人教版（2019）必修 第一册Unit 1 Teenage life Reading and Thinking 1教案
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| 更新时间 | 2025-03-03 09:57:17 | ||
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Teaching Plan ofUnit 1 Cultural Heritage Lesson 2 Reading and Thinking （1）
I. 教学内容
这两节阅读课的主要内容是教科书中的阅读和思维训练板块（Reading and Thinking) ，以 Understand how a problem was solved 为活动主题，包括涉及该主题的课文 From Problems to Solutions。
II. 教材分析
阅读课围绕 Understand how a problem was solved 展开，引导学生分析和探讨修建阿斯旺大 坝的过程中，文化遗产保护所面临的挑战与问题，及其解决过程和办法。引导学生在理解分 析的基础上，关注国际合作在问题解决过程中的关键作用，重视文化遗产保护与社会经济发 展的平衡与协调关系。鼓励学生积极面对挑战，善于合作，不断努力，寻求解决问题的合理 途径和方法。文本结构清晰，段落层次分明，语言简洁却内涵丰富。文本中还有机融入了寻 读策略的培养。教科书设计了制作时间线（make a timeline)的阅读策略，让学生深人文本进 行梳理与概括。词汇学习语境性强，以一篇新闻报道的形式呈现，既强化了在一定主题语境 下的语言学习，又为本单元的写作任务做好铺垫。整个阅读板块将语言学习、文化渗透和思 维发展有机融为一体。
III. 课时目标
在本课时结束时，学生能够：
1. 了解埃及政府在联合国的帮助下修建阿斯旺大坝的背景，保护阿布辛贝神庙等文化遗产的 措施，以及文化遗产保护任务的复杂性和艰巨性；
2.从常识出发，结合标题预测文章行文结构，然后通过略读进行验证预测，大致了解文本各 部分的段落大意；
3.运用思维导图，如制作时间轴等构建文章信息结构图，理清文章信息脉络；
4.通过细节问题讨论，借助推断思维，理解文物保护的重要意义，意识到国际合作在问题解 决过程中的关键作用，重视文化遗产保护与社会经济发展的平衡与协调关系。
IV. 教学思路
教学围绕 problems 和 solutions 两个关键词展开。本课时一步一步诠释并深入探讨这两 个关键词。整体设计重视阅读教学中的思维培养。思维过程主要借助问题引导、寻求答案、 联系实际，从而凸显 Reading and Thinking 的教学价值。本课时将思维导图与阅读理解结合 起来，让学生通过运用 timeline 的方式理清从 problems 到 solutions 的事件发展顺序；通过 找关键数字制作思维导图让学生探讨是否值得花大量金钱保护文化遗产；通过制作各部门所 作的事情的思维导图让学生理解文化遗产的保护需要全球通力合作。
V. 教学过程
Step 1: Lead-in.
Lead into the reading passage by activating students' background knowledge and making prediction about the content.
1. Teacher asks: Look at the pictures. What are they Which country do they belong to ( Pyramids, Sphinx, Abu Simbel Temple)
2. Teacher says: read the title and look at the photos. What do you think the text might be about (the key words in the title are "problems" and "solutions", so the text might be about how people have solved problems because they are going "from" the problems "to" solutions. The
1
pictures show some ancient statues. They might be from Egypt.)
3. Teacher asks: According to the title, what aspects might be talked about in the passage
(The text might cover introduction of the problem, analysis of the problem, procedure of solving the problem, result, significance...)
设计说明：引导学生借助标题和插图的提示，预测文章的大概内容。文章结构有一定章 法。就特定文体、特定话题而言，即使人们的文化背景和思维方式不同，但在组织篇章结构 方面也会存在共性的特点。在阅读之前，教师引导学生从常识出发，预测文章内容和基本结 构，能够增强学生的文体和结构意识。
Step 2: Fast-reading.
1. Ask students to skim the passage to check out their assumptions about the structure of the text.( introduction--problems--solutions--significance)（3 minutes)
2. Ask students to read for key words in each paragraph: (para1: challenge; para2: proposal led to protests; para3: committee established; para4: brought together; para5: success; para6: spirit) ( 1 minute)
设计说明：学生带着验证预测的任务读取文章信息，使略读的方向明确，从而提高阅读 效率。让学生找出浓缩段落内容的段落关键词或短语，提高学生的概括能力。
Step 3: Detailed-reading.
1. Ask students to scan the text for numbers. Circle the numbers and guess what they mean. (time period, year, amount of money...) (1 minute)
2. Guide students to complete a mind map by working out a timeline.
Teacher asks: What do you think we shall put here as the main theme What aspect is mentioned frequently in the text (Yes, the time)
Teacher says: Now give you five minutes. Read and underline the information related to the time. Now follow me and fill in the blanks together.
