人教版（2019）必修 第二册Unit1 Cultural Heritage Reading and thinking 教学设计
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| 名称 | 人教版（2019）必修 第二册Unit1 Cultural Heritage Reading and thinking 教学设计 |  | |
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人教版必修二Unit1 Cultural Heritage公开课
Step 1 Lead in
Okay. So don't be afraid, and you can just call me Will if you need any help during this class. All right. Today, let’s get started, shall we I think we still have 1 minute Just relax.
教师创设真实情境，引出待解决的真实问题，让学生带着解决问题的任务开始阅读。
Let's get started today. So today we will be learning about cultural heritage. First of all, let’s take a look at the picture here. This is a cultural heritage in Wenzhou. Do you know this place Yes, you got it. This is shuomen ancient port(朔门古港), which was discovered recently. Do you know anything about this ancient port Maybe not too much, right So we are going to watch a video about the discovery of the ancient port. Let's take a look.
You see, during the construction of the tunnel, the ancient port were discovered and the project was immediately stopped. So what is the problem that our city is faced with according to this news Someone answer the question Anyone How about you What problem is our city faced with
Students 1: We are faced with the problem between to develop our transportation or protect the ancient buildings. (学生的原版回答，不做改动)
So the keyword between the development of our transportation and the protection. I really like this one. So as a responsible Wenzhounese, do you want to solve the problem of ancient port Do you Yes, Right. But how This is a very challenging task for us, right Luckily, we got a perfect example from today's class, From Problems to Solutions.
根据标题和图文进行文本的预测。
So first of all, let's take a look at the pictures, which country do you think it is Egypt, very good. So actually, this place is called Abu Simbel Temples in Egypt, as one of the oldest ancient civilization, Egypt once faced problems about cultural heritage as well, but they successfully solved it. If you were to solve the problem of the ancient port in wenzhou today, what would you expect to read in this passage Or would you expect to read How about you What would you expect to read
Students 2: I would expect to read about what challenges they faced and how they solved the problem.
Very good. So you wanna ask about what challenges or what problems, right What were the problems might be very important Can you pass the microphone to next one And also you mentioned, how were the problems solved So what else do you want to know The next girl, any idea No, it's fine. What else do you want to know like if you were to solve the problem of our own problem What would you like to find out
Students 3: Maybe they will turn to somebody to ask for the help.
So you want to find out, who did they turn to for help What about next boy Any idea It's fine. It's okay. How about you Okay, it's fine. But remember, we are just trying to explore the solution to the problem, right So it's okay if you don't have too many questions about this passage, but you will find more while reading. Okay, so I think these three questions are good enough. And now I think it should be your time to answer your own questions by reading this passage. Now you have 7 minutes to go through the text on page 4 and try to find the answers. Is that clear Get started.
Step 2 Reading【What were the problems 】
Have you finished the reading Would you like to answer the question Which one would you like to answer Pick one and try to answer the question.
Students 3:I choose Q2.
Question two, a challenging one. Can you answer that in one sentence Go ahead.
Students 3: They put the cultural relics into pieces and make it easy to move to the places which are safe.
You are talking about how they move the statue. Very good, but is that the whole process of the solution Maybe not, just a little part. Apparently, that's a good answer, but not a complete answer. What about you Which question would you like to answer
Student 4: I choose the first. The government want to build a dam, but the water from dam destroy, sun, a relax, which is important for the Asia.
So you mean, the government wanted to build the dam. Why Why did they want to build a dam For what purpose
Student 4: They want to control the Flood.
Flood read after me. Flood very good. Continue
Student 4: produce electricity and supplies water into more farmers in the area.
Very good. That's the purpose, right Since this brings so much benefits, why don't they go on to do this Why don't they do it directly Can they just build a dam You mentioned like, right, this is a purpose. It brings it brought so many benefits. What was the outcome of building the dam What was the damage
Student 5: The water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Asia's cultural history.
Very good. Apparently, It would damage and destroy the cultural relics. So apparently, there was a conflict. Right But the problem was this. But actually, the writer has used one sentence from the first paragraph to summarize this problem. What was the problem or the actual problem behind this From paragraph one. Remember, they wanted to build for the benefits. On the other hand, it would bring damage. What was the actual problem behind this From paragraph one Can you find the evidence Can you It's fine. You can continue to explore that. Anyone How about you What was the actual problem
Student 6: The actual problem is finding and keeping the right balance between progress and the protection.
Very good. So it's all about what The Progress and the protection, right In Wenzhou case, it's also about progress and protection. That's why we are studying this problem. Is that clear So apparently, you have answered the first question. Ok. What about the third question What about your partner Could you answer the third question Who did they turn to
Student 7: They turn to the united nations for help.
So what help did they get Do you know that we need to explore more from this Very good. Thank you.
Step 3 Reading【How was the problem solved 】
Just now, one student mentioned, right The problem was solved by taking them down piece by piece. Was it that easy Not, right So we need to answer this question in a different way. Remember, in what order does the writer show the process of gsolving the problem What's order Time order, very good. So maybe you can use the timeline to show how the problems were solved. It might be more complete and more direct for us. Can you circle the time mentioned in the text What time is mentioned here How about this girl Could you tell us about the time mentioned
Student 8: in 1959, and in1961, over the next 20 years, in 1980.
So you mentioned first time is in 1959, is there a time before that
Student 8: In the 1950s.
Very good. Actually, the writer mentioned that these six time periods. Okay. Now it's your turn to take out your handout. So you need to finish the timeline to show how the problem solved. Write down the key events during this stage. Okay, please get started.
So, sorry to interrupt you but we are going to show one of your works here. Could you please demonstrate your timeline to us, what happened in each period
Student 9: In the 1950s, the government wanted to build a dam. And in 1959, the government turned to UN for help. In 1960, the work began. And in 1961, German engineers moved the first temple. Over the next 20 years, scientists from all over the world rescued 22 temples and countless cultural relics. In 1980, the project finally ended.
