人教版（2019）必修第二册Unit 1 Cultural Heritage Reading and Thinking 说课教案
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| 名称 | 人教版（2019）必修第二册Unit 1 Cultural Heritage Reading and Thinking 说课教案 |  | |
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| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2024-03-04 08:59:13 | ||
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B2U1 Cultural Heritage---Reading and Thinking说课稿
B2U1 Cultural Heritage---Reading and Thinking
From problems to solutions
Learning objectives:
By the end of this class, you will be able to:
1.comb the information and get the main idea and structure of the context;
2.outline the steps of solving the problem and make a timeline;
3.improve the awareness of protecting the cultural relics.
Analysis of the target development basis
1.【Analysis of curriculum standard】
Cultural heritage belongs to the theme of “People and Society’’. It is hoped that students can combine their knowledge and interest to think actively about how to participate in the protection of cultural heritage and, puts forward reasonable solutions objectively and rationally and write a news report about a person or a group who works to protect our cultural heritage.
2.【Analysis of material】
This lesson is a reading article that introduces the construction process of Aswan Dam in Egypt. This article introduces the balance between cultural heritage and economic development, and introduces the entire process of Egyptian Aswan Dam from the decision to build, cultural heritage and dam construction conflicts, seeking international help, and cooperating to complete the relocation of cultural heritage and the completion of the dam. The article is developed according to the time sequence of the emergence, development and resolution of the problem. The key words mainly involve the expression of cultural heritage and the expression of solutions, such as: heritage, promote, application, proposal, protest, establish, committee, etc. The value orientation of this article lies in the students' understanding of the construction process of Aswan Dam through the study of this article, and discussing the balance between learning economic development and cultural heritage.
3.【Analysis of students 】
For students of senior one in this class, they have a good foundation, a serious attitude towards learning, high enthusiasm for learning. Students have basically acquired the ability to obtain information in reading, and can analyze and interpret simple texts. Most of the students have heard about many precious cultural relics in Egypt, but they are not very clear about the specific history of Aswan Dam. They do not have a comprehensive understanding of the problems and solutions during the construction of Aswan Dam, and lack a deep understanding of the implied enlightenment. This text can effectively arouse their enthusiasm to speak up and participate actively.
Assessment task
1.Students can skim the context and get the main idea of the passage, then analyze the structure.
(Aimed at learning objective 1, the purpose is to evaluate whether students can read and understand the text quickly, then clear the structure.)
2.Students can read the text by themselves and find the construction process of Aswan Dam in Egypt.
(Aimed at learning objective 2, the purpose is to evaluate students’ individual reading abilities and cooperation abilities to solve problems.)
3.Students can think about the importance of the protection of cultural heritage.
(Aimed at learning objective 3, the purpose is to evaluate if the students can fully understand the value of the protection of cultural heritage.)
Teaching procedure
Step1. Lead in
Show a video about the cultural heritage of ancient Egypt and a worksheet about it and two pictures of the Aswan Dam.
(The purpose is to make the ss have the reading expectations.)
Step2. Pre reading
Directs Ss to look at two pictures of the Aswan Dam and then let the students look at the pictures and the title in the textbook.
Then asks the question:
What can you infer from the title about the relationship between the Aswan Dam and Egypt's cultural heritage
(The purpose is to create a situation and guide the students to guess the relationship between Aswan Dam and Egyptian cultural heritage through the information in the title.)
Step3. While reading
1st reading for main idea
Read the passage quickly and get the main idea of each paragraph.
(The purpose is to teach students to find out the main idea of the passage by reading through the whole text, then divide the text into different levels and summarize the main idea of each part.)
2nd reading for details
Read the passage carefully and answer:
1) What do “problems” refer to and what do “solution” refer to
2) How did the government save the cultural relics
3) What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”
(The purpose is to enable the students to grasp all the detailed information and understand the meaning of the topic.)
3rd reading for more details
Provides a blank timeline on the board and invites all the groups to add more concrete details to complete timeline.
(The purpose is to enable the students to understand the content of the article better according to the time clues.)
Step4. Post reading
Ask Ss a question: As students, what should we do to protect our cultural relics And then invites three students to share their answer.
(The purpose is to sublimate theme, transfer innovation, strengthen moral education. )
Step5. Homework
Imitate the writing style and structure of this article, and write a report about the protection of the cultural relic according to the timeline about 80 words. (The purpose is to let students understand the passage further and improve their awareness of protecting cultural relics.)
