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

WORKBOOK-UNIT 1 CULTURAL HERITAGE 内容导航 This unit focuses on the theme of cultural heritage, integrating listening, speaking, reading, writing and comprehensive practice tasks. It covers the connotation, types and protection of cultural heritage, introduces representative world cultural heritage sites and related protection cases, guides students to understand the value of cultural heritage, master relevant English vocabulary and expressions, and stimulate their awareness and sense of responsibility to protect cultural heritage through practical activities. It closely connects with the textbook content and emphasizes the application of language and the cultivation of comprehensive quality. 教学目标和重难点 1. 教学目标 Language Ability: Master core vocabulary such as preserve, promote, heritage and relevant phrases, and use basic sentence patterns to express views on cultural heritage protection. Cultural Awareness: Understand the diversity of Chinese and foreign cultural heritage, respect different cultural traditions, and establish cultural confidence. Thinking Quality: Cultivate critical thinking by analyzing different cultural heritage protection methods, and improve the ability of logical reasoning and problem-solving. Learning Ability: Learn to use various learning strategies to collect and sort out cultural heritage information, and enhance the ability of independent learning and cooperative inquiry. 2. 教学重难点 Key Points: Master the usage of core vocabulary and phrases related to cultural heritage; understand the main content and logical structure of listening and reading materials; be able to express opinions on cultural heritage protection in simple English and complete basic writing tasks. Difficult Points: Correctly use complex sentences such as attributive clauses to describe cultural heritage; accurately understand the cultural connotation behind different cultural heritage sites; put forward reasonable suggestions on cultural heritage protection and express them in standard English. 教学过程 Warm-up and Lead-in The warm-up activity is designed to arouse students' interest in the theme of cultural heritage and activate their existing knowledge reserve. First, the teacher shows pictures of well-known cultural heritage sites at home and abroad on the screen, including the Great Wall of China, the Forbidden City, the Taj Mahal in India, the Pyramids in Egypt and the Kremlin in Russia. While showing the pictures, the teacher asks simple questions in English: “Do you know these places? What do they have in common?” Guide students to answer freely in English or Chinese, and then summarize: “These places are all world cultural heritage sites. They carry the history and culture of different countries and nations, and are precious wealth left by our ancestors.” Next, the teacher leads students to review the core vocabulary and phrases learned in the textbook unit, such as cultural heritage, preserve, protect, damage, relics, historical site, etc. The teacher reads the words and phrases, and students read after them to ensure the accuracy of pronunciation and intonation. Then, the teacher asks students to make simple sentences with these words and phrases, such as “We should preserve our cultural heritage.” “The flood caused great damage to the historical site.” Through this link, students' memory of the learned knowledge is consolidated, and a good foundation is laid for the study of the workbook content. Finally, the teacher introduces the learning objectives of this workbook unit in English: “In this unit, we will further learn about cultural heritage through listening, speaking, reading and writing tasks. We will master more vocabulary and expressions related to cultural heritage protection, learn to express our views on cultural heritage protection, and finally complete a practical writing task. I believe everyone can gain a lot.” Listening Practice The listening part of the workbook is divided into two sections: listening for specific information and listening for main ideas. Before listening, the teacher first introduces the background of the listening material: “This listening material is a conversation between two students, Li Ming and Wang Hong. They are talking about their experience of participating in the international youth camp and their views on cultural heritage protection.” Then, the teacher guides students to look at the exercises in the workbook, including filling in the blanks and multiple-choice questions, and prompts students to pay attention to the key information that may appear, such as time, place, characters and opinions. For the first listening, the teacher asks students to listen carefully and get the main idea of the conversation. After listening, the teacher invites several students to answer: “What is the main topic of the conversation?” Guide students to summarize: “They are talking about their experience in the international youth camp and their views on how to protect cultural heritage.” Then, the teacher plays the listening material again, and asks students to complete the filling-in-the-blank exercises. During the listening process, the teacher can pause appropriately for difficult parts to help students catch the key information. After listening, the teacher checks the answers with students, explains the difficult points in the listening material, such as the pronunciation of difficult words, the understanding of long sentences, and the collocation of phrases. For example, the phrase “take part in” in the listening material means “participate in”, and the sentence “I’m excited to help preserve Mount Tai as people have done for centuries.” uses the structure “excited to do...” to express the motivation of participation. For the second listening section, which is a monologue about the protection of the Aswan Dam in Egypt, the teacher first introduces the background: “The Aswan Dam is an important project in Egypt, but its construction has also brought some impacts on cultural heritage. This