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

Unit 1 Cultural Heritage-Reading for Writing 内容导航 This section focuses on cultural heritage protection, taking the Aswan Dam project and Mogao Grottoes digital protection as examples. It guides students to understand the balance between development and protection, master news report structures, and practice writing about cultural heritage protection. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabularies like heritage, preserve and relic, and use restrictive and non-restrictive attributive clauses properly. Cultural Awareness: Understand the value of global cultural heritage, respect cultural diversity, and strengthen cultural confidence. Thinking Quality: Develop critical and logical thinking by analyzing protection solutions. Learning Ability: Master reading and writing strategies, and improve autonomous and cooperative learning skills through group activities. 2. 教学重难点 Key Points: Grasp the structure and language features of news reports, master cultural heritage-related vocabularies and sentence patterns, and complete a news report about cultural heritage protection. Difficult Points: Flexibly use attributive clauses in writing, logically organize materials, and accurately express views on cultural heritage protection with appropriate language. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students' interest in cultural heritage and activate their prior knowledge, laying a solid foundation for the subsequent reading and writing tasks. First, the teacher presents pictures and short videos of world-famous cultural heritage sites, including the Great Wall of China, the Aswan High Dam in Egypt, and the Mogao Grottoes in Dunhuang. These visual materials can quickly attract students' attention and make them have a direct perception of cultural heritage. Then, the teacher asks open-ended questions to guide students to discuss in pairs: “What is cultural heritage in your opinion? Can you name some famous cultural heritage sites at home and abroad? What challenges do these cultural heritage sites face today?” During the discussion, the teacher walks around the classroom, listens to students' opinions, and provides appropriate guidance. After the pair discussion, invite 2-3 groups to share their ideas. Some students may mention that cultural heritage includes historical buildings, relics and traditional customs; others may point out that cultural heritage is facing threats such as natural disasters, human damage and urban development. The teacher summarizes students' answers, emphasizes that cultural heritage is the common wealth of all mankind, and it is crucial to find a balance between development and protection. Finally, the teacher naturally leads in the topic of this lesson: “Today, we will read two passages about cultural heritage protection, learn the structure of news reports, and then write a news report of our own.” Pre-reading The pre-reading stage aims to help students remove language obstacles, understand the background of the reading materials, and prepare for efficient reading. First, the teacher introduces the background of the two reading passages briefly. The first passage is about the Aswan High Dam project in Egypt in the 1950s, which faced the conflict between economic development and cultural heritage protection, and finally solved the problem with international cooperation. The second passage focuses on the digital protection project of the Mogao Grottoes, which uses modern technology to protect cultural relics and promote cultural communication. Next, the teacher presents the core vocabularies and key sentence patterns related to the reading materials. The vocabularies include heritage, preserve, relic, dam, flood, electricity, committee, fund, digital, image, promote, safeguard, etc. For each vocabulary, the teacher explains its meaning, pronunciation and usage, and gives example sentences combined with the context of the reading materials. For example, when explaining “preserve”, the teacher says: “Preserve means to keep something safe or in its original state. In the passage, ‘preserve cultural relics’ means to protect cultural relics from damage.” For key sentence patterns, the teacher focuses on the restrictive and non-restrictive attributive clauses, which are frequently used in the reading materials. The teacher gives example sentences from the passage, such as “Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage.” and “They are recording and collecting digital images of cultural relics from the Mogao Caves, which were a key stop along the Silk Road throughout China’s ancient history.”, and explains the differences between the two types of attributive clauses, including the use of commas and the function of relative pronouns. In addition, the teacher guides students to predict the content of the reading materials based on the title and pictures. The teacher asks: “Look at the title of the first passage ‘From Problems to Solutions’ and the picture of the Aswan High Dam. What problems do you think the Egyptian government faced? What solutions might they have found?” Students can make predictions based on their prior knowledge and the background introduced by the teacher. This link can stimulate students' reading motivation and help them form a preliminary understanding of the reading content. While-reading The while-reading stage is the core part of the reading teaching, which aims to help students understand the main content, structure and key information of the reading materials, and improve their reading ability. The teacher divides this stage into two parts: fast reading and careful reading. First, fast reading. The teacher asks students to read the two passages quickly within a certain time, and complete the following tasks: 1. Summarize the main idea of each passage. 