2021学年Unit 1 Cultural Heritage精品教学设计

这是一份2021学年Unit 1 Cultural Heritage精品教学设计，文件包含Unit1CulturalHeritageReadingandThinking教案doc、Unit1CULTURALHERITAGE-ListeningandSpeakingListeningandTalking教案docx、Unit1CULTURALHERITAGE-DiscoveringUsefulStructure教案docx、Unit1CULTURALHERITAGE-ReadingandThinking教案docx、Unit1CULTURALHERITAGE-ReadingforWriting教案docx等5份教案配套教学资源，其中教案共24页， 欢迎下载使用。

文本简析
本单元阅读文本探讨的话题是：如何在促进经济发展与保护文化遗产之间寻求平衡，其目的在于引导学生在面临问题时应善于思考与分析，调动一切可以调动的力量来找到解决问题的方法和途径，并提升保护文化遗产的意识。
该文本是一篇说明文。全篇以20世纪60年代埃及政府欲兴建阿斯旺大坝却遭民众以保护文化遗产为由加以反对一事为例，按时间顺序阐述针对该问题所采取的一系列解决措施，最终得出“经济发展与文化遗产保护可以齐头并进，众人同心，不惧任何问题和困难”的结论。在教学过程中可利用时间轴，明确行文的逻辑；通过段落的内部结构解读推理判断文本的深层含义；理解利用列举具体案例支撑观点的策略，提升读写能力。
全文共六段，篇章结构为“总—分—总”，主体部分按照时间顺序展开。第一段提出：保持社会经济发展与文化遗产保护之间的恰当平衡是一个巨大的挑战；第二段提出：当人们面对巨大的挑战时，伟大的解决方案可能随之产生，并把兴建阿斯旺大坝时政府采取的方式和态度作为切入口，为下文做铺垫；第三、四、五段为读者呈现的是：为保证在兴建阿斯旺大坝的同时不破坏埃及诸多寺庙并顺利完好转移文物人们所做出的努力，包括成立专项工程委员会、募捐和签署相关文件等前期准备工作，投入巨大人力、物力和时间等具体工程实施工作，以及基于此成功案例达成的、可复制实施的共识；第六段紧扣主题，凸现了阿斯旺大坝精神的传承。
第1课时
一、教学内容
理解全文，重点研读文本第1—4段。
二、课时目标
1. 通过略读、扫读梳理全文的篇章结构，掌握文章主旨大意，理解如何通过合作在促进经济发展与保护文化遗产之间寻求平衡，解决现实问题。
2.通过解读句子、段落文字间的关联性，从抽象到具体，分析问题的本质，培养逻辑思维能力。
3.通过自主探究，理解、思考问题的解决方式，深入理解文本内涵，学习历史文化知识，培养逻辑思维能力、自主学习能力以及探究式学习能力。
4.通过研读文本，提升词块意识，识别语言特征，学习写作技巧。
三、教学过程
Activity 1：Activating backgrund infrmatin abut prtecting cultural heritage
本活动为实现课时目标1做铺垫。
1. Talk abut three pictures:
Picture 1: a black and white pht f Wuzhen in the past
Picture 2: a mdern twn with nly tall buildings
Picture 3: the present Wuzhen where cultural relics like the ancient buildings are well prtected.
Q1: D yu knw this ancient water twn？
Q2: Which d yu prefer， Picture 2 r Picture 3？
2. Fcus n the pening page f the unit.
Q1: What can yu see in the picture n the pening page？
Q2: Hw d yu understand the qutatin “Heritage is ur legacy frm the past， what we live with tday and what we pass n t future generatins. —Wrld Heritage Centre”？
3.Accrding t the title and pictures， cnsider what the reading passage is abut.
[设计意图]借助图片和单元名言等引出主题背景，激活学生已知信息；通过标题和图片，引导学生猜测文章内容，形成阅读期待。
Activity 2：Reading t figure ut the structure and the main idea
本活动旨在落实课时目标1。
Read and figure ut the structure f the passage.
Q1: Hw many parts can the passage be divided int？
Q2: What’s the main idea f each part？
Part 1（Paragraph 1） Intrductin: prblem；
Part 2（Paragraphs 2—5） Example: hw t slve the prblem；
Part 3（Paragraph 6） Cnclusin: slutin.