monologue will introduce the measures taken to protect cultural heritage during the construction of the dam.” Then, the teacher guides students to read the multiple-choice questions first, and predicts the possible content of the monologue according to the options. Then, the teacher plays the monologue twice. For the first time, students listen to get the main idea, and for the second time, they choose the correct answers according to the listening content. After checking the answers, the teacher asks students to retell the main content of the monologue in their own words, which not only tests students' listening comprehension ability, but also exercises their oral expression ability. After the listening practice, the teacher summarizes the listening skills: “When listening, we should first grasp the main idea, then catch the specific information. For difficult parts, we can listen repeatedly. At the same time, we should pay attention to the connection between sentences and the expression of the speaker's emotion, which helps us better understand the listening material.” Speaking Practice The speaking part focuses on training students' ability to express their views on cultural heritage protection and carry out simple conversations. The teacher first divides students into groups of 4-5, and assigns the discussion topic: “What can we do as middle school students to protect cultural heritage?” Before the discussion, the teacher provides some key vocabulary and expressions to help students express their views, such as volunteer work, create an app to introduce cultural heritage, raise awareness of protection, avoid damaging cultural relics, participate in cultural heritage lectures, etc. During the group discussion, the teacher walks around the classroom, observes the performance of each group, and provides guidance when necessary. For example, if some students have difficulty expressing their views, the teacher can prompt them with simple questions: “Do you think we can volunteer to clean the historical sites?” “How can we let more people know about the importance of cultural heritage protection?” For groups that discuss actively, the teacher encourages them to put forward more creative suggestions. After the discussion, each group sends a representative to make a report in front of the class, introducing the group's views and suggestions. The teacher comments on each group's report, affirming the advantages and pointing out the deficiencies, such as the accuracy of vocabulary use, the fluency of expression and the logic of views. Then, the teacher designs a situational dialogue activity. The scene is: “You meet a foreign tourist in a cultural heritage site. He is interested in the cultural heritage here and asks you some questions about its history and protection measures. Please have a dialogue with him.” The teacher first invites two students to demonstrate the dialogue. For example: Foreign Tourist: Excuse me, could you please tell me something about this temple? Student: Of course. This temple has a history of over 500 years. It is one of the most important cultural relics in our city. Foreign Tourist: It’s very beautiful. What measures do you take to protect it? Student: We have experts to repair it regularly. We also set up signs to remind visitors not to touch the relics. Besides, we organize volunteer activities to let more people know about its value. Foreign Tourist: That’s great. Thank you very much. Student: You’re welcome. I hope you enjoy your visit. After the demonstration, students practice the situational dialogue in pairs. The teacher walks around to guide, corrects the wrong expressions in the dialogue, and helps students improve their oral expression ability. After the practice, the teacher invites several pairs of students to perform their dialogues in front of the class, and gives positive comments and encouragement to enhance students' confidence in speaking English. Finally, the teacher summarizes the speaking practice: “When expressing our views on cultural heritage protection, we should use the vocabulary and expressions we have learned, speak clearly and fluently, and pay attention to the politeness of the language. In the situational dialogue, we should respond flexibly according to the other party's questions and express our ideas accurately.” Reading Practice The reading part of the workbook includes two passages. The first passage is an article about the digital protection of cultural heritage, and the second passage is a proposal about protecting local cultural heritage. The reading practice is designed to improve students' reading comprehension ability, master the reading skills of different types of articles, and accumulate more vocabulary and expressions related to cultural heritage protection. First, the teacher guides students to read the first passage “Digital Protection of Cultural Heritage”. Before reading, the teacher asks students a question: “With the development of science and technology, how can we use technology to protect cultural heritage?” Guide students to think and discuss briefly, and then introduce the main content of the passage: “This article introduces how digital technology helps protect cultural heritage, such as using 3D scanning to record cultural relics, creating digital museums, and using apps to introduce cultural heritage.” Then, the teacher asks students to read the passage quickly (skimming) to get the main idea. After reading, the teacher invites students to answer: “What is the main idea of this passage?” Guide students to summarize: “The passage mainly introduces the application of digital technology in cultural heritage protection and its advantages.” Then, the teacher asks students to read the passage carefully (scanning) to complete the detailed reading tasks, such as answering questions, filling in the blanks and judging true or false. For example, the question: “What are the advantages of digital protection of cultural heritage?” Students need to find the relevant sentences in the passage