: Tourists can cause damage. Sometimes they might touch or graffiti on historical buildings. Also, modern society's fast - paced lifestyle can make people forget about intangible cultural heritages like some traditional folk arts. Teacher: You're absolutely right. Now, let's have a group discussion. I want you to form groups of four. Each group should choose one cultural heritage site, either tangible or intangible, from anywhere in the world. Discuss in your groups the following: what makes this heritage site special, the challenges it faces, and possible solutions to protect it. You have about ten minutes to discuss, and then we'll have each group share their findings. (Students form groups and start discussing) Teacher: Time's up, everyone. Group 1, would you like to start sharing? Group 1 Representative: We chose the Sanxingdui Ruins in China. What makes it special is the unique bronze artifacts that were unearthed. They have a very distinct style that is different from other known Chinese ancient artifacts. The challenges it faces include the need for advanced preservation techniques as the artifacts are quite old and fragile. Also, there's a risk of damage during the ongoing excavation process. Possible solutions could be to invite international experts in archaeology and preservation to collaborate. And we could use the latest 3D scanning technology to create digital replicas of the artifacts for research and display purposes, reducing the need to handle the real ones too often. Teacher: Those are some really innovative ideas. Group 2, your turn. Group 2 Representative: We picked the Carnival of Rio de Janeiro in Brazil. It's special because of its vibrant colors, amazing samba dances, and the huge parade. The challenges it faces are commercialization. Sometimes, in the pursuit of making more money from tourism, the true meaning and traditions of the carnival might get lost. Also, the large - scale events can cause environmental pollution. To solve these, we think there should be strict regulations on how the carnival is organized to ensure the traditions are maintained. And for the environmental issue, we could encourage the use of eco - friendly materials for the costumes and floats, and also organize clean - up campaigns after the events. Teacher: Great suggestions. Group 3? Group 3 Representative: We chose the ancient city of Kyoto in Japan. What makes it special is the well - preserved traditional Japanese architecture, like the temples and shrines. The challenges it faces are urban development. As the city grows, there's a risk of these traditional buildings being demolished to make way for modern structures. Also, there's a need to balance the influx of tourists with the preservation of the local culture. To protect it, the government could impose more restrictions on urban development in the historical areas. And they could promote cultural experiences for tourists that are more in line with the local traditions, like tea - ceremony workshops, to make tourists more aware of the value of the heritage. Teacher: Fantastic ideas, everyone. It's clear that you all understand the importance of cultural heritage and the various aspects related to it. Now, let's do a little writing activity. I want you to write a short paragraph about one of the cultural heritage sites we've discussed today or any other one you know. In your paragraph, include what makes it special, one challenge it faces, and one solution you think could help. You have about five minutes to write. (Students start writing) Teacher: Alright, let's stop here. Who would like to share their paragraph? Student 10: I wrote about the Macao Historic Centre. What makes it special is the unique blend of Chinese and Portuguese architecture. It shows the long - standing cultural exchange between the two regions. One challenge it faces is the increasing number of tourists, which can cause overcrowding and potential damage to the old buildings. A solution could be to limit the number of tourists allowed in certain areas at a time and also provide guided tours to educate tourists about the significance of the buildings. Teacher: That's a very well - written paragraph. You've clearly presented the key points. Now, let's summarize what we've learned today. We've learned about the two main types of cultural heritage, the importance of cultural heritage, the challenges it faces, and some solutions to protect it. For your homework, I want you to research more about a cultural heritage site of your choice. Find out more detailed information about its history, the current protection measures, and any new challenges or developments. We'll share our findings in the next class. That's all for today. Have a great day! ( 第 1 页 共 1 页 ) 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$