Very good. Do you guys agree with this timeline You're right, very good. So thank you so much for your sharing. But according to this timeline, what do we know about this So we see time what happened Right When did this thing happen And also through this, we know what happened right. What happened. But do you think we can apply this timeline to our Wenzhou problem directly Can we use this timeline directly Of course Not. Right. So apparently, these two aspects are far from enough. What you need to do is to dig further and summarize the experience from this process. Right So what other aspects do you need to find out to better borrow the experience from this case Other aspects, do you think should be included You mentioned when, what happened What other aspects Would you like to answer the question Other aspects When we know what But other details you would like to ask,
Student 10: maybe why
Why did they do that at this stage Right So this has the purpose, right Why did they do that That's a very good question. Continue. How about the next of Why
No idea. Okay, so it's fine. You can pass it.
Student 11: Maybe who did the whole work
Very good, right You have continued to ask more good questions, right Who were involved or who participated in this process that would be necessary, because if we are going to arrange the people in our project about who. I really like your answer. Now, we are going to take a look at this example, the first period in the in 1950s Right So who were involved in this process Where's the microphone You don't have to try transport it back to that person. Anyway, if you keep the microphone, you can answer the question. Who were involved Who do you think were involved in this process in the 1950s The Egyptian government, right So what did the government do Exactly. What did the government do during this period
Student 11: The government wanted to build a new dam.
The writer used another word to summarize this. This is the Egyptian government's proposal. So the government proposed something. Right So what else did the government do during this period
Okay, it's fine. Can you pass it to this girl So what else did they do
Student 11: Government turned to the UN for help.
That happened in 1959 the second stage. What about before that before turning help, turning to them for help
Student 11: They listen to the scientists.
They listened to the scientists, right So what kind of scientists Who studied the problem Apparently, scientists were involved this period as well. They studied. So who else were involved in this period
Student 11: The citizens who lived nearby.
Yes, not citizens everywhere, just citizens who lived near the dam. Very good. We got the citizens. So what did the citizen did exactly during this period What did they do
Student 11: They gave protests.
I like your answer, right The protested, it's a verb, it's protested. So protested against this project. Government listened to that. So why does the writer mention this stage Does the writer mention this stage Right Like who were involved and what they did Exactly. What's the purpose And you don't have to answer it. Okay Can I have the microphone Ask another one What's the purpose Why did the writer mention this Any idea Were they trying to solve the problem here
Student 12: The government wanted to listen to the people's suggestions.
So why does the writer mention this Writer Remember my question Were they trying to solve the problem Did they have a problem here Did they really have a problem They were actually one. So, fine. No idea, it's okay. You have any idea
Student 13: The problem is the water from the dam will likely damage a number of temples and destroy cultural relics that were important part of Egypt's cultural heritage.
So you remember, the problem appeared only in this part. So were they trying to solve the problem at this stage Not really. What problem Trying to find the problem. Right That's the purpose, right We are trying to find the problem. I have another word for you, which is identify, which is very similar to find. So they are trying to figure out what problem they were dealing with. They were going to deal with. That's the purpose of this stage. Okay, so just now we have summarized why does the writer include this stage here and also who were involved and what they did to get more detail and dig further about this project. Now it's your turn to work in a group and try to complete the rest of the table with your group members to dig further about the project. Is that clear Turn around and work with partners.
What do you think the stage is When they find a problem What do they need to do next Turn to the UN what did the UN do The UN do help.
How did the UN help Sorry. Raise money. Which paragraph is about the us help paragraph So not just about money, right Not just about money. What else Continue to find out who were involved here So what do you think this part is about Identified So continue to write down those involved and help the dad did this test. All these things were done, by the way, don't just focus on the first stage about the second stage, the third stage. That's a good answer. Help. So when you have a problem, you will seek help very good. So what word was the near the you can seek help The column is the cowboy. But what about the UN what was the UN this period, which part is by you as help Paragraph is by you as help you and offer help in which paragraph. I can see the kicking again, turn to the UN for help. What did you and do That time In the 1959, what did the UN do This paragraph, tend to know what they did something in there. So what help the government was seeking help. What about the UN nations were doing in this part Continues. You can see how it's okay.
[If you have any trouble, you can cooperate with the team for your partners. Okay ]
[I think most of you have finished the table. You need to get some other ideas from your partners. I think most of you are stuck in the why the stages processed. ]教师在学生合作中小声指导。
So I think you are very shy to cooperate with your partner. You only want to cooperate with your desk mate. That's fine. Now, let's take a look at the first table from girl. Okay. Could you please tell us about your idea
Student 14: In the stage of finding the solutions the government tend to UN for help. The committee asked for contributions from different departments and raised funds with the international community. Experts investigated the issue, conducted several tests, finally made a proposal. In the stage of carrying out the proposal, engineers and workers rescued temples, cultural relics, and 50 countries donated millions of money in this stage of summarizing lessons.We learn that we and countries over the world learn that it was possible for countries.
Also, the writer used the word “It was considered as a great success”, right Yeah, so why does the writer consider It was a great success according to your table What had they done What did they do
Student 13: They found a path to the future.
What kind of path according to the text
Student 13: That didn't run over the relics of the past, but also learned the lesson.
Very good. So found a part that didn't run over the past, which is about this. Yeah. find a balance between that. Very good. And also they learned a lesson. What was the lesson
Student 13: It was possible for countries to work together to build a better tomorrow.
Very good. I like your sharing so much. Now we are taking a look at the next boy. Would you like to share yours, just add things that you don't agree with To add more details to this table What is your second stage What is your second stage It's find out how to solve the problem. find out how to solve. Good, what about the next continue You can do it yourself.
Student 14: The third stage is solve the problem. The last one is learn from the problem.
Almost the same. But I've noticed here you have mentioned the numbers while you are talking about the process of solving the problem. What's the function Why does the writer use the numbers here And you mentioned like 80 and also here, remember, over the 20 years, what kind of project can you see through the numbers
Student 14: The numbers shows that the efforts from all over the world was very strong. And the countries worked hard to protect the cultural relics in Egypt.