[设计意图]通过无干扰阅读，自主梳理文章基本结构，了解文章基本内容。
Activity 3：Reading t understand a prblem
本活动旨在落实课时目标1、2。
1. Read Paragraph 1 and answer the fllwing questins.
Q1: What is the prblem？
Q2: What’s the relatinship between the secnd sentence and the third sentence？
T: The secnd sentence mentins a prblem in sciety tday: ld things are being replaced by new things. The third sentence tries t find a slutin t this prblem.
2. Read Paragraph 2 and answer the fllwing questins.
Q1: What is the challenge mentined？
Finding and keeping the right balance between ____________________ and the prtectin f _____________________.
Q2: Why did the Egyptian gvernment make a prpsal t build a dam acrss the Nile？
Q3: The prpsal led t prtests. Judging frm the cntext， what des “prtests” mean？ Why wuld the prpsal lead t prtests？
Q4: Why wuld the building f the dam damage the temples and the cultural relics？
[设计意图]从抽象到具体，层层分析问题是什么，使学生进一步理解文章主旨，并在此过程中设置任务，引导学生分析句子关系、段落联系，猜测词义，思考句子背后的含义。
Activity 4：Explring hw the prblem was slved
本活动旨在落实课时目标1、3。
1.Read part 2 （Paragraphs 2—5）. Write several questins fr yur partner abut hw the prblem was slved in Egypt. Pay attentin t the timeline when writing.
T: The students must wrk in pairs， and sme students can stand up t ask and answer their questins in frnt f the class. （The teacher can ask sme mre questins based n the students’ questins and answers.）
Example （part f the activity）:
S1: Wh did the Egyptian gvernment turn t fr help？
S2: The gvernment turned t the United Natins fr help.
T: Why did the Egyptian gvernment turn t the United Natins fr help？
S1: Because the UN had the funds and technlgy.
T: Why did the UN have the funds and technlgy？
S3: Because cuntries all ver the wrld had jined the UN， s they culd prvide funds and technlgy by making effrts tgether.
2.Review the whle prcess f hw the prblem was slved with the help f the timeline.
Q:What des the “prject” mean here？
[设计意图]通过自主阅读、自主问答，及利用时间线厘清思路等方式，培养学生进行独立思考的习惯和方式；在这个过程中，教师通过适时追问，帮助学生更深刻地理解文本内涵、事件本质，由浅入深进行探究、思考，提升学生的思维品质。
Activity 5：Reading t learn the writing techniques
本活动旨在落实课时目标4。
1.Read abut the preparatin wrk that started befre the prject in Paragraph 3.
Q1.What d yu think f the preparatin wrk？
Q2.Hw did the authr describe the preparatin wrk？ （Pay attentin t the verb phrases.）
2.Read abut mving the temples and relics in Paragraph 4.
Q1.What d yu think f the mving wrk and rescue effrts？
Q2.Hw did the authr describe the prcess？ （List numbers t shw hw demanding the prcess was.）
[设计意图]通过提问方式，让学生对修建大坝所做的准备和搬迁工作有具体的了解，并阐述个人的看法；在阅读过程中，提示学生关注与主题内容相关的动词词块和数字，引导学生在了解文本内容的同时，学习其写作技巧。
Assignment
1.Review the passage and draw a mind map f it.
2.Finish Exercise 5 n Page 5 f the Student’s Bk.
【设计意图】 通过思维导图梳理篇章结构，帮助学生有效、整体地掌握文本主体内容；完成练习5，检验和帮助学生复习巩固课文词汇。
第2课时
一、教学内容
研读文本第5—6段，并讨论经济发展与文化保护的平衡点。
二、课时目标
1.通过复习和研读文本，再次理解和思考发展、保护、合作的意义和启示，了解文化保护组织的作用。
2.通过情境模拟及自主问答，运用、巩固、内化所学语言和文化知识。
3.通过小组活动，合作、探究、思考、评价和展示学生对保护各国文化遗产采取的措施和成果的看法，提升语言表达能力，提高批判性和创造性思维能力。
三、教学过程
Activity 1: Reviewing what has been learnt
本活动为实现课时目标1做铺垫。
1.Check the answers t Exercise 5 n Page 5.
2.Create a mind map n the blackbard with the teacher.
3.One student shuld present their hmewrk mind map n a screen， and explain hw it wrks.
