Unit+1+Cultural+Heritage+Reading+and+Thinking+教案+-2021-2022学年高中英语人教版（2019）必修第二册

Period2Reading andThinkingFrom Problemsto Solutions教学目标By theend ofthis period,students willbe abletol

1.

1.know the process ofhow Egyptsolved the problem ofbuilding the Aswan Dam.

2.predict thecontent ofa passagefrom itstitle and the photosin thepassage

3.express viewsabout the cultural heritageprotection andthink critically.教学重点

4.know theimportance ofinternational cooperationin solvingdifficult problems

1.To analyze theprocess of solvingthe problembefore buildingthe dam.

2.To helpstudents getfamiliar with the patternof the text-Problem-Solution Pattern.教学

3.To helpstudents graspand usesome wordsand phrasesfor describingproblems andsolutions难点

1.To enablestudents toidentify the text typeand itslanguage features

2.To leadstudents toexpress viewsabout thecultural heritageprotection.教学资源教材、多媒体课件、学案、黑板和粉笔教学过程设计Stepl Lead-inActivity1Watching a videoTo showavideoabout theAbu SimbelandtheAswan Damto studentsand thenlet themfill in theblanks accordingto whatthey watchBuild aacross theNile River.There was a,though.And it wasa big one.The AbuSimbel waspriceless inancient.Keep it ancient.（设计意图基于主题，利用多模态语篇帮助学生更快构建意义模式，更容易吸引读者注意力学生带着填空任务有针对性地了解阿布辛贝神庙和阿斯旺大坝的背景）Suggested answersdam:problem;temples;treasuresActivity2Making aprediction

1.Look atthe title.What arethe keywords

2.Combining withthe topicof theunit andthe picturesinthepassage,guess whatthe textis mainlyabout.（设计意图利用标题和图片把学生的思维迅速拉进文章，从而为达到更好的理解效果做准备读书看报时，“预测”是一种经常用到的阅读策略）Suggested answers:

1.Problems andsolutions.

2.The textis mainlyabout someproblems andsolutions aboutthe protection of the temples.Step2Analyzing the textual patternInthis part,together withthe students,the teacherwill analyzethe sixparagraphs oneby oneto makethe textual patternclear.Activity1Read thefirst paragraph and tellme whatpurpose Itcarries.Suggested answerTo introduce the topic:keeping thebalance betweenprogress andthe protectionof cultural sites canbea bigchallenge.Activity2Read thesecond paragraphand answer the followingquestions.

1.Why didthe Egyptiangovernment wantto buildnew dam

2.Did peoplesupport theproposal Whynot

3.What didthe governmentdo todeal withthe problemActivity3Rend thethird paragraphand answerthe question.What didthe UNdo tohelp protectthecultural relicsSuggested answerTheyestablished a committee,asked forcontributions andraised funds,Experts investigated the issue,conducted severaltests and then made a proposal.Finally,they signeda documentActivity4Read thefourthparagraphand answerthe questions

1.Whom didthe projectbrought together

2.How werethe templesand other culturalsitessavedSuggested answers:

1.It broughttogether governments and environmentalistsfrom around the world

2.Temples andotherculturalsites were taken downplace by piece,and thenmoved andput backtogether again ina placewhere theywere safefrom thewater.Activity5Read thefifth paragraphand answerthe questions

1.What wasthe resultof theproject

2.Why wasitasuccessSuggested answers:

1.It wasconsidered agreat success

2.Not onlyhad thecountries found a path to the future thatdid notrun overthe relicsof thepast,butthey had also learntthat itwas possible for countriesto worktogether tobuild abetter tomorrow.Activity6Read thesixth paragraphandanswerthequestions.

1.Whats thespirit of theAswanDam project

2.Why didEgyptian turn to the UN forhelp设计意图整个的设计分七个活动，目的是采用“自下而上”的语篇分析模式，先逐步Stepn解析每一段，再用思维导图作为对全文结构的梳理，由浅入深，循序渐进，让学生更容易接受的语篇模式Problem-SolutionStep IAnalyzing the situational context语场field指发生的事或正在被谈论的事、进行的社会活动what*s goingon语旨tenor指参加者的身份和他们之间的关系therole of relationship inthesituationin question语式mode指语言在具体环境中所起的作用，是书面、口头的形式，是说明、评论还是劝说等the meansof communication.Activity IWriting orderFinishthe timelinewiththeinformation from the textand tellme howthetextis developed.195919601961Over thenext198020yearsThe projectStarts.Thread:.Transition:.Therefore,thetextis developedin order,and itspurpose isto.Activity2Main ideaBasedon theabove analysis,we canfind outthe mainidea ofthetextis aboutActivity3RelationshipWhat isthe roleofrelationshipinvolved inthe textActivity4Conclusion►Field:-.►Tenor:.►Mode:.（设计意图引用语言学上的语域分析理论，引导学生关注文章的语场、语旨、语式，本环节采用自下而上的分析模式，化整为零，逐个分析，便于学生接受，从而提高学生的逻辑思维能力）Suggested answers:Activity

