Unit 1 Cultural Heritage Assessing Your Progress 教案-2024-2025学年高中英语人教版（2019）必修第二册

Unit 1 Cultural Heritage -Assessing Your Progress 教学目标 Students can review and consolidate vocabulary like "heritage", "preserve" and grammar - restrictive relative clauses. They can accurately use them to describe cultural heritage, improving language expression and writing skills. 重点难点 Key points：Master key vocabulary and grammar related to cultural heritage. Be able to use them proficiently in reading, writing and speaking tasks. Review and summarize the unit content effectively. Difficult points：Apply grammar correctly in complex language situations. Deeply understand the cultural connotations behind heritage and express one's views on heritage protection comprehensively and logically in English. 教学内容 备注 Introduction Teacher: Good morning, everyone! We've come to the end of Unit 1, which has been all about Cultural Heritage. Over the past few classes, we've explored various aspects of cultural heritage—what it is, why it's important, how to protect it, and we've even practiced describing it through reading and writing activities. Today, we're going to focus on Assessing Your Progress. This isn't just a test; it's a chance for you to see how much you've learned, identify areas where you're doing well, and figure out what you might need to work on a bit more. Let's start with a quick overview of what we'll be covering today. We'll have some group discussions, individual tasks, and a chance to reflect on your own learning. Are you ready? Students: Yes! Teacher: Great. Let's begin by recalling what we've learned. Who can list some of the key points we've discussed about cultural heritage? Student A: We learned that cultural heritage can be tangible, like buildings and artifacts, and intangible, like traditions and languages. Teacher: Excellent. What else? Student B: We talked about why protecting cultural heritage is important—it connects us to our past and helps us understand our history. Teacher: That's right. And we also looked at specific examples, like Sanxingdui, Quanzhou, the Great Wall, and more. We practiced listening to conversations about cultural heritage projects, role-playing as tourists and tour guides, and writing descriptions of cultural heritage sites. Today, we'll assess how well you can apply all these skills and knowledge. Knowledge Check: Key Concepts Teacher: First, let's check your understanding of some key concepts. I'll ask a series of questions, and you can raise your hand to answer. Let's start with the basics. What is tangible cultural heritage? Student C: Tangible cultural heritage includes physical things like monuments, buildings, artworks, and ancient objects. Teacher: Perfect. And what's intangible cultural heritage? Student D: It's things that aren't physical, like customs, traditions, music, dance, and languages. Teacher: Well said. Can someone give an example of a tangible cultural heritage site from China? Student E: The Forbidden City in Beijing is a tangible cultural heritage site. Teacher: Good. And an example of intangible cultural heritage from any culture? Student F: Chinese calligraphy is a form of intangible cultural heritage because it's a traditional art form passed down through generations. Teacher: Great example. Now, why is it important to protect cultural heritage? Let's think beyond just "it's old." What broader reasons are there? Student G: Protecting cultural heritage helps preserve a community's identity. If we lose our heritage, we lose a part of who we are. Teacher: That's a strong point. Anyone else? Student H: It can also boost tourism, which helps local economies. But more importantly, it allows future generations to learn from the past. Teacher: Excellent. Cultural heritage is a source of education, inspiration, and even economic benefit, but its primary value is in preserving our collective memory. Now, let's move on to a quick quiz to check your recall of specific details from our readings and discussions. Quiz: Details from Readings and Discussions Teacher: I'll project a few questions on the screen. You can write down your answers on a piece of paper, and then we'll go over them together. Don't worry—this is just to see what you remember. [Shows questions] Where is the Sanxingdui site located, and what major discoveries were made there? What was Quanzhou's historical role, and what evidence of cultural diversity exists there? Name two international cultural heritage sites and explain why they're significant. [Gives students 5 minutes to write answers] Teacher: Time's up. Let's go through the first question. Where is Sanxingdui, and what was discovered there? Student I: Sanxingdui is in Guanghan, Sichuan Province. Major discoveries include jade objects found in 1929 and two sacrificial pits in 1986 with bronze and gold artifacts. Teacher: Correct. The artifacts showed the creativity of the ancient Shu people. Second question: Quanzhou's role and evidence of cultural diversity? Student J: Quanzhou was a key port on the Maritime Silk Road and was called the "largest port in the East" during the Song and Yuan dynasties. It has a Confucian temple, a mosque, and a Christian church close together, showing cultural coexistence. Teacher: Perfect. Third question: two international sites and their significance. Student