Unit 1 Cultural Heritage-Reading and Thinking 教案-2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural Heritage-Reading and Thinking 内容导航 This section is an expository narrative titled "From Problems to Solutions", focusing on the conflict between Egypt’s Aswan Dam construction and the protection of cultural heritage such as the Abu Simbel Temple. It tells the whole process of the Egyptian government seeking help from the United Nations, with the joint efforts of experts and countries around the world to move cultural relics and resolve the conflict, highlighting the significance of international cooperation and the value of cultural heritage protection. It also guides students to think about the balance between economic development and cultural heritage protection. 教学目标和重难点 1. 教学目标 Language Ability: Students will master key vocabulary and sentence patterns related to cultural heritage, improve reading skills such as skimming, scanning and intensive reading, and be able to understand and summarize the text. Cultural Awareness: They will recognize the importance of cultural heritage, understand the necessity of cross-cultural cooperation in heritage protection, and enhance respect for diverse cultures. Thinking Quality: They will develop logical thinking by analyzing the text structure of "problem-analysis-solution-result" and critical thinking by discussing the balance between development and protection. Learning Ability: They will cultivate autonomous and cooperative learning abilities through group discussions and independent reading tasks. 2. 教学重难点 Key Points: Mastering key vocabulary (e.g., cultural heritage, relic, preserve, donate) and complex sentence structures (e.g., attributive clauses, inverted sentences) in the text; understanding the text structure and the whole process of the Aswan Dam cultural relic protection project; grasping the main idea and core information of each paragraph. Difficult Points: Comprehending the logical relationship between economic development and cultural heritage protection; accurately analyzing the causes and solutions of the conflict in the text; using the learned language knowledge to express views on cultural heritage protection flexibly and accurately. 教学过程 Pre-reading: Lead-in and Preparation The pre-reading stage aims to activate students’ prior knowledge, arouse their learning interest, and lay a foundation for the smooth development of reading activities. It mainly includes three parts: warming-up, vocabulary preview and prediction. First, warming-up. The teacher starts with a multimedia presentation, showing pictures and short videos of world-famous cultural heritage sites, such as the Great Wall of China, the Pyramids of Egypt, the Acropolis of Athens and the Abu Simbel Temple. After playing, the teacher asks questions in English to guide students to think and communicate: “Have you ever seen these cultural heritage sites? What do you know about them? Why do we need to protect cultural heritage?” The teacher encourages students to express their views freely in simple English. For students who have difficulty in expression, the teacher can give appropriate hints, such as providing key words like “treasure, history, culture, protection”. This activity not only stimulates students’ interest in the theme of cultural heritage, but also helps them establish a connection between their existing knowledge and the new text. Next, vocabulary preview. The teacher sorts out the key vocabulary in the text that affects reading comprehension, such as cultural heritage, relic, preserve, damage, destroy, proposal, protest, donate, fund, committee, engineer, rescue, etc. The teacher presents these words with pictures, word formation and example sentences to help students understand and remember them. For example, when explaining “preserve”, the teacher can show a picture of a cultural relic being protected and say: “To preserve means to keep something safe from harm or damage. We need to preserve cultural heritage for future generations.” For derivative words, such as “donate” and “donation”, the teacher can guide students to find the connection between them and expand their vocabulary. At the same time, the teacher briefly introduces some key phrases, such as “give way to”, “turn to... for help”, “bring together”, “piece by piece”, “put back together”, and explains their meanings and usage with simple example sentences, so that students can quickly recognize and understand these phrases when reading the text. Finally, prediction. The teacher shows the title of the text “From Problems to Solutions” and the pictures in the text (such as the Aswan Dam and the Abu Simbel Temple) to the students, and asks: “From the title and pictures, what problems do you think the text will talk about? What solutions will be put forward?” Students are invited to discuss in groups of 4-5, and then each group sends a representative to share their predictions. The teacher writes down the key points of the students’ predictions on the blackboard, such as “environmental problems caused by dam construction”, “protection of cultural relics”, “international cooperation”, etc. This link can cultivate students’ predictive ability, make them have a clear reading purpose, and improve their reading efficiency. While-reading: Text Analysis and Skill Training The while-reading stage is the core part of the teaching process, aiming to help students understand the text in depth, master reading skills and extract key information. It is carried out in three steps: skimming, scanning and intensive reading, which are gradual and progressive, helping students form a comprehensive understanding of the text. First, skimming. The teacher asks students to read the text quickly (without stopping to look up new words) and complete two tasks: 1. Find the topic sentence of the text and summarize the main idea of the text. 2. Divide the text into several parts according to the logical structure and briefly describe the main content of each part. After students finish reading, the teacher invites them to share their answers. The topic sentence of the text is the first sentence of the second paragraph: “Big challenges, however, can sometimes lead to great solutions.” The main idea of the text is that when Egypt built the Aswan Dam, it faced the conflict between economic development and cultural