新人教版必修二Unit 1的主题是“Cultural Heritage”，其中“Reading and Thinking”部分旨在通过阅读，让学生了解文化遗产的重要性，以及如何保护和传承这些宝贵的人类财富。以下是关于这部分内容的说课内容：
一、教材分析
本单元围绕“文化遗产”这一主题，通过听、说、读、写等多种活动，让学生全面了解和认识文化遗产的价值和意义。其中，“Reading and Thinking”部分选取了一篇关于文化遗产保护的文章，旨在通过阅读，让学生了解文化遗产面临的威胁和挑战，以及我们应该如何采取措施来保护和传承这些宝贵的人类财富。
二、教学目标
1.知识目标：让学生了解文化遗产的定义、分类和价值，以及保护和传承文化遗产的重要性。
2.能力目标：通过阅读文章，提高学生的阅读理解能力、分析问题和解决问题的能力，以及批判性思维能力。
3.情感目标：培养学生对文化遗产的热爱和尊重，激发他们保护和传承文化遗产的责任感和使命感。
三、教学重点与难点
重点：通过阅读文章，让学生了解文化遗产的重要性和保护文化遗产的必要性。
难点：如何引导学生深入理解文章中的观点，以及如何将所学知识应用到实际生活中，为保护文化遗产贡献自己的力量。
四、教学方法与手段
1.教学方法：采用任务型教学法，通过阅读、讨论、小组合作等方式，引导学生主动参与课堂活动，提高他们的学习兴趣和积极性。
2.教学手段：利用多媒体课件、图片、视频等辅助教学材料，增强课堂教学的直观性和趣味性。同时，通过小组讨论、角色扮演等活动，让学生在互动中学习和成长。
五、教学过程设计
1.导入新课：通过展示一些著名的文化遗产图片或视频，激发学生的学习兴趣和好奇心，为接下来的学习做好铺垫。
2.阅读理解：要求学生快速阅读文章，了解文章大意。然后，通过提问和讨论的方式，引导学生深入理解文章中的观点和内容。
3.重点讲解：针对文章中的重点和难点内容进行详细讲解，帮助学生更好地掌握相关知识和技能。
4.拓展延伸：引导学生结合自己的生活实际，思考如何保护和传承文化遗产。同时，鼓励他们提出自己的想法和建议，培养他们的创新思维和实践能力。
5.总结反思：在课堂结束前，对本节课的内容进行总结和反思，帮助学生巩固所学知识，提高他们的认知水平和思维能力。
六、作业布置与课后拓展
1.作业布置：要求学生写一篇关于文化遗产保护的短文，可以是自己的见解、建议或经历等。通过写作，让学生进一步巩固所学知识，提高他们的表达能力。
2.课后拓展：鼓励学生利用课余时间参观当地的文化遗产景点，了解当地的文化遗产保护情况。同时，可以组织一些相关的社会实践活动，如志愿者活动、宣传活动等，让学生亲身参与文化遗产保护工作，培养他们的社会责任感和使命感。
通过以上说课内容的设计和实施，可以让学生全面了解和认识文化遗产的价值和意义，提高他们的阅读理解能力、分析问题和解决问题的能力以及批判性思维能力。同时，通过实践活动和社会拓展活动，让学生亲身参与文化遗产保护工作，培养他们的社会责任感和使命感，为保护和传承人类宝贵财富贡献自己的力量。
B2U1 Cultural Heritage---Reading and Thinking
From problems to solutions
Learning objectives:
By the end of this class, you will be able to:
1.comb the information and get the main idea and structure of the context;
2.outline the steps of solving the problem and make a timeline;
3.improve the awareness of protecting the cultural relics.
Analysis of the target development basis
1.【Analysis of curriculum standard】
Cultural heritage belongs to the theme of “People and Society’’. It is hoped that students can combine their knowledge and interest to think actively about how to participate in the protection of cultural heritage and, puts forward reasonable solutions objectively and rationally and write a news report about a person or a group who works to protect our cultural heritage.
2.【Analysis of material】
This lesson is a reading article that introduces the construction process of Aswan Dam in Egypt. This article introduces the balance between cultural heritage and economic development, and introduces the entire process of Egyptian Aswan Dam from the decision to build, cultural heritage and dam construction conflicts, seeking international help, and cooperating to complete the relocation of cultural heritage and the completion of the dam. The article is developed according to the time sequence of the emergence, development and resolution of the problem. The key words mainly involve the expression of cultural heritage and the expression of solutions, such as: heritage, promote, application, proposal, protest, establish, committee, etc. The value orientation of this article lies in the students' understanding of the construction process of Aswan Dam through the study of this article, and discussing the balance between learning economic development and cultural heritage.
3.【Analysis of students 】
For students of senior one in this class, they have a good foundation, a serious attitude towards learning, high enthusiasm for learning. Students have basically acquired the ability to obtain information in reading, and can analyze and interpret simple texts. Most of the students have heard about many precious cultural relics in Egypt, but they are not very clear about the specific history of Aswan Dam. They do not have a comprehensive understanding of the problems and solutions during the construction of Aswan Dam, and lack a deep understanding of the implied enlightenment. This text can effectively arouse their enthusiasm to speak up and participate actively.
Assessment task
1.Students can skim the context and get the main idea of the passage, then analyze the structure.
(Aimed at learning objective 1, the purpose is to evaluate whether students can read and understand the text quickly, then clear the structure.)
2.Students can read the text by themselves and find the construction process of Aswan Dam in Egypt.
(Aimed at learning objective 2, the purpose is to evaluate students’ individual reading abilities and cooperation abilities to solve problems.)
3.Students can think about the importance of the protection of cultural heritage.