and summarize the answers: It can record cultural relics accurately, prevent them from being damaged, make cultural heritage more accessible to people all over the world, and help pass down cultural heritage to future generations. During the reading process, the teacher guides students to master the reading skills of skimming and scanning. Skimming is to read quickly to get the main idea, focusing on the title, the first paragraph and the last paragraph. Scanning is to read quickly to find specific information, focusing on key words and phrases. At the same time, the teacher explains the new words and phrases in the passage, such as digital scanning, 3D modeling, digital museum, accessibility, pass down, etc. The teacher gives examples to help students understand the usage of these words and phrases, such as “Digital scanning can record the details of cultural relics clearly.” “We should pass down our traditional culture to future generations.” After finishing the first passage, the teacher guides students to read the second passage “A Proposal for Protecting Local Cultural Heritage”. This passage is a practical writing text, which is helpful for students to complete the subsequent writing task. Before reading, the teacher introduces the genre of the proposal: “A proposal is a kind of text that puts forward suggestions and plans for a certain problem. It usually includes the background of the problem, the suggestions and the expected effect.” Then, the teacher asks students to read the passage carefully, and analyze the structure of the proposal: the first part introduces the current situation of local cultural heritage and the problems it faces; the second part puts forward specific suggestions for protection; the third part expresses the hope for the future. After reading, the teacher asks students to answer the following questions: “What problems does the local cultural heritage face?” “What suggestions are put forward in the proposal?” “What is the expected effect of the proposal?” Students need to find the relevant information in the passage and answer accurately. Then, the teacher guides students to analyze the language features of the proposal: formal language, clear logic, specific suggestions, and polite tone. The teacher also points out the key phrases and sentences in the proposal, such as “I am writing to put forward some suggestions on...”, “First of all... Besides... Finally...”, “It is necessary for us to...”, “I hope that...”, which are helpful for students to write their own proposals later. After the reading practice, the teacher summarizes: “When reading different types of articles, we should adopt different reading methods. For expository articles, we should focus on the main content and the logical structure; for practical writing texts, we should pay attention to the genre characteristics and the language expressions. At the same time, we should accumulate new vocabulary and phrases in the reading process, which can help us improve our reading and writing ability.” Writing Practice The writing part of the workbook requires students to write a proposal about protecting a local cultural heritage site. The writing practice is designed to integrate the knowledge and skills learned in this unit, improve students' writing ability, and let students apply the language knowledge to practical situations. First, the teacher guides students to review the structure and language features of the proposal learned in the reading part. The teacher writes the structure of the proposal on the blackboard: 1. Introduction: Introduce the background of the cultural heritage site and the problems it faces. 2. Suggestions: Put forward specific and feasible suggestions for protection. 3. Conclusion: Express the hope and determination to protect the cultural heritage site. Then, the teacher provides some key vocabulary and expressions for writing, such as cultural heritage site, be in danger, damage, protect, suggest, propose, take measures, organize activities, raise awareness, repair, preserve, etc. The teacher also gives some example sentences, such as “Our local cultural heritage site is in danger of being damaged due to human activities.” “I suggest that we should organize volunteer activities to clean the site.” “We should raise people's awareness of protecting cultural heritage.” Next, the teacher guides students to determine the topic of the proposal. The teacher asks students to think about the local cultural heritage sites around them, such as ancient temples, old streets, traditional crafts, etc. Each student chooses a cultural heritage site they are familiar with as the topic of the proposal. Then, the teacher asks students to outline their proposals. The outline should include the three parts mentioned above, and the suggestions should be specific and feasible. For example, if the topic is “Protecting the Ancient Street in Our City”, the outline can be: 1. Introduction: The ancient street has a long history and rich cultural connotation, but it is now facing problems such as environmental pollution and damage to old buildings. 2. Suggestions: (1) Set up signs to remind visitors not to litter and damage the buildings. (2) Organize volunteers to clean the street regularly. (3) Invite experts to repair the old buildings. (4) Hold cultural activities to promote the ancient street and raise people's awareness of protection. 3. Conclusion: Hope that everyone can take action to protect the ancient street and pass it down to future generations. During the outlining process, the teacher walks around the classroom, checks the outline of each student, and provides guidance when necessary. For example, if some students' suggestions are not specific, the teacher can prompt them: “What specific activities can we hold to promote the ancient street?” “How can we invite experts to repair the old buildings?” For students who have difficulty determining the topic, the teacher can give some examples to help them choose. After completing the outline, students begin to write the proposal. The teacher reminds students to pay attention to the following points: 1. Use formal and polite language. 