Yeah, they have worked strong. They can donate so many money, so much money, right Very good to protect the cultural heritage. We need the countries around the world. So we summarize the process of solving the problem that would be identified the problem first, right And later problem first, right And later, what did they do The kind of all of them use the word like find a solution or develop a solution, a very similar one . I will just put develop a solution here. Basically the same. Just now, I saw one student use another word. What did they do with the solution Yes. Analyze, analyze of the problem first and then develop a solution. Very good. So moving on to the next one, they are actually solving the problem or carry out the solution. From the first goal, she mentioned, carry out, or we would say, conduct the solution, using the word from the text. The last part is to learn from it, or we summarize it. very good. Thank you so much for your sharing. (在总结的过程中梳理了解决问题的思路)
And let's come back to this one. As you can see, during this process, a very special organization played a very important role in the final success of the project, right What was that organization What was that organization Any idea A very special organization play the important role.what was it I know the project is important, but a special organization.
Student 15: The united nations.
Be more specific. The united nations set a group. What is that called
Student 15: the united nations educational, scientific and cultural organization
You mean UNESCO
Yes, so in the text, the writer mentioned the word committee. Remember, the committee did a lot of work, actually, in this process. So what does committee mean according to the dictionary Committee refers to a group of people who are chosen, usually by a larger group. So here, the larger group refers to the UN to make decision or to deal with a particular subject. To mention as the dam project. This is the particular subject. So maybe to solve the problem in Wenzhou, we need that kind of committee as well. What kind of committee do we need Or what kind of committee were this committee Let's focus on the small words here. For example, a committee was established to limit damage and prevent the loss. What was the purpose of this committee
Student 16: I think the purpose of the committee is to solve the problem and strike a balance between preserve and development.
Very good. So if I just send like a company there to deal with the problem, can they do that Like you mentioned the balance Can they balance these two things
Student 16: I think they can. Because the committee is for all the people lived nearby. Its purpose is just to solve the problem and not to earn money or something.
It's nonprofit. Yeah, right. So very good. So maybe we need a nonprofit committee to help us deal with the problem instead of a company, because they won't be able to deal with that. So what other kind of qualities can you see through this paragraph three What and tried to answer this question What kind of committee was it Now please turn around, discuss the with partner. Focus on the small words. 教师在小组指导。[What adjective would you like to use to memorize the committee Can you underline the details I like her idea. Do you guys have anything else to add？Come on, turn around to discuss Don't be shy. Okay Pretend there's nobody watching you. So what kind of community do you think it is What do you think Can you share your idea to I'm sorry, global one. Why does it have to be a global one Yes, it's a global one. I can find the evidence from the text. How does this show It is a global one Why a local one cannot solve the problem So they ask others to donate money. Can a local community do that Can we do that Evidence. Underline the evidence and write on the answer. What do you think So what kind of committee do you think it should be No idea What about you People regarding, people oriented ]
Okay, so I think you prefer individual work more than..., anyway. So what about you Could you please share your ideas
Student 17: I think the committee is a professional international and corporate.
How do you know that
Student 17: Because There were many experts backs that investigated the issue. And it can ask for contributions from different departments and raise funds with the international community.
If it's not an international one, a local one, it will not do the same. Right Very good. Any other ideas from you Guys Any other idea Apart from professional and international a community Any idea
Student 18: I think it's an efficient and powerful community.
How do you know that
Student 18: Because they immediately raise funds within the international community and ask for contributions from different departments.
They tend to help in 1959. And the work began in 1960, within 1 year.
Student 18: Yeah, so they are efficient and they raise money from the international community. So they are powerful both.
To the otherwise they won't influence others to donate the money, right Must be very powerful and influential. So that's the main committee we need to help us solve the problem. Very good. Thank you so much for your sharing. So back to the table, almost the same. Here, we know the project ended in 1980, right Did everything end then Did these things just end in 1980 Not really, right What happened after that Think these didn't just end there.
Student 19: The spirit of the us one done. Then project is still alive today, alive.
Very good. The spirit is still alive today. So what is that spirit Right Even though the project ended, then the spirit is still alive. Now, could you explore the spirit according to this paragraph Discuss with your desk mate.
教师的小声指导 [What spirit do you think is still alive Write it on, I like the word, but you need to find the evidence right What is your spirit What do you think the spirit still alive Kind of spirited decay still alive Yeah, they are awareness of protecting it. Right They know to protect it. What else This is more like a shared community for the human being. You need help, I will help you. You need help, I will help you. Very good. And you need evidence. Maybe from this as well. Okay Discuss with this task mate , everyone, discuss with them. ]
Step 4: Sharing【What is the spirit of the Aawan Dam project 】
Okay. Let's come back to the question. What is the spirit Can the boy from the back answer the question The boy over there, right What is the spirit
Student 20: The community has an awareness of protect the world heritage.
Yeah, very good. So maybe this should be the awareness of protecting the cultural heritage. How do you know that
Student 20: The organization runs a program that prevents world cultural heritage sites around the world from disappearing. They had protected many world heritage.
That's why they run a program, right They should have the awareness. That's one of the spirit.
Student 20: It is a shared community. Because it's not just a local community, it's a global community. And if a problem seems too difficult for a single nation, the global community can sometimes provide a solution. So it helps, it helps countries all over the world. If you have help, they will help you. So that's a shared community.
Shared community of mankind. We have the shared purpose have to the cultural heritage. That's why shared community spirit is so important. Very good. Any other ideas from you guys Other importance. Do you want to say something
Student 21: I think it's important to develop environmental friendly.
How do you know that
Student 21: Because during the project, they carefully found some ways to solve the problem know to just damage it or destroy it.
Yes, is that like eco-friendly or environmental friendly or cultural friendly, Cultural friendly,We have another word relics friendly, Heritage friendly. We are trying to protect the heritage. So maybe that would be heritage friendly or cultural friendly like your answer. Very good. So this is what we need to do to carry on the spirit right
Now, we are moving to today's most important task to solve our case. Remember, but we still need to learn from this case to summarize the useful experience for us. For example, by looking at the first line of the table, what we have summarized today What experience do you have
【What experience have you gained 】
Student 22: I think if only we can unify together, it can do something. Not only every people unify. I'm quite nervous.
