人教版（2019）必修 第二册Unit 1 Cultural Heritage>Reading and Thinking教学设计
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| 名称 | 人教版（2019）必修 第二册Unit 1 Cultural Heritage>Reading and Thinking教学设计 |  | |
| 格式 | docx | ||
| 文件大小 | 92.6KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-01-04 20:19:02 | ||
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必修第二册Unit 1 Cultural heritage教学设计
Period 2 Reading and Thinking
Teaching material: Understand how a problem was solved
Teaching objectives: In this lesson, the students will
To learn different reading skills;
2. To understand how a problem was solved;
3.To understand the importance of the protection of the cultural heritage.
Difficult point: Guide the students to master some reading skills for information;
Focal point: Guide the students to understand the importance of the protection of the cultural heritage
Teaching aids: PowerPoint, blackboard
Teaching procedures:
Step 1 Lead in
Show students two pictures and a video about the Egyptian temples and the Aswan Dam and ask them to think about the question:
What is the link between the Egyptian temples and the Aswan Dam
Step 2 Pre-reading:Prediction
Ask students to look at the title and pictures on the book and predict what the text will talk about.
Step 3 While-reading
Activity 1 Read for structure
Ask students to skim the text and analyze the structure of the passage.
Activity 2 Read for main idea
Ask students to read the text again and find out the main idea of each part.
PART ONE(para 1-2):__________________
PART TWO(para 3-4):__________________
PART THREE(para5-6):_________________
Activity 3 Read for details
Ask students to read para1 and answer the question: What do “problems” refer to
Ask students to read para 2 and fill in the blanks.
But the proposal led to protests, because water from the dam would likely damage ________________ and ________________ that were an important part of Egypt’s cultural he
Ask students to read para 3-4 and finish the tasks:
Complete the timeline on the book.
Answer the following questions.
What help did the UN offer
Who took part in this project
Why does the author list so many numbers
Ask students to read para5-6 and find out the sentences that show the lessons this project gives us.
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 tomorrow.
(2) If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
Step 4 Post-reading
Debate
Work in groups and discuss
A lot of money and time were spent in protecting cultural heritage all around the world. Do you think it worthwhile
Step 5 Summary
Step 6 Homework
Ask students to make a mind map of the passage
（北京）股份有限公司
（北京）股份有限公司
（北京）股份有限公司
Period 2 Reading and Thinking
Teaching material: Understand how a problem was solved
Teaching objectives: In this lesson, the students will
To learn different reading skills;
2. To understand how a problem was solved;
3.To understand the importance of the protection of the cultural heritage.
Difficult point: Guide the students to master some reading skills for information;
Focal point: Guide the students to understand the importance of the protection of the cultural heritage
Teaching aids: PowerPoint, blackboard
Teaching procedures:
Step 1 Lead in
Show students two pictures and a video about the Egyptian temples and the Aswan Dam and ask them to think about the question:
What is the link between the Egyptian temples and the Aswan Dam
Step 2 Pre-reading:Prediction
Ask students to look at the title and pictures on the book and predict what the text will talk about.
Step 3 While-reading
Activity 1 Read for structure
Ask students to skim the text and analyze the structure of the passage.
Activity 2 Read for main idea
Ask students to read the text again and find out the main idea of each part.
PART ONE(para 1-2):__________________
PART TWO(para 3-4):__________________
PART THREE(para5-6):_________________
Activity 3 Read for details
Ask students to read para1 and answer the question: What do “problems” refer to
Ask students to read para 2 and fill in the blanks.
But the proposal led to protests, because water from the dam would likely damage ________________ and ________________ that were an important part of Egypt’s cultural he
Ask students to read para 3-4 and finish the tasks:
Complete the timeline on the book.
Answer the following questions.
What help did the UN offer
Who took part in this project
Why does the author list so many numbers
Ask students to read para5-6 and find out the sentences that show the lessons this project gives us.
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 tomorrow.
(2) If a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
Step 4 Post-reading
Debate
Work in groups and discuss
A lot of money and time were spent in protecting cultural heritage all around the world. Do you think it worthwhile
Step 5 Summary
Step 6 Homework
Ask students to make a mind map of the passage
（北京）股份有限公司
（北京）股份有限公司
（北京）股份有限公司