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視頻標簽：The World’s,Cultural,Heritage
所屬欄目：高中英語優(yōu)質課視頻
視頻課題：高中英語外研版選修7Book7 Module 6 The World’s Cultural Heritage Reading and Speaking天津市南開中學
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高中英語外研版選修7Book7 Module 6 The World’s Cultural Heritage Reading and Speaking天津市南開中學
教學基本信息
課名 The World’s Cultural Heritage 課型 Reading and Speaking
教材 外研版 冊別 第七冊
授課教師
主題語境：人與社會——世界文化遺產的保護 語篇類型：介紹性文章 授課時長：一課時（45分鐘） 教材分析:
本課包含兩篇介紹性文章。
第一篇標題為The Amazing Caves of Zhoukoudian，按照時間順序簡要介紹了北京周口店遺址從發(fā)掘到最終成為世界文化遺產的傳奇歷程。文章共提及周口店遺址發(fā)展的5個重要時間點。學生通過對本文的學習，可以了解到周口店遺址對全人類考古及文化的重要意義，充分理解其被列入“世界遺產名錄”的原因，也為下一篇文章的學習做好了鋪墊。
第二篇標題為Beijing Man Heritage Site in Danger，文章根據內容可分為“遺址的重要性”、“遺址處于危險的狀態(tài)及原因”以及“各方對此的反應” 三部分。學生通過上一篇文章的學習已經了解到了該遺址的重要性，再讀到本篇標題中的“in danger”, 能夠充分的激發(fā)他們的閱讀動機，同時引發(fā)他們對于珍貴文化遺產保護與傳承的思考，催生“保護文化遺產”的意識與行動。 學情分析:
本課授課對象為天津市南開中學高二7班的學生。該班為我校“六年一貫制”實驗班學生。該班學生具備較好的閱讀能力，詞匯積累較好，大部分學生已具備在閱讀中獲取信息的能力，部分同學能用英語自信流暢的表達觀點。但部分學生在理解和整合知識、邏輯推理以及批判評價方面缺乏深度思維能力，缺少對語篇結構的深度理解，同時口語表達欠缺一定的主動性。此外，雖然學生對“周口店北京猿人遺址”有一定程度的了解，但對其重要的考古及文化意義了解不全面。 教學目標:
經過本課的學習，學生能夠：
1. 獲取梳理文中有關周口店遺址發(fā)展的重要時間節(jié)點及其相關事實性信息；概括、整合
周口店遺址的重要意義；
2. 獲取周口店遺址處于危境的現狀與原因；獲取、整合社會各方對保護周口店遺址的反
應，并提出自己的建議；
3. 了解我國政府對文化遺產保護做出的努力，激發(fā)他們的創(chuàng)造性思維，提出作為中學生，
自己可以為文化遺產保護做出的貢獻。 教學資源:
教材、多媒體課件、學案、黑板、粉筆
2 / 3
教學過程: 步驟 教學活動 設計意圖
Pre-reading
Step 1 T introduces the logo of World Heritage (WH) to Ss and asks them questions.
Then T introduces the two basic qualities of WH sites on
the screen and asks Ss to remember.
利用圖片，創(chuàng)設語境，導入主題。激活學生已有的關于“世界文化遺產”的認知和理解。
Step 2 T invites Ss to name out the four WH sites in Beijing with the help of pictures and asks whether they know the fifth one. 借助圖片，引出本課主
題。
Step 3
T shows Ss the title of the first passage “The Amazing Caves of Zhoukoudian” and arouses Ss’ reading interest
by asking “Why is it amazing? Why can it be listed as WH?”
激活學生已有的對“周口店猿人遺址”的認知，形成閱讀期待。
While reading (Part 1)
Step 1 Fast reading T invites Ss to read the passage in 10 seconds and answer the questions:
1. How does the passage mainly develop? 2. How can you find it?
快速瀏覽文章，了解文章寫作方式及語篇結構。
Step 2
Careful
reading
T invites Ss to read again and fill in the chart about the “timeline” of the passage on their worksheets, where questions are asked as follows. 1. What were found?
2. How “amazing” are they? 3. What are the big events?
4. What happened to it because it's “amazing”?
T invites Ss to find the sentence to summarize why Beijing Man Heritage Site is amazing.
細讀文章，以 “amazing”為主題，以“時間線”為線索， 進一步提取、梳理細節(jié)信息，概括、整合北京猿人遺址的重要意義和神奇之處。
引導學生概括總結本篇所學內容,呼應文章話題。
While reading (Part 2)
Step 1 Fast reading T shows the title of Part 2 “Beijing Man Heritage Site in Danger” on screen and invites Ss to find which paragraphs tell us it’s in danger.
速讀文章，以“in danger”為切入點，梳理文章結構。
Step 2
Careful
reading
Paragraph 2-3:
T invites Ss to read the Para. 2-3 carefully and answer the questions:
1. Why is it in danger?
2. Who caused the problem, nature or human?
Paragraph 1: What does Paragraph 1 tell us?
Paragraph 4-6:
Can you predict what P4-6 are going to tell us?
T invites Ss to read carefully and fill in the chart about the “Reactions”on their worksheets, where questions are asked as follows.
細讀文章，獲取、梳理周口店遺址處于危境的原因，以及有關各方反應。
3 / 3
1. Who made the reactions to the situation? 2. What are these reactions?
T invites Ss to discover some grammatical rules by asking: Can you find some rules in these sentences’ structure?
Think Further:
In the passage, a professor proposed that a fund be established to raise money.
Can you offer a suggestion about how we can get the money to establish the fund?
Discuss in pairs. Please use the sentence structure mentioned just now.
When Ss share their opinions, T will invite other Ss to review and add more.
鼓勵學生通過觀察句子結構，歸納語法規(guī)則。再通過讓學生發(fā)表自己的見解實現語言的內化。
基于語篇信息,拓展話題深度，為學生深度探究學習創(chuàng)設情境。
激發(fā)學生間意見交流，形成思想的沖突與交匯。 Post-reading
Step 1
Ss watch a short video and some pictures about the latest changes of Beijing Man Heritage Site. Then T asks questions:
1. What can you see in the pictures? 2. Who should be praised?
對課本文章的信息進行更新和拓展。深化主題意義，激發(fā)學生對文化遺產保護問題的深思。介紹我國政府的努力，為下個活動做好鋪墊。
Step 2
Producing ideas!
T introduces China’s Heritage Day to Ss.
As high school students, what can we do to protect the Heritage Sites?
Discuss in groups of 4 students.
Work out at least 3 practical ways and report to the class.
T summarizes and highlights what has been learned.
鼓勵學生們基于本節(jié)課所學知識，以保護文化遺產為話題，進行小組活動，合作學習。訓練學生的思維與表達，遷移創(chuàng)新。
深化主題意義，加強德育浸潤。
Homework
“It's a good idea to make heritage sites as tourist attractions when protecting them.” Do you agree or not? Why?
Debate in groups of four. 拓展話題內容，
鞏固課上所學。
視頻來源：優(yōu)質課網 www.jixiangsibao.com