3. Teacher asks: According to the mind map, can we clearly find out in what order the passage is organized (in the order of time); What is the text type of the passage (A narrative text).
4. Teacher asks: How can a timeline help us while reading （give us a clear picture of how the events happen；give us a better understanding of how the events are connected to each other；see the time it takes for events to happen）
2
5. Read for details about figures and complete Mind Map 2.
6. Teacher asks: What do these figures show us (They show us that it took a long time to finish the project. The project was so hard and cost a lot of money.) A lot of money was spent to protect the temples. Do you think it was worthwhile Why or why not (Students give their answers. Possible answer: It was worthwhile because their value is priceless as cultural heritage.)
7. Teacher asks: To ensure the success of the project, how many departments participated in it What did they do Ask students to draw mind map 3 and focus on verbs.
8. Teacher asks: Why do you think so many countries contributed funds and offered help to the Egyptian project (Because Egyptian history and relics are world-famous and are highly valued around the world as part of our shared cultural history.)
9. Teacher teaches reading skill: How can we draw a mind map while reading (We can draw mind maps by using key words like time, figures and verbs. A mind map can help us analyse a reading text better.)
设计说明：让学生在篇章结构预测和验证的基础上走进细节阅读，提取关键信息，并引 领学生采用构建思维导图的活动方式，将教科书中的一些任务和思考问题融汇其中，鼓励学 生依据自己对文本信息和信息之间逻辑关系的理解，梳理和呈现信息，学生绘制的信息结构
3
图体现学生对文本内容的理解，教师可以就一些细节（如文中数字）引导学生展开讨论，让 学生意识到阿斯旺大坝工程的艰巨，进而思考文化遗产保护的意义。
Step 4 Video clip watching.
1. Ask students to learn new words in the video clip first.(generate v.产生 hydroelectricity n.水力 发电 industrialize v.使工业化 submerge v.淹没 irreplaceable adj.不能替代的 salvage v.抢救
dismantle v.拆散 reassemble v.重新聚集)
2. Ask students to watch a video clip about Abu Simbel and the Aswan High Dam to understand further about the text.( 1 minute and 29 seconds)
设计说明：通过让学生观看与文章内容有关的短视频，学生对文章所讲事件有了更直观 的认识，加深了学生对文本内容的理解；同时补充了与该事件有关的词汇。
Step 5 Sharing of Readers’ reflections.
1. Ask students to discuss the questions concerning the project.
Question 1. Why is the project a great success (It led people to find ways to focus on economic development without causing damage to cultural relics. It helped countries to learn to work together to protect our cultural heritage.)
Question 2. How do you understand the sentence in the last paragraph “ The spirit of the Aswan Dam project is still alive today” (International cooperation and selfless contribution are still needed in cultural heritage protection. We should face challenges positively. We should seek for cooperation properly. We should make every effort to find out the solutions when facing problems.)
2. Help students realize that global community is very important by using some quotes. ( Chairman Xi Jinping calls on world powers to promote open, innovative and balanced development that benefits all countries. )
设计说明：让学生结合文本，超越文本，聚焦价值培育问题，引发学生思考。让学生关 注到世界各国在面对人类共同的文化遗产保护问题时无私奉献、精诚合作的壮举。
Step 6 Consolidation of the text.
1. Ask students to listen and review the text.
2. Ask students to fill in the blanks to complete the summary of the text.
（It is a big challenge to keep the balance between progress and the protection of cultural sites.
However big challenges can sometimes lead to great solutions. In the 1950s the Egyptian government wanted to build a new dam across the Nile but the proposal led to protests. Thus the government turned to the United Nations for help in 1959. A committee was established to help rescue the temples and cultural relics. In 1961 German engineers moved the first temple. Over the next 20 years thousands of engineers and workers from all over the world rescued 22 temples and countless cultural relics. When the project ended in 1980 it was considered a great success. It shows that the global community can sometimes provide a solution to a problem that seems too difficult for a single nation.）
设计说明：让学生通过听取全文，回顾和巩固文本内容；重现新词的使用。
Step 7 Assignment
1. Finish Exercise 5 on P5.
2.The passage has a good logic flow. How does the author achieve this Please analyse the passage and then answer the question. You can think from the following perspectives: ( 1) passage structure; (2) the connections between paragraphs; (3) the connections between sentences; (4) sentence building; (5) wording.
