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高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage一等奖说课教学ppt课件
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Book 2 Unit 1
基于主题意义的单元整体教学设计
人教版（2019）必修第二册
1
3
2
4
教学设计依据
设计亮点
教学困惑
单元整体设计
1
教学设计依据
1.1
《普通高中英语课程准（2017版2020修订版 》
1.2
专家学者的观点
英语学科核心素养
英语学习活动观
教学评一体化
主题意义探究
①单元整体教学是指教师对教材单元中的多模态语篇内容及其主题意义进行整体分析，结合学情分析从主题意义、语言能力、思维品质等角度整合利用具有内在关联性的语篇，确定具有多维度内在关联的学习小单元及其教学实施逻辑，并在此基础上明确具有整体性、递进性和迁移性的单元教学目标，设计具有整合性、关联性和实践性的单元学习活动，以整合性输出活动作为评价学生单元学习效果的有效方式，进而在单元整体教学中以教、学、评一体化促进学生核心素养的融合发展。（李宝荣，2020）
②突破传统教学与评价二元隔离孤立的局面，通过整合教学与评价，使评价不再凌驾于教学之上或游离于教学之外，而是镶嵌于教学之中，成为教学的有机组成部分，使教、学、评在持续的良性互动中最大限度地达成目标，促进学生学科核心素养的逐步形成与发展。（王蔷、李亮，2019）
2
单元整体设计
单元整体分析流程 (李宝荣）
单元主题语境
单元素材及主题
单元主题学情分析
单元内容关联图
单元课时安排
单元学习目标
单元主题意义探究
2.3
单元目标的达成及教、学、评一体化对照
2.1
单元主题语境
根据《普通高中英语课程标准》 (2020修订版),Cultural Heritage这一单元的主题语境为“人与社会”，主题语境内容要求如下:
单元素材及主题
2.2
各国青少年如何合作参与文化遗产保护以及文化遗产保护的意义
文化遗产保护面临的挑战和问题，以及解决过程和办法，关注国际合作在问题解决过程中的关键作用。
通过旅游或他人旅游经历解文化遗产的历史文化和现状
运用定语从句拓展丰富文化遗产的内涵及其保护方法。
用数字技术制作敦煌莫高窟文物图像，引起世界范围内人们对中国历史、文化和传统的关注和了解，理解文化遗产保护的意义，从而更好地增进国际间的文化交流、理解和合作
文化遗产的保护和传承需要专业人士和普通人的积极参与和实际行动
文化遗产的内涵
世界文化遗产地具有重要的历史文化价值
主题意义探究
单元主要内容（What）
语篇写作目的（Why）
单元文体结构和语言修辞（How）
2.3
[What]这个单元的主题是中外（尤其是中国）的著名的世界文化遗产的概况和相关保护情况，谈论了泰姬陵和明清皇家陵寝以及莫斯科克里姆林宫和红场及周围建筑的历史与文化，介绍了阿斯旺大坝修建过程中文化遗迹的遇到的问题和解决方案，同时介绍了中国1987年第一批著名世界遗产泰山、长城、莫高窟的历史文化与现状以及相关的保护方法，既丰富了学生的知识、拓展了视野，又促使学生在了解的基础上，结合自己的生活，积极思考如何力所能及地参与文化遗产保护并诉诸行动。
[Why]学生通过本单元选取的多模态语篇可以感受到世界各国文化遗产的魅力，认识到文化遗产是历史和文化的重要载体，了解文化遗产保护过程中问题的复杂性和艰巨性，认识到文化遗产保护需要世界各国和全社会的共同努力，还要认识到文化遗产的保护和传承不仅需要政府的管理和支持，更需要专业人士和普通人的积极参与和实际行动，尤其要意识到数字媒体等新技术的发展，给文化遗产保护带来了的新的生机和可能，同时认识到文化遗产保护的意义，一方面我们既要了解本国文化遗产，对本国文化充满自信；另一方面，我们也要有开放的心态，学习欣赏他国文化遗产以了解他国文化，从而更好地增进国际间的文化交流、理解和合作。
[How]为了更好地表达单元整体的主题意义本单元选取了不同类型的多模态语篇，包括：访谈、对话、描述事件发展过程的叙事文本、新闻报道、视频、说明文，其中描述事件发展过程的叙事文本语篇中运用了大量围绕主题意义的定语从句以及相关的词块，可以帮助学生理解文本的主要信息和篇章结构，引导学生根据文本题材运用阅读策略“制作时间线（make a timeline）”，从而提升思维的辨析力和逻辑性，还可以通过对新闻报道语篇的学习，可以熟悉并掌握新闻报道的常见语篇结构、标题特征和语言特点，学会使用新闻报道中的常见语言结构。
主题意义探究
子主题 1（小单元1）：认识文化遗产及其保护的必要性
子主题 2：（小单元2）：描述文化遗产遇到的问题和解决方案以及文化遗产保护的意义
子主题 3：（小单元3）思考个人如何采取实际行动来保护文化遗产并树立人类命运共同体意识
