Unit 4 Protecting our heritage sites Reading 教学设计-2025-2026学年高中英语译林版(2020)选择性必修第三册

该高中英语课件围绕“保护遗产地”主题，通过展示当地文化遗产图片、播放中国世界遗产视频导入，引导学生思考遗产保存现状及原因，再通过读中分析文本结构与细节（自然力量和人类活动的危险）、读后讨论保护措施，构建从感知到分析再到解决的学习支架。 其亮点在于融合文化意识与思维品质，以读促写提升语言能力。利用图片视频激发兴趣，读中精读分析遗产濒危原因及后果，读后从个人、政府、组织角度探讨解决方案，作业提供倡议书模板辅助输出。既增强学生遗产保护意识与人类命运共同体理念，又培养分析解决问题能力，教师可直接应用，高效达成教学目标。

高二年级选择性必修三Unit4 Protecting our heritage sites-Reading《Heritage in danger 》教学设计 课程基本信息 主备人 唐娟 课型 新授课 学科 英语 年级 高二 学段 高中 版本章节 译林版选择性必修三第四单元 教学目标 By the end of the lesson, students will be able to: 1. identify the structure of the lecture transcript; 2. explain the dangers heritage sites face, find out the examples and analyze the consequences; 3. put forward solutions to protect heritage sites; 4. understand the importance of heritage sites, as well as realize the urgency and responsibility to protect them. 教学重难点 1. Explain the dangers heritage sites face, find out the examples and analyze the consequences; 2. Put forward solutions to protect heritage sites. 3. Write a proposal to call on people to raise awareness of heritage protection. 学情分析 The students are very interested in the topic of "heritage protection", but they still have little knowledge of the current problems facing the world's heritage sites. They need to figure out the reasons for the endangerment of heritage sites through the study of the lecture transcript and under the guidance of the teacher, they need to further explore solutions to the problems facing heritage sites. 教学准备 Textbook, Multimedia and the blackboard. 教学过程 教学环节 教学活动 设计意图 Step 1 Lead-in 1. Teacher shows some pictures and students answer the question: Where are these heritage sites? 2. How many World Heritage sites do you know in China? 3. Watch a video about World Heritage sites in China. 以当地的文化遗产遗址图片导入课堂,贴近学生实际生活,又能引出本堂课的“遗产保护”话题。 Step 2 Before-reading 1. Teacher asks students: Are these World Heritage sites well-preserved or damaged? 2.If they are damaged, what are the reasons? Teacher:If you don’t know the reason, Let’s read a lecture transcript to find the answers. 提问学生这些遗产遗址的保存现状,引导学生了解遗产正濒临危险,从而让学生思考“是什么原因引发的”,再进一步引出本堂课要学习的演讲文稿-濒危遗产。 Step 3 While-reading 1. Read for the structure. Read the lecture transcript and fill in the blanks.(P46) 2. Read for details. (1) Read para.1 and answer: why does the lecturer ask two questions in the beginning? How many UNESCO heritage sites are there worldwide? (2) Read paras.2-5 and answer:①How does the lecturer explain dangers facing the heritage sites ?②Fill in the blanks about the dangers caused by natural forces and human activities. (3) Read para.4 and answer: What activity is causing damage to the temples of Angkor? (4) Read para.5 and answer: Why is the Historic Centre of Vienna on the List of World Heritage in Danger? (5) Read para.6 and answer:①What causes the loss of the coral on the Great Barrier Reef?②What will happen if the reef disappears? (6) Read para.7 and answer:What is the purpose of the last paragraph?What is the speaker’s attitude to heritage sites remained? 1. 让学生快速阅读文本以便了解文章的总体结构。 2. 然后带着学生精读每一段落,了解引起遗产濒危的原因-自然力量和人类活动。 Step 4 Summary Teacher summarizes what we have learned in this period and asks students pay attention to:Heritage is the shared wealth of mankind and it should be well-preserved. 总结并让学生意识到遗产是人类共同的财富,要好好保护。 Step 5 Post-reading 1.Teacher asks students :Who can help preserve heritage sites? And how to protect them? 2.Have a discussion. 3.Teacher asks several students to present their solutions. “那么,谁来保护,怎么保护?”提出这一问题,引导学生从三个方面讨论-个人,政府,组织该如何采取措施来保护遗产。最后请同学上黑板呈现他们的解决办法。 Step 6 Homework 1. Writing a proposal (倡议书) to call on people to raise awareness of heritage protection. 2.Finish exercise B1 on page 47. 在讨论的基础上,将讨论的内容成文输出为一篇倡议书-倡议保护遗产。(教师提供倡议书模板供学生参考) 板书设计/课堂小结 教学反思 本堂课的文本内容对于本班学生来说是相对较难的,所以我在前半部分引导学生熟悉文本的问题设计上比较简单,也都是适合学生学情的,最终以读促写,以问题找解决办法的方式让学生输出一篇有模板作参考的倡议书,既能提高学生的遗产保护意识-保护遗产,人人有责,从而达到学科育人的目的,又能让学生练习写作输出的能力。 — - 1 - — 学科网(北京)股份有限公司 $