Unit 1 Cultural Heritage Period 2 Reading and Thinking 教案 -2026-2027学年高中英语人教版必修第二册

该教案聚焦“问题-解决方案”语篇结构及文化遗产保护主题，通过30秒阿斯旺大坝与神庙视频填空激活背景，结合标题图片预测文本内容，再用略读扫读梳理时间线和结构思维导图，搭建从预测到语篇分析的学习支架。 此资料亮点在于融合语言能力、思维品质与文化意识培养。分组细读各段落探究问题，主题词汇分类（如“引出话题”“提出问题”等）和倒装句分析夯实语言基础，批判性讨论（保护价值、国际合作原因）提升思维深度，故宫情境迁移与写作任务强化文化意识。为教师提供结构化活动，助力学生语言运用与跨文化理解。

Period 2　Reading and Thinking From Problems to Solutions 教学目标 1. To predict the text content through the title and pictures, and use skimming and scanning strategies to sort out the timeline and "problem-solution" discourse structure of the Aswan Dam project. 2. To understand and use theme vocabulary related to cultural heritage protection (e.g. heritage, relic, committee, contribute, fund), and master the inverted sentence structure "Not only...but also...". 3. To analyze the contradiction between development and protection, evaluate the role of international cooperation in cultural heritage protection, and write a short passage using the "problem-reason-solution" framework. 课堂探究 Part Ⅰ　Reading and Prediction Activity 1　Lead-in — Video fill-in Watch a short video (30 seconds) about the Aswan Dam and the Temple of Abu Simbel, then fill in the blanks: Build a ______ across the Nile River. There was a ______, though. And it was a big one. The Abu Simbel was priceless in ancient ______. Keep it ancient ______. Activity 2　Prediction Observe the title "From Problems to Solutions" and the pictures in the text, then discuss in pairs: ① What are the key words in the title? ② Combining the title with the pictures, guess what the text is mainly about. Activity 3　Reading for structure Read the text quickly and complete the following tasks: (1) What is the purpose of the first paragraph? (2) Match each paragraph (Para 2—6) with its main idea. (3) Complete the timeline: 1959 → ______ → 1961 → ______ (4) Draw the text structure mind map: Problem → ______ → UN Help → ______ → Success → ______ (5) What discourse pattern does the text follow? In what order is it developed? Part Ⅱ　Detailed Reading and Language Study Activity 1　Detailed reading — Group work Divide into 5 groups. Each group reads one paragraph (Para 2—6) and answers the assigned questions: Group 1 (Para 2): Why did Egypt want to build a new dam? Did people support it? What did the government do? Group 2 (Para 3): What did the UN do to help? Group 3 (Para 4): Who were brought together? How were the temples saved? Group 4 (Para 5): What was the result? Why was it a success? Group 5 (Para 6): What is the spirit of the project? Why did Egypt turn to the UN? Activity 2　Theme vocabulary building Classify the following expressions according to the development of the text, and underline them in the passage: ① 引出话题：There comes a time when..., give way to, a big challenge ② 提出问题：damage temples, destroy cultural relics, lead to protests ③ 准备工作：establish a committee, ask for contributions, raise funds, investigate the issue, conduct tests, make a proposal ④ 实施搬迁：take down piece by piece, move and put back together, be safe from ⑤ 成果意义：a great success, Not only...but also..., work together, the spirit is still alive Activity 3　Language focus — Inverted sentence Read and analyze the following sentence from 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." 思考： ① 当Not only置于句首时，前半句和but also后的句子分别使用什么语序？ ② 该句在文中起到什么作用？（总结成果 / 升华主题） ③ 用"Not only...but also..."仿写一个句子。 Activity 4　Discourse analysis — Field, Tenor and Mode Based on the text, complete the discourse analysis: Field（语场）：____________________________________________ Tenor（语旨）：____________________________________________ Mode（语式）：____________________________________________ Part Ⅲ　Critical Thinking and Language Use Activity 1　Critical thinking discussion Discuss the following questions in groups of four: ① A lot of money was spent to protect the temples. Do you think it was worthwhile? Why? ② Why do you think so many countries contributed funds and offered help to the Egyptian project? Each group sends a representative to share the group's views. Activity 2　Situational transfer — The Forbidden City Look at the pictures and background information about the Forbidden City, then analyze: Reasons（原因）：____________________________________________ Solutions（解决方案）：______________________________________ Try to use at least 3 theme vocabulary expressions from this lesson when describing the problems and solutions. Activity 3　Writing output Write a short passage of about 80 words introducing the problems facing the Forbidden City and the solutions. Requirements: ① Include the problems and their reasons; ② Put forward at least two solutions; ③ Use at least 3 theme vocabulary expressions from this lesson; ④ Keep the structure clear and logical. After finishing, exchange with your deskmate and evaluate each other according to the checklist (content completeness, vocabulary use, logical organization). 