人教版（2019）必修 第一册Unit 1 Teenage life Reading and Thinking 2 教案

Teaching Plan ofUnit 1 Cultural Heritage
Reading and Thinking (2)
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
第二课时：先引导学生加深对文章结构/信息和语言的理解，再分析课文主题意义，最 后将文章传递的精神价值用于解决新的问题，实现迁移运用。具体包括以下目标：
让学生复述，进一步加深对文章结构/信息和语言的理解；
通过读后思考，让学生能够联系篇章结构/意义与主旨，理解在文化遗产保护中，各国 之间的支持与协助是值得称颂的；
通过小组项目活动，让学生进一步思考在生活中如何切实参与到文化遗产保护的行动中， 并认识到自己在世界文化遗产保护中额使命和责任。
教学思路
活动 1 是两节课之间的过渡，通过短文填空温习重点词汇，并探讨新闻报道的文本特征，为 本单元写作任务打下伏笔；活动 2 引领学生关注文章的逻辑发展及语言特征，在段落与段落 之间，句子与句子之间，以及词语的表达效果上都由很好的思维体现，让学生们关注内容结 构和语言特点；活动 3 是项目活动，学生在阿斯旺大坝工程的启发下，深入思考文化遗产的 保护方法，并探索保护长城的可行方案。长城由于它悠久的历史和在中国文化中的重要地位 受到人们的关注。学生对长城也有一定的了解，现在在长城的保护上面临问题，同学们可以 想到什么办法可以保护它呢？通过将上节课学习的 Aswan Dam 解决问题的办法应用在长城 问题的解决，促进学生思维能力的提升，培养学生的批判性思维能力和迁移应用的能力。
Ⅳ.教学过程
第二课时：
Activity1: Complete the activity.
1. Ask students to exchange their answers to Activity5 on Page5.
2. Check the answers together.
3. Draw students’ attention to the genre of writing by asking the following questions:
This text and the reading text has a similar topic but they are different in terms of genre. What kind of writing is it (one is a news report, the other is an exposition)
1
How do you know that (from the title, date, place and details, the structure and etc)
Complete the news report with the correct forms of the words in the box. Then suggest a suitable title.
Cairo, 16 March, 1956
In a speech today, a scientist gave her view on the new . She said that is
important and our area needs economic as well. But she added, “we should not
accept the project if it puts our cultural in danger. We must protect the
and make sure that no is done. “ Before she ended her speech, the scientist suggested
that we need to a committee of experts to the cultural heritage and
it from being harmed.
(key: proposal, progress, development, heritage, temples, damage, establish, prevent, preserve) 点拨词汇记忆技巧 Tips: try to consolidate your words in lexical chunks（词块）or context(语境） Complete the news report with the correct forms of the words in the box. Then suggest a suitable title. （聚焦在如何写出标题，从哪些角度入手）
______________________________________
Cairo, 16 March, 1956
In a speech today, a scientist gave her view on the new proposal. She said that progress is important and our area needs economic development as well. But she added, “we should not accept the project if it puts our cultural heritage in danger. We must protect the temples and make sure that no damage is done. “ Before she ended her speech, the scientist suggested that we need to establish a committee of experts to preserve the cultural heritage and prevent it from being harmed.
The function of the lead (导语）sentence
tells readers the most important information
(解题步骤：从日期和标题看出文章的体裁，这是一篇新闻报道，根据新闻报道的特点，第 一句话是句子的导语，它应该能概况整篇文章的内容，给出文章最重要的信息 。结合 a Scientist, progress, heritage 等关键词，得出标题 ： Scientist says progress shouldn’t damage heritage)
设计说明：通过短文填空引导学生进一步加深对文本信息、结构和语言的理解，同时教师要 引领学生关注文章的文本特征， 为本单元的写作任务做好铺垫。
Activity2: Understand the logic
The passage has a good logic flow. How does the author achieve this You can analyze the passage from the following three parts: passage structure, the connections between paragraphs and sentences
What is the structure of this passage How are the paragraphs connected How are the sentences connected
1)What is the structure of this passage
Problems: hard to keep a balance; build a dam vs damage temples& cultural heritage
Solutions: turn to UN for help; cooperate with other countries; take down piece by piece, then move and put them back together
Significance: success; global community; team spirit
2) How are the paragraphs connected
2
The repetition of words such as big challenges, work, project.. Contrary words such as however..
Rhetorical sentence patterns(修饰性的句子）such as : …… a time when the old must give way to the new.
