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 |  | |
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| 科目 | 英语 | ||
| 更新时间 | 2024-03-21 21:03:43 | ||
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新人教版必修二Unit 1 Reading and Thinking
主题语境：人与社会——文化遗产保护
语篇类型：说明文
授课时长：一课时（每课时40分钟）
Analysis of the text：
What: The reading passage titled From Problems to Solutions briefly discusses how a problem was solved based on the topic of “cultural heritage protection”, that is, how to find a balance between promoting economic development and protecting cultural heritage. The article describes the process of emerging and resolving the problem in chronological order.
The first paragraph raises the question: Finding and keeping the right balance between progress and protection of cultural sites can be a big challenge. The second analysis tells the story of the Egyptian government’s desire to build a dam on the Nile to control floods, hydropower and irrigate farmland, but this will cause damage to precious cultural heritage such as the Temple of Abu Simbel. Therefore, the Egyptian government turned to United Nations for help and started the big project of heritage protection. The third and fourth paragraphs narrate the process of solving the problem. After more than 20 years of efforts, a special committee composed of governments, environmentalists and scientists finally moved the cultural heritage and cultural relics to a safe place for preservation. Paragraphs 5 and 6 describe the results of problem solving and the great significance of this cultural heritage protection project respectively.
Why：Through the article, the readers could understand the complexity and difficulty of the problems in the process of cultural heritage protection, and recognize the key role of international cooperation in the problem-solving process, so that they can think about how to participate in the protection of cultural heritage.
How: The author describes the process of emerging and solving the problem in chronological order. The beginning and end of the article echoes and the structure is well-organized. The author clearly shows the problem emergence, problem solving and results by means of the timeline.
Analysis of the students：
This article is taught to the students who study in the first year of high school with a medium level of English.
Subject knowledge: After warm-up and listening classes, most students have a certain understanding and language accumulation of the cultural heritage and its protection. They can simply describe the characteristics and historical and cultural value of world cultural heritage. Besides, they can also propose one or two simple methods of cultural heritage protection.
Language ability: Through a semester of study and training, the students can read articles which have clear structure, such as articles organized in chronological and spatial order. Therefore, it is not difficult for students to sort out the development process of events according to the timeline. However, there are many new words in this article, which may cause some dyslexia for students. Teachers can use pictures, paraphrase and other forms to help students understand the core words.
Learning strategy: This article is relatively long, which will bring reading pressure to students to a certain extent. Teachers can arrange students to use the timeline to sort out the event development, and instruct students in the key information. And teachers can also help students sort out key information by mean of some structured tables.
Teaching objectives：
sort out the problem of building the Aswan Dam and solutions to it by filling in the timeline.
understand the development of the project in chronological order and the interconnection between events.
think about the history and current situation of Chinese and foreign cultural heritage, the problems they face, and the corresponding solutions.
appreciate the spirit of Aswan Dam project.
Key points:
Help students sort out the problem of building Aswan Dam, the important process and the solutions of cultural heritage protection by drawing the timeline.
Guide students to understand the development of the project in chronological order and the interconnection between events.
Difficult points:
Instruct students to figure out the reasonable solutions to the problems faced by the protection of cultural heritage.
