Unit 1 Cultural Heritage-Assessing Your Progress 教案-2025-2026学年高中英语人教版必修第二册

Unit 1 Cultural Heritage-Assessing Your Progress 内容导航 Assessing Your Progress in Unit 1 Cultural Heritage is a comprehensive evaluation section, consisting of three parts: language knowledge assessment, self-reflection, and project activity. It tests students’ mastery of core vocabulary, grammar (attributive clauses), and functional expressions related to cultural heritage. Through self-evaluation and group projects about intangible cultural heritage, it helps students identify their learning strengths and weaknesses, deepen their understanding of cultural heritage connotation, and promote the integration of language application and cultural awareness. 教学目标和重难点 1. 教学目标 Language Ability: Master cultural heritage-related vocabulary and attributive clauses, and use English to describe cultural heritage and express protection suggestions. Cultural Awareness: Understand the value of material and intangible cultural heritage, recognize the importance of cultural heritage protection, respect cultural diversity, and enhance cultural confidence. Thinking Quality: Develop logical thinking through sorting out language knowledge and critical thinking through discussing cultural heritage protection issues. Learning Ability: Cultivate self-evaluation awareness, summarize learning experience independently, and improve cooperative learning and information collection abilities through project activities. 2. 教学重难点 Key Points: Master the correct use of core vocabulary (e.g., preserve, promote, contribution) and attributive clauses (relative pronouns and adverbs) in context; understand the connotation and protection significance of intangible cultural heritage; complete self-evaluation and group project presentations smoothly. Difficult Points: Accurately distinguish and use relative pronouns and adverbs in attributive clauses; flexibly apply cultural heritage-related vocabulary and expressions to express views; effectively organize materials and present research results on intangible cultural heritage in English. 教学过程 Lead-in: Review and Activation (Warm-up) The lead-in aims to help students review the key knowledge learned in the unit, activate their existing language reserves and cultural cognition, and lay a solid foundation for the smooth development of the assessment and project activities. At the beginning of the class, the teacher greets students in English and starts with a free talk activity. The teacher asks open questions related to cultural heritage, such as “What cultural heritage sites have we learned about in this unit?” “What measures can we take to protect cultural heritage?” “Can you list some examples of Chinese intangible cultural heritage?” Students are invited to answer these questions freely. During the process, the teacher guides students to use the vocabulary and sentences learned in the unit, such as “The Mogao Caves are a famous cultural heritage site in China, which is a key stop along the Silk Road.” “We should preserve cultural heritage from being damaged.” “Paper-cutting and Peking Opera are important intangible cultural heritage of China.” For students who have difficulty answering, the teacher provides appropriate hints, such as showing pictures of cultural heritage sites or key vocabulary cards, to help them build confidence and actively participate in the interaction. After the free talk, the teacher summarizes the key points reviewed, emphasizing the core vocabulary (preserve, promote, contribution, application, balance, etc.) and the basic structure of attributive clauses. Then, the teacher briefly introduces the main content of Assessing Your Progress, telling students that this section is to help them check their learning results, find out their deficiencies, and further deepen their understanding of cultural heritage through practical activities. This link not only activates the classroom atmosphere but also enables students to quickly enter the learning state and clarify the learning objectives of the class. Part 1: Language Knowledge Assessment (Vocabulary and Grammar) This part is divided into two activities, focusing on testing students’ mastery of unit vocabulary and grammar. The teacher guides students to complete the exercises step by step, emphasizing the application of knowledge in context rather than mechanical memory. Activity 1: Vocabulary Practice. The teacher presents the exercise on the screen, which requires students to complete the sentences with the words in the box (e.g., preserve, promote, quality, digital, image). Before starting the exercise, the teacher first reviews the meanings and usages of these words, combining with the examples in the textbook. For example, “preserve” is often used in the structure “preserve...from/against doing sth.”, which means “protect...from...”; “promote” can mean “promote, enhance”, such as “promote cultural exchange”; “digital” is an adjective, meaning “digital”, such as “digital images” mentioned in the textbook passage about the Mogao Caves. Students complete the exercises independently. After finishing, the teacher invites several students to share their answers, and corrects the mistakes in time. For common mistakes, such as confusing “preserve” with “protect”, or misusing the part of speech of “quality” (e.g., using it as a verb), the teacher explains and gives additional examples to help students clarify the differences. For example, “preserve” focuses on keeping something in its original state, while “protect” focuses on preventing it from being harmed; “quality” is a noun, meaning “quality, character”, and its adjective form is “high-quality” or “quality” (used attributively). After correcting the vocabulary exercises, the