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人教版（2019）必修第二冊Unit 1 Cultural Heritage教學設計
I. Teaching Basics
1. Teaching Content: Reading and Thinking—Language Focus and Thinking Quality Development
2. Teaching Period: Period 3
3. Textbook Version: PEOPLES EDUCATION PRESS (2019) Compulsory Book 2 Unit 1 Cultural Heritage
II. Teaching Objectives
（A）Language Competence Objectives
1. Students will master key vocabulary like "heritage", "preserve", "promote", "committee", etc., and phrases such as "give way to", "make sure", "turn to", etc., and be able to use them accurately in various contexts for speaking and writing.
2. They will learn and apply important sentence patterns, for example, "It is + adj. + to do sth." used to express opinions about cultural heritage protection, to improve their oral and written communication skills.
3. Students can analyze complex sentence structures in the text, including attributive clauses and adverbial clauses, and use them to understand and create more complex sentences, enhancing their reading comprehension and writing abilities.
（B）Thinking Quality Objectives
1. Through in - depth study of the text, students will develop critical thinking. They can objectively evaluate different measures and challenges in cultural heritage protection, and think about the balance between heritage conservation and modern development.
2. Their logical thinking ability will be strengthened. When discussing and writing about cultural heritage, they can organize their ideas in a coherent manner, presenting clear arguments and reasonable suggestions.
III. Teaching Key and Difficult Points
（A）Teaching Key Points
1. The learning and flexible application of important language knowledge, enabling students to express ideas related to cultural heritage proficiently.
2. Improving students' reading comprehension of texts about cultural heritage, helping them understand the main ideas, details, and the author's intentions.
（B）Teaching Difficult Points
1. In - depth learning of new language items, especially the discrimination of similar words and the understanding and application of complex sentence structures.
2. Text reconstruction. Students are required to retell the text clearly, accurately, and coherently using the learned knowledge, demonstrating a deep understanding of the text.
3. Cultivating students' awareness of cultural heritage protection. Guiding students to think comprehensively about how to protect cultural heritage in the context of modern society and promoting cross - cultural understanding.
IV. Teaching Procedures
（A）Step 1 Review
1. Activity 1 Review：Check the answers of reading comprehension exercises from the last class through a quick Q&A session. Pose questions like "What are the major threats to cultural heritage mentioned in the text " and "How does the local community participate in cultural heritage protection " Encourage students to recall the main content of the text, reinforcing their memory of information related to cultural heritage and laying a foundation for subsequent language learning and discussions.
（B）Step 2 Language Focus
1. Activity 2 Learning about the new language items
heritage n. 遺產（指國家或社會長期形成的歷史、傳統和特色）：Explain its meaning and usage. For example, "Cultural heritage is a precious treasure for a nation.（文化遺產是一個國家的珍貴財富。）" Introduce relevant collocations such as "world heritage site"（世界遺產地）. Let students share some world heritage sites they know.
preserve vt. 保存；保護；維持 n. 保護區：Teach its different meanings and usages. "We should take measures to preserve historical buildings.（我們應該采取措施保護歷史建筑。）" "This nature preserve is home to many rare species.（這個自然保護區是許多珍稀物種的棲息地。）" Have students make sentences using "preserve" with different meanings.
promote vt. 促進；提升；推銷；晉級：Illustrate its various usages. "The local government is trying to promote tourism by highlighting its cultural heritage.（當地政府試圖通過突出文化遺產來促進旅游業。）" "She was promoted to manager because of her excellent work.（由于工作出色，她被晉升為經理。）" Let students practice using "promote" in sentences about cultural heritage promotion.
committee n. 委員會：Give examples of different committees related to cultural heritage, like "The Cultural Heritage Protection Committee is responsible for making policies.（文化遺產保護委員會負責制定政策。）" Have students discuss the functions of such committees.