Teaching materials：textbook, PPT, blackboard
Teaching methods: PWP, Task-based
Teaching procedure：
Steps Teacher’s activity Students’ activity Design intension Time
Step 1: Lead-in view and list Play the video about the Egypt’s cultural heritage—the Temple of Abu Simbel and ask students to list our local cultural relics. Q1: How do you feel about the Temple of Abu Simbel Q2: Can you list some cultural relics in our city Q3: How do you feel when you find the old buildings were destroyed Students watch the video clip to feel the splendor of the ancient Egyptian heritage and its significance to the world bined with their known experience and the video clip, students list the precious ancient heritage relics in our city and talk about their importance. Students’ background knowledge about cultural heritage and cultural heritage protection will be activated through watching the video clip and then inspire students to think about how they will feel without cultural heritage, so as to smoothly get into the topic of protecting cultural heritage. 5'
Step 2: Pre-reading Read and predict Ask Ss to predict the following two questions based on the title and the two pictures in the textbook. Q1: What is the connection of these two pictures Q2: what do you think the text is about Students watch the pictures and try to have a guess at the following two questions by which students have a general mastery of the content and the interest to explore the passage. The purpose of these two questions is to guide students to carefully observe the two pictures and think about their connection. The first picture in the text is the decomposed stone statue, and the second picture shows the reassembled appearance. Students can roughly infer from the title and pictures that this is a huge project to protect cultural heritage. 3'
Step 3 While-reading Skim and match the main ideas of each paragraph and identify how many parts can the passage be divided into. Read for problems by answering the following questions(Para.1-2 ) Q1: What did Egyptians want to protect Q2: What did Egyptians want to do (Para.2-5 ) Read for solutions by filling in the timeline which is given in the textbook. Scan for specific information Q1:What had they done before 1960 (Para.2-5 ) Q2:What had they done before 1960 (Para.2-5 ) Q3: How did they do the project (Para.4 ) Read for the result (Para. 5) Q: Why did the author say the Aswan Dam project was a great success Discussion in groups(Para. 6) Q: What can we learn from the Aswan Dam Project Activity 1 Students read the passage quickly and match the main ideas with each paragraph which are provided in PPT and divide the article into 3 parts. Activity 2 Students have a peer discussion on what the big challenge is by answering there two questions and finally figure out what the problem is Activity 3 Students work in groups and complete the timeline with the information from the text. Activity 4 Students carefully read paragraph 2—5 and find the specific information to fill in the structured tables. Students analyze the reasons why other countries provide assistance to projects in Egypt Activity 5 Students identify the information supporting the topic sentence in the fifth paragraph and think about the significance of multinational cooperation to solve problems together. Activity 6 Students read the sixth paragraph carefully and find the information about the spirit of the Aswan Dam bined with their own understanding, students express their ideas about the spirit. By sorting out the main idea of each paragraph, student will understand the basic content of the article, and the characteristics of the narrative text.。 Instruct students to quickly figure out what the “problems” refer to by asking two key questions----what the Egyptian government wants to do and what the Egyptian government wants to protect. Help students sort out important events, processes and final “solutions” for cultural heritage protection by means of the timeline. And students’ reading strategies and ability to sort out time clues to understand the main content of the article could be cultivated. Inspire students to analyze the problem-solving process, the internal connection between events and then further understand the main idea of the article by scanning. The semi-controllable blank-filling tables help students lower the difficulty of reading. Enable students to read more specific questions in depth, obtain and sort out factual information, and learn to analyze problems and develop critical thinking. By appreciating the spirit of the Aswan Dam, students will be strengthened the awareness of international cooperation and establish the sense of a shared future for mankind. Students will be guided to think and express their understanding and enlightenment of the spirit as well as the embodiment of this spirit by UNESCO's work. 3' 2' 5' 10' 2' 2'
Step 4: Post-reading Critical thinking Q: A lot of money was spent to protect the temples. Do you think it was worthwhile Why or why not Affirmative: Why is it important to protect and preserve our cultural heritage Negative: Why is it not worth protecting and preserving our cultural heritage Students work in groups organize their minds and write down their opinions, and then present their opinions. Help students internalize language and express their views. Guide students to further explore the necessity of cultural heritage protection and the significance of multinational cooperation to solve problems. 5'
Step 5: Summary Story-retelling Ask students to retell the development of the events based on the timeline. Students retell the development of the Aswan dam project based on the timeline. Instruct students to summarize the general development of events according to the timeline, and cultivate students’ ability to organize the language. 3'
Homework Write a letter to your pen friend Tom in American, introducing one of the cultural relics in our city and how we could help to protect cultural relics.
Blackboard design：
Teaching reflection：
In this lesson, the teacher realizes the integration of language learning, cultural awareness and thinking quality based on the concept of English learning activities.
The teaching objectives of this lesson is comprehensive, reflecting the core competence of English subject. Each learning activity is student-centered, and have a clear logic, guiding students to figure out the questions from “problems” to “solutions” and then to the importance and spirit of cultural heritage protection step by step. In addition, the teacher pay attention to the cultivation of reading skills such as skimming and scanning, but also to the cultivation of deep reading ability such as summary. The information obtained is summarized, analyzed and evaluated with the problem chain and timeline to help students gradually deepen their understanding of the Aswan Dam project, so that students can really learn to read and read to learn. In addition, in the assignment of homework, teachers require students to introduce the local cultural heritage to foreign friends, and further summarize the solutions for protecting cultural heritage to deepen their understanding of local culture and enhance cultural self-confidence.
However, there is still room for improvement in the time allocations in this class. The pre-reading activities of this class are too long, resulting in a short time for follow-up output activities. Although students are willing to express themselves, they have limited opportunities to speak. Therefore, when setting the teaching design, the teacher should give more consideration to “doing subtraction”, leaving students more time to express.
