人教版（2019）必修 第二册Unit 1 Cultural Heritage Reading and Thinking教学设计（表格式）
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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（表格式） |
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| 文件大小 | 26.9KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2025-12-01 00:00:00 | ||
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From Problems to Solutions教学设计
课题 BOOK2 Unit1 Cultural Heritage From Problems to Solutions 课型 Reading and Thinking 授课人
教学模式 “一二三四五”教学模式 课时安排 45分钟 授课班级
教学目标 By the end of this period, students will: understand the main information and structure of the reading text, and analyze the problems about the protection of cultural heritage, the process and the solution. (Language ability) make a timeline and develop reading strategies to understand the main content of the article by analyzing the time clues. (Learning ability) recognize that the protection of cultural heritage requires the joint efforts of the whole society, and consider how to participate in the action of cultural heritage protection in daily life. (Cultural awareness) learn to objectively and rationally analyze various problems about cultural heritage protection, propose reasonable solutions, and cultivate critical thinking and innovative thinking ability. (Thinking capacity)
教学重点 Help students understand the main information and structure of the reading text. Guide students to use reading strategies of "making a timeline".
教学难点 Guide students to summarize the processes of solving problem, and explain the necessity and significance of cultural heritage protection.
Teaching procedure
Activities The teacher’s activities The students’ activities
Activity 1: Daily presentation Good afternoon, everyone! Today’s presentation is a word competition. You need to choose correct meaning of each word. Anyone want to compete Two students to do the seewo game of word competition.
Activity 2: Leading in Q1: Having stepped into senior high school for several days, what was the biggest problem in your life Q2: How did you solve the problem Q3: Who helped you solve the problem T：Yes, sometimes we need to ask who is good at or who is professional, who is expert, and they can help us to solve the problem. Q4: When did you solve it Q5: Why did you choose this solution T: Maybe all of you have your specific, your personal problems and we can generalize, summarize them as adaptation to new life. Two students are asked to share their experiences and answer the series of questions.
Activity 3: Predicting T: Today we will learn a passage to know more stories about problems. Please read the title together. Look at the title and the two pictures. Can you have a guess What will be talked about in this passage Students: What was the problem How to solve the problem Maybe it is about Egyptian cultural heritage.
Q: What else do you want to explore in the passage Students may raise several questions. What was the general problem What was the specific problem How was the problem solved When was the problem solved Who participated in solving the problem Why did they choose this solution
Activity 4: Reading Read for structure T: Let’s read the passage and try to answer the questions that we raised. First, read for structure. Please look through the whole passage and match the main idea of each paragraph. Topic sentences will help you a lot. Look through the whole passage and match the key words with the paragraph. Paragraph 1: challenge Paragraph 2: proposal led to protests Paragraph 3: committee established Paragraph 4: brought together Paragraph 5: success Paragraph 6: spirit One student shows the answer based on the seewo game.
Read for details T: Next, we will scan for details. According to the main idea of each paragraph, please figure out the general problem in para.1 and the specific problem in para.2. T: Let’s read the text again for timeline and participants. It’s a group work for you. Group 1-4, scan the text for numbers and make a timeline on your textbook P5. Group5-8, scan the text for participants. Usually, the participants are the subjects of sentences. And then try to sort them out. T: Yes, there were so many people and countries working together. Why did so many countries work together and offer help to the Egyptian project Group 1-4, read para.1 to find the general problem. The general problem is: Finding and keeping the right balance between progress and the protection of cultural sites. Group 5-8, read para.2 to find the specific problem. The specific problem is: The Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But it would likely damage Egypt’s cultural heritage. (Group work) Group1-4: Scan the text for numbers and make a timeline. 1950s: The Egyptian government’s proposal, building a new dam across the Nile, led to protests. 1950: The government asks the UN for help. 1960: The project stars. 1961: The first temple is moved. Over the next 20 years: The temples and cultural relics are being rescued. 1980: The project is completed. Group5-8: Scan the text for participants and sort them out. the Egyptian government, the scientists, citizens, the United Nations, A committee, The group, the international community, Experts, different departments, governments, environmentalists, German engineers, thousands of engineers and workers, Fifty countries They are individuals, experts, groups, organizations, governments, countries, international society. Students: Because the problems were difficult for a single nation. Because Egyptian cultural relics are valuable. They are important for the whole world, instead of just one country. We can learn history and culture from them.