teacher designs a small extension activity: asking students to make sentences with 3-5 of the key words, which are related to cultural heritage. For example, “We should use digital technology to preserve the images of cultural relics and promote the spread of cultural heritage.” This activity not only consolidates students’ mastery of vocabulary but also connects vocabulary learning with the unit theme, improving their ability to use language in context. Activity 2: Grammar Practice. This activity focuses on the use of attributive clauses, requiring students to complete the conversation about intangible cultural heritage with the correct relative pronouns (who, whom, which, that) or relative adverbs (where, when, why). First, the teacher reviews the basic knowledge of attributive clauses: relative pronouns refer to people or things and act as subjects, objects, or predicative in the clause; relative adverbs refer to time, place, or reason and act as adverbials in the clause. The teacher combines the examples in the textbook, such as “The Mogao Caves, which were a key stop along the Silk Road throughout China's ancient history, are being protected by researchers.”, to explain the usage of relative pronouns and adverbs. Students read the conversation carefully, analyze the context and the function of the clause, and then fill in the blanks. During the process, the teacher walks around the classroom, provides guidance to students who have difficulties, and reminds them to pay attention to the antecedent of the clause and the function of the relative word in the clause. For example, when the antecedent is a person and the relative word acts as the subject, we use “who” or “that”; when the antecedent is a place and the relative word acts as an adverbial, we use “where”. After students finish the exercise, the teacher leads them to check the answers together, explaining each blank in detail. For example, in the sentence “I want to learn about the intangible cultural heritage ______ is popular among young people.”, the antecedent is “the intangible cultural heritage” (a thing), and the relative word acts as the subject of the clause, so we use “which” or “that”. Then, the teacher asks students to observe the underlined attributive clauses in the conversation and summarize the rules of using relative pronouns and adverbs, encouraging students to express their own understandings and supplementing and correcting them in time. To further consolidate the grammar knowledge, the teacher designs a group practice activity: each group is given a topic related to cultural heritage (e.g., Peking Opera, paper-cutting, the Great Wall), and asks them to make 3-4 sentences with attributive clauses. For example, “Peking Opera, which is a traditional Chinese art form, has a history of more than 200 years.” After the group discussion, each group sends a representative to share their sentences, and the teacher comments and evaluates them, focusing on the correctness and appropriateness of the attributive clauses. This activity not only helps students master the grammar points but also improves their cooperative learning ability and language expression ability. Part 2: Self-Reflection Self-reflection is an important part of Assessing Your Progress, which helps students objectively evaluate their learning results, find out their strengths and weaknesses, and form good learning habits. The teacher guides students to carry out self-reflection in a systematic way, combining the content of the unit and the results of the language knowledge assessment just completed. First, the teacher presents the self-reflection form on the screen, which includes the following aspects: 1. Mastery of core vocabulary and phrases (excellent, good, general, poor); 2. Mastery of attributive clauses (excellent, good, general, poor); 3. Ability to understand English passages about cultural heritage (excellent, good, general, poor); 4. Ability to express views on cultural heritage protection in English (excellent, good, general, poor); 5. What I have learned best in this unit; 6. What I need to improve; 7. My plan to improve my English in the next stage. Students fill in the self-reflection form independently, requiring them to be objective and honest. During the process, the teacher reminds students to combine their performance in the vocabulary and grammar exercises, as well as their learning experience in the whole unit, to make a comprehensive evaluation. For example, if a student often makes mistakes in the use of relative adverbs, he should mark “poor” in the mastery of attributive clauses and put forward corresponding improvement plans, such as reviewing the grammar rules regularly and doing more related exercises. After students finish filling in the form, the teacher invites several students to share their self-reflection results. Some students may say, “I have mastered most of the core vocabulary, but I still have difficulty in using attributive clauses in writing. My improvement plan is to practice writing 2-3 sentences with attributive clauses every day.” Some students may say, “I can understand simple passages about cultural heritage, but I need to improve my reading speed and ability to grasp key information.” The teacher affirms the strengths of the students, encourages them to keep up the good work, and gives targeted suggestions for their deficiencies. For example, for students who have difficulty in reading, the teacher suggests that they read more English articles about cultural heritage, accumulate reading experience, and learn to use skimming and scanning skills to find key information. Then, the teacher summarizes the self-reflection results, emphasizing that self-reflection is not only a summary of the past learning but