人教版（2019）必修第二册 Unit 1 Cultural Heritage From Problems to Solutions说课课件（23张PPT）
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| 名称 | 人教版（2019）必修第二册 Unit 1 Cultural Heritage From Problems to Solutions说课课件（23张PPT） |  | |
| 格式 | pptx | ||
| 文件大小 | 3.4MB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-12-24 01:55:38 | ||
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(共23张PPT)
Unit 1 Cultural Heritage
From Problems to Solutions
CONTENTS
Learning Objectives
Key and Difficult Points
Learning Procedures
Blackboard design
Reflection
Design Concept
Textbook Analysis
Students Analysis
The key competences of students in English courses: language competence, cultural awareness, qualities of thinking and learning ability.
Activities-based language learning: Through activities such as learning and understanding, application and practice, transfer and innovation, etc., teachers guide students to learn language knowledge and cultural knowledge in an integrated manner.
Teaching-learning-assessment alignment: The teaching design based on the activity view should be integrated and unified from the teaching goal, the teaching process and the assessment.
Design Concept
Textbook Analysis
What Topic Human and Society —— Material and intangible cultural heritage
Main Contents This article uses the conflict between economic development and cultural relics protection as a clue to describe the solutions to the problem. During this process, readers can realize the importance of protecting cultural heritage and solving the problem cooperatively.
Why purpose Know how to achieve a balance between promoting economic development and protecting cultural heritage.
Know how to analyze and solve problems through reading articles.
Recognize the importance of international cooperation in the process of problem solving.
How Structure general-specific-general
Characteristic of language compound sentences, including adverbial clauses and attributive clauses to describe the problems between economic development and protection of cultural relics and the process of solving them.
1. They can express simple expressions in English and understand simple conversations. Most of the students have passive learning styles and poor autonomous learning ability.
2. They have been exposed to knowledge about cultural heritage in their lives, and also know some cultural heritages.
3. They may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.
Students Analysis
Learning Objectives
By the end of this class, students will be able to:
1. to know the main idea and the structure of the expository passage by sorting out the text.
2. to master the steps of solving the problem by successfully inferrence and generalization.
3. Be aware of the importance of cultural heritage protection and the spirit of cooperation by applying what they have learnt.
1. learn how to solve a problem and intention of introducing the Aswan dam.
2. learn the importance of cooperation when facing some challenges.
3. master the structure of writing the exposition.
Difficulty points:
Students may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.
Key and Difficult Points
1 what are the problems
2 what are the solutions
3 it might include the process from problems to solutions.
4 what might be told to us from the problems to solutions
From Problems to Solutions
[Purpose]: attract students’ interests in learning.
activate students’ background knowledge of this passage
stimulate students' curiosity about the text will also be d.
Activity one : read the title and picuture and predict what might be talked about
Learning Procedures
what are the problems (Para. 1)
Activity two: read for “what”
economic
development
the protection of cultural sites
how to keep balance
a big challenge
what are the solutions
★Big challenges can sometimes lead to great
solutions.
★If a problem seems too difficult for a single
nation, the global community can sometimes
provide a solution.
Read Paragraph 1, 2 and 6, and figure out what
the writer wants to tell with this passage
The process from problems to solutions.
a specific case
Aswan dam
in order to control floods, produce electricity,
and supply water to more farmers in the area.
a specific case
Aswan dam
Water from the dam would likely damage a number of temples and destroy cultural relics that were an important of Egypt's cultural heritage.
the problem
1. The proposal lead to protests
2. What did the government do with the problem
After listening to the scientists who studiesd the problem, and citizens who lived near the dam, the government turned to the UN for help in 1959.
Para.2
3. Draw the mind map and show the solution to the Aswan dam(Para.3.4)
the solution
Para 3
Para 4
A committee was established to limit damage and to prevent the loss of cultural relics.
Solutions
taken down in pieces
moved to other places
put back together
[Purpose]: learn how to solve the problem with teamwork;
feel the complexity of the task by drawing understanding the process of protecting the temples.
the group asked for contributions from different departments and raised funds within the international community.
experts investigated the issue;
conducted several tests; made a proposal; sign a document.
the project brought together governments and environmentalists form around the world.
prepations
construcitons
4. Why was the project regarded as a great success （Para.5.6）
If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better torrow.
Following Egypt's example, the countries found a new way to develop economy and protect cultural relics, which could be possibly done through cooperation.
the meaning today
Activity three: read for “why”
Complete the timeline with the information
1959
1961-1980
1961
1980
1960
2. The project starts.
5. The project is completed.
3. The first temple is moved.
1. The government asks UN for help.
4. The temples and cultural relics are being rescued.
From Problems to Solutions
[Purpose]: understand the process of the solutions completing the timeline.
20years
pay attention to the numbers
over the next 20 years
rescured 22 temples and countless relics
thousands of engineers and workers
fifty countries donated nearly $80 million
time consuming
effort consuming
money consuming
a big challenge ( impossible)
a great success (possible)
why is it considered a great success
a big challenge ( impossible )
a great success (possible)
problem solved
spirit learnt
[Purpose]: help students analyze and understand the theme.
to grasp the spirit of Aswan dam by deep thinking and analysis.