....found a path to the future … …
3) How are the sentences connected
General –specific (总分关系） the topic sentence , supporting sentences Adversative relation(转折系）however, but …
Continuous relation(承接关系）after, then, finally … Progressive relation(递进关系）not only…but also …
设计说明：学生能够直观地感觉到文章行文的逻辑性，但这种直观感受通常不够深刻，不足 以让学生学以致用。引领学生关注文章的逻辑发展及语言特征，在段落与段落之间，句子与 句子之间，以及词语的表达效果上都由很好的思维体现，让学生们关注内容结构和语言特点。 语言欣赏活动的主要目的是引领学生深度思考作者的写作技巧，从语言的视角审视和分析文 本。经常训练，不仅可以提高学生理解、欣赏文本的水平，还有助于加强学生的布局谋篇、 锤词炼句的意识，提高写作能力。
Activity3: Thinking critically Debate
A lot of money was spent to protect the temples.Do you think it was worthwhile, why or why not
I think it was worthwhile to spend money on protecting the temples. The reasons are as
follows:………priceless /unique/ can’t be replaced/a link to our past and history
I don’t think it was worthwhile to spend money on protecting the temples. The reasons are as
follows:………too expensive/take us a lot of time and energy …
Activity4: Language focus
Explain difficult words, phrases, sentences in the reading passage.
1)There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future.
2)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.
There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future.(教材原句 P4）
新旧更替的时代已经到来，在走向未来的过程中我们不可能将过去的一切保存下来。 preserve
These 18 oil paintings are preserved so well that the visitors are greatly amazed.( 作动词， 意为“保护；保留)
China will do everything to preserve world peace.( 作动词，表示“维持 ”) Etosha is one of the world’s greatest wildlife preserves.( 作名词，保护区)
There comes a time when... 为完全倒装句式 ，该句式的构成特点为“ 地点副词+谓语动词+ 主语 ”，其中的 when 引导的是定语从句，修饰 a time, 句式翻译为 “ ….. 的时刻到来，总 有…. 的时候 ”。
例句 There comes a time when you need to make your own decision. 总有你要为自己抉择的时候
3
活学活用
1.Tell the meaning of words in different contexts.
The mountain was a nature preserve with no hunting allowed.
The committee was set up to preserve endangered species from extinction. 2.Translate the sentences
you have to fight for what you want.
总有你必须为你想要的而奋斗的时候。(There comes a time when)
you have to be alone.
总有那么一个时候你只能一个人呆着。(There comes a time when)
2) 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.（教材原句 P4)
The word “path” must have some figurative meaning,
“a path to the future” means a new way to develop.
“ run over” means causing damage to cultural heritage..
本句的意思是，这些国家不仅找到了一条不以牺牲古迹为代价的未来之路，而且明白了多个 国家合作创造美好未来的可能性
归纳总结：这是一个由 not only…but also …引导的并列句。 not only…but also…….连接两个句子时：
1）当 not only 位于句首时, 句子的前面部分要倒装，后面一个句子不倒装，结构为 not only +助动词/情态动词+主语+谓语的其它部分，but also+句子。
2）若连接的两个成分作主语, 其谓语的单复数通常与靠近的主语保持一致
例句：Not only do the smartphones take up our valuable time, but also do great harm to our health.
Not only I but also Mary and Mark are fond of reading novels.
活学活用
(学生们不仅仅是每天准时上学),but also
they work very hard.( key:Not only do we come to school on time every day)
设计说明：讲解、练习本篇文章的难点语法句，提高学生分析应用语言的能力，掌握语言知 识。
Activity5 Complete the project
1.Do you think the Aswan Dam project provides a good solution to the problem of cultural heritage protection Why or why not （ Yes, when a problem between progress and the protection of cultural heritage seems too difficult for a single nation , the global community can sometimes provide a solution.）
2. Watch a video clip about the Great wall and summarize what problems should be solved if we want to protect the great wall well
4
设计说明：
文化遗产保护过程中要解决的问题不仅是保护与发展的平衡问题， 阿斯旺大坝工程的经验 只能为文化遗产的保护工作提供一种思路。本活动旨在鼓励学生从实际出发，结合所学知识， 深入思考文化遗产保护的合理办法，并结合中国北京的八达岭长城工程这一具体事例，学以 致用，深入思考文化遗产的保护方法，从而进一步思考自己在生活中应该如何参与到文化遗 产保护的行动中，不仅保护好我们的物质文化遗产，也为我们珍贵的非物质文化遗产出一份 力，肩负起作为年轻人对文化遗产保护和发扬光大的责任。
Homework
1. Underline three sentences that you like best in the passage either because of the language, the meaning and try to recite them.
2. Write an article introducing some problems that the Great Wallis facing, your solutions to the problems and the advantages of your solutions.
5