also a guide for future learning. The teacher encourages students to take the initiative to find their own problems and take practical measures to improve their English ability. At the same time, the teacher tells students that they can ask the teacher or classmates for help when they encounter difficulties in the learning process, and form a good learning atmosphere of mutual help and common progress. Part 3: Project Activity - Learn About Intangible Cultural Heritage The project activity is the key part of this lesson, which aims to let students further understand the connotation of intangible cultural heritage, improve their ability to collect and organize information, and enhance their cultural awareness and sense of responsibility through practical operations. The project activity is carried out in groups, and the specific steps are as follows: Step 1: Introduce the Project and Group Division. The teacher first introduces the theme of the project - “Learn About Intangible Cultural Heritage”, and explains the purpose and requirements of the project: each group chooses one kind of Chinese intangible cultural heritage, collects relevant information (such as its origin, development, characteristics, protection status, etc.), organizes the information into a short report, and then makes a presentation in class. The teacher emphasizes that the presentation should be in English, and the content should be concise, clear, and informative. Then, the teacher divides the students into groups of 4-5 people, and asks each group to elect a group leader to be responsible for organizing the group activities and coordinating the division of labor. The teacher reminds students to divide the work reasonably, such as one student is responsible for collecting information, one student is responsible for organizing the report content, one student is responsible for making PPT (if conditions permit), and one or two students are responsible for the presentation. At the same time, the teacher requires each group to determine the type of intangible cultural heritage they want to introduce within 5 minutes, and report it to the teacher to avoid repetition. Common choices include Peking Opera, paper-cutting, Chinese calligraphy, traditional Chinese medicine, Mid-Autumn Festival, Dragon Boat Festival, etc. Step 2: Collect and Organize Information. After determining the theme, each group starts to collect relevant information. The teacher guides students to collect information through various channels, such as textbooks, reference books, the Internet, and newspapers. When collecting information, the teacher reminds students to pay attention to the authenticity and authority of the information, and to collect English materials as much as possible to facilitate the writing of the report and the presentation. For example, students can search for English introductions of Peking Opera on official websites, or find relevant articles in English newspapers and magazines. During the information collection process, the teacher walks around the classroom, provides guidance to each group, and helps students solve the problems they encounter. For example, some students may have difficulty finding English materials about a certain intangible cultural heritage. The teacher can recommend some reliable websites or reference books to them, or help them translate some key Chinese information into English. At the same time, the teacher reminds students to organize the collected information in a logical way, such as dividing it into several parts: introduction, origin and development, characteristics, protection status, and suggestions for protection. After collecting the information, each group organizes the content into a short report (about 300-500 words) in English. The teacher requires the report to be concise and clear, with correct grammar and appropriate vocabulary. The group leader is responsible for checking the report, correcting mistakes in grammar, spelling, and punctuation, and ensuring that the content is consistent with the theme. The teacher provides help to groups that have difficulty in writing the report, such as guiding them to sort out the structure of the report or correcting the wrong sentences. Step 3: Prepare for the Presentation. After completing the report, each group prepares for the class presentation. If conditions permit, students can make PPTs to assist the presentation, which can include pictures, videos, or key points of the report. The teacher reminds students that the presentation time should be controlled within 5-8 minutes, and each group member should participate in the presentation, not just one person. The presentation should be fluent in English, with clear pronunciation and intonation. Students can also add some interactive links, such as asking questions to the audience, to enhance the effect of the presentation. During the preparation process, the teacher listens to the trial presentations of each group, and gives targeted suggestions for improvement. For example, if a student’s pronunciation is not standard, the teacher corrects it in time; if the content of the presentation is too long or disorganized, the teacher guides the group to adjust it; if the interactive link is not appropriate, the teacher helps them design a more reasonable one. The teacher also encourages students to be confident and natural during the presentation, and to show their understanding and feelings about the intangible cultural heritage. Step 4: Class Presentation and Evaluation. When all groups are ready, the class presentation begins. Each group sends their representatives to make the presentation in turn. During the presentation, other students listen carefully, take notes, and prepare to ask questions or