It's fine. Maybe I am nervous. I write the wrong word unify. So looking at the first one, you should unify first line or the second line. First one on the second line. Maybe the second one tells us we need to unify, all those people together to solve the problem. Okay. So any other experience you can have from the table
Student 23: from the table, I do believe that many hands makes a light work. I just means that we should unify.
The mankind has to work together.Basically, it's about the unification or the unity or cooperation. What else can you learn from this What else can you learn So how about you
Student 24: When we faced a difficult problem, we should carry out creative ways or multiply ways to solve the problem.
We need to carry out multiple ways to solve the problem. This is when you solve the problem step by step, or carry out multiple steps to solve the problem. Very good. What else I know It's fine. Anyone who would like to share with us？So about the girl, so you stare at me. I feel like you're trying to help me.
Student 25: we should solve the problem in a correct order. The first identify, second analyze, and third conducts the solution.
Step 5 Work in a group and make a proposal
用学到的解决真实情境中的问题
So as you can see from this table, we need to follow the correct orders to solve, the problem solving process. We need to unify all the efforts. We need to be aware of importance of the cultural heritage. That's the key point while you are developing your proposal for the protection of shuomen, ancient port. Remember the question I raised at the very beginning.
So this is a real group work. Okay, work in a group and make a proposal. What you need to do is to follow the problem solving process and consider who should be involved to solve this problem and consider what efforts they should make to solve the problem. So you may develop your proposal in different forms in the flow chart or in the form of the table. You need to give me a proposal. Please work together one group, one proposal.
So I have to stop you there. I know you want to have a very specific proposal. But I would like to invite some students to share his or her proposal from the first one, the boy over there, right Could you carry the microphone to the front and share your proposal with us Come to the front, Yes. Share your proposal with us.
Student 26: In my proposal, Wenzhou government. And a committee and Wenzhou number two middle school need to get involved in. First, we need to move the school to another place, because the school is near the shuomen port. And many students need to go to school on Wangjiang road. So it really makes a traffic jam. After moving the school, we can build a museum on the old school. At the same time, we can make some videos and raise the funds to help the progress. Then we can move the relics into the museum. at last, we can build a tunnel under the Wangjiang road.
So instead of dealing with the cultural react directly, you kind of deal with the traffic problem directly, right The real cause of the traffic problem was the middle school. So that's why you wanna move it, right Okay, is that your middle school so you want to move your middle school away Very good. So any other comments Any other comments on this proposal What do you think of this proposal Is that a good one
Student 27: I think it's very good. Because he finds the cause of the traffic jam and really solve the problem.
Would he put the cultural relic first Right What about the next proposal from the boy over there Would you like to come to front and present your proposal to us
Student 28: First I found the problem itself is the problem between transport and preserving. Because I'm from number 2 middle school too. I and I can't go to school normally because the relics protecting has stopped my way to the school and I can't go to school. In common way, I should have a big round, go to the north way and go to the school. I feel very angry.
Yeah, so you are deeply concerned about the problem. So you are involved in this problem.
Student 29: (这个学生的回答太棒了) I have an exact feeling. Yeah. I think who should get involved in this protection is first government, exactly, and people who are expedited. Maybe some experts and maybe some engineers and very important is local people and people who me and archaeologist, ecologist. And the second is, how can we find some experience from For example, we can ask for all the cities that had ever organized a preserving project in the center of part of the city. And what's more we can find possible plans to create a way that's can make a balance between local people's common life and protection. That's very important as well. The third point is, how can we carry out the problem According to the order like these first find agreements from the local not to carry out the projects and disturb the locals life. That's the most important point because the project is based on the center part of the city. The second, we can build a museum on the old school to better project the relics and have some further steps to protect the relics in the center. That's all.
Thank you, sorry, like your proposal again. Would you like to comment on this proposal Do you like this one What do you like about this one
Student 29: I like this one because he mentioned finding experience from other cities. This experience can help us protect the relics better.
Yeah, very good. So it's the city is like today by the Egyptian government's case. It can also give us some inspiration, right I like this one best because he tried to analyze the problem. First, right And then what he did was actually involved the protection, balance. He was thinking about the balance all the time. And he was involved in this case. So that's why he can give such a brilliant proposal. And what about this one How about the boy over there It's hard for you to step out. Maybe you can just stay there and share your proposal with us. You don't have to step out. You can just speak from there.
Student 30: I think citizens can raise funds to protect relics are citizen and the government can turn to experts for help and carry out multiply steps like constructing a theme park about Shuomen port . I think transport department should give a solution to get away with a traffic jam.
Right Very good. Transportation department should also give some advice about this, right So you are considering major from the government.
I really like this one. But one problem.
How can citizens raise funds Can citizen raise funds We would say citizen would donate money, but the government or a committee will be raising funds. Like your idea again. About the next one, this one future engineer. Could you tell us about your plan here Mainly about the map here, okay Come to the front if you want to show yourself, you want to draw something.
Student 31: As we know, the relics are were found when we are digging a tunnel. My design is to make a whole tunnel, underground museum. Can you imagine when we are digging a tunnel This this is the entrance and while we were digging, we suddenly found some relics were here. So this is a part without relics. And the relics remain some broken antiques and porcelain, some small pieces of antiques rack ships and other big pieces of relics. So I want to, first, we should fix them, fix all the of them. And we, too. And this big pieces, we are hard to move. We just remain them unmoved and this after we fix them. We move them to this part of tunnel without relics and display them. This is my design. (这个学生的回答也棒,思路不一样)
I got it, so you are trying to use the original part of the project and turn it into parts of the museum or what so ever to protect the relics, right To transform this into a museum. This is very good, right They have saved the save the money for the government, right You're right. Because after all, they have dug it out, right So they cannot just abandon it, giving another use. I really like your idea.