From problems to Solutions
①Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from out past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sits can be a big challenge.
②Big challenges, however, can lead to great solutions. In the 1950s...
③A committee was established to limit damage to...
④The project brought together governments and...
⑤When the project ended in 1980...
⑥The spirit of the Aswan Dam project still prevails today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sits around the world from disappearing. If a problem seems too difficult for a single nation, the globalcommunity can sometimes provide a solution.
Read for Structure
general problem
specific case
general statement
From problems to Solutions
①Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from out past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sits can be a big challenge.
②Big challenges, however, can lead to great solutions. In the 1950s...
③A committee was established to limit damage to...
④The project brought together governments and...
⑤When the project ended in 1980...
⑥The spirit of the Aswan Dam project still prevails today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sits around the world from disappearing. If a problem seems too difficult for a single nation, the globalcommunity can sometimes provide a solution.
General-specific
Example
Topic
Conclusion
Activity four: read for “how”
introduction
Problems
Conclusion
Solutions
raise a problem
analyze the problem
solve a problem
results after solving the problem
the spirit and the inspiration
results
Draw a mindmap with your group, and show the process of the solution.
From problems to solutions
Problems
Solutions
Inspiration
raise the problem
analyze the problem
come up with a solution
carry out the solution
evaluate（评价）the results
[Purpose]: help students analyze and understand the structure in depth. Meanwhile, master the the three steps of how to solve a problem.
show the process and describe it to strengthen the understanding of the structure.
Problem solving provides an opportunity for “discovery” and “continuous improvement”.
as students, when we face difficulties and challenges, what we should do is to be cooperative, creative, determined as well as persistent.
Activity five: understanding and applying
You are asked to write a passage on this annoying problem in our campus:
1. Apply the “first three steps of solving problems”.
2. Use the General-specific pattern.
[Purpose]: help students understand and apply what they learnt.
promote the transfer and learn how to solve the challending task.
Blackboard design
Problems
Solutions
Inspiration
the group: asked for...; raised funds...;
from problems to solutions
experts: investigated...; conducted...; and made a proposal;
document was signed
progress
committee was established
protection
preparations
constructions
before 1960
1960--1980
completions
1980
governments and environmentalists were brought together
take down
put back together
move
large donation
joint contribution
enough prepation
careful consideration
The reflection of the design
1、Understand the theme and the structure based on the three aspects: “what、why and how” , which provides a way of solving the expository passage.
2、Draw and present the mindmap through teamwork, which students can feel the strength of the teamwork.
3、Pactise and apply the spirit of the cooperation by solving the challenge.
Unit 1 Cultural Heritage
From Problems to Solutions
CONTENTS
Learning Objectives
Key and Difficult Points
Learning Procedures
Blackboard design
Reflection
Design Concept
Textbook Analysis
Students Analysis
The key competences of students in English courses: language competence, cultural awareness, qualities of thinking and learning ability.
Activities-based language learning: Through activities such as learning and understanding, application and practice, transfer and innovation, etc., teachers guide students to learn language knowledge and cultural knowledge in an integrated manner.
Teaching-learning-assessment alignment: The teaching design based on the activity view should be integrated and unified from the teaching goal, the teaching process and the assessment.
Design Concept
Textbook Analysis
What Topic Human and Society —— Material and intangible cultural heritage
Main Contents This article uses the conflict between economic development and cultural relics protection as a clue to describe the solutions to the problem. During this process, readers can realize the importance of protecting cultural heritage and solving the problem cooperatively.
Why purpose Know how to achieve a balance between promoting economic development and protecting cultural heritage.
Know how to analyze and solve problems through reading articles.
Recognize the importance of international cooperation in the process of problem solving.
How Structure general-specific-general
Characteristic of language compound sentences, including adverbial clauses and attributive clauses to describe the problems between economic development and protection of cultural relics and the process of solving them.
1. They can express simple expressions in English and understand simple conversations. Most of the students have passive learning styles and poor autonomous learning ability.
2. They have been exposed to knowledge about cultural heritage in their lives, and also know some cultural heritages.
3. They may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.
Students Analysis
Learning Objectives
By the end of this class, students will be able to:
1. to know the main idea and the structure of the expository passage by sorting out the text.
2. to master the steps of solving the problem by successfully inferrence and generalization.
3. Be aware of the importance of cultural heritage protection and the spirit of cooperation by applying what they have learnt.
1. learn how to solve a problem and intention of introducing the Aswan dam.
2. learn the importance of cooperation when facing some challenges.
3. master the structure of writing the exposition.
Difficulty points:
Students may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.
Key and Difficult Points
1 what are the problems
2 what are the solutions
3 it might include the process from problems to solutions.
4 what might be told to us from the problems to solutions
From Problems to Solutions
[Purpose]: attract students’ interests in learning.
activate students’ background knowledge of this passage
stimulate students' curiosity about the text will also be d.