give comments. The teacher acts as a host and evaluator, guiding the smooth progress of the presentation. After each group’s presentation, the teacher first affirms the strengths of the group, such as fluent English expression, rich content, clear structure, or creative PPT. Then, the teacher puts forward some suggestions for improvement, such as correcting some grammar mistakes, adjusting the presentation speed, or adding more detailed information. At the same time, the teacher invites other students to give comments, asking them to talk about the advantages and disadvantages of the presentation, and put forward their own suggestions. This not only improves the students’ listening ability but also cultivates their critical thinking ability. After all groups have finished their presentations, the teacher makes a summary evaluation. The teacher emphasizes that all groups have made careful preparations and achieved good results, and praises the students’ enthusiasm and initiative in participating in the project activity. The teacher also summarizes the key points of the intangible cultural heritage introduced by each group, helping students deepen their understanding of Chinese intangible cultural heritage. At the same time, the teacher guides students to think about the importance of protecting intangible cultural heritage, and calls on students to pay attention to and protect intangible cultural heritage in their daily life. Summary and Assignment At the end of the class, the teacher summarizes the whole lesson, reviewing the key content of Assessing Your Progress, including language knowledge assessment, self-reflection, and project activity. The teacher emphasizes that this lesson not only helps students check their learning results but also deepens their understanding of cultural heritage, and improves their language application ability and cultural awareness. The teacher also encourages students to keep the habit of self-reflection, actively participate in practical activities, and continuously improve their English ability and cultural literacy. Then, the teacher assigns the after-class assignment, which is closely combined with the content of the lesson: 1. Revise the group report according to the comments and suggestions in class, and hand it in the next class; 2. Write a short passage (about 200 words) in English about the intangible cultural heritage introduced by your group, focusing on its characteristics and protection significance; 3. Review the key vocabulary and grammar of the unit, and finish the additional exercises provided by the teacher; 4. Collect one more example of foreign intangible cultural heritage, and briefly introduce it in English (about 100 words) in the next class. The teacher explains the requirements of the assignment clearly, reminding students to complete it independently and carefully, and to use the knowledge and skills learned in the unit. For the assignment of collecting foreign intangible cultural heritage, the teacher can give some examples, such as Japanese tea ceremony, French ballet, Indian yoga, etc., to help students expand their horizons and understand cultural diversity. Teaching Feedback and Reflection (Teacher’s Perspective) After the class, the teacher needs to conduct a comprehensive feedback and reflection on the teaching process, so as to improve the teaching effect of the next class. First, the teacher evaluates the students’ performance in the class: most students can actively participate in the warm-up activities, complete the vocabulary and grammar exercises carefully, and objectively carry out self-reflection. In the project activity, the students show a high degree of enthusiasm and initiative, and most groups can complete the information collection, report writing, and presentation well. However, there are also some problems: some students have difficulty in using attributive clauses flexibly, especially the choice of relative adverbs; some groups have insufficient collection of English materials, resulting in simple content of the report; some students are not confident enough in the presentation, and their English expression is not fluent enough. In view of these problems, the teacher puts forward the following improvement measures: in the subsequent teaching, strengthen the practice of attributive clauses, design more context-based exercises, and help students master the usage of relative pronouns and adverbs; provide students with more reliable channels for collecting English materials, and guide them to accumulate English vocabulary and expressions related to cultural heritage; carry out more oral practice activities, such as speech contests and group discussions, to improve students’ oral expression ability and confidence. At the same time, the teacher also reflects on his own teaching process: the guidance for students in the project activity can be more detailed, especially for groups with weak foundation; the time allocation in the class can be adjusted appropriately, giving more time to students’ self-reflection and project presentation; the evaluation method can be more diversified, combining teacher evaluation, student self-evaluation, and peer evaluation, to better stimulate students’ learning motivation. In general, this lesson closely focuses on the requirements of the four-dimensional core literacy, combines language knowledge teaching with cultural education, and through a variety of teaching activities, helps students improve their language ability, cultural awareness, thinking quality, and learning ability. The teacher will continue to summarize experience, optimize the teaching process, and provide students with a better English learning experience. 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 $