So I am so proud with you guys sharing your ideas to solve the cultural heritage. I would like to end this class with this sentence. Heritage is our legacy from the past, what we live with today and what we pass on to the future generation. And I can see the future now. So that's all for today, and this is the homework. Thank you so much.
Step 1 Lead in
Okay. So don't be afraid, and you can just call me Will if you need any help during this class. All right. Today, let’s get started, shall we I think we still have 1 minute Just relax.
教师创设真实情境，引出待解决的真实问题，让学生带着解决问题的任务开始阅读。
Let's get started today. So today we will be learning about cultural heritage. First of all, let’s take a look at the picture here. This is a cultural heritage in Wenzhou. Do you know this place Yes, you got it. This is shuomen ancient port(朔门古港), which was discovered recently. Do you know anything about this ancient port Maybe not too much, right So we are going to watch a video about the discovery of the ancient port. Let's take a look.
You see, during the construction of the tunnel, the ancient port were discovered and the project was immediately stopped. So what is the problem that our city is faced with according to this news Someone answer the question Anyone How about you What problem is our city faced with
Students 1: We are faced with the problem between to develop our transportation or protect the ancient buildings. (学生的原版回答，不做改动)
So the keyword between the development of our transportation and the protection. I really like this one. So as a responsible Wenzhounese, do you want to solve the problem of ancient port Do you Yes, Right. But how This is a very challenging task for us, right Luckily, we got a perfect example from today's class, From Problems to Solutions.
根据标题和图文进行文本的预测。
So first of all, let's take a look at the pictures, which country do you think it is Egypt, very good. So actually, this place is called Abu Simbel Temples in Egypt, as one of the oldest ancient civilization, Egypt once faced problems about cultural heritage as well, but they successfully solved it. If you were to solve the problem of the ancient port in wenzhou today, what would you expect to read in this passage Or would you expect to read How about you What would you expect to read
Students 2: I would expect to read about what challenges they faced and how they solved the problem.
Very good. So you wanna ask about what challenges or what problems, right What were the problems might be very important Can you pass the microphone to next one And also you mentioned, how were the problems solved So what else do you want to know The next girl, any idea No, it's fine. What else do you want to know like if you were to solve the problem of our own problem What would you like to find out
Students 3: Maybe they will turn to somebody to ask for the help.
So you want to find out, who did they turn to for help What about next boy Any idea It's fine. It's okay. How about you Okay, it's fine. But remember, we are just trying to explore the solution to the problem, right So it's okay if you don't have too many questions about this passage, but you will find more while reading. Okay, so I think these three questions are good enough. And now I think it should be your time to answer your own questions by reading this passage. Now you have 7 minutes to go through the text on page 4 and try to find the answers. Is that clear Get started.
Step 2 Reading【What were the problems 】
Have you finished the reading Would you like to answer the question Which one would you like to answer Pick one and try to answer the question.
Students 3:I choose Q2.
Question two, a challenging one. Can you answer that in one sentence Go ahead.
Students 3: They put the cultural relics into pieces and make it easy to move to the places which are safe.
You are talking about how they move the statue. Very good, but is that the whole process of the solution Maybe not, just a little part. Apparently, that's a good answer, but not a complete answer. What about you Which question would you like to answer
Student 4: I choose the first. The government want to build a dam, but the water from dam destroy, sun, a relax, which is important for the Asia.
So you mean, the government wanted to build the dam. Why Why did they want to build a dam For what purpose
Student 4: They want to control the Flood.
Flood read after me. Flood very good. Continue
Student 4: produce electricity and supplies water into more farmers in the area.
Very good. That's the purpose, right Since this brings so much benefits, why don't they go on to do this Why don't they do it directly Can they just build a dam You mentioned like, right, this is a purpose. It brings it brought so many benefits. What was the outcome of building the dam What was the damage
Student 5: The water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Asia's cultural history.
Very good. Apparently, It would damage and destroy the cultural relics. So apparently, there was a conflict. Right But the problem was this. But actually, the writer has used one sentence from the first paragraph to summarize this problem. What was the problem or the actual problem behind this From paragraph one. Remember, they wanted to build for the benefits. On the other hand, it would bring damage. What was the actual problem behind this From paragraph one Can you find the evidence Can you It's fine. You can continue to explore that. Anyone How about you What was the actual problem
Student 6: The actual problem is finding and keeping the right balance between progress and the protection.
Very good. So it's all about what The Progress and the protection, right In Wenzhou case, it's also about progress and protection. That's why we are studying this problem. Is that clear So apparently, you have answered the first question. Ok. What about the third question What about your partner Could you answer the third question Who did they turn to
Student 7: They turn to the united nations for help.
So what help did they get Do you know that we need to explore more from this Very good. Thank you.
Step 3 Reading【How was the problem solved 】
Just now, one student mentioned, right The problem was solved by taking them down piece by piece. Was it that easy Not, right So we need to answer this question in a different way. Remember, in what order does the writer show the process of gsolving the problem What's order Time order, very good. So maybe you can use the timeline to show how the problems were solved. It might be more complete and more direct for us. Can you circle the time mentioned in the text What time is mentioned here How about this girl Could you tell us about the time mentioned
Student 8: in 1959, and in1961, over the next 20 years, in 1980.
So you mentioned first time is in 1959, is there a time before that
Student 8: In the 1950s.
Very good. Actually, the writer mentioned that these six time periods. Okay. Now it's your turn to take out your handout. So you need to finish the timeline to show how the problem solved. Write down the key events during this stage. Okay, please get started.
So, sorry to interrupt you but we are going to show one of your works here. Could you please demonstrate your timeline to us, what happened in each period
Student 9: In the 1950s, the government wanted to build a dam. And in 1959, the government turned to UN for help. In 1960, the work began. And in 1961, German engineers moved the first temple. Over the next 20 years, scientists from all over the world rescued 22 temples and countless cultural relics. In 1980, the project finally ended.