(Aimed at learning objective 3, the purpose is to evaluate if the students can fully understand the value of the protection of cultural heritage.)
Teaching procedure
Step1. Lead in
Show a video about the cultural heritage of ancient Egypt and a worksheet about it and two pictures of the Aswan Dam.
(The purpose is to make the ss have the reading expectations.)
Step2. Pre reading
Directs Ss to look at two pictures of the Aswan Dam and then let the students look at the pictures and the title in the textbook.
Then asks the question:
What can you infer from the title about the relationship between the Aswan Dam and Egypt's cultural heritage
(The purpose is to create a situation and guide the students to guess the relationship between Aswan Dam and Egyptian cultural heritage through the information in the title.)
Step3. While reading
1st reading for main idea
Read the passage quickly and get the main idea of each paragraph.
(The purpose is to teach students to find out the main idea of the passage by reading through the whole text, then divide the text into different levels and summarize the main idea of each part.)
2nd reading for details
Read the passage carefully and answer:
1) What do “problems” refer to and what do “solution” refer to
2) How did the government save the cultural relics
3) What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”
(The purpose is to enable the students to grasp all the detailed information and understand the meaning of the topic.)
3rd reading for more details
Provides a blank timeline on the board and invites all the groups to add more concrete details to complete timeline.
(The purpose is to enable the students to understand the content of the article better according to the time clues.)
Step4. Post reading
Ask Ss a question: As students, what should we do to protect our cultural relics And then invites three students to share their answer.
(The purpose is to sublimate theme, transfer innovation, strengthen moral education. )
Step5. Homework
Imitate the writing style and structure of this article, and write a report about the protection of the cultural relic according to the timeline about 80 words. (The purpose is to let students understand the passage further and improve their awareness of protecting cultural relics.)
新人教版必修二Unit 1的主题是“Cultural Heritage”，其中“Reading and Thinking”部分旨在通过阅读，让学生了解文化遗产的重要性，以及如何保护和传承这些宝贵的人类财富。以下是关于这部分内容的说课内容：
一、教材分析
本单元围绕“文化遗产”这一主题，通过听、说、读、写等多种活动，让学生全面了解和认识文化遗产的价值和意义。其中，“Reading and Thinking”部分选取了一篇关于文化遗产保护的文章，旨在通过阅读，让学生了解文化遗产面临的威胁和挑战，以及我们应该如何采取措施来保护和传承这些宝贵的人类财富。
二、教学目标
1.知识目标：让学生了解文化遗产的定义、分类和价值，以及保护和传承文化遗产的重要性。
2.能力目标：通过阅读文章，提高学生的阅读理解能力、分析问题和解决问题的能力，以及批判性思维能力。
3.情感目标：培养学生对文化遗产的热爱和尊重，激发他们保护和传承文化遗产的责任感和使命感。
三、教学重点与难点
重点：通过阅读文章，让学生了解文化遗产的重要性和保护文化遗产的必要性。
难点：如何引导学生深入理解文章中的观点，以及如何将所学知识应用到实际生活中，为保护文化遗产贡献自己的力量。
四、教学方法与手段
1.教学方法：采用任务型教学法，通过阅读、讨论、小组合作等方式，引导学生主动参与课堂活动，提高他们的学习兴趣和积极性。
2.教学手段：利用多媒体课件、图片、视频等辅助教学材料，增强课堂教学的直观性和趣味性。同时，通过小组讨论、角色扮演等活动，让学生在互动中学习和成长。
五、教学过程设计
1.导入新课：通过展示一些著名的文化遗产图片或视频，激发学生的学习兴趣和好奇心，为接下来的学习做好铺垫。
2.阅读理解：要求学生快速阅读文章，了解文章大意。然后，通过提问和讨论的方式，引导学生深入理解文章中的观点和内容。
3.重点讲解：针对文章中的重点和难点内容进行详细讲解，帮助学生更好地掌握相关知识和技能。
4.拓展延伸：引导学生结合自己的生活实际，思考如何保护和传承文化遗产。同时，鼓励他们提出自己的想法和建议，培养他们的创新思维和实践能力。
5.总结反思：在课堂结束前，对本节课的内容进行总结和反思，帮助学生巩固所学知识，提高他们的认知水平和思维能力。
六、作业布置与课后拓展
1.作业布置：要求学生写一篇关于文化遗产保护的短文，可以是自己的见解、建议或经历等。通过写作，让学生进一步巩固所学知识，提高他们的表达能力。
2.课后拓展：鼓励学生利用课余时间参观当地的文化遗产景点，了解当地的文化遗产保护情况。同时，可以组织一些相关的社会实践活动，如志愿者活动、宣传活动等，让学生亲身参与文化遗产保护工作，培养他们的社会责任感和使命感。
通过以上说课内容的设计和实施，可以让学生全面了解和认识文化遗产的价值和意义，提高他们的阅读理解能力、分析问题和解决问题的能力以及批判性思维能力。同时，通过实践活动和社会拓展活动，让学生亲身参与文化遗产保护工作，培养他们的社会责任感和使命感，为保护和传承人类宝贵财富贡献自己的力量。