4
设计说明; 让学生思考下节课阅读内容，为下节课作准备。在下一节课将对该阅读的逻 辑关系（段落之间，句子之间等），及语言运用作进一步的分析和学习，同时延伸该阅读的 主题。
5
I. 教学内容
这两节阅读课的主要内容是教科书中的阅读和思维训练板块（Reading and Thinking) ，以 Understand how a problem was solved 为活动主题，包括涉及该主题的课文 From Problems to Solutions。
II. 教材分析
阅读课围绕 Understand how a problem was solved 展开，引导学生分析和探讨修建阿斯旺大 坝的过程中，文化遗产保护所面临的挑战与问题，及其解决过程和办法。引导学生在理解分 析的基础上，关注国际合作在问题解决过程中的关键作用，重视文化遗产保护与社会经济发 展的平衡与协调关系。鼓励学生积极面对挑战，善于合作，不断努力，寻求解决问题的合理 途径和方法。文本结构清晰，段落层次分明，语言简洁却内涵丰富。文本中还有机融入了寻 读策略的培养。教科书设计了制作时间线（make a timeline)的阅读策略，让学生深人文本进 行梳理与概括。词汇学习语境性强，以一篇新闻报道的形式呈现，既强化了在一定主题语境 下的语言学习，又为本单元的写作任务做好铺垫。整个阅读板块将语言学习、文化渗透和思 维发展有机融为一体。
III. 课时目标
在本课时结束时，学生能够：
1. 了解埃及政府在联合国的帮助下修建阿斯旺大坝的背景，保护阿布辛贝神庙等文化遗产的 措施，以及文化遗产保护任务的复杂性和艰巨性；
2.从常识出发，结合标题预测文章行文结构，然后通过略读进行验证预测，大致了解文本各 部分的段落大意；
3.运用思维导图，如制作时间轴等构建文章信息结构图，理清文章信息脉络；
4.通过细节问题讨论，借助推断思维，理解文物保护的重要意义，意识到国际合作在问题解 决过程中的关键作用，重视文化遗产保护与社会经济发展的平衡与协调关系。
IV. 教学思路
教学围绕 problems 和 solutions 两个关键词展开。本课时一步一步诠释并深入探讨这两 个关键词。整体设计重视阅读教学中的思维培养。思维过程主要借助问题引导、寻求答案、 联系实际，从而凸显 Reading and Thinking 的教学价值。本课时将思维导图与阅读理解结合 起来，让学生通过运用 timeline 的方式理清从 problems 到 solutions 的事件发展顺序；通过 找关键数字制作思维导图让学生探讨是否值得花大量金钱保护文化遗产；通过制作各部门所 作的事情的思维导图让学生理解文化遗产的保护需要全球通力合作。
V. 教学过程
Step 1: Lead-in.
Lead into the reading passage by activating students' background knowledge and making prediction about the content.
1. Teacher asks: Look at the pictures. What are they Which country do they belong to ( Pyramids, Sphinx, Abu Simbel Temple)
2. Teacher says: read the title and look at the photos. What do you think the text might be about (the key words in the title are "problems" and "solutions", so the text might be about how people have solved problems because they are going "from" the problems "to" solutions. The
1
pictures show some ancient statues. They might be from Egypt.)
3. Teacher asks: According to the title, what aspects might be talked about in the passage
(The text might cover introduction of the problem, analysis of the problem, procedure of solving the problem, result, significance...)
设计说明：引导学生借助标题和插图的提示，预测文章的大概内容。文章结构有一定章 法。就特定文体、特定话题而言，即使人们的文化背景和思维方式不同，但在组织篇章结构 方面也会存在共性的特点。在阅读之前，教师引导学生从常识出发，预测文章内容和基本结 构，能够增强学生的文体和结构意识。
Step 2: Fast-reading.
1. Ask students to skim the passage to check out their assumptions about the structure of the text.( introduction--problems--solutions--significance)（3 minutes)
2. Ask students to read for key words in each paragraph: (para1: challenge; para2: proposal led to protests; para3: committee established; para4: brought together; para5: success; para6: spirit) ( 1 minute)
设计说明：学生带着验证预测的任务读取文章信息，使略读的方向明确，从而提高阅读 效率。让学生找出浓缩段落内容的段落关键词或短语，提高学生的概括能力。
Step 3: Detailed-reading.
1. Ask students to scan the text for numbers. Circle the numbers and guess what they mean. (time period, year, amount of money...) (1 minute)
2. Guide students to complete a mind map by working out a timeline.
Teacher asks: What do you think we shall put here as the main theme What aspect is mentioned frequently in the text (Yes, the time)
Teacher says: Now give you five minutes. Read and underline the information related to the time. Now follow me and fill in the blanks together.