主题语境：人与社会——文化遗产保护
语篇类型：说明文
授课时长：一课时（每课时40分钟）
Analysis of the text：
What: The reading passage titled From Problems to Solutions briefly discusses how a problem was solved based on the topic of “cultural heritage protection”, that is, how to find a balance between promoting economic development and protecting cultural heritage. The article describes the process of emerging and resolving the problem in chronological order.
The first paragraph raises the question: Finding and keeping the right balance between progress and protection of cultural sites can be a big challenge. The second analysis tells the story of the Egyptian government’s desire to build a dam on the Nile to control floods, hydropower and irrigate farmland, but this will cause damage to precious cultural heritage such as the Temple of Abu Simbel. Therefore, the Egyptian government turned to United Nations for help and started the big project of heritage protection. The third and fourth paragraphs narrate the process of solving the problem. After more than 20 years of efforts, a special committee composed of governments, environmentalists and scientists finally moved the cultural heritage and cultural relics to a safe place for preservation. Paragraphs 5 and 6 describe the results of problem solving and the great significance of this cultural heritage protection project respectively.
Why：Through the article, the readers could understand the complexity and difficulty of the problems in the process of cultural heritage protection, and recognize the key role of international cooperation in the problem-solving process, so that they can think about how to participate in the protection of cultural heritage.
How: The author describes the process of emerging and solving the problem in chronological order. The beginning and end of the article echoes and the structure is well-organized. The author clearly shows the problem emergence, problem solving and results by means of the timeline.
Analysis of the students：
This article is taught to the students who study in the first year of high school with a medium level of English.
Subject knowledge: After warm-up and listening classes, most students have a certain understanding and language accumulation of the cultural heritage and its protection. They can simply describe the characteristics and historical and cultural value of world cultural heritage. Besides, they can also propose one or two simple methods of cultural heritage protection.
Language ability: Through a semester of study and training, the students can read articles which have clear structure, such as articles organized in chronological and spatial order. Therefore, it is not difficult for students to sort out the development process of events according to the timeline. However, there are many new words in this article, which may cause some dyslexia for students. Teachers can use pictures, paraphrase and other forms to help students understand the core words.
Learning strategy: This article is relatively long, which will bring reading pressure to students to a certain extent. Teachers can arrange students to use the timeline to sort out the event development, and instruct students in the key information. And teachers can also help students sort out key information by mean of some structured tables.
Teaching objectives：
sort out the problem of building the Aswan Dam and solutions to it by filling in the timeline.
understand the development of the project in chronological order and the interconnection between events.
think about the history and current situation of Chinese and foreign cultural heritage, the problems they face, and the corresponding solutions.
appreciate the spirit of Aswan Dam project.
Key points:
Help students sort out the problem of building Aswan Dam, the important process and the solutions of cultural heritage protection by drawing the timeline.
Guide students to understand the development of the project in chronological order and the interconnection between events.
Difficult points:
Instruct students to figure out the reasonable solutions to the problems faced by the protection of cultural heritage.
Teaching materials：textbook, PPT, blackboard
Teaching methods: PWP, Task-based
Teaching procedure：
Steps Teacher’s activity Students’ activity Design intension Time
Step 1: Lead-in view and list Play the video about the Egypt’s cultural heritage—the Temple of Abu Simbel and ask students to list our local cultural relics. Q1: How do you feel about the Temple of Abu Simbel Q2: Can you list some cultural relics in our city Q3: How do you feel when you find the old buildings were destroyed Students watch the video clip to feel the splendor of the ancient Egyptian heritage and its significance to the world bined with their known experience and the video clip, students list the precious ancient heritage relics in our city and talk about their importance. Students’ background knowledge about cultural heritage and cultural heritage protection will be activated through watching the video clip and then inspire students to think about how they will feel without cultural heritage, so as to smoothly get into the topic of protecting cultural heritage. 5'
Step 2: Pre-reading Read and predict Ask Ss to predict the following two questions based on the title and the two pictures in the textbook. Q1: What is the connection of these two pictures Q2: what do you think the text is about Students watch the pictures and try to have a guess at the following two questions by which students have a general mastery of the content and the interest to explore the passage. The purpose of these two questions is to guide students to carefully observe the two pictures and think about their connection. The first picture in the text is the decomposed stone statue, and the second picture shows the reassembled appearance. Students can roughly infer from the title and pictures that this is a huge project to protect cultural heritage. 3'