构建对cultural heritage内涵及其保护意义和方法的认知、态度、和行为选择。
单元主题意义
对应第一、二课时（Opening Page+ Workbook Expanding Your World +Listening and Talking）（学习理解）
对应第三、四、五、六课时 (Reading and Thinking+Discovering Useful Structures+Listening and Speaking +Video Time)（学习理解＋应用实践）
对应第七、八课时 (Reading for Writing+Assessing Your Progress+Project)（应用实践＋迁移创新）
贯穿整个单元的核心问题链设计
2.4
单元主题学情分析
2.5
单元内容关联图
expanding your world
内涵
ancient palaces
ancient tombs
temples and cultural relics
temples and cultural relics
本单元整合性输出活动
Write a news report about a person or group that you are familiar with and that takes actively part in cultural heritage protection
Present a project about the intangible cultural heritage
Write a brief text according to the debate “Is it worthwhile to protect old temples.”
Draw a mind map of words, phrases and sentences about 3 cultural heritage sites
Choose a cultural site and make a conversation between a tourist and tour guide
Use 3-5 sentences to write some practical ways to protect the cultural heritage.
2.6
单元学习目标
经过本单元的学习后，学生能够：1. 归纳、梳理中外重要世界文化遗产的细节信息、文化遗产内涵、文化遗产保护意义的主题语句，多角度构建表达文化遗产内涵。2.运用“提出问题-分析问题-解决问题”的语篇结构及主题相关的语言归纳文化遗产保护存在的问题以及需要采取的保护措施，增强国际合作的意识，强化中国文化自信，树立人类命运共体意识。3.辩证认识评价文化遗产保护与经济发展的关系，认识文化遗产保护对人类发展的重要意义，提出践行可行、创新问题解决策略。4.结合范文，整合相关信息，撰写身边积极参与文化遗产保护的个人和组织的新闻报道。5.小组合作，客观地描述非物质文化遗产，并评价非遗保护的重要性和保护方法，并探讨自己扮演成不同角色时，如何力所能及的保护和传承文化遗产，并付诸行动。
2.7
单元课时安排
小单元1的目标的达成及教、学、评一体化对照
2.8
单元目标2的达成及教、学、评一体化对照
小单元2目标的达成及教、学、评一体化对照
小单元3目标的达成及教、学、评一体化对照
3
设计亮点
1.充分研读了本单元所有相关的多模态语篇和中文相关书籍以及其他相关论文，并观看了相关文化遗产的纪录片，并在此基础上对本单元语篇的主题内容进行了对比分析，确定具有多维度内在关联的学习小单元及其教学实施逻辑,并设计了贯穿整个单元的核心问题链以及可视化的词汇积累表。
3. 注重输出活动之间的关联，作业设计考虑到了关联性、递进性和整合性。
2. 注重课时内以及课时之间学习活动，体现了综合性、关联性和实践性，在教学中尽量做到主题语言不断循环复现、丰富、拓展并兼顾多轮主题意义理解与表达（知识技能融合）。
贯穿整个单元的核心问题链设计
Contents
Useful expressions
Vocabulary-building chart
分课时活动设计的综合性、关联性、实践性以及主题语言循环复现
文化遗产体现了人类文化的多样性，代表了人类过去创造的辉煌的文明，它的保护和传承给予人们憧憬未来的力量和自信，保护文化遗产就是保护未来。
Take the Aswan Dam as an example and role-play a conversation between a tourist and guide. Please try to use restrictive clauses to describe the place and people in greater details.