Very good. Do you guys agree with this timeline You're right, very good. So thank you so much for your sharing. But according to this timeline, what do we know about this So we see time what happened Right When did this thing happen And also through this, we know what happened right. What happened. But do you think we can apply this timeline to our Wenzhou problem directly Can we use this timeline directly Of course Not. Right. So apparently, these two aspects are far from enough. What you need to do is to dig further and summarize the experience from this process. Right So what other aspects do you need to find out to better borrow the experience from this case Other aspects, do you think should be included You mentioned when, what happened What other aspects Would you like to answer the question Other aspects When we know what But other details you would like to ask,
Student 10: maybe why
Why did they do that at this stage Right So this has the purpose, right Why did they do that That's a very good question. Continue. How about the next of Why
No idea. Okay, so it's fine. You can pass it.
Student 11: Maybe who did the whole work
Very good, right You have continued to ask more good questions, right Who were involved or who participated in this process that would be necessary, because if we are going to arrange the people in our project about who. I really like your answer. Now, we are going to take a look at this example, the first period in the in 1950s Right So who were involved in this process Where's the microphone You don't have to try transport it back to that person. Anyway, if you keep the microphone, you can answer the question. Who were involved Who do you think were involved in this process in the 1950s The Egyptian government, right So what did the government do Exactly. What did the government do during this period
Student 11: The government wanted to build a new dam.
The writer used another word to summarize this. This is the Egyptian government's proposal. So the government proposed something. Right So what else did the government do during this period
Okay, it's fine. Can you pass it to this girl So what else did they do
Student 11: Government turned to the UN for help.
That happened in 1959 the second stage. What about before that before turning help, turning to them for help
Student 11: They listen to the scientists.
They listened to the scientists, right So what kind of scientists Who studied the problem Apparently, scientists were involved this period as well. They studied. So who else were involved in this period
Student 11: The citizens who lived nearby.
Yes, not citizens everywhere, just citizens who lived near the dam. Very good. We got the citizens. So what did the citizen did exactly during this period What did they do
Student 11: They gave protests.
I like your answer, right The protested, it's a verb, it's protested. So protested against this project. Government listened to that. So why does the writer mention this stage Does the writer mention this stage Right Like who were involved and what they did Exactly. What's the purpose And you don't have to answer it. Okay Can I have the microphone Ask another one What's the purpose Why did the writer mention this Any idea Were they trying to solve the problem here
Student 12: The government wanted to listen to the people's suggestions.
So why does the writer mention this Writer Remember my question Were they trying to solve the problem Did they have a problem here Did they really have a problem They were actually one. So, fine. No idea, it's okay. You have any idea
Student 13: The problem is the water from the dam will likely damage a number of temples and destroy cultural relics that were important part of Egypt's cultural heritage.
So you remember, the problem appeared only in this part. So were they trying to solve the problem at this stage Not really. What problem Trying to find the problem. Right That's the purpose, right We are trying to find the problem. I have another word for you, which is identify, which is very similar to find. So they are trying to figure out what problem they were dealing with. They were going to deal with. That's the purpose of this stage. Okay, so just now we have summarized why does the writer include this stage here and also who were involved and what they did to get more detail and dig further about this project. Now it's your turn to work in a group and try to complete the rest of the table with your group members to dig further about the project. Is that clear Turn around and work with partners.
What do you think the stage is When they find a problem What do they need to do next Turn to the UN what did the UN do The UN do help.
How did the UN help Sorry. Raise money. Which paragraph is about the us help paragraph So not just about money, right Not just about money. What else Continue to find out who were involved here So what do you think this part is about Identified So continue to write down those involved and help the dad did this test. All these things were done, by the way, don't just focus on the first stage about the second stage, the third stage. That's a good answer. Help. So when you have a problem, you will seek help very good. So what word was the near the you can seek help The column is the cowboy. But what about the UN what was the UN this period, which part is by you as help Paragraph is by you as help you and offer help in which paragraph. I can see the kicking again, turn to the UN for help. What did you and do That time In the 1959, what did the UN do This paragraph, tend to know what they did something in there. So what help the government was seeking help. What about the UN nations were doing in this part Continues. You can see how it's okay.
[If you have any trouble, you can cooperate with the team for your partners. Okay ]
[I think most of you have finished the table. You need to get some other ideas from your partners. I think most of you are stuck in the why the stages processed. ]教师在学生合作中小声指导。
So I think you are very shy to cooperate with your partner. You only want to cooperate with your desk mate. That's fine. Now, let's take a look at the first table from girl. Okay. Could you please tell us about your idea
Student 14: In the stage of finding the solutions the government tend to UN for help. The committee asked for contributions from different departments and raised funds with the international community. Experts investigated the issue, conducted several tests, finally made a proposal. In the stage of carrying out the proposal, engineers and workers rescued temples, cultural relics, and 50 countries donated millions of money in this stage of summarizing lessons.We learn that we and countries over the world learn that it was possible for countries.
Also, the writer used the word “It was considered as a great success”, right Yeah, so why does the writer consider It was a great success according to your table What had they done What did they do
Student 13: They found a path to the future.
What kind of path according to the text
Student 13: That didn't run over the relics of the past, but also learned the lesson.
Very good. So found a part that didn't run over the past, which is about this. Yeah. find a balance between that. Very good. And also they learned a lesson. What was the lesson
Student 13: It was possible for countries to work together to build a better tomorrow.
Very good. I like your sharing so much. Now we are taking a look at the next boy. Would you like to share yours, just add things that you don't agree with To add more details to this table What is your second stage What is your second stage It's find out how to solve the problem. find out how to solve. Good, what about the next continue You can do it yourself.
Student 14: The third stage is solve the problem. The last one is learn from the problem.
Almost the same. But I've noticed here you have mentioned the numbers while you are talking about the process of solving the problem. What's the function Why does the writer use the numbers here And you mentioned like 80 and also here, remember, over the 20 years, what kind of project can you see through the numbers
Student 14: The numbers shows that the efforts from all over the world was very strong. And the countries worked hard to protect the cultural relics in Egypt.