K: The Pyramids of Giza in Egypt are significant because they're ancient tombs showing advanced engineering. The Taj Mahal in India is a symbol of love and a masterpiece of Mughal architecture. Teacher: Wonderful examples. Most of you seem to have a good grasp of these details. If you struggled with any, that's okay—we can revisit those topics later. Listening Comprehension Assessment Teacher: Next, let's assess your listening skills. We'll listen to a short conversation about a new cultural heritage protection project in Italy. I want you to take notes on the main points: what the project is, who's involved, and what its goals are. [Plays audio] Speaker 1: Have you heard about the new project to restore the ancient Roman ruins in Pompeii? Speaker 2: No, tell me about it. Who's behind it? Speaker 1: It's a collaboration between the Italian government and several international organizations. They're bringing in archaeologists, architects, and even students from around the world. Speaker 2: What's the main goal? Just fixing the ruins? Speaker 1: That's part of it. They want to stabilize the structures that were damaged by weather and time. But they also plan to create a digital archive of all the artifacts found there, so people everywhere can study them. And they're setting up educational programs for local schools to teach kids about Pompeii's history. Speaker 2: That sounds like a big undertaking. When will it start? Speaker 1: Next month, and it's expected to take three years. Teacher: Now, let's discuss. What is the project about? Student I: It's a project to restore the ancient Roman ruins in Pompeii. Teacher: Correct. Who's involved? Student J: The Italian government, international organizations, archaeologists, architects, and students from around the world. Teacher: Good. And what are the goals? Student K: To stabilize the damaged structures, create a digital archive of artifacts, and set up educational programs for local schools. Teacher: Excellent. Your note-taking and comprehension seem strong. Let's move on to speaking assessment. Speaking Assessment: Role-Play Revisited Teacher: Remember when we did role-plays as tourists and tour guides? Today, I'll pair you up again, but this time, I want you to use more specific details about the cultural heritage site. I'll give each pair a different site—some you know, some new. You'll have 5 minutes to prepare, then perform your role-play for the class. The criteria I'll be looking for: clear communication, accurate information about the site, use of the expressions we learned (like "Excuse me, but what is...?" or "Can you tell me more about...?"), and engagement in the conversation. [Pairs students and assigns sites: Group 1 - The Great Wall; Group 2 - Machu Picchu; Group 3 - The Pyramids of Egypt; Group 4 - Venice, Italy] [After 5 minutes of preparation] Teacher: Let's start with Group 1: The Great Wall. Group 1: Tourist: Excuse me, tour guide, but how long is the Great Wall, exactly? Tour Guide: The total length is about 21,196 kilometers. It was built over many dynasties, starting as early as the 7th century BCE. Tourist: Forgive me for asking, but why was it built? Tour Guide: Initially, it was built to protect against invasions from northern tribes. Later, it also served as a transportation route and a way to send military messages. Tourist: I've heard some parts are in bad condition. Is there a project to restore it? Tour Guide: Yes, there are ongoing efforts. Many sections have been repaired, and there are awareness campaigns to prevent damage from tourists and development. Teacher: Great job, Group 1! You included specific facts (the length, the timeline) and addressed a relevant issue (restoration). Let's hear from Group 2: Machu Picchu. Group 2: Tourist: Can you tell me where Machu Picchu is located? Tour Guide: It's in the Andes Mountains in Peru, about 2,430 meters above sea level. Tourist: What makes it so special? Tour Guide: It's an ancient Inca city, built in the 15th century. It's known for its incredible stonework—each stone fits perfectly without mortar. It's also a UNESCO World Heritage Site and was named one of the New Seven Wonders of the World. Tourist: Why was it abandoned? Tour Guide: No one knows for sure, but it's thought to be because of the Spanish conquest. It was forgotten for centuries until it was rediscovered in 1911. Teacher: Excellent work, Group 2! You highlighted unique features and answered a thoughtful question. Let's quickly check in with Group 3 and 4, then move on. Writing Assessment: Peer Review of Descriptions Teacher: Earlier, you wrote descriptions of cultural heritage sites. Today, we'll use those for assessment. I've collected your final drafts, and I've randomly distributed them (without names) so you can assess a classmate's work. On the handout I'm giving you, there's a rubric with criteria: clarity of basic information, depth of key features, use of personal connection, organization, and grammar/spelling. Rate each category from 1 to 5, and write a short comment explaining your rating. Then, we'll discuss what makes a strong description. [Distributes handouts and papers; gives 10 minutes for assessment] Teacher: Let's share some observations. Who found a description that did an excellent job with "depth of key features"? Student L: I read one about the Taj Mahal. The writer didn't just say it's a beautiful building—they explained that it's made of white marble, with inlaid precious stones, and that it was built by Shah Jahan in memory of his wife. They even mentioned the symmetry of the design. Teacher: That's a great example of depth. What about "use of personal connection"? Student M: The description of the Great Barrier Reef (which is a natural heritage site) talked about how the writer's family visited when they were a kid, and they remembered snorkeling and seeing colorful fish. It made the reef feel real and important, not just a list of facts. Teacher: Wonderful. Personal connections make writing more engaging. If your description was assessed, take note of the feedback—this is how professional writers improve! Self-Reflection Teacher: Now, it's time for self-reflection. On a piece of paper, I want you to answer these questions: What parts of Unit 1 did I find easiest? Why? What parts were most challenging? Why? What do I need to practice more (e.g., listening for details, using specific vocabulary, organizing my writing)? What's one thing I learned about cultural heritage that surprised me? Take 5 minutes to think and write. This is for you, not for a grade, so be honest. [After 5 minutes] Teacher: Let's share some reflections. Who wants to talk about what was easiest? Student N: I found the role-plays easiest because I like talking to classmates, and it felt like a real conversation, not just a school task. Teacher: That's great. What about challenges? Student O: I struggled with remembering all the details about the different sites—like dates and specific discoveries. There's so much information! Teacher: That's a common challenge. One way to remember details is to connect them to something you care about. For example, if you're interested in art, focus on the artifacts from Sanxingdui. What surprised someone? Student P: I was surprised to learn that intangible heritage includes things like traditional medicine. I never thought of that as heritage, but it makes sense—it's knowledge passed down through generations. Teacher: That's a wonderful insight. Cultural heritage is broader than we sometimes think. Group Project Assessment Teacher: Some of you worked on group projects related to cultural heritage—creating posters, designing apps, or planning awareness campaigns. Let's assess those now. Each group will give a 2-minute presentation explaining their project, then the class will provide feedback using the same rubric: creativity, relevance to cultural heritage, teamwork, and clarity. Group A (poster project): Student Q: Our poster is about protecting traditional Chinese opera. We included photos of performers, a timeline of its history, and quotes from artists. We wanted to show that it's not just old music—it's a living art form. Class Feedback: Student R: The poster is creative, with bright colors. It clearly connects to intangible heritage. Maybe add ways students can support it, like attending performances. Teacher: Great feedback. Group B, your app idea? Group B: Student S: Our app is called "Heritage Hunters." It has quizzes about cultural heritage sites, virtual tours, and a map showing local heritage spots. Users earn badges for learning facts or visiting sites. Class Feedback: Student T: It's very relevant—using technology to engage young people. The teamwork showed because you had different sections (quizzes, tours) that fit together. Teacher: Excellent work, everyone. Group projects are a great way to apply what you've learned, and I can see you put a lot of thought into them. Summary of Progress Teacher: Let's wrap up by summarizing our progress. From the knowledge check, most of you understand the difference between tangible and intangible heritage, and why protection matters. Your listening skills are strong—you can extract main points and details. In speaking, you're using specific information and engaging in meaningful conversations. Your writing shows improvement in organizing ideas and adding depth. The self-reflections and peer assessments show you're becoming better at identifying strengths and areas for growth. Remember, assessment isn't about getting a perfect score—it's about learning. If you struggled with something today, that's a sign of what to focus on. If you excelled, that's something to be proud of and build on. Homework and Next Steps Teacher: For homework, I want you to create a "Heritage Action Plan." Write down one thing you can do to protect or promote cultural heritage—maybe visit a local museum, learn a traditional song, or teach a family member about a heritage site. Then, write a paragraph explaining your plan and why it matters. This connects what we've learned to real action. Next class, we'll start Unit 2, but we'll revisit cultural heritage occasionally—because it's a topic that matters beyond this unit. Before we end, does anyone have a final thought about what they've learned about cultural heritage? Student U: I learned that cultural heritage is everywhere, not just in famous sites. It's in our families' traditions, too. Teacher: Beautifully said. Cultural heritage is part of our daily lives, and it's up to all of us to cherish and protect it. Class dismissed! ( 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 $$