Application （make a conversation）
The Aswan Dam✬location： a dam across ( ) ✬function：control ....and bring ... and supply ... in the area to help ( ) ✬ have a problem: water from the dam would likely damage ... and destroy cultural relics were an important part of ( ) ✬find a solution: turn to for help in 1959.The temples and other were taken down ..., and then moved and put back together again in a place they were safe from the water✬thousands of took part in the project.✬The project took over years to complete and it was successful.✬ learn the inspiration: Not only had the countries found a path to the future did not run over the ...
the Nile
economic development
that/which
Egypt’s cultural heritage
the UN
cultural sites
where
that/which
engineers and workers
20
Complete the news report with the correct forms of the words in the box.Then suggest a suitable title.
______________________________Cairo, 16 March, 1956In a speech today, a scientist gave her view on the new _______. She said that ____________ is important and our area needs economic __________ as well. But she added, “We should not accept the project as it puts our cultural ________ in danger. We must protect the_______ and make sure that no ______ is done.”Before she ended her speech, the scientist suggested that we need to _________ a committee of experts to _________ the cultural heritage and ________ it from being harmed.
proposal
progress
heritage
temples
damage
establish
preserve
prevent
Scientists Suggest Something Done to Preserve Cultural Heritage
development
where
when
who
lead
title
body
ending
Polish the writing
Preserving cultural heritage through photos
Chen Lei is a senior teacher who takes photos of old buildings in Wuhan in order to preserve the city's culture heritage. Every day, Chen Lei takes his camera and walks patiently through .Over the years he has of old buildings to . Besides, he interviewed old people and then wrote stories down. When he is free, he visits schools to tell students about the ways of . He said: “The old buildings .”
the older parts of the city
taken nearly 5000 high-quality digital pictures
help increase the knowledge
and appreciation of Wuhan’s ancient cultural heritage
more than 60
preserving the cultural heritage
that/which represent ancient history and culture should be passed on to the present and future citizens in Wuhan
who/that knew many stories of the old buildings
Neither people nor buildings last forever, but Chen Lei's photos can help us remember them. These pictures of old buildings in different dynasties remind us of and inspire us . The stories by Chen Lei will also bring inspiration for future generations and they will add their own stories, too.
which were built
what we can achieve at our finest
to live up to our great past in the future
which were written
同伴互改、作品展示
1. Add the vocabulary and sentences (at least 2 attributive sentences in reading on Page 80) about cultural heritage to the following form.
2.Set out to do a project (throughout the whole unit )
Tip:you can choose one listed in the right picture or choose one that you are interested in.
第一课时 Homework
作业设计体现关联性、递进性和整合性
按此表积累相关词汇、词块和句型，最后单元结束时可以以书面作文、手绘报、游客和导游对话形式或者视频形式呈现。
3.Finish one of the reading texts
1. Create and remember chunks of vocabulary about history and present situations of the Kremlin and Red Square.
2. Continue to finish project writing
the Kremlin
Red Square
past:
present:
past:
present:
第二课时 Homework
3.Role-play a conversation to talk about the Imperial Tombs of the Ming and Qing Dynasties(refer to table in the last class for detailed information)
1.According to the result of the debate，write 3-5 sentences to express your opinion by using words and useful expressions in the text.
3. Complete the exercise 2, 3 ,5 on page 61,62
2. Choose one paragraph and draw the mind map and retell it.
第三课时 Homework
4. Finish a reading text about ancient Egypt
1. Finish exercise on page 62-63
第四课时 Homework
2. Use restrictive clauses to polish your project writing about intangible cultural heritage (ICH).
1. Summarize the result of discussion and use 3-5 sentences to write some practical ways to protect the cultural heritage.