核心素养专练 Writing task: Write a short passage entitled "The Protection of the Forbidden City" (about 80 words), introducing the problems facing the Forbidden City and proposing solutions. Use the "problem—reason—solution" structure and apply at least 3 theme vocabulary expressions from this lesson. 参考答案 Part Ⅰ　Reading and Prediction Activity 1（视频填空）：dam; problem; temples; treasures Activity 2（预测）： ① Key words: Problems and solutions. ② The text is mainly about some problems and solutions concerning the protection of the temples. Activity 3（读结构）： (1) To introduce the topic: keeping the balance between progress and the protection of cultural sites can be a big challenge. (2) Para 2: Present the problem; Para 3: Seek help from UN; Para 4: Take action to move temples; Para 5: Achieve success; Para 6: Carry forward the spirit. (3) 1959 → 1960 → 1961 → 1980（ask for help; project starts; first temple moved; completed） (4) Problem → Proposal & Protest → UN Help → Implementation → Success → Spirit (5) The text follows the "problem—solution" discourse pattern and is developed in chronological/time order. Part Ⅱ　Detailed Reading and Language Study Activity 1（细读）： Group 1 (Para 2): To control floods, produce electricity and supply water to more farmers. No. The proposal led to protests because the dam water may damage temples and destroy cultural relics. They turned to the UN for help. Group 2 (Para 3): They established a committee, asked for contributions and raised funds. Experts investigated the issue, conducted several tests and then made a proposal. Group 3 (Para 4): It brought together governments and environmentalists from around the world. Temples were taken down piece by piece, moved and put back together in a safe place. Group 4 (Para 5): It was considered a great success. 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 countries could work together to build a better tomorrow. Group 5 (Para 6): The spirit is to prevent world cultural heritage sites from disappearing. Because if a problem is too difficult for a single nation, the global community can provide a solution. Activity 3（倒装句）： ① Not only置于句首时，前半句用部分倒装，but also后用正常语序。 ② 该句既总结了项目成果，又升华了国际合作的主题。 Activity 4（语篇三要素）： Field: To tell readers the process of rescuing the temples and cultural relics. Tenor: The Egyptian government, the UN, together with governments and environmentalists from around the world. Mode: Written exposition, developed in chronological/time order and Problem-Solution Pattern. Part Ⅲ　Critical Thinking and Language Use Activity 1（批判性思考）： ① I think it was worthwhile because the cultural value of the temples is priceless. They are part of human civilization and cannot be rebuilt once destroyed. ② Many countries helped because Egyptian relics are world-famous and highly valued as part of our shared cultural heritage. The project also set a good example for international cooperation. Activity 2（故宫情境迁移）： Reasons: It receives too many visitors every year; there are uncivilised behaviours such as scribbling on cultural relics and littering; natural weathering also causes damage. Solutions: Calling on people to travel in a civilised way; the government making laws to protect cultural relics; repairing it in time; limiting the number of visitors during peak seasons. 核心素养专练（写作参考范文） The Protection of the Forbidden City The Forbidden City, one of the most famous cultural heritage sites in China, is facing serious problems nowadays. It receives millions of visitors every year, and some uncivilised behaviours such as scribbling on walls and littering have caused great damage. Besides, natural weathering also makes the situation worse. To solve these problems, effective measures should be taken. First, the government should make strict laws to punish those who damage cultural relics. Second, we should call on people to travel in a civilised way and treasure our cultural heritage. Third, the number of visitors should be limited during peak seasons, and timely repair work should be carried out. Only in this way can we protect the Forbidden City for future generations. 学科网（北京）股份有限公司 $