3. Teacher asks: According to the mind map, can we clearly find out in what order the passage is organized (in the order of time); What is the text type of the passage (A narrative text).
4. Teacher asks: How can a timeline help us while reading （give us a clear picture of how the events happen；give us a better understanding of how the events are connected to each other；see the time it takes for events to happen）
2
5. Read for details about figures and complete Mind Map 2.
6. Teacher asks: What do these figures show us (They show us that it took a long time to finish the project. The project was so hard and cost a lot of money.) A lot of money was spent to protect the temples. Do you think it was worthwhile Why or why not (Students give their answers. Possible answer: It was worthwhile because their value is priceless as cultural heritage.)
7. Teacher asks: To ensure the success of the project, how many departments participated in it What did they do Ask students to draw mind map 3 and focus on verbs.
8. Teacher asks: Why do you think so many countries contributed funds and offered help to the Egyptian project (Because Egyptian history and relics are world-famous and are highly valued around the world as part of our shared cultural history.)
9. Teacher teaches reading skill: How can we draw a mind map while reading (We can draw mind maps by using key words like time, figures and verbs. A mind map can help us analyse a reading text better.)
设计说明：让学生在篇章结构预测和验证的基础上走进细节阅读，提取关键信息，并引 领学生采用构建思维导图的活动方式，将教科书中的一些任务和思考问题融汇其中，鼓励学 生依据自己对文本信息和信息之间逻辑关系的理解，梳理和呈现信息，学生绘制的信息结构
3
图体现学生对文本内容的理解，教师可以就一些细节（如文中数字）引导学生展开讨论，让 学生意识到阿斯旺大坝工程的艰巨，进而思考文化遗产保护的意义。
Step 4 Video clip watching.
1. Ask students to learn new words in the video clip first.(generate v.产生 hydroelectricity n.水力 发电 industrialize v.使工业化 submerge v.淹没 irreplaceable adj.不能替代的 salvage v.抢救
dismantle v.拆散 reassemble v.重新聚集)
2. Ask students to watch a video clip about Abu Simbel and the Aswan High Dam to understand further about the text.( 1 minute and 29 seconds)
设计说明：通过让学生观看与文章内容有关的短视频，学生对文章所讲事件有了更直观 的认识，加深了学生对文本内容的理解；同时补充了与该事件有关的词汇。
Step 5 Sharing of Readers’ reflections.
1. Ask students to discuss the questions concerning the project.
Question 1. Why is the project a great success (It led people to find ways to focus on economic development without causing damage to cultural relics. It helped countries to learn to work together to protect our cultural heritage.)
Question 2. How do you understand the sentence in the last paragraph “ The spirit of the Aswan Dam project is still alive today” (International cooperation and selfless contribution are still needed in cultural heritage protection. We should face challenges positively. We should seek for cooperation properly. We should make every effort to find out the solutions when facing problems.)
2. Help students realize that global community is very important by using some quotes. ( Chairman Xi Jinping calls on world powers to promote open, innovative and balanced development that benefits all countries. )
设计说明：让学生结合文本，超越文本，聚焦价值培育问题，引发学生思考。让学生关 注到世界各国在面对人类共同的文化遗产保护问题时无私奉献、精诚合作的壮举。
Step 6 Consolidation of the text.
1. Ask students to listen and review the text.
2. Ask students to fill in the blanks to complete the summary of the text.
（It is a big challenge to keep the balance between progress and the protection of cultural sites.
However big challenges can sometimes lead to great solutions. In the 1950s the Egyptian government wanted to build a new dam across the Nile but the proposal led to protests. Thus the government turned to the United Nations for help in 1959. A committee was established to help rescue the temples and cultural relics. In 1961 German engineers moved the first temple. Over the next 20 years thousands of engineers and workers from all over the world rescued 22 temples and countless cultural relics. When the project ended in 1980 it was considered a great success. It shows that the global community can sometimes provide a solution to a problem that seems too difficult for a single nation.）
设计说明：让学生通过听取全文，回顾和巩固文本内容；重现新词的使用。
Step 7 Assignment
1. Finish Exercise 5 on P5.
2.The passage has a good logic flow. How does the author achieve this Please analyse the passage and then answer the question. You can think from the following perspectives: ( 1) passage structure; (2) the connections between paragraphs; (3) the connections between sentences; (4) sentence building; (5) wording.
4
设计说明; 让学生思考下节课阅读内容，为下节课作准备。在下一节课将对该阅读的逻 辑关系（段落之间，句子之间等），及语言运用作进一步的分析和学习，同时延伸该阅读的 主题。
5