第五课时 Homework
Prevent
2. Complete the exercise 1 on page 61
3. Collect 1-3 sentences through the Internet to describe the Great Wall
4. Continue to finish project writing
The Great Wall is well-known for its splendid ____________ (appear) that shows the ___________ (wise) and ___________ (creative) of the ancient Chinese people. Winding through vast mountains in Northern China, it used to provide __________ (protect) to agricultural civilization and ancient trading routes. It spans (v. 跨越) the history of China, __________ (witness) many ups and downs of powers and dynasties.As is ___________ (general) believed, the first parts of the Great Wall were built during the Spring and Autumn Period, __________ the eastern and central regions of China consisted of many small states. To protect their states from unwanted invaders, the princes (诸侯王) ordered that independent walls ____________________ (construct) along state borders. Around 220 B.C., in order to defend his newly _______________ (establish) state from attacks by Huns (匈奴人), Qin Shi Huang ordered removal of the fortifications (防御工事) between the previous states where they served only as obstacles (阻碍) to domestic affairs. Meanwhile, a number of existing walls along the northern border were joined into a single system, ___________ would be referred to as “Wan Li Chang Cheng”. The famous Chinese general Meng Tian initially directed the project, and was said to have used a massive army of soldiers, criminals and common people as workers.
1. The history of the Great Wall 语法填空小练
第六课时Homework
However, despite its magnificence (壮丽), little of the Great Wall ____________ (build) in the Qin Dynasty remains. Actually, the ___________ (major) of the best-preserved walls date __________ the Ming dynasty. In the Ming Dynasty, the Great Wall was _____________ (systematic) maintained and strengthened in a 100-year project to prevent ____________ (far) invasion from Mongol nomads (游牧民族). The Ming wall extended from the Yalu River in Liaoning Province to the eastern bank of the Taolai River in Gansu Province, and _________ (wind) its way from east to west throughout the North China. Owing ____________ centuries of weathering and man-made ___________ (destroy), till now, many sections of the Great Wall ___________________ (disappear), depending ________ when they were built. Even so, each section of the Great Wall records its transformation through the years and has incomparable historical value. The _____________ (significant) of the Great Wall is beyond words. The Great Wall _____________ (symbol) China in the Western world between the 18th and 20th centuries and ______________ (regard) as a physical manifestation of Chinese strength. In 1987, the Great Wall was acknowledged as a World Heritage site. Today, the Great Wall has gained itself wide ____________ (recognize) as one of the most impressive achievements in human history.
2. Role-play a conversation between a tourist and a tour guide (refer to the function expressions of starting a conversation and following example)
3. Continue to finish project writing
第七课时Homework
完成一篇新闻报道，具体要求参考左图，相关表达可参考右图，结构参考Promoting culture through digital images语篇结构和语言以及课上输出作业有关陈磊保护文化遗产新闻报道结构。
4
教学困惑
4.2
教学困惑
1.学生文化意识的形成不是一朝一夕的事，需要久久为功，那么单元结束后还有没有更好的方式进一步检测和巩固学生在单元形成的文化意识？
3. 单元整合性输出活动中非遗保护project的作业贯穿整个单元，怎样在过程中检测完成效果并给出评价，需不需要提前制定评价量化表？
2. 想要培养学生的文化意识，首先要让学生具备一定的中外文化知识，在进行本单元设计时，我加入了较多的汉语知识的图片和视频材料，怎样把握好嵌入的度？有没有更好的嵌入方式？比如怎样更好地调动学生参与进来？
［参考文献］1. 中华人民共和国教育部.普通高中英语课程标准 2017年版2020年修订 S .北京：人民教育出版社，2020.2. 梅德明，王蔷.普通高中英语课程标准 2017年版2020年修订）解读 M .北京：高等教育出版社，2020.3.李宝荣. 2020a. 基于主题意义的英语单元整体教学设计[J]. 英语学习（下半月刊）, (3): 5-74.李宝荣等.“基于主题意义进行单元整体教学的实践思路和策略”，《英语学习（教师版）》，2019年第2期5.杜晓帆.文化遗产价值探微—人是文化遗产的灵魂.北京：知识产权出版社，2020.6.戴砚亮.融合与建构：文化遗产在数字时代的创新设计与传播研究.北京：中国纺织出版社，2021.