2. The logic is clear, and the structure is complete. 3. The suggestions are specific and feasible. 4. Use the vocabulary and expressions learned in this unit. 5. Pay attention to the correct use of grammar, such as attributive clauses, modal verbs, and imperative sentences. During the writing process, the teacher walks around to help students solve the problems they encounter, such as the choice of words, the structure of sentences, and the logic of the article. For example, if a student doesn't know how to express “repair the old buildings”, the teacher can tell them: “We can say 'repair the old buildings' or 'restore the old buildings'.” If a student makes a grammar mistake, the teacher corrects it in time and explains the reason. After students finish writing, the teacher asks them to exchange their proposals with their deskmates and revise each other. The revision focuses on the following aspects: 1. Is the structure complete? 2. Are the suggestions specific and feasible? 3. Is the language correct and fluent? 4. Are the vocabulary and expressions used properly? After the mutual revision, each student revises their own proposal according to the suggestions of their deskmates. Then, the teacher collects some students' proposals, reads them in front of the class, and comments on them. The teacher affirms the advantages of the proposals, such as clear logic, specific suggestions, and correct language use, and points out the deficiencies that need to be improved, such as the lack of details, grammar mistakes, and inappropriate word choice. The teacher also selects an excellent proposal as an example to let students learn from it. Finally, the teacher summarizes the writing practice: “Writing a proposal requires us to clarify the problem, put forward specific suggestions, and use formal and polite language. We should integrate the vocabulary, phrases and grammar learned in this unit into the writing, and pay attention to the logic and fluency of the article. Through this writing practice, we not only improve our writing ability, but also deepen our understanding of cultural heritage protection.” Comprehensive Practice and Summary The comprehensive practice activity is designed to integrate the listening, speaking, reading and writing skills learned in this unit, and let students apply the knowledge and skills to practical situations. The teacher divides students into groups of 5-6, and assigns the task: “Each group is required to complete a cultural heritage protection project. The project includes three parts: 1. Collect information about a cultural heritage site (at home or abroad) and make a brief introduction. 2. Analyze the problems faced by the cultural heritage site and put forward specific protection suggestions. 3. Make a PPT to show the project and give a presentation in English.” Before the activity, the teacher introduces the requirements of the project: 1. The information collected should be accurate and comprehensive, including the history, cultural connotation and current situation of the cultural heritage site. 2. The analysis of the problems should be in-depth, and the protection suggestions should be specific and feasible. 3. The PPT should be concise and clear, with pictures and text. 4. The presentation should be fluent in English, clear in logic, and each member of the group should participate in the presentation. Then, the teacher gives students some time to prepare the project. During the preparation process, the teacher walks around the classroom, provides guidance for each group, such as how to collect information, how to make the PPT, and how to improve the presentation skills. After the preparation, each group makes a presentation in front of the class. The teacher and other students listen carefully and score the presentation according to the following standards: 1. The accuracy and comprehensiveness of the information. 2. The depth of the problem analysis and the feasibility of the suggestions. 3. The quality of the PPT. 4. The fluency and accuracy of the oral presentation. After each group's presentation, the teacher and other students give comments and suggestions, which helps students improve their comprehensive ability. After all groups finish their presentations, the teacher summarizes the comprehensive practice activity: “Each group has done a good job in this project. You have collected a lot of useful information, put forward reasonable protection suggestions, and made wonderful presentations. Through this activity, you not only applied the knowledge and skills learned in this unit, but also enhanced your sense of cooperation and responsibility. I hope you can continue to pay attention to cultural heritage protection in your daily life.” Finally, the teacher summarizes the whole unit. The teacher reviews the key points of this unit, including the core vocabulary and phrases, the listening and reading skills, the speaking and writing requirements, and the four-dimensional core literacy cultivated. The teacher emphasizes: “Cultural heritage is the precious wealth of human beings. It carries the history and culture of different countries and nations. As middle school students, we should understand the value of cultural heritage, master the relevant knowledge and skills, and take action to protect cultural heritage. I hope you can apply what you have learned in this unit to your daily life, and become the inheritors and protectors of cultural heritage.” At the end of the class, the teacher assigns homework: 1. Revise the proposal written in class and hand it in. 2. Collect more information about cultural heritage and write a short passage about it. 3. Practice the oral dialogue with your deskmate and improve your oral expression ability. The homework is designed to consolidate the knowledge and skills learned in this unit and extend the learning content. 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 $