2. Identify the structure of each passage. After students finish reading, the teacher invites them to share their answers. For the first passage, the main idea is that the Egyptian government solved the conflict between the Aswan High Dam construction and cultural heritage protection with the help of the United Nations and international cooperation. The structure is “putting forward problems — analyzing problems — solving problems — evaluating results”. For the second passage, the main idea is that the digital protection project of the Mogao Grottoes helps protect cultural relics and promote cultural communication. The structure is “introducing the project — explaining the purpose and measures — stating the significance”. The teacher confirms students' answers and summarizes the common structure of news reports: headline, lead, body and conclusion. The lead usually briefly introduces the core content of the news, the body elaborates on the details, and the conclusion summarizes the significance or puts forward prospects. Then, careful reading. The teacher guides students to read the passages carefully, and design targeted questions to help them grasp the key information. For the first passage, the questions are: 1. Why did the Egyptian government want to build a new dam across the Nile? 2. What problems did the dam construction bring? 3. What measures did the Egyptian government take to solve the problems? 4. What was the result of the project? For the second passage, the questions are: 1. What is the digital protection project of the Mogao Grottoes? 2. What measures are taken in the project? 3. What is the purpose of the project? Students read the passages carefully, find the answers to the questions in the text, and discuss them in groups. During the group discussion, the teacher guides students to analyze the key sentences and extract effective information. For example, when answering the question “Why did the Egyptian government want to build a new dam across the Nile?”, students can find the sentence “In the 1950s, the Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area.” and extract the key points: control floods, produce electricity, and supply water. After the group discussion, the teacher invites each group to send a representative to answer the questions, and supplements and corrects them. At the same time, the teacher emphasizes the key vocabularies and sentence patterns in the passages, and guides students to understand their usage in the context. For example, the sentence “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.” uses the “not only...but also...” structure, and the teacher explains the inversion rule of “not only” at the beginning of the sentence. In addition, the teacher guides students to analyze the writing techniques used in the passages. For example, the first passage uses the example method to illustrate the problem of cultural heritage protection and the solution process; the second passage uses specific data and quotes to enhance the persuasiveness of the article. The teacher asks students to find examples of these writing techniques in the passages and discuss their functions. This link can help students better understand the characteristics of news reports and lay a foundation for their own writing. Post-reading The post-reading stage aims to help students consolidate the knowledge learned, deepen their understanding of the topic, and connect reading with writing. This stage includes three parts: language consolidation, topic discussion and writing guidance. First, language consolidation. The teacher designs some exercises to help students master the core vocabularies and key sentence patterns. For example, vocabulary filling: 1. We should try our best to ______ (保护) cultural heritage for future generations. 2. The government set up a ______ (委员会) to deal with the problem of cultural relic protection. Sentence rewriting: 1. The Mogao Grottoes were a key stop along the Silk Road. We are recording their digital images. (Combine the two sentences with a non-restrictive attributive clause) 2. The project was a great success. It brought together governments and environmentalists from around the world. (Combine the two sentences with a restrictive attributive clause) Students complete the exercises independently, and then the teacher checks the answers and explains the key points. This link can help students consolidate the language knowledge learned and improve their language application ability. Then, topic discussion. The teacher puts forward a deeper discussion question: “What can we do as senior high school students to protect cultural heritage? What are the advantages and disadvantages of using modern technology to protect cultural heritage?” Students discuss these questions in groups. During the discussion, the teacher encourages students to express their own views and opinions, and guides them to think from multiple perspectives. For example, some students may say that they can popularize the knowledge of cultural heritage protection among their classmates and relatives, visit cultural heritage sites in a civilized way, and not damage cultural relics. Some students may point out that modern technology can help protect cultural relics from damage, but it may also lose the original charm of cultural heritage. After the group discussion, invite several groups to share their views. The teacher summarizes students' opinions, emphasizes that protecting cultural heritage is the responsibility of every citizen, and modern technology is a useful tool for cultural heritage protection, but we should also pay attention to maintaining the authenticity of cultural heritage. Finally, writing guidance. The teacher leads students to review the structure and language features of news reports, and summarizes the writing steps of news reports: 1. Determine the topic and title: The title should be concise and clear, reflecting the core content of the news. 2. Write the lead: Briefly introduce the time, place, person, event and other key information of the news. 3. Write the body: Elaborate on the details of the event, including the process, measures, reasons and other content, and use specific examples, data or quotes to enrich the content. 4. Write the conclusion: Summarize the significance of the event, put forward prospects or calls. Then, the teacher presents the writing task: Write a news report about a cultural heritage protection activity in your school or community, with a length of about 150 words. The teacher provides some reference materials and tips: 1. Reference topics: The school holds a cultural heritage knowledge contest, the community organizes a volunteer activity to clean cultural relics, etc. 2. Key points to include: Time, place, participants, activity process, activity significance. 