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视频标签：The World’s,Cultural,Heritage
所属栏目：高中英语优质课视频
视频课题：高中英语外研版选修7Book7 Module 6 The World’s Cultural Heritage Reading and Speaking天津市南开中学
本视频配套资料的教学设计、课件 /课堂实录及教案下载可联本站系客服
高中英语外研版选修7Book7 Module 6 The World’s Cultural Heritage Reading and Speaking天津市南开中学
教学基本信息
课名 The World’s Cultural Heritage 课型 Reading and Speaking
教材 外研版 册别 第七册
授课教师
主题语境：人与社会——世界文化遗产的保护 语篇类型：介绍性文章 授课时长：一课时（45分钟） 教材分析:
本课包含两篇介绍性文章。
第一篇标题为The Amazing Caves of Zhoukoudian，按照时间顺序简要介绍了北京周口店遗址从发掘到最终成为世界文化遗产的传奇历程。文章共提及周口店遗址发展的5个重要时间点。学生通过对本文的学习，可以了解到周口店遗址对全人类考古及文化的重要意义，充分理解其被列入“世界遗产名录”的原因，也为下一篇文章的学习做好了铺垫。
第二篇标题为Beijing Man Heritage Site in Danger，文章根据内容可分为“遗址的重要性”、“遗址处于危险的状态及原因”以及“各方对此的反应” 三部分。学生通过上一篇文章的学习已经了解到了该遗址的重要性，再读到本篇标题中的“in danger”, 能够充分的激发他们的阅读动机，同时引发他们对于珍贵文化遗产保护与传承的思考，催生“保护文化遗产”的意识与行动。 学情分析:
本课授课对象为天津市南开中学高二7班的学生。该班为我校“六年一贯制”实验班学生。该班学生具备较好的阅读能力，词汇积累较好，大部分学生已具备在阅读中获取信息的能力，部分同学能用英语自信流畅的表达观点。但部分学生在理解和整合知识、逻辑推理以及批判评价方面缺乏深度思维能力，缺少对语篇结构的深度理解，同时口语表达欠缺一定的主动性。此外，虽然学生对“周口店北京猿人遗址”有一定程度的了解，但对其重要的考古及文化意义了解不全面。 教学目标:
经过本课的学习，学生能够：
1. 获取梳理文中有关周口店遗址发展的重要时间节点及其相关事实性信息；概括、整合
周口店遗址的重要意义；
2. 获取周口店遗址处于危境的现状与原因；获取、整合社会各方对保护周口店遗址的反
应，并提出自己的建议；
3. 了解我国政府对文化遗产保护做出的努力，激发他们的创造性思维，提出作为中学生，
自己可以为文化遗产保护做出的贡献。 教学资源:
教材、多媒体课件、学案、黑板、粉笔
2 / 3
教学过程: 步骤 教学活动 设计意图
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.
利用图片，创设语境，导入主题。激活学生已有的关于“世界文化遗产”的认知和理解。
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. 借助图片，引出本课主
题。
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?”
激活学生已有的对“周口店猿人遗址”的认知，形成阅读期待。
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?
快速浏览文章，了解文章写作方式及语篇结构。
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.
细读文章，以 “amazing”为主题，以“时间线”为线索， 进一步提取、梳理细节信息，概括、整合北京猿人遗址的重要意义和神奇之处。
引导学生概括总结本篇所学内容,呼应文章话题。
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.
速读文章，以“in danger”为切入点，梳理文章结构。
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.
细读文章，获取、梳理周口店遗址处于危境的原因，以及有关各方反应。
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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.
鼓励学生通过观察句子结构，归纳语法规则。再通过让学生发表自己的见解实现语言的内化。
基于语篇信息,拓展话题深度，为学生深度探究学习创设情境。
激发学生间意见交流，形成思想的冲突与交汇。 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?
对课本文章的信息进行更新和拓展。深化主题意义，激发学生对文化遗产保护问题的深思。介绍我国政府的努力，为下个活动做好铺垫。
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.
鼓励学生们基于本节课所学知识，以保护文化遗产为话题，进行小组活动，合作学习。训练学生的思维与表达，迁移创新。
深化主题意义，加强德育浸润。
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. 拓展话题内容，
巩固课上所学。
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