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Unit 4 Protecting our heritage sites
Reading教学设计
科目：英语 课题：Reading(I) 课时：1课时
教学目标与核心素养：
知识目标：了解世界遗产面临的危险，意识到世界遗产保护的紧迫性；
能力目标：了解讲座文稿的结构；用过渡句连接两个段落；
情感目标：引导学生充分意识到世界遗产保护的紧迫性和重要性，人人都可以参与到世界遗产保护中来，遗产保护造福当代，福泽后世。
教学重难点
教学重点：了解世界遗产面临的危险，意识到世界遗产保护的紧迫性；了解讲座文稿的结构；用过渡句连接两个段落
教学难点：引导学生充分意识到世界遗产保护的紧迫性和重要性，人人都可以参与到世界遗产保护中来，遗产保护造福当代，福泽后世
I. Learning objectives
By the end of the lesson, students will be able to:
1. grasp the topic and the general idea of the transcript;
2. understand some important details of the transcript;
3. form their own opinions based on the transcript.
II. Key competence focus
1. Learn how to use the given information to express oneself.
2. Learn how to get a deep understanding of the reading material.
3. Learn about illustrative paragraphs.
III. Predicted area of difficulty
1. Transitional sentences to connect two paragraphs.
2. Free discussion about the value of heritage sites.
3. Some inferences based on the transcript.
IV. Teaching procedures
Step 1 Lead-in
Activity 1：A video about 6 World Heritage sites in China (by 2021)
Activity 2：Which heritage site is the nearest to us in China
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Activity 3：How about heritage in other countries
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Step 2 Fast reading
Activity 1：Read the passage quickly and underline the topic sentences.
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Tip 1：The topic sentences are generally in the b_________ or e_________ in each paragraph.
Activity 2：Which of the following can best describe the structure of the passage
Activity 3：Read the lecture transcript and complete the chart below.
Step 2 Detailed reading
Para. 1
Why does the author use two general questions in the beginning
_______________________________________________________________________________
Para. 2
Fill in the blanks.
Para. 3
What human activities are especially mentioned Why
_______________________________________________________________________________
Para. 4
Put four pictures in order.
Critical thinking
Is it good or bad to gain UNESCO World Heritage status Why
As far as I am concerned, it is ____ to gain UNESCO World Heritage status, because ______________________________________________________________________________________________________________________________________________________________
Para. 5
Put the following in cause-and-effect order .
A.Put Historic Centre of Vienna in danger
B.Widespread development
C.Human population growth
D.High-rise construction projects in central Vienna
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Para. 6
The Great Barrier Reef has many benefits on human. Please judge whether the following statements are true or false.
1.Increasing people’s job opportunities.
2.Providing home to human.
3.Improving the construction of buildings
4.Helping protect the coastline against waves and floods.
Para. 7
What is the purpose of the last paragraph
A. To analyze some specific issues at present.
B. To emphasize the importance of heritage sites.
C. To call on people to pay a visit to heritage sites.
D. To call on people to take action to protect the heritage sites.
What is the speaker’s attitude to heritage sites remained
A. Positive. 　　 B. Worried.
C. Indifferent. 　　 D. Doubtful.
Step 3 Post reading
Activity 1：In the main body of the passage, how does the lecturer explain dangers facing the heritage sites
_______________________________________________________________________________
Tip 2：We can give e_________ to support the argument.
Activity 2：Is it necessary to restore heritage sites Why
_________. Because heritage has h_______ value，r_______ value，i_______ value，t_______ value， a_______ value，g_______ value and e_______ value.
Activity 3：Writing and delivering a speech
假如你是学生会主席，你校正在组织英语演讲比赛，请以保护濒危遗产为话题，写一篇演讲稿。内容包括：
1.介绍遗产在各方面存在的问题；（参考reading课文）
2.针对问题提出相对应的措施。
Some possible solutions：
1.Join the UNESCO volunteering programs;
2.Raise public awareness of heritage protection by sharing news and links through social media;
3.Make some posters about heritage and post them on the Internet;
4.Be a sustainable tourist by respecting local culture and customs and not damaging sites or littering when visiting.
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Homework
1.Polish your speech.
2.Read the speech aloud to your friends or parents.
3.Get their feedback and revise.
Blackboard Design
Unit 4 Reading
Heritage in danger

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