heritage protection, and finally solved the problem through international cooperation, which reflects the importance of cultural heritage protection and international cooperation. For the division of the text structure, students may divide it into five parts: Paragraph 1 puts forward the general problem (the conflict between progress and cultural site protection); Paragraph 2 introduces the specific problem (the conflict between Aswan Dam construction and cultural relic protection); Paragraphs 3-4 describe the process of solving the problem (seeking help from the United Nations, establishing a committee, raising funds, moving cultural relics); Paragraph 5 introduces the result of the solution (the success of the project); Paragraph 6 summarizes the significance and enlightenment of the project. The teacher affirms the reasonable points in the students’ answers, corrects the inappropriate parts, and helps students sort out the clear logical structure of the text, laying a foundation for in-depth reading. Second, scanning. The teacher asks students to read the text again, focusing on extracting specific information, and complete the following tasks: 1. Answer the detailed questions about the text. 2. Fill in the timeline of the Aswan Dam cultural relic protection project. The detailed questions are designed as follows: (1) Why did the Egyptian government want to build a new dam across the Nile in the 1950s? (2) Why did the proposal of building the dam lead to protests? (3) When did the Egyptian government turn to the United Nations for help? (4) What did the committee do to save the cultural relics? (5) How many countries donated to the project and how much money was donated? (6) When did the project end and what was the result? For the timeline, the teacher provides a blank form with time points, and students fill in the corresponding events according to the text, such as 1950s (Egyptian government planned to build the Aswan Dam), 1959 (Egypt turned to the UN for help), 1960 (the work of saving cultural relics began), 1961 (German engineers moved the first temple), 1980 (the project ended successfully). In the process of completing the tasks, students can use the key words and phrases previewed earlier to locate the information quickly. After completing the tasks, the teacher checks the answers with the students, explains the difficult points in the questions, and helps students consolidate the key information of the text. At the same time, the teacher guides students to summarize the scanning skills: when looking for specific information, they should pay attention to key words such as time, place, person and event, so as to improve the efficiency of information extraction. Third, intensive reading. On the basis of skimming and scanning, the teacher guides students to read the text carefully, analyze the language points, sentence structures and logical relationships in the text, and deepen their understanding of the text. First, the teacher focuses on explaining the key language points and difficult sentence structures in each paragraph. For example, in Paragraph 1: “There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future.” The teacher explains the sentence structure “There comes a time when...”, which means “there is a time when...”, and gives an example sentence: “There comes a time when we need to make important decisions.” For the phrase “give way to”, the teacher explains its meaning of “make way for” and guides students to make sentences. In Paragraph 2: “After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959.” The teacher analyzes the attributive clauses “who had studied the problem” and “who lived near the dam”, explains the usage of relative pronoun “who” and the tense of the attributive clause (past perfect tense is used here to indicate that the action happened before the main clause action), and asks students to find other attributive clauses in the text and analyze them. In Paragraph 5: “Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow.” The teacher explains the inverted structure “Not only... but also...”, emphasizing that when “Not only” is placed at the beginning of the sentence, the main clause needs to be inverted, and guides students to imitate and make sentences. In addition, the teacher guides students to pay attention to the transitional words in the text, such as “however”, “finally”, “not only... but also...”, which help to connect the context and clarify the logical relationship. The teacher asks students to find these transitional words and analyze their roles in the text, so as to improve students’ ability to grasp the logical structure of the text. In the process of intensive reading, the teacher also guides students to think deeply about the connotation of the text. For example, after reading Paragraph 6, the teacher asks: “What does the sentence ‘The spirit of the Aswan Dam project is still alive today’ mean? What enlightenment can we get from it?” Students are invited to discuss in groups, and then share their views. The teacher summarizes: The spirit of the Aswan Dam project refers to the spirit of international cooperation and the spirit of attaching importance to cultural heritage protection. This spirit is still important today, reminding us that cultural heritage is the common wealth of all mankind, and all countries should work together to protect it. This link not only helps students understand the deep meaning of the text, but also cultivates their critical thinking ability. Post-reading: Consolidation, Application and Expansion The post-reading stage aims to help students consolidate the knowledge and skills learned, apply the learned language knowledge to practice, and expand their thinking and vision. It mainly includes four parts: text retelling, group discussion, language practice and homework arrangement. First, text retelling. The teacher asks students to retell the main content of the text according to the timeline and logical structure sorted out earlier. Students can choose to retell individually or in pairs. When retelling, they should use the key vocabulary and sentence patterns learned in the text. The teacher gives appropriate guidance and encouragement to students, corrects their mistakes in pronunciation, grammar and expression, and helps them improve their oral expression ability. For example, a