THANK YOU
Book 2 Unit 1
基于主题意义的单元整体教学设计
人教版（2019）必修第二册
1
3
2
4
教学设计依据
设计亮点
教学困惑
单元整体设计
1
教学设计依据
1.1
《普通高中英语课程准（2017版2020修订版 》
1.2
专家学者的观点
英语学科核心素养
英语学习活动观
教学评一体化
主题意义探究
①单元整体教学是指教师对教材单元中的多模态语篇内容及其主题意义进行整体分析，结合学情分析从主题意义、语言能力、思维品质等角度整合利用具有内在关联性的语篇，确定具有多维度内在关联的学习小单元及其教学实施逻辑，并在此基础上明确具有整体性、递进性和迁移性的单元教学目标，设计具有整合性、关联性和实践性的单元学习活动，以整合性输出活动作为评价学生单元学习效果的有效方式，进而在单元整体教学中以教、学、评一体化促进学生核心素养的融合发展。（李宝荣，2020）
②突破传统教学与评价二元隔离孤立的局面，通过整合教学与评价，使评价不再凌驾于教学之上或游离于教学之外，而是镶嵌于教学之中，成为教学的有机组成部分，使教、学、评在持续的良性互动中最大限度地达成目标，促进学生学科核心素养的逐步形成与发展。（王蔷、李亮，2019）
2
单元整体设计
单元整体分析流程 (李宝荣）
单元主题语境
单元素材及主题
单元主题学情分析
单元内容关联图
单元课时安排
单元学习目标
单元主题意义探究
2.3
单元目标的达成及教、学、评一体化对照
2.1
单元主题语境
根据《普通高中英语课程标准》 (2020修订版),Cultural Heritage这一单元的主题语境为“人与社会”，主题语境内容要求如下:
单元素材及主题
2.2
各国青少年如何合作参与文化遗产保护以及文化遗产保护的意义
文化遗产保护面临的挑战和问题，以及解决过程和办法，关注国际合作在问题解决过程中的关键作用。
通过旅游或他人旅游经历解文化遗产的历史文化和现状
运用定语从句拓展丰富文化遗产的内涵及其保护方法。
用数字技术制作敦煌莫高窟文物图像，引起世界范围内人们对中国历史、文化和传统的关注和了解，理解文化遗产保护的意义，从而更好地增进国际间的文化交流、理解和合作
文化遗产的保护和传承需要专业人士和普通人的积极参与和实际行动
文化遗产的内涵
世界文化遗产地具有重要的历史文化价值
主题意义探究
单元主要内容（What）
语篇写作目的（Why）
单元文体结构和语言修辞（How）
2.3
[What]这个单元的主题是中外（尤其是中国）的著名的世界文化遗产的概况和相关保护情况，谈论了泰姬陵和明清皇家陵寝以及莫斯科克里姆林宫和红场及周围建筑的历史与文化，介绍了阿斯旺大坝修建过程中文化遗迹的遇到的问题和解决方案，同时介绍了中国1987年第一批著名世界遗产泰山、长城、莫高窟的历史文化与现状以及相关的保护方法，既丰富了学生的知识、拓展了视野，又促使学生在了解的基础上，结合自己的生活，积极思考如何力所能及地参与文化遗产保护并诉诸行动。
[Why]学生通过本单元选取的多模态语篇可以感受到世界各国文化遗产的魅力，认识到文化遗产是历史和文化的重要载体，了解文化遗产保护过程中问题的复杂性和艰巨性，认识到文化遗产保护需要世界各国和全社会的共同努力，还要认识到文化遗产的保护和传承不仅需要政府的管理和支持，更需要专业人士和普通人的积极参与和实际行动，尤其要意识到数字媒体等新技术的发展，给文化遗产保护带来了的新的生机和可能，同时认识到文化遗产保护的意义，一方面我们既要了解本国文化遗产，对本国文化充满自信；另一方面，我们也要有开放的心态，学习欣赏他国文化遗产以了解他国文化，从而更好地增进国际间的文化交流、理解和合作。
[How]为了更好地表达单元整体的主题意义本单元选取了不同类型的多模态语篇，包括：访谈、对话、描述事件发展过程的叙事文本、新闻报道、视频、说明文，其中描述事件发展过程的叙事文本语篇中运用了大量围绕主题意义的定语从句以及相关的词块，可以帮助学生理解文本的主要信息和篇章结构，引导学生根据文本题材运用阅读策略“制作时间线（make a timeline）”，从而提升思维的辨析力和逻辑性，还可以通过对新闻报道语篇的学习，可以熟悉并掌握新闻报道的常见语篇结构、标题特征和语言特点，学会使用新闻报道中的常见语言结构。
主题意义探究
子主题 1（小单元1）：认识文化遗产及其保护的必要性
子主题 2：（小单元2）：描述文化遗产遇到的问题和解决方案以及文化遗产保护的意义
子主题 3：（小单元3）思考个人如何采取实际行动来保护文化遗产并树立人类命运共同体意识
构建对cultural heritage内涵及其保护意义和方法的认知、态度、和行为选择。
单元主题意义