Yeah, they have worked strong. They can donate so many money, so much money, right Very good to protect the cultural heritage. We need the countries around the world. So we summarize the process of solving the problem that would be identified the problem first, right And later problem first, right And later, what did they do The kind of all of them use the word like find a solution or develop a solution, a very similar one . I will just put develop a solution here. Basically the same. Just now, I saw one student use another word. What did they do with the solution Yes. Analyze, analyze of the problem first and then develop a solution. Very good. So moving on to the next one, they are actually solving the problem or carry out the solution. From the first goal, she mentioned, carry out, or we would say, conduct the solution, using the word from the text. The last part is to learn from it, or we summarize it. very good. Thank you so much for your sharing. (在总结的过程中梳理了解决问题的思路)
And let's come back to this one. As you can see, during this process, a very special organization played a very important role in the final success of the project, right What was that organization What was that organization Any idea A very special organization play the important role.what was it I know the project is important, but a special organization.
Student 15: The united nations.
Be more specific. The united nations set a group. What is that called
Student 15: the united nations educational, scientific and cultural organization
You mean UNESCO
Yes, so in the text, the writer mentioned the word committee. Remember, the committee did a lot of work, actually, in this process. So what does committee mean according to the dictionary Committee refers to a group of people who are chosen, usually by a larger group. So here, the larger group refers to the UN to make decision or to deal with a particular subject. To mention as the dam project. This is the particular subject. So maybe to solve the problem in Wenzhou, we need that kind of committee as well. What kind of committee do we need Or what kind of committee were this committee Let's focus on the small words here. For example, a committee was established to limit damage and prevent the loss. What was the purpose of this committee
Student 16: I think the purpose of the committee is to solve the problem and strike a balance between preserve and development.
Very good. So if I just send like a company there to deal with the problem, can they do that Like you mentioned the balance Can they balance these two things
Student 16: I think they can. Because the committee is for all the people lived nearby. Its purpose is just to solve the problem and not to earn money or something.
It's nonprofit. Yeah, right. So very good. So maybe we need a nonprofit committee to help us deal with the problem instead of a company, because they won't be able to deal with that. So what other kind of qualities can you see through this paragraph three What and tried to answer this question What kind of committee was it Now please turn around, discuss the with partner. Focus on the small words. 教师在小组指导。[What adjective would you like to use to memorize the committee Can you underline the details I like her idea. Do you guys have anything else to add？Come on, turn around to discuss Don't be shy. Okay Pretend there's nobody watching you. So what kind of community do you think it is What do you think Can you share your idea to I'm sorry, global one. Why does it have to be a global one Yes, it's a global one. I can find the evidence from the text. How does this show It is a global one Why a local one cannot solve the problem So they ask others to donate money. Can a local community do that Can we do that Evidence. Underline the evidence and write on the answer. What do you think So what kind of committee do you think it should be No idea What about you People regarding, people oriented ]
Okay, so I think you prefer individual work more than..., anyway. So what about you Could you please share your ideas
Student 17: I think the committee is a professional international and corporate.
How do you know that
Student 17: Because There were many experts backs that investigated the issue. And it can ask for contributions from different departments and raise funds with the international community.
If it's not an international one, a local one, it will not do the same. Right Very good. Any other ideas from you Guys Any other idea Apart from professional and international a community Any idea
Student 18: I think it's an efficient and powerful community.
How do you know that
Student 18: Because they immediately raise funds within the international community and ask for contributions from different departments.
They tend to help in 1959. And the work began in 1960, within 1 year.
Student 18: Yeah, so they are efficient and they raise money from the international community. So they are powerful both.
To the otherwise they won't influence others to donate the money, right Must be very powerful and influential. So that's the main committee we need to help us solve the problem. Very good. Thank you so much for your sharing. So back to the table, almost the same. Here, we know the project ended in 1980, right Did everything end then Did these things just end in 1980 Not really, right What happened after that Think these didn't just end there.
Student 19: The spirit of the us one done. Then project is still alive today, alive.
Very good. The spirit is still alive today. So what is that spirit Right Even though the project ended, then the spirit is still alive. Now, could you explore the spirit according to this paragraph Discuss with your desk mate.
教师的小声指导 [What spirit do you think is still alive Write it on, I like the word, but you need to find the evidence right What is your spirit What do you think the spirit still alive Kind of spirited decay still alive Yeah, they are awareness of protecting it. Right They know to protect it. What else This is more like a shared community for the human being. You need help, I will help you. You need help, I will help you. Very good. And you need evidence. Maybe from this as well. Okay Discuss with this task mate , everyone, discuss with them. ]
Step 4: Sharing【What is the spirit of the Aawan Dam project 】
Okay. Let's come back to the question. What is the spirit Can the boy from the back answer the question The boy over there, right What is the spirit
Student 20: The community has an awareness of protect the world heritage.
Yeah, very good. So maybe this should be the awareness of protecting the cultural heritage. How do you know that
Student 20: The organization runs a program that prevents world cultural heritage sites around the world from disappearing. They had protected many world heritage.
That's why they run a program, right They should have the awareness. That's one of the spirit.
Student 20: It is a shared community. Because it's not just a local community, it's a global community. And if a problem seems too difficult for a single nation, the global community can sometimes provide a solution. So it helps, it helps countries all over the world. If you have help, they will help you. So that's a shared community.
Shared community of mankind. We have the shared purpose have to the cultural heritage. That's why shared community spirit is so important. Very good. Any other ideas from you guys Other importance. Do you want to say something
Student 21: I think it's important to develop environmental friendly.
How do you know that
Student 21: Because during the project, they carefully found some ways to solve the problem know to just damage it or destroy it.
Yes, is that like eco-friendly or environmental friendly or cultural friendly, Cultural friendly,We have another word relics friendly, Heritage friendly. We are trying to protect the heritage. So maybe that would be heritage friendly or cultural friendly like your answer. Very good. So this is what we need to do to carry on the spirit right
Now, we are moving to today's most important task to solve our case. Remember, but we still need to learn from this case to summarize the useful experience for us. For example, by looking at the first line of the table, what we have summarized today What experience do you have
【What experience have you gained 】
Student 22: I think if only we can unify together, it can do something. Not only every people unify. I'm quite nervous.