Activity 5: Generalizing T: After analyzing the Egyptian project, can we figure out a general solution to solving a problem Review the text, focus on para.2-4 and try to find out some verb-object phrases in about a general solution. Students: Define a problem→Investigate the issue→Conduct several tests→Make a proposal→Divide the problem→Solve the problem
Activity 6: Debating T: While reading, we noticed a lot of money were spent in protecting temples. Do you think it was worthwhile Let’s prepare for a debate. Anyone want to be our host T: Very good, I’m so proud of you. All of you thought very logically and critically. We realized that we should keep right balance between economic progress and protection of cultural sites. Some of you mentioned disadvantages of the project. Actually, there were regrets of moving temples. Let’s have a lecture to know more information of the project. T: So we can see, sometimes problems lead us to solutions, while some solutions will create new problems. After class, please do more research and think about how to solve the problems that the project has created. Students stand up to choose their own teams and have a discussion in their own team. Then there is a debate with a student host. The two teams take turns expressing their ideas. Student Host: We will have two team. Team A: It was worthwhile. Team B: It was not worthwhile. Now, please stand up. Team A on the right. Team B on the left. Choose one team and find a seat. Discuss in your own team. Write down your ideas on your student’s sheet. Five minutes later, we will have a debate. Today, we will have a debate on “Is it worthwhile to protect cultural heritage ” Team A: It was worthwhile. Team B: It was not worthwhile. Let’s debate! Team A goes first. ... So the winner is … We should …. Thanks for your participation. Students watch an AI video about the regret of moving temples: the change of the Sun Festival.
Activity 7: Transferring and applying T: One thing is sure. We should always keep the right balance between the old and the new. This also reminds me of a place in our hometown, Xianyang. Xianyang Laojie was built in the Hongwu period of the Ming Dynasty, with rich historical and cultural connotations, attracting many tourists at home and abroad. But the traffic of Xianyang Laojie is terrible. It's hard for people to park or drive through. Do you think it’s a good idea to tear down Xianyang Laojie and the old buildings there If not, then why And how can we find out the solution Free talk.
Activity 8: Assessing and reflecting T: What did you learn in this class T: Now, please assess yourself and your partners according to the table and mark a score. Free talk. (self-assessing) (self-assessing and peer assessing) 1. Can you understand the main information and structure of the text 2. Did you grasp reading skills to make a timeline or sort out participants 3. Did you take an active part in group works during the class 4. Did you realize the importance of protecting cultural heritage 5. Did you realize that we should work together to protect cultural heritage 6. Will you try your best to protect cultural heritage in my daily life.
Homework Text review. There comes a time when the old must _____________(屈服于) the new. To destroy or to _____________ (保护), it’s worth thinking. ________ (keep) the right balance between progress and the protection of cultural relics can be a ________(history) challenge. In the 1950s, the Egyptian government _________(attempt) to build a new dam across the Nile to make ________ (contribute) to the native economics, which _______(导致) a number of protests who were_________ (prevent) this _______ (提议) happening. The government turned ____ the United Nations for help. Then a committee ______________ (establish) to _____(限制) damage to the Egyptian buildings. Finally a ___________(文件)was signed, and the __________(创新性的) work began in 1960. The project asked for funds from different departments within the international community and experts investigated the issue, __________ (开展)several tests and then seek a balance. When the project ended in 1980, it was _________ (值得的) to _______(促进) the economic development. (give way to, preserve, Keeping, historical, attempted, contributions, led to, preventing, proposal, to, was established, limit, document, creative, conducted, worthwhile, promote) In response to the problems of Xianyang Laojie, do some research, collect useful information and then form a group of Model Hearing（模拟听证会）, developing your own solutions.