[设计意图]通过课后练习讲解和板书，与学生共建思维导图以及呈现学生思维导图作业等方式使学生巩固和内化语言，并进一步理解文本的内涵与精神。
Activity 2: Reading t understand the spirit f the prject
本活动旨在落实课时目标1。
1.Read abut the success f the prject in Paragraph 5.
Q:What can yu learn frm the success f the prject？
T:Thrugh cperatin， thugh we can't preserve everything， we are able t find a balance between prgress and prtectin.
2.Read the cnclusin f the passage in Paragraph 6 carefully and answer the fllwing questins.
Q1:What des “spirit” mean in the first sentence f Paragraph 6？
Q2:What is UNESCO？ （United Natins Educatinal， Scientific， and Cultural Organisatin）
Q3:Why des the authr say the best example is UNESCO？
T:UNESCO runs a prgramme which prevents wrld cultural heritage sites arund the wrld frm disappearing， and it represents the effrts f the glbal cmmunity.
[设计意图]通过层层设问，引导学生思考和表达对文保工程精神和内涵的理解和启示，以及UNESCO的工作对这种精神的体现。
Activity 3: Rleplaying sme turists and a tur guide
本活动旨在落实课时目标2。
Grup wrk—Ask and answer.
Situatin: Suppse yu are all in Egypt visiting the Temple f Abu Simbel， and ne f the grup is a lcal tur guide. The visitrs shuld ask questins abut the mving and recnstructin f the temple. The guide shuld answer the questins.
T: First，wrk in grups f fur， and then ne f the guides will be invited t answer questins frm the whle class. Turists shuld ask plitely abut the reasns fr mving it， the prcess， the spirit f the prject， and s n.
Example （Part f the asking and answering activity）:
S1（Turist）: D yu think the mving and recnstructin did harm t the temple？
S2（Guide）: N. As we can see tday， it was nt seriusly damaged by the mving， and it still tells us the stry f thusands f years ag. T mve these cultural relics， the gvernment and internatinal cmmittee had t make great effrts. The activity brught tgether experts frm all ver the wrld. They prepared in advance and mved everything very carefully. By ding s， these priceless relics were rescued.
T: Are yu satisfied with the guide’s answer？ （Students make cmments.） Yes， very much. The guide tld us that the cmmittee prepared in advance and mved the temple carefully.
T: D yu still remember the detailed prcess？（Review the cntent and language with the help f the ntes n the blackbard.）
We cannt deny that， during the prcess， sme f the relics might have been damaged and culd nt be recvered cmpletely， but everyne tried their best.
[设计意图]通过模拟在阿布辛贝神庙旅游的情境，进行角色扮演活动以内化所学文化和语言知识，加深对文本的理解，培养逻辑思维能力。
Activity 4：Thinking critically abut the cntent f the passage
本活动旨在落实课时目标3。
The issue: A lt f mney was spent in prtecting the temples in the prject， even mre than building the dam. D yu think it was wrthwhile？ Why r why nt？
Discuss the issue in grups f fur. Write dwn yur pinins and prepare fr a presentatin. Tw r three students will be invited t the frnt t share their pinins.
[设计意图]通过小组合作、探讨和展示活动，进行思维碰撞，并鼓励学生根据自己所获知识和自身的认识进行个人观点陈述，培养其批判性思维能力。
Activity 5: Discussing the success f Wuzhen in balancing prgress and prtectin
本活动旨在落实课时目标3。
The issue: Wuzhen is said t be a successful example f the prtectin and develpment f ancient waterside twns. In what ways is it successful？ D yu have any suggestins t prtect its future？
Wrk in grups f fur， write dwn yur ideas， and prepare fr a presentatin. Tw r three students will be invited t the frnt t share their pinins.
[设计意图]通过小组合作探讨，让学生对一个具体、熟悉的地方的发展和文化保护的成功之处进行描述，并对未来发展提出进一步建议，锻炼学生的语言表达能力和思维能力。
Assignment
1. Underline the three sentences that yu like best in the passage， either because f the language r the meaning， and try t recite them.
2. Search fr mre infrmatin after class and write a letter t yur pen friend Tm in America， intrducing Wuzhen’s success in prtecting its cultural heritage whilst develping its ecnmy. Use the language and writing techniques that were learnt in the passage.
[设计意图]通过寻找活动，让学生再次品读文本内容并学习语言；通过信息搜索和写信活动，锻炼学生信息查找、筛选、组织、构思和表达等能力。