对应第一、二课时（Opening Page+ Workbook Expanding Your World +Listening and Talking）（学习理解）
对应第三、四、五、六课时 (Reading and Thinking+Discovering Useful Structures+Listening and Speaking +Video Time)（学习理解＋应用实践）
对应第七、八课时 (Reading for Writing+Assessing Your Progress+Project)（应用实践＋迁移创新）
贯穿整个单元的核心问题链设计
2.4
单元主题学情分析
2.5
单元内容关联图
expanding your world
内涵
ancient palaces
ancient tombs
temples and cultural relics
temples and cultural relics
本单元整合性输出活动
Write a news report about a person or group that you are familiar with and that takes actively part in cultural heritage protection
Present a project about the intangible cultural heritage
Write a brief text according to the debate “Is it worthwhile to protect old temples.”
Draw a mind map of words, phrases and sentences about 3 cultural heritage sites
Choose a cultural site and make a conversation between a tourist and tour guide
Use 3-5 sentences to write some practical ways to protect the cultural heritage.
2.6
单元学习目标
经过本单元的学习后，学生能够：1. 归纳、梳理中外重要世界文化遗产的细节信息、文化遗产内涵、文化遗产保护意义的主题语句，多角度构建表达文化遗产内涵。2.运用“提出问题-分析问题-解决问题”的语篇结构及主题相关的语言归纳文化遗产保护存在的问题以及需要采取的保护措施，增强国际合作的意识，强化中国文化自信，树立人类命运共体意识。3.辩证认识评价文化遗产保护与经济发展的关系，认识文化遗产保护对人类发展的重要意义，提出践行可行、创新问题解决策略。4.结合范文，整合相关信息，撰写身边积极参与文化遗产保护的个人和组织的新闻报道。5.小组合作，客观地描述非物质文化遗产，并评价非遗保护的重要性和保护方法，并探讨自己扮演成不同角色时，如何力所能及的保护和传承文化遗产，并付诸行动。
2.7
单元课时安排
小单元1的目标的达成及教、学、评一体化对照
2.8
单元目标2的达成及教、学、评一体化对照
小单元2目标的达成及教、学、评一体化对照
小单元3目标的达成及教、学、评一体化对照
3
设计亮点
1.充分研读了本单元所有相关的多模态语篇和中文相关书籍以及其他相关论文，并观看了相关文化遗产的纪录片，并在此基础上对本单元语篇的主题内容进行了对比分析，确定具有多维度内在关联的学习小单元及其教学实施逻辑,并设计了贯穿整个单元的核心问题链以及可视化的词汇积累表。
3. 注重输出活动之间的关联，作业设计考虑到了关联性、递进性和整合性。
2. 注重课时内以及课时之间学习活动，体现了综合性、关联性和实践性，在教学中尽量做到主题语言不断循环复现、丰富、拓展并兼顾多轮主题意义理解与表达（知识技能融合）。
贯穿整个单元的核心问题链设计
Contents
Useful expressions
Vocabulary-building chart
分课时活动设计的综合性、关联性、实践性以及主题语言循环复现
文化遗产体现了人类文化的多样性，代表了人类过去创造的辉煌的文明，它的保护和传承给予人们憧憬未来的力量和自信，保护文化遗产就是保护未来。
Take the Aswan Dam as an example and role-play a conversation between a tourist and guide. Please try to use restrictive clauses to describe the place and people in greater details.