Blackboard design 左边黑板是天平图案，关键词为课文标题、经济发展（图片为阿斯旺大坝）、保护文化遗产（图片为阿布辛贝神庙）、合作。 右边黑板展示学生总结出的解决问题的通用方法步骤。
Teaching reflection
3
课题 BOOK2 Unit1 Cultural Heritage From Problems to Solutions 课型 Reading and Thinking 授课人
教学模式 “一二三四五”教学模式 课时安排 45分钟 授课班级
教学目标 By the end of this period, students will: understand the main information and structure of the reading text, and analyze the problems about the protection of cultural heritage, the process and the solution. (Language ability) make a timeline and develop reading strategies to understand the main content of the article by analyzing the time clues. (Learning ability) recognize that the protection of cultural heritage requires the joint efforts of the whole society, and consider how to participate in the action of cultural heritage protection in daily life. (Cultural awareness) learn to objectively and rationally analyze various problems about cultural heritage protection, propose reasonable solutions, and cultivate critical thinking and innovative thinking ability. (Thinking capacity)
教学重点 Help students understand the main information and structure of the reading text. Guide students to use reading strategies of "making a timeline".
教学难点 Guide students to summarize the processes of solving problem, and explain the necessity and significance of cultural heritage protection.
Teaching procedure
Activities The teacher’s activities The students’ activities
Activity 1: Daily presentation Good afternoon, everyone! Today’s presentation is a word competition. You need to choose correct meaning of each word. Anyone want to compete Two students to do the seewo game of word competition.
Activity 2: Leading in Q1: Having stepped into senior high school for several days, what was the biggest problem in your life Q2: How did you solve the problem Q3: Who helped you solve the problem T：Yes, sometimes we need to ask who is good at or who is professional, who is expert, and they can help us to solve the problem. Q4: When did you solve it Q5: Why did you choose this solution T: Maybe all of you have your specific, your personal problems and we can generalize, summarize them as adaptation to new life. Two students are asked to share their experiences and answer the series of questions.
Activity 3: Predicting T: Today we will learn a passage to know more stories about problems. Please read the title together. Look at the title and the two pictures. Can you have a guess What will be talked about in this passage Students: What was the problem How to solve the problem Maybe it is about Egyptian cultural heritage.
Q: What else do you want to explore in the passage Students may raise several questions. What was the general problem What was the specific problem How was the problem solved When was the problem solved Who participated in solving the problem Why did they choose this solution
Activity 4: Reading Read for structure T: Let’s read the passage and try to answer the questions that we raised. First, read for structure. Please look through the whole passage and match the main idea of each paragraph. Topic sentences will help you a lot. Look through the whole passage and match the key words with the paragraph. Paragraph 1: challenge Paragraph 2: proposal led to protests Paragraph 3: committee established Paragraph 4: brought together Paragraph 5: success Paragraph 6: spirit One student shows the answer based on the seewo game.
Read for details T: Next, we will scan for details. According to the main idea of each paragraph, please figure out the general problem in para.1 and the specific problem in para.2. T: Let’s read the text again for timeline and participants. It’s a group work for you. Group 1-4, scan the text for numbers and make a timeline on your textbook P5. Group5-8, scan the text for participants. Usually, the participants are the subjects of sentences. And then try to sort them out. T: Yes, there were so many people and countries working together. Why did so many countries work together and offer help to the Egyptian project Group 1-4, read para.1 to find the general problem. The general problem is: Finding and keeping the right balance between progress and the protection of cultural sites. Group 5-8, read para.2 to find the specific problem. The specific problem is: The Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But it would likely damage Egypt’s cultural heritage. (Group work) Group1-4: Scan the text for numbers and make a timeline. 1950s: The Egyptian government’s proposal, building a new dam across the Nile, led to protests. 1950: The government asks the UN for help. 1960: The project stars. 1961: The first temple is moved. Over the next 20 years: The temples and cultural relics are being rescued. 1980: The project is completed. Group5-8: Scan the text for participants and sort them out. the Egyptian government, the scientists, citizens, the United Nations, A committee, The group, the international community, Experts, different departments, governments, environmentalists, German engineers, thousands of engineers and workers, Fifty countries They are individuals, experts, groups, organizations, governments, countries, international society. Students: Because the problems were difficult for a single nation. Because Egyptian cultural relics are valuable. They are important for the whole world, instead of just one country. We can learn history and culture from them.
