Unit 1 Cultural Heritage Reading and Thinking阅读教学设计
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| 名称 | Unit 1 Cultural Heritage Reading and Thinking阅读教学设计 |
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| 资源类型 | 试卷 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2026-01-07 17:21:36 | ||
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/ 让教学更有效 高效备考 | 英语学科
Unit 1 Cultural Heritage
Period 2 Reading and Thinking教学设计
教学基本信息
单元名称 必修第二册Unit1 Cultural Heritage
学科 英语 学段 高中 年级 高一第一学期
主要教材 书名：普通高中教科书·英语必修第二册 出版社：人民教育出版社 出版日期：2019年11月
课时安排 2课时(80min) 课型 读思课
教学设计理念 以“文化遗产保护”为主题语境，融合英语学习活动观，引导学生在真实语境中理解语篇、学习语言。 通过“学习理解一应用实践一迁移创新’层层递进的教学活动，提升学生的阅读理解能力、文化意识和批判性思维。 强调学生主体地位，鼓励合作探究与跨文化思考。
教材分析 【What】文章介绍了埃及阿斯旺大坝建设中面临的文化遗产保护问题，以及国际社会合作拯救阿布辛贝神庙的过程 【Why】通过真实案例，引导学生理解文化遗产保护的全球意义，培养国际视野与合作精神。 【How】文章结构清晰，包含问题一解决方案一意义的逻辑顺序，语言点丰富，适合进行阅读策略训练与语言学习。
学情分析 学生具备一定的英语阅读能力，能理解叙述性文本，掌握基本阅读策略。 对国外文化遗产保护案例感兴趣，愿意探讨国际合作与文明传承的话题。 提升阅读理解能力，掌握关键词汇与句型，增强文化意识与批判性思维。
教学目标 1.语言能力 理解并运用关键词汇与短语:balance, proposal, likely, turn to,prevent, contribution, attempt 等；能理解文章主旨、细节与结构，并能概括文章内容。 2.学习能力 运用预测、略读、扫读、精读等策略理解文本；通过小组讨论、时间线梳理等活动提升合作与探究能力。 3.文化意识 了解文化遗产保护的全球意义，理解国际合作的价值。对比中外文化遗产保护案例，增强文化自信与跨文化理解。 4.思维品质 分析问题一解决方案一意义的文本结构，提升逻辑思维；评价国际合作在文化遗产保护中的作用，发展批判性思维。
教学重难点 教学重点：理解文章结构与主旨，掌握关键词汇与句型。 教学难点：理解文中隐含的文化价值与国际合作精神，并能用英语表达个人观点。
教学资源 课件PPT，视频素材，黑板，学案。
教学活动设计
教学过程 活动形式及步骤 活动意图 时间
学习理解 Activity 1 Lead in 观看视频，回答问题:“Why does the video say ‘none of this is where it used to be’ ” 激发学生学习兴趣，同时激活学生的背景知识。 5min
Activity 2 Pre-Reading 预测文章内容：根据标题和图片猜测文章主题与体裁。 训练预测能力，为阅读理解做铺垫。 Prediction Probably, the text is about how people have solved__________ about______________in Egypt. 答案：problems; cultural heritage 训练预测能力，为阅读理解做铺垫。 5min
Activity 3 While Reading Reading for main ideas: Match paragraph main ideas. 答案： Reading for the structure: How many parts can this passage be divided into 答案： Reading for details: para.1 What does the phrase “big challenge” refer to 答案：Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge. Reading for details: para.2 Q1: Why did the Egyptian government want to build a new dam Q2: Why did the proposal lead to protests Q3: What did the government do then 答案： A1: To control floods, produce electricity, and supply water to more farmers in the area. A2: Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s heritage. A3: The government turned to the United Nations for help in 1959. Reading for details: para.4 How were the temples and other cultural sites saved 答案： Reading for details: para.2-5 Complete the timeline. 答案： Reading for details: para.5 Q: Why was it considered a great success 答案：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. Reading for details-para.6 What can we know from the last paragraph A．Doing is better than saying. B．Many hands make light work. C．There is no royal way to success. D．Experience is the mother of wisdom. 答案：B 训练略读、扫读与精读能力，理解文章结构与细节。 25min
Activity 4 Post reading It’s important to protect and promote our cultural heritage. What can we do to protect it 答案：Don’t damage ancient buildings/relics Report damage to heritage Learn traditional crafts Remember folk stories Post cultural moments online Teach classmates about intangible heritage 联系实际，提升语言运用能力。 10min
应用实践
Activity 5 Summary 通过总结，进行文章梳理。 2min
Activity 6 Language points 梳理文中语言点，帮助学生搭建语言知识框架。 通过知识点梳理，再次提炼本节课的语言知识点，实现知识的二次输入。 7min
迁移创新 作业内容 作业设计意图 3min
Write a short summary (80-100 words) of the Abu Simbel project. Use at least five of these words: cultural heritage, preserve, proposal, fund, contribute, success. 答案：The Abu Simbel temples, a priceless piece of cultural heritage, were in danger of being flooded by a new dam. To preserve them, the Egyptian government made a proposal to the international community for help. Many countries agreed to fund the project and contribute money and expertise. Engineers moved the entire temples to higher ground. This incredible international effort was a great success. The temples were saved, showing the world the importance of protecting our shared history. 通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。