Step 3 While-reading Skim and match the main ideas of each paragraph and identify how many parts can the passage be divided into. Read for problems by answering the following questions(Para.1-2 ) Q1: What did Egyptians want to protect Q2: What did Egyptians want to do (Para.2-5 ) Read for solutions by filling in the timeline which is given in the textbook. Scan for specific information Q1:What had they done before 1960 (Para.2-5 ) Q2:What had they done before 1960 (Para.2-5 ) Q3: How did they do the project (Para.4 ) Read for the result (Para. 5) Q: Why did the author say the Aswan Dam project was a great success Discussion in groups(Para. 6) Q: What can we learn from the Aswan Dam Project Activity 1 Students read the passage quickly and match the main ideas with each paragraph which are provided in PPT and divide the article into 3 parts. Activity 2 Students have a peer discussion on what the big challenge is by answering there two questions and finally figure out what the problem is Activity 3 Students work in groups and complete the timeline with the information from the text. Activity 4 Students carefully read paragraph 2—5 and find the specific information to fill in the structured tables. Students analyze the reasons why other countries provide assistance to projects in Egypt Activity 5 Students identify the information supporting the topic sentence in the fifth paragraph and think about the significance of multinational cooperation to solve problems together. Activity 6 Students read the sixth paragraph carefully and find the information about the spirit of the Aswan Dam bined with their own understanding, students express their ideas about the spirit. By sorting out the main idea of each paragraph, student will understand the basic content of the article, and the characteristics of the narrative text.。 Instruct students to quickly figure out what the “problems” refer to by asking two key questions----what the Egyptian government wants to do and what the Egyptian government wants to protect. Help students sort out important events, processes and final “solutions” for cultural heritage protection by means of the timeline. And students’ reading strategies and ability to sort out time clues to understand the main content of the article could be cultivated. Inspire students to analyze the problem-solving process, the internal connection between events and then further understand the main idea of the article by scanning. The semi-controllable blank-filling tables help students lower the difficulty of reading. Enable students to read more specific questions in depth, obtain and sort out factual information, and learn to analyze problems and develop critical thinking. By appreciating the spirit of the Aswan Dam, students will be strengthened the awareness of international cooperation and establish the sense of a shared future for mankind. Students will be guided to think and express their understanding and enlightenment of the spirit as well as the embodiment of this spirit by UNESCO's work. 3' 2' 5' 10' 2' 2'
Step 4: Post-reading Critical thinking Q: A lot of money was spent to protect the temples. Do you think it was worthwhile Why or why not Affirmative: Why is it important to protect and preserve our cultural heritage Negative: Why is it not worth protecting and preserving our cultural heritage Students work in groups organize their minds and write down their opinions, and then present their opinions. Help students internalize language and express their views. Guide students to further explore the necessity of cultural heritage protection and the significance of multinational cooperation to solve problems. 5'
Step 5: Summary Story-retelling Ask students to retell the development of the events based on the timeline. Students retell the development of the Aswan dam project based on the timeline. Instruct students to summarize the general development of events according to the timeline, and cultivate students’ ability to organize the language. 3'
Homework Write a letter to your pen friend Tom in American, introducing one of the cultural relics in our city and how we could help to protect cultural relics.
Blackboard design：
Teaching reflection：
In this lesson, the teacher realizes the integration of language learning, cultural awareness and thinking quality based on the concept of English learning activities.
The teaching objectives of this lesson is comprehensive, reflecting the core competence of English subject. Each learning activity is student-centered, and have a clear logic, guiding students to figure out the questions from “problems” to “solutions” and then to the importance and spirit of cultural heritage protection step by step. In addition, the teacher pay attention to the cultivation of reading skills such as skimming and scanning, but also to the cultivation of deep reading ability such as summary. The information obtained is summarized, analyzed and evaluated with the problem chain and timeline to help students gradually deepen their understanding of the Aswan Dam project, so that students can really learn to read and read to learn. In addition, in the assignment of homework, teachers require students to introduce the local cultural heritage to foreign friends, and further summarize the solutions for protecting cultural heritage to deepen their understanding of local culture and enhance cultural self-confidence.
However, there is still room for improvement in the time allocations in this class. The pre-reading activities of this class are too long, resulting in a short time for follow-up output activities. Although students are willing to express themselves, they have limited opportunities to speak. Therefore, when setting the teaching design, the teacher should give more consideration to “doing subtraction”, leaving students more time to express.