It's fine. Maybe I am nervous. I write the wrong word unify. So looking at the first one, you should unify first line or the second line. First one on the second line. Maybe the second one tells us we need to unify, all those people together to solve the problem. Okay. So any other experience you can have from the table
Student 23: from the table, I do believe that many hands makes a light work. I just means that we should unify.
The mankind has to work together.Basically, it's about the unification or the unity or cooperation. What else can you learn from this What else can you learn So how about you
Student 24: When we faced a difficult problem, we should carry out creative ways or multiply ways to solve the problem.
We need to carry out multiple ways to solve the problem. This is when you solve the problem step by step, or carry out multiple steps to solve the problem. Very good. What else I know It's fine. Anyone who would like to share with us？So about the girl, so you stare at me. I feel like you're trying to help me.
Student 25: we should solve the problem in a correct order. The first identify, second analyze, and third conducts the solution.
Step 5 Work in a group and make a proposal
用学到的解决真实情境中的问题
So as you can see from this table, we need to follow the correct orders to solve, the problem solving process. We need to unify all the efforts. We need to be aware of importance of the cultural heritage. That's the key point while you are developing your proposal for the protection of shuomen, ancient port. Remember the question I raised at the very beginning.
So this is a real group work. Okay, work in a group and make a proposal. What you need to do is to follow the problem solving process and consider who should be involved to solve this problem and consider what efforts they should make to solve the problem. So you may develop your proposal in different forms in the flow chart or in the form of the table. You need to give me a proposal. Please work together one group, one proposal.
So I have to stop you there. I know you want to have a very specific proposal. But I would like to invite some students to share his or her proposal from the first one, the boy over there, right Could you carry the microphone to the front and share your proposal with us Come to the front, Yes. Share your proposal with us.
Student 26: In my proposal, Wenzhou government. And a committee and Wenzhou number two middle school need to get involved in. First, we need to move the school to another place, because the school is near the shuomen port. And many students need to go to school on Wangjiang road. So it really makes a traffic jam. After moving the school, we can build a museum on the old school. At the same time, we can make some videos and raise the funds to help the progress. Then we can move the relics into the museum. at last, we can build a tunnel under the Wangjiang road.
So instead of dealing with the cultural react directly, you kind of deal with the traffic problem directly, right The real cause of the traffic problem was the middle school. So that's why you wanna move it, right Okay, is that your middle school so you want to move your middle school away Very good. So any other comments Any other comments on this proposal What do you think of this proposal Is that a good one
Student 27: I think it's very good. Because he finds the cause of the traffic jam and really solve the problem.
Would he put the cultural relic first Right What about the next proposal from the boy over there Would you like to come to front and present your proposal to us
Student 28: First I found the problem itself is the problem between transport and preserving. Because I'm from number 2 middle school too. I and I can't go to school normally because the relics protecting has stopped my way to the school and I can't go to school. In common way, I should have a big round, go to the north way and go to the school. I feel very angry.
Yeah, so you are deeply concerned about the problem. So you are involved in this problem.
Student 29: (这个学生的回答太棒了) I have an exact feeling. Yeah. I think who should get involved in this protection is first government, exactly, and people who are expedited. Maybe some experts and maybe some engineers and very important is local people and people who me and archaeologist, ecologist. And the second is, how can we find some experience from For example, we can ask for all the cities that had ever organized a preserving project in the center of part of the city. And what's more we can find possible plans to create a way that's can make a balance between local people's common life and protection. That's very important as well. The third point is, how can we carry out the problem According to the order like these first find agreements from the local not to carry out the projects and disturb the locals life. That's the most important point because the project is based on the center part of the city. The second, we can build a museum on the old school to better project the relics and have some further steps to protect the relics in the center. That's all.
Thank you, sorry, like your proposal again. Would you like to comment on this proposal Do you like this one What do you like about this one
Student 29: I like this one because he mentioned finding experience from other cities. This experience can help us protect the relics better.
Yeah, very good. So it's the city is like today by the Egyptian government's case. It can also give us some inspiration, right I like this one best because he tried to analyze the problem. First, right And then what he did was actually involved the protection, balance. He was thinking about the balance all the time. And he was involved in this case. So that's why he can give such a brilliant proposal. And what about this one How about the boy over there It's hard for you to step out. Maybe you can just stay there and share your proposal with us. You don't have to step out. You can just speak from there.
Student 30: I think citizens can raise funds to protect relics are citizen and the government can turn to experts for help and carry out multiply steps like constructing a theme park about Shuomen port . I think transport department should give a solution to get away with a traffic jam.
Right Very good. Transportation department should also give some advice about this, right So you are considering major from the government.
I really like this one. But one problem.
How can citizens raise funds Can citizen raise funds We would say citizen would donate money, but the government or a committee will be raising funds. Like your idea again. About the next one, this one future engineer. Could you tell us about your plan here Mainly about the map here, okay Come to the front if you want to show yourself, you want to draw something.
Student 31: As we know, the relics are were found when we are digging a tunnel. My design is to make a whole tunnel, underground museum. Can you imagine when we are digging a tunnel This this is the entrance and while we were digging, we suddenly found some relics were here. So this is a part without relics. And the relics remain some broken antiques and porcelain, some small pieces of antiques rack ships and other big pieces of relics. So I want to, first, we should fix them, fix all the of them. And we, too. And this big pieces, we are hard to move. We just remain them unmoved and this after we fix them. We move them to this part of tunnel without relics and display them. This is my design. (这个学生的回答也棒,思路不一样)
I got it, so you are trying to use the original part of the project and turn it into parts of the museum or what so ever to protect the relics, right To transform this into a museum. This is very good, right They have saved the save the money for the government, right You're right. Because after all, they have dug it out, right So they cannot just abandon it, giving another use. I really like your idea.
So I am so proud with you guys sharing your ideas to solve the cultural heritage. I would like to end this class with this sentence. Heritage is our legacy from the past, what we live with today and what we pass on to the future generation. And I can see the future now. So that's all for today, and this is the homework. Thank you so much.