11959.The governmentasks the UN forhelp.1960:The projectstarts.1961:The firsttemple ismoved.Over thenext20years:The templesand culturalrelics arebeing rescued.1980:The projectis completedThread:different timestagesTransition:the progressof rescuing the templesTherefore,thetextis developedin time order,and itspurpose isto illustrate.Activity2the rescueofthe templesActivity3The Egyptiangovernment,theUN,together withthe governmentsand environmentalistsfromaround the world.Activity4Field:To tellreaders theprocessofrescuingthetemples.Tenor:The Egyptiangovernment,theUN,together withgovernmentsandenvironmentalists fromaroundtheworld.Mode:In chronological/timeorderand Problem-Solution Pattern.Step ITopic-related lexisTopic1To introducethetopic:keeping thebalance betweenprogress andthe protectionof culturalsitescan bea bigchallenge.♦There comesa timewhen♦give wayto♦It isnot possibleto...♦can beabigchallengeTopic2Tointroducetheproblem:the contradictionbetween buildinga newdam andprotecting thecultural heritage.♦big challenges♦Damage anumber oftemples♦destroy culturalrelicsTopic3Several thingswere doneto makepreparations ormoving thetemples,♦acommitteewas established♦asked forcontributions♦raised funds♦investigatedtheissue♦conducted severaltests♦madeaproposal♦a documentwas signedTopic4The waysthey movedthetemples♦...weretakendown piecebypiece,andthenmoved andput backtogetheragain♦were safefrom♦donated...to theprojectTopic5To showthe result.♦itwasconsidered agreat success.♦Not onlyhad...foundapathto thefuture...,but theyhadalsolearnt...♦It waspossiblefor...to worktogether tobuild abetter tomorrowTopic6To tellus thesignificance.♦The spiritof...is stillalive today.♦The bestexample isshown by.♦if aproblem seemstoo difficultfor...can sometimes（设计意图梳理话题词汇，具有针对性，为后面的语言输出做好语料准备）Step vPragmatic AnalysisCritical ThinkingActivity1Pragmatic Analysis

1.There areso manyculturalrelicsto berescued.When werescue themand haveproblems,what canwe learnfromthepassage

2.Who doyou think its targetreaders areActivity2Critical Thinking

1.A lotof moneywas spentto protectthetemples.Do you think itwas worthwhileWhy

2.Why doyouthinkso manycountries contributedfunds andoffered helptotheEgyptian project（设计意图通过课上引导，让学生更加深入地思考问题背后的原因，了解作者真正的写作意图）Suggested answers:Activity

11.If theproblem istoo difficultfor asingle nation,we canturntothe globalcommunity forhelp.Cultural relicsneed theprotectionofthe wholeworld.

3.Its targetreaders maybe thosewho areinterested inprotecting culturalrelics.Activity

23.1thinkitwas worthwhileto spendmoney onprotecting thetemples becausetheir valueis pricelessinterms ofculturalheritage.

2.I thinkthat manycountries helpedbecause Egyptianhistory andrelics areworld-famous andarehighly valuedaroundtheworld aspart ofour sharedcultural historyStepVI Languageuse-GroupdiscussionThe ForbiddenCity isbeing badlydamaged nowadays.Can youanalyzethereasons andfind outsolutions torescue itYou canrefer tothe followingpicturesand theabove topic-related lexisin thisclass.Reasons:.Solutions:.设计意图小组活动能激发学生分享的欲望和语达的欲望，本环节用于巩固本节课所学的内容Suggested answersReasons:It receivestoo manyvisitors;there areuncivilized behaviorssuch asscribbling onculturalrelics,littering andso on.Solutions:Calling onpeople totreasure therelics andtravel ina civilizedway;the governmentmakinglaws;repairing Itin time.Step VIIHomeworkWrite apassage toIntroduce theproblem ofthe ForbiddenCity andthe solutionswithin80words.（设计意图在充分学习课文的基础上，结合本课话题及话题词汇,学会描文物所面临的问题及解决办法）板书设计Period2Reading andThinkingFrom Problemsto Solutions3partsPart I:Paras.3-5SolutionsPart I:Paras.1-2The problemPartlll:Para.6Evaluation教学反思本节课是阅读课，教学围绕文章主题设计了导入、内容预测、语篇分析、小组讨论等环节,旨在通过各种活动引领学生步步深入理解课文，熟悉并掌握旅游宣传册的文本特征，重难点突出学生在观察、概括、交流和展示中不断得到语言实践和锻炼，使其英语语言运用能力得以提高本节课的不足之处有学生活动比较单一，且展示的时间较短，学生活动不够充分

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