student may retell: “In the 1950s, the Egyptian government wanted to build a new dam across the Nile to control floods, produce electricity and supply water. But the dam would damage many temples and cultural relics, so the government turned to the UN for help in 1959. A committee was established to raise funds and organize experts to move the cultural relics. With the help of 50 countries, the project was completed in 1980 and was a great success.” After the retelling, the teacher summarizes the key points of retelling, emphasizing that retelling should be concise, logical and accurate, and use the learned language knowledge flexibly. Second, group discussion. The teacher puts forward a practical and exploratory discussion topic: “With the development of economy, many cultural heritage sites are facing the threat of damage. What should we do to balance economic development and cultural heritage protection? What can we do as senior high school students to protect cultural heritage?” Students are divided into groups of 4-5 to discuss. Before the discussion, the teacher gives some hints: they can refer to the solutions in the text (international cooperation, scientific protection, etc.), and combine their own life experience and known cases. During the discussion, the teacher walks around each group, listens to their discussions, and gives appropriate guidance when students encounter difficulties. For example, if a group has no idea, the teacher can ask: “Do you think the government, enterprises and individuals have different responsibilities in cultural heritage protection? What are they respectively?” After the discussion, each group sends a representative to make a speech in front of the whole class, sharing the group’s views. The teacher comments on each group’s speech, affirms the reasonable views, puts forward suggestions for improvement, and guides students to form a correct view: cultural heritage protection is the responsibility of all mankind, and we should take practical actions to protect it while developing the economy. This activity not only exercises students’ oral expression ability and cooperative learning ability, but also cultivates their sense of social responsibility. Third, language practice. The teacher designs two types of exercises to help students consolidate the learned language knowledge. The first type is vocabulary and sentence pattern exercises: 1. Fill in the blanks with the correct form of the given words (cultural heritage, preserve, donate, damage, rescue, etc.). 2. Rewrite the sentences using the given sentence patterns (such as “There comes a time when...”, “Not only... but also...”). The second type is reading comprehension exercises: the teacher provides a short passage about cultural heritage protection (similar in theme and difficulty to the text), and asks students to complete the questions after the passage, so as to consolidate their reading skills. After students finish the exercises, the teacher checks the answers, explains the difficult points, and helps students find out their own mistakes and correct them. This link can help students consolidate the knowledge learned, improve their language application ability and reading ability. Fourth, homework arrangement. The homework is designed hierarchically to meet the needs of different students. The basic homework: 1. Recite the key vocabulary and sentence patterns in the text. 2. Write a 100-word summary of the text, using the key vocabulary and sentence patterns learned. The improved homework: 1. Search for information about a world cultural heritage site (in English) and write a short introduction (about 150 words), introducing its background, characteristics and protection status. 2. Write a short passage (about 200 words) to express your views on how senior high school students can protect cultural heritage. The expanded homework: Work in groups to make a poster about cultural heritage protection (in English), which includes the introduction of cultural heritage, the importance of protection and the suggestions for protection. This hierarchical homework not only helps students consolidate the basic knowledge, but also encourages students to expand their knowledge and improve their comprehensive language application ability. Summary and Reflection At the end of the class, the teacher summarizes the key content of the lesson: the main idea and logical structure of the text, the key vocabulary and sentence patterns, the reading skills (skimming, scanning, intensive reading) and the significance of cultural heritage protection. The teacher emphasizes that cultural heritage is the precious wealth of human civilization, and protecting cultural heritage is the responsibility of every one of us. We should learn from the spirit of international cooperation in the text, and take practical actions to protect cultural heritage. At the same time, the teacher guides students to reflect on their own learning process: What have you learned in this class? What difficulties have you encountered? How to solve these difficulties? What can you do better next time? Through reflection, students can have a clear understanding of their own learning situation, find out their own shortcomings, and improve their learning ability. In addition, the teacher also reflects on the teaching process: whether the teaching links are reasonable, whether the teaching methods are appropriate, whether the students’ learning needs are met, and whether the teaching objectives are achieved. According to the reflection, the teacher adjusts and improves the teaching plan for the next class, so as to improve the teaching effect. In the whole teaching process, the teacher adheres to the student-centered teaching concept, focuses on the cultivation of students’ four-dimensional core literacy, combines knowledge teaching with skill training, and combines classroom teaching with practical application. Through various teaching activities, such as group discussion, text retelling and language practice, students are fully mobilized to participate in the teaching process, so that students can not only master the knowledge and skills, but also improve their comprehensive quality, and lay a solid foundation for their future English learning and cultural literacy improvement. 1 / 1 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 $