give way to 讓步；屈服：Explain its meaning with examples. "We should not give way to the destruction of cultural heritage.（我們不應在文化遺產破壞面前讓步。）" Let students create sentences using this phrase to express their attitudes towards cultural heritage protection.
make sure 確保；設法保證：Show how to use it in sentences. "Make sure that all the cultural relics are well - protected.（確保所有文物都得到妥善保護。）" Have students make sentences using "make sure" to list things to do for cultural heritage protection.
turn to 向……求助；查閱；轉向：Teach different meanings through examples. "When we encounter problems in cultural heritage research, we can turn to experts.（當我們在文化遺產研究中遇到問題時，可以向專家求助。）" "Please turn to page 20 to read more about this cultural heritage site.（請翻到第20頁閱讀更多關于這個文化遺產地的內容。）" Let students use "turn to" in different situations related to cultural heritage.
prevent... (from) doing sth. 阻止……做某事：For example, "We must prevent the pollution from damaging the cultural heritage.（我們必須阻止污染破壞文化遺產。）" Have students practice using this structure to talk about measures for protecting cultural heritage.
It is + adj. + to do sth. 做某事是……的：Use this pattern to express opinions, such as "It is necessary to raise public awareness of cultural heritage protection.（提高公眾的文化遺產保護意識是有必要的。）" Let students make similar sentences to express their views on cultural heritage.
（C）Step 3 Post Reading—Text reconstruction and thinking quality improvement
1. Activity 4 Text reconstruction：Group students and ask them to reconstruct the text using the learned words and phrases. They should retell the text in terms of the importance of cultural heritage, threats it faces, and protection measures. Each group selects a representative to present, and other groups can comment and supplement. Provide sentence frameworks like "Cultural heritage is of great significance as it... However, it faces many threats, such as... Therefore, we should... " to help students organize their language.
2. Activity 5 Discussing and thinking：Organize group discussions on the following topics:
"What are the most effective ways to balance cultural heritage protection and modern urban development " Guide students to think from aspects like urban planning, economic development, and cultural inheritance, cultivating their ability to analyze problems.
"How can we encourage more young people to participate in cultural heritage protection " Let students share their ideas, such as through education, cultural activities, and new media, enhancing their innovative thinking. During the discussion, the teacher moves around to guide and inspire students, encouraging them to express their opinions in English. After the discussion, each group selects a representative to report the group's discussion results.
（D）Step 4 Evaluation and summary
1. Activity 6 Self - evaluation：Guide students to conduct self - evaluation from aspects like vocabulary acquisition, class participation, group cooperation, and text comprehension and reconstruction. Provide a self - evaluation form for students to rate themselves and write down their strengths, weaknesses, and improvement measures. For example, "I can use most of the new words and phrases, but I need to improve my ability to analyze complex sentences. I will do more reading exercises.（我能使用大部分新單詞和短語，但我需要提高分析復雜句子的能力。我會做更多閱讀練習。）"
2. Activity 7 Summary：The teacher briefly summarizes the key points of this class, emphasizing the usage of important words, phrases, and sentence patterns, as well as the key information about cultural heritage in the text. Evaluate students' overall performance in class, affirm their strengths, and encourage them to keep working hard to improve their English language skills and thinking qualities. At the same time, reinforce the importance of cultural heritage protection and cross - cultural understanding, guiding students to develop a sense of cultural responsibility.
V. Homework
1. Organize notes after class. Classify and summarize the key vocabulary, phrases, and sentence patterns learned in this class, and make mind maps to deepen understanding and memory.
2. Complete relevant exercises in the textbook, including vocabulary filling, sentence translation, and reading comprehension enhancement, to consolidate the knowledge learned in class.
3. Write a short essay of about 120 - 150 words titled "My Suggestions for Cultural Heritage Protection in My Hometown". In the essay, students should use the language knowledge learned in this class to put forward reasonable suggestions for protecting local cultural heritage, with clear expression and logical coherence.

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