Application （make a conversation）
The Aswan Dam✬location： a dam across ( ) ✬function：control ....and bring ... and supply ... in the area to help ( ) ✬ have a problem: water from the dam would likely damage ... and destroy cultural relics were an important part of ( ) ✬find a solution: turn to for help in 1959.The temples and other were taken down ..., and then moved and put back together again in a place they were safe from the water✬thousands of took part in the project.✬The project took over years to complete and it was successful.✬ learn the inspiration: Not only had the countries found a path to the future did not run over the ...
the Nile
economic development
that/which
Egypt’s cultural heritage
the UN
cultural sites
where
that/which
engineers and workers
20
Complete the news report with the correct forms of the words in the box.Then suggest a suitable title.
______________________________Cairo, 16 March, 1956In a speech today, a scientist gave her view on the new _______. She said that ____________ is important and our area needs economic __________ as well. But she added, “We should not accept the project as it puts our cultural ________ in danger. We must protect the_______ and make sure that no ______ is done.”Before she ended her speech, the scientist suggested that we need to _________ a committee of experts to _________ the cultural heritage and ________ it from being harmed.
proposal
progress
heritage
temples
damage
establish
preserve
prevent
Scientists Suggest Something Done to Preserve Cultural Heritage
development
where
when
who
lead
title
body
ending
Polish the writing
Preserving cultural heritage through photos
Chen Lei is a senior teacher who takes photos of old buildings in Wuhan in order to preserve the city's culture heritage. Every day, Chen Lei takes his camera and walks patiently through .Over the years he has of old buildings to . Besides, he interviewed old people and then wrote stories down. When he is free, he visits schools to tell students about the ways of . He said: “The old buildings .”
the older parts of the city
taken nearly 5000 high-quality digital pictures
help increase the knowledge
and appreciation of Wuhan’s ancient cultural heritage
more than 60
preserving the cultural heritage
that/which represent ancient history and culture should be passed on to the present and future citizens in Wuhan
who/that knew many stories of the old buildings
Neither people nor buildings last forever, but Chen Lei's photos can help us remember them. These pictures of old buildings in different dynasties remind us of and inspire us . The stories by Chen Lei will also bring inspiration for future generations and they will add their own stories, too.
which were built
what we can achieve at our finest
to live up to our great past in the future
which were written
同伴互改、作品展示
1. Add the vocabulary and sentences (at least 2 attributive sentences in reading on Page 80) about cultural heritage to the following form.
2.Set out to do a project (throughout the whole unit )
Tip:you can choose one listed in the right picture or choose one that you are interested in.
第一课时 Homework
作业设计体现关联性、递进性和整合性
按此表积累相关词汇、词块和句型，最后单元结束时可以以书面作文、手绘报、游客和导游对话形式或者视频形式呈现。
3.Finish one of the reading texts
1. Create and remember chunks of vocabulary about history and present situations of the Kremlin and Red Square.
2. Continue to finish project writing
the Kremlin
Red Square
past:
present:
past:
present:
第二课时 Homework
3.Role-play a conversation to talk about the Imperial Tombs of the Ming and Qing Dynasties(refer to table in the last class for detailed information)
1.According to the result of the debate，write 3-5 sentences to express your opinion by using words and useful expressions in the text.
3. Complete the exercise 2, 3 ,5 on page 61,62
2. Choose one paragraph and draw the mind map and retell it.
第三课时 Homework
4. Finish a reading text about ancient Egypt
1. Finish exercise on page 62-63
第四课时 Homework
2. Use restrictive clauses to polish your project writing about intangible cultural heritage (ICH).
1. Summarize the result of discussion and use 3-5 sentences to write some practical ways to protect the cultural heritage.