3. Language requirements: Use the vocabularies and sentence patterns learned in this lesson, especially attributive clauses, and keep the language objective and accurate. The teacher also gives a sample news report to help students understand the writing requirements. The sample report is about a cultural heritage knowledge contest held in a school: “A Cultural Heritage Knowledge Contest Held in Our School On October 15th, a cultural heritage knowledge contest was held in the school hall. More than 200 students from all grades participated in the contest. The contest included multiple-choice questions, short-answer questions and discussion questions, covering the knowledge of Chinese and foreign cultural heritage. During the contest, the participants answered the questions actively and showed a good understanding of cultural heritage. The contest ended with a prize-giving ceremony, and 10 students won the first, second and third prizes. This contest not only enriched students' knowledge of cultural heritage, but also raised their awareness of cultural heritage protection. It is hoped that more students will pay attention to and participate in cultural heritage protection activities in the future.” After presenting the sample, the teacher guides students to analyze the structure and language features of the sample, and points out the key points that need attention in writing. For example, the lead of the sample clearly introduces the time, place, event and participants; the body elaborates on the process of the contest; the conclusion summarizes the significance of the contest. The sample also uses some vocabularies and sentence patterns learned in this lesson, such as “cultural heritage”, “participate in”, and the restrictive attributive clause “which covered the knowledge of Chinese and foreign cultural heritage”. Writing Practice In the writing practice stage, students complete the writing task independently under the guidance of the teacher. Before starting writing, the teacher reminds students to make an outline first, including the title, lead, body and conclusion, and list the key information to be included in each part. This can help students organize their ideas and avoid missing key points. During the writing process, the teacher walks around the classroom, provides timely help to students who have difficulties, and corrects their mistakes in vocabulary, grammar and sentence structure. For example, some students may use the wrong relative pronoun in attributive clauses, and the teacher will remind them to choose the appropriate relative pronoun according to the antecedent; some students may have problems in logical organization, and the teacher will guide them to use transition words such as first, then, finally to make the article more coherent. After students finish writing, the teacher organizes the peer evaluation activity. Each student exchanges their composition with their deskmate, and evaluates it according to the following evaluation criteria: 1. Is the structure of the news report complete? 2. Is the key information complete? 3. Are the vocabularies and sentence patterns used correctly? 4. Is the language coherent and accurate? 5. Are there any grammar or spelling mistakes? Students put forward suggestions for revision to their deskmates. This link can help students find their own mistakes and learn from each other's strengths, improving their writing ability. After the peer evaluation, students revise their own compositions according to the suggestions put forward by their deskmates. The teacher collects some representative compositions, including excellent compositions and compositions with common problems, and comments on them in class. For excellent compositions, the teacher affirms their strengths, such as complete structure, accurate language and rich content, and invites the students to share their writing experience. For compositions with common problems, the teacher points out the mistakes and gives specific revision suggestions, helping students avoid similar mistakes in the future. Summary and Homework First, the teacher summarizes the content of this lesson. The teacher reviews the core vocabularies and key sentence patterns learned in this lesson, emphasizes the structure and writing skills of news reports, and reiterates the importance of cultural heritage protection. The teacher says: “In this lesson, we have read two passages about cultural heritage protection, mastered the structure and language features of news reports, and completed a news report writing task. Cultural heritage is the precious wealth left by our ancestors, and it is our responsibility to protect it. I hope you can apply the knowledge learned in this lesson to your daily life, pay attention to cultural heritage protection, and spread the concept of cultural heritage protection.” Then, the teacher assigns homework: 1. Revise the news report written in class and hand it in the next day. 2. Collect information about a world cultural heritage site, and write a short introduction (about 100 words) to it, using the vocabularies and sentence patterns learned in this lesson. 3. Discuss with your family members about cultural heritage protection, and write down their views and your own feelings. In addition, the teacher recommends some extra-curricular reading materials for students, such as articles about cultural heritage protection on the UNESCO official website, and documentaries about cultural heritage, to help students expand their knowledge and deepen their understanding of the topic. Teaching Reflection (Supplementary) After the class, the teacher needs to reflect on the teaching process, summarize the strengths and weaknesses, and put forward improvement measures for future teaching. The strengths of this lesson may include: The warm-up activity is vivid and interesting, which can effectively arouse students' interest; the reading teaching is hierarchical, from fast reading to careful reading, which helps students gradually grasp the key information; the writing guidance is detailed, with sample analysis and peer evaluation, which can effectively improve students' writing ability. The weaknesses may include: Some students may have difficulty in using attributive clauses flexibly in writing, which needs more targeted exercises; the time for group discussion may be insufficient, leading to some students not being able to fully express their views. In future teaching, the teacher will increase the practice of attributive clauses, reasonably arrange the teaching time, and ensure that each student can participate in the teaching activities fully. 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 $