板书设计 Unit1 Cultural Heritage Reading and Thinking
教学反思 · 优点：教学设计紧扣主题，活动层层递进，学生参与度高，文化意识得到提升。 · 不足：部分学生在表达个人观点时语言输出仍有困难，时间安排稍显紧张。 · 改进：增加语言支撑环节，提供句型模板；合理分配各环节时间，加强个别辅导。
（北京）股份有限公司
（北京）股份有限公司
Unit 1 Cultural Heritage
Period 2 Reading and Thinking教学设计
教学基本信息
单元名称 必修第二册Unit1 Cultural Heritage
学科 英语 学段 高中 年级 高一第一学期
主要教材 书名：普通高中教科书·英语必修第二册 出版社：人民教育出版社 出版日期：2019年11月
课时安排 2课时(80min) 课型 读思课
教学设计理念 以“文化遗产保护”为主题语境，融合英语学习活动观，引导学生在真实语境中理解语篇、学习语言。 通过“学习理解一应用实践一迁移创新’层层递进的教学活动，提升学生的阅读理解能力、文化意识和批判性思维。 强调学生主体地位，鼓励合作探究与跨文化思考。
教材分析 【What】文章介绍了埃及阿斯旺大坝建设中面临的文化遗产保护问题，以及国际社会合作拯救阿布辛贝神庙的过程 【Why】通过真实案例，引导学生理解文化遗产保护的全球意义，培养国际视野与合作精神。 【How】文章结构清晰，包含问题一解决方案一意义的逻辑顺序，语言点丰富，适合进行阅读策略训练与语言学习。
学情分析 学生具备一定的英语阅读能力，能理解叙述性文本，掌握基本阅读策略。 对国外文化遗产保护案例感兴趣，愿意探讨国际合作与文明传承的话题。 提升阅读理解能力，掌握关键词汇与句型，增强文化意识与批判性思维。
教学目标 1.语言能力 理解并运用关键词汇与短语:balance, proposal, likely, turn to,prevent, contribution, attempt 等；能理解文章主旨、细节与结构，并能概括文章内容。 2.学习能力 运用预测、略读、扫读、精读等策略理解文本；通过小组讨论、时间线梳理等活动提升合作与探究能力。 3.文化意识 了解文化遗产保护的全球意义，理解国际合作的价值。对比中外文化遗产保护案例，增强文化自信与跨文化理解。 4.思维品质 分析问题一解决方案一意义的文本结构，提升逻辑思维；评价国际合作在文化遗产保护中的作用，发展批判性思维。
教学重难点 教学重点：理解文章结构与主旨，掌握关键词汇与句型。 教学难点：理解文中隐含的文化价值与国际合作精神，并能用英语表达个人观点。
教学资源 课件PPT，视频素材，黑板，学案。
教学活动设计
教学过程 活动形式及步骤 活动意图 时间
学习理解 Activity 1 Lead in 观看视频，回答问题:“Why does the video say ‘none of this is where it used to be’ ” 激发学生学习兴趣，同时激活学生的背景知识。 5min
Activity 2 Pre-Reading 预测文章内容：根据标题和图片猜测文章主题与体裁。 训练预测能力，为阅读理解做铺垫。 Prediction Probably, the text is about how people have solved__________ about______________in Egypt. 答案：problems; cultural heritage 训练预测能力，为阅读理解做铺垫。 5min
Activity 3 While Reading Reading for main ideas: Match paragraph main ideas. 答案： Reading for the structure: How many parts can this passage be divided into 答案： Reading for details: para.1 What does the phrase “big challenge” refer to 答案：Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge. Reading for details: para.2 Q1: Why did the Egyptian government want to build a new dam Q2: Why did the proposal lead to protests Q3: What did the government do then 答案： A1: To control floods, produce electricity, and supply water to more farmers in the area. A2: Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s heritage. A3: The government turned to the United Nations for help in 1959. Reading for details: para.4 How were the temples and other cultural sites saved 答案： Reading for details: para.2-5 Complete the timeline. 答案： Reading for details: para.5 Q: Why was it considered a great success 答案：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. Reading for details-para.6 What can we know from the last paragraph A．Doing is better than saying. B．Many hands make light work. C．There is no royal way to success. D．Experience is the mother of wisdom. 答案：B 训练略读、扫读与精读能力，理解文章结构与细节。 25min
Activity 4 Post reading It’s important to protect and promote our cultural heritage. What can we do to protect it 答案：Don’t damage ancient buildings/relics Report damage to heritage Learn traditional crafts Remember folk stories Post cultural moments online Teach classmates about intangible heritage 联系实际，提升语言运用能力。 10min
应用实践
Activity 5 Summary 通过总结，进行文章梳理。 2min
Activity 6 Language points 梳理文中语言点，帮助学生搭建语言知识框架。 通过知识点梳理，再次提炼本节课的语言知识点，实现知识的二次输入。 7min
迁移创新 作业内容 作业设计意图 3min
Write a short summary (80-100 words) of the Abu Simbel project. Use at least five of these words: cultural heritage, preserve, proposal, fund, contribute, success. 答案：The Abu Simbel temples, a priceless piece of cultural heritage, were in danger of being flooded by a new dam. To preserve them, the Egyptian government made a proposal to the international community for help. Many countries agreed to fund the project and contribute money and expertise. Engineers moved the entire temples to higher ground. This incredible international effort was a great success. The temples were saved, showing the world the importance of protecting our shared history. 通过写作练习，让学生在真实的语境中运用所学知识，提高学生的语言综合运用能力、逻辑思维和表达能力。
板书设计 Unit1 Cultural Heritage Reading and Thinking
教学反思 · 优点：教学设计紧扣主题，活动层层递进，学生参与度高，文化意识得到提升。 · 不足：部分学生在表达个人观点时语言输出仍有困难，时间安排稍显紧张。 · 改进：增加语言支撑环节，提供句型模板；合理分配各环节时间，加强个别辅导。
（北京）股份有限公司
（北京）股份有限公司