第五课时 Homework
Prevent
2. Complete the exercise 1 on page 61
3. Collect 1-3 sentences through the Internet to describe the Great Wall
4. Continue to finish project writing
The Great Wall is well-known for its splendid ____________ (appear) that shows the ___________ (wise) and ___________ (creative) of the ancient Chinese people. Winding through vast mountains in Northern China, it used to provide __________ (protect) to agricultural civilization and ancient trading routes. It spans (v. 跨越) the history of China, __________ (witness) many ups and downs of powers and dynasties.As is ___________ (general) believed, the first parts of the Great Wall were built during the Spring and Autumn Period, __________ the eastern and central regions of China consisted of many small states. To protect their states from unwanted invaders, the princes (诸侯王) ordered that independent walls ____________________ (construct) along state borders. Around 220 B.C., in order to defend his newly _______________ (establish) state from attacks by Huns (匈奴人), Qin Shi Huang ordered removal of the fortifications (防御工事) between the previous states where they served only as obstacles (阻碍) to domestic affairs. Meanwhile, a number of existing walls along the northern border were joined into a single system, ___________ would be referred to as “Wan Li Chang Cheng”. The famous Chinese general Meng Tian initially directed the project, and was said to have used a massive army of soldiers, criminals and common people as workers.
1. The history of the Great Wall 语法填空小练
第六课时Homework
However, despite its magnificence (壮丽), little of the Great Wall ____________ (build) in the Qin Dynasty remains. Actually, the ___________ (major) of the best-preserved walls date __________ the Ming dynasty. In the Ming Dynasty, the Great Wall was _____________ (systematic) maintained and strengthened in a 100-year project to prevent ____________ (far) invasion from Mongol nomads (游牧民族). The Ming wall extended from the Yalu River in Liaoning Province to the eastern bank of the Taolai River in Gansu Province, and _________ (wind) its way from east to west throughout the North China. Owing ____________ centuries of weathering and man-made ___________ (destroy), till now, many sections of the Great Wall ___________________ (disappear), depending ________ when they were built. Even so, each section of the Great Wall records its transformation through the years and has incomparable historical value. The _____________ (significant) of the Great Wall is beyond words. The Great Wall _____________ (symbol) China in the Western world between the 18th and 20th centuries and ______________ (regard) as a physical manifestation of Chinese strength. In 1987, the Great Wall was acknowledged as a World Heritage site. Today, the Great Wall has gained itself wide ____________ (recognize) as one of the most impressive achievements in human history.
2. Role-play a conversation between a tourist and a tour guide (refer to the function expressions of starting a conversation and following example)
3. Continue to finish project writing
第七课时Homework
完成一篇新闻报道，具体要求参考左图，相关表达可参考右图，结构参考Promoting culture through digital images语篇结构和语言以及课上输出作业有关陈磊保护文化遗产新闻报道结构。
4
教学困惑
4.2
教学困惑
1.学生文化意识的形成不是一朝一夕的事，需要久久为功，那么单元结束后还有没有更好的方式进一步检测和巩固学生在单元形成的文化意识？
3. 单元整合性输出活动中非遗保护project的作业贯穿整个单元，怎样在过程中检测完成效果并给出评价，需不需要提前制定评价量化表？
2. 想要培养学生的文化意识，首先要让学生具备一定的中外文化知识，在进行本单元设计时，我加入了较多的汉语知识的图片和视频材料，怎样把握好嵌入的度？有没有更好的嵌入方式？比如怎样更好地调动学生参与进来？
［参考文献］1. 中华人民共和国教育部.普通高中英语课程标准 2017年版2020年修订 S .北京：人民教育出版社，2020.2. 梅德明，王蔷.普通高中英语课程标准 2017年版2020年修订）解读 M .北京：高等教育出版社，2020.3.李宝荣. 2020a. 基于主题意义的英语单元整体教学设计[J]. 英语学习（下半月刊）, (3): 5-74.李宝荣等.“基于主题意义进行单元整体教学的实践思路和策略”，《英语学习（教师版）》，2019年第2期5.杜晓帆.文化遗产价值探微—人是文化遗产的灵魂.北京：知识产权出版社，2020.6.戴砚亮.融合与建构：文化遗产在数字时代的创新设计与传播研究.北京：中国纺织出版社，2021.
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