Activity one : read the title and picuture and predict what might be talked about
Learning Procedures
what are the problems (Para. 1)
Activity two: read for “what”
economic
development
the protection of cultural sites
how to keep balance
a big challenge
what are the solutions
★Big challenges can sometimes lead to great
solutions.
★If a problem seems too difficult for a single
nation, the global community can sometimes
provide a solution.
Read Paragraph 1, 2 and 6, and figure out what
the writer wants to tell with this passage
The process from problems to solutions.
a specific case
Aswan dam
in order to control floods, produce electricity,
and supply water to more farmers in the area.
a specific case
Aswan dam
Water from the dam would likely damage a number of temples and destroy cultural relics that were an important of Egypt's cultural heritage.
the problem
1. The proposal lead to protests
2. What did the government do with the problem
After listening to the scientists who studiesd the problem, and citizens who lived near the dam, the government turned to the UN for help in 1959.
Para.2
3. Draw the mind map and show the solution to the Aswan dam(Para.3.4)
the solution
Para 3
Para 4
A committee was established to limit damage and to prevent the loss of cultural relics.
Solutions
taken down in pieces
moved to other places
put back together
[Purpose]: learn how to solve the problem with teamwork;
feel the complexity of the task by drawing understanding the process of protecting the temples.
the group asked for contributions from different departments and raised funds within the international community.
experts investigated the issue;
conducted several tests; made a proposal; sign a document.
the project brought together governments and environmentalists form around the world.
prepations
construcitons
4. Why was the project regarded as a great success （Para.5.6）
If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
Not only had the countries found a path to the future that did not run over the relics of the past, but they had also learnt that it was possible for countries to work together to build a better torrow.
Following Egypt's example, the countries found a new way to develop economy and protect cultural relics, which could be possibly done through cooperation.
the meaning today
Activity three: read for “why”
Complete the timeline with the information
1959
1961-1980
1961
1980
1960
2. The project starts.
5. The project is completed.
3. The first temple is moved.
1. The government asks UN for help.
4. The temples and cultural relics are being rescued.
From Problems to Solutions
[Purpose]: understand the process of the solutions completing the timeline.
20years
pay attention to the numbers
over the next 20 years
rescured 22 temples and countless relics
thousands of engineers and workers
fifty countries donated nearly $80 million
time consuming
effort consuming
money consuming
a big challenge ( impossible)
a great success (possible)
why is it considered a great success
a big challenge ( impossible )
a great success (possible)
problem solved
spirit learnt
[Purpose]: help students analyze and understand the theme.
to grasp the spirit of Aswan dam by deep thinking and analysis.
From problems to Solutions
①Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from out past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sits can be a big challenge.
②Big challenges, however, can lead to great solutions. In the 1950s...
③A committee was established to limit damage to...
④The project brought together governments and...
⑤When the project ended in 1980...
⑥The spirit of the Aswan Dam project still prevails today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sits around the world from disappearing. If a problem seems too difficult for a single nation, the globalcommunity can sometimes provide a solution.
Read for Structure
general problem
specific case
general statement
From problems to Solutions
①Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from out past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sits can be a big challenge.
②Big challenges, however, can lead to great solutions. In the 1950s...
③A committee was established to limit damage to...
④The project brought together governments and...
⑤When the project ended in 1980...
⑥The spirit of the Aswan Dam project still prevails today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sits around the world from disappearing. If a problem seems too difficult for a single nation, the globalcommunity can sometimes provide a solution.
General-specific
Example
Topic
Conclusion
Activity four: read for “how”
introduction
Problems
Conclusion
Solutions
raise a problem
analyze the problem
solve a problem
results after solving the problem
the spirit and the inspiration
results
Draw a mindmap with your group, and show the process of the solution.
From problems to solutions
Problems
Solutions
Inspiration
raise the problem
analyze the problem
come up with a solution
carry out the solution
evaluate（评价）the results
[Purpose]: help students analyze and understand the structure in depth. Meanwhile, master the the three steps of how to solve a problem.
show the process and describe it to strengthen the understanding of the structure.
Problem solving provides an opportunity for “discovery” and “continuous improvement”.
as students, when we face difficulties and challenges, what we should do is to be cooperative, creative, determined as well as persistent.
Activity five: understanding and applying
You are asked to write a passage on this annoying problem in our campus:
1. Apply the “first three steps of solving problems”.
2. Use the General-specific pattern.
[Purpose]: help students understand and apply what they learnt.
promote the transfer and learn how to solve the challending task.
Blackboard design
Problems
Solutions
Inspiration
the group: asked for...; raised funds...;
from problems to solutions
experts: investigated...; conducted...; and made a proposal;
document was signed
progress
committee was established
protection
preparations
constructions
before 1960
1960--1980
completions
1980
governments and environmentalists were brought together
take down
put back together
move
large donation
joint contribution
enough prepation
careful consideration
The reflection of the design
1、Understand the theme and the structure based on the three aspects: “what、why and how” , which provides a way of solving the expository passage.
2、Draw and present the mindmap through teamwork, which students can feel the strength of the teamwork.
3、Pactise and apply the spirit of the cooperation by solving the challenge.