Activity 5: Generalizing T: After analyzing the Egyptian project, can we figure out a general solution to solving a problem Review the text, focus on para.2-4 and try to find out some verb-object phrases in about a general solution. Students: Define a problem→Investigate the issue→Conduct several tests→Make a proposal→Divide the problem→Solve the problem
Activity 6: Debating T: While reading, we noticed a lot of money were spent in protecting temples. Do you think it was worthwhile Let’s prepare for a debate. Anyone want to be our host T: Very good, I’m so proud of you. All of you thought very logically and critically. We realized that we should keep right balance between economic progress and protection of cultural sites. Some of you mentioned disadvantages of the project. Actually, there were regrets of moving temples. Let’s have a lecture to know more information of the project. T: So we can see, sometimes problems lead us to solutions, while some solutions will create new problems. After class, please do more research and think about how to solve the problems that the project has created. Students stand up to choose their own teams and have a discussion in their own team. Then there is a debate with a student host. The two teams take turns expressing their ideas. Student Host: We will have two team. Team A: It was worthwhile. Team B: It was not worthwhile. Now, please stand up. Team A on the right. Team B on the left. Choose one team and find a seat. Discuss in your own team. Write down your ideas on your student’s sheet. Five minutes later, we will have a debate. Today, we will have a debate on “Is it worthwhile to protect cultural heritage ” Team A: It was worthwhile. Team B: It was not worthwhile. Let’s debate! Team A goes first. ... So the winner is … We should …. Thanks for your participation. Students watch an AI video about the regret of moving temples: the change of the Sun Festival.
Activity 7: Transferring and applying T: One thing is sure. We should always keep the right balance between the old and the new. This also reminds me of a place in our hometown, Xianyang. Xianyang Laojie was built in the Hongwu period of the Ming Dynasty, with rich historical and cultural connotations, attracting many tourists at home and abroad. But the traffic of Xianyang Laojie is terrible. It's hard for people to park or drive through. Do you think it’s a good idea to tear down Xianyang Laojie and the old buildings there If not, then why And how can we find out the solution Free talk.
Activity 8: Assessing and reflecting T: What did you learn in this class T: Now, please assess yourself and your partners according to the table and mark a score. Free talk. (self-assessing) (self-assessing and peer assessing) 1. Can you understand the main information and structure of the text 2. Did you grasp reading skills to make a timeline or sort out participants 3. Did you take an active part in group works during the class 4. Did you realize the importance of protecting cultural heritage 5. Did you realize that we should work together to protect cultural heritage 6. Will you try your best to protect cultural heritage in my daily life.
Homework Text review. There comes a time when the old must _____________(屈服于) the new. To destroy or to _____________ (保护), it’s worth thinking. ________ (keep) the right balance between progress and the protection of cultural relics can be a ________(history) challenge. In the 1950s, the Egyptian government _________(attempt) to build a new dam across the Nile to make ________ (contribute) to the native economics, which _______(导致) a number of protests who were_________ (prevent) this _______ (提议) happening. The government turned ____ the United Nations for help. Then a committee ______________ (establish) to _____(限制) damage to the Egyptian buildings. Finally a ___________(文件)was signed, and the __________(创新性的) work began in 1960. The project asked for funds from different departments within the international community and experts investigated the issue, __________ (开展)several tests and then seek a balance. When the project ended in 1980, it was _________ (值得的) to _______(促进) the economic development. (give way to, preserve, Keeping, historical, attempted, contributions, led to, preventing, proposal, to, was established, limit, document, creative, conducted, worthwhile, promote) In response to the problems of Xianyang Laojie, do some research, collect useful information and then form a group of Model Hearing（模拟听证会）, developing your own solutions.
Blackboard design 左边黑板是天平图案，关键词为课文标题、经济发展（图片为阿斯旺大坝）、保护文化遗产（图片为阿布辛贝神庙）、合作。 右边黑板展示学生总结出的解决问题的通用方法步骤。
Teaching reflection
3