高中英语人教版 (2019)必修 第二册Unit 1 Cultural Heritage学案

2019新人教高中英语必修二Unit 1 Reading and Thinking

From Problems to Solutions学案

【学习目标】

1. To understand how a problem was solved.

2. To understand the value of protecting cultural heritage by teamwork and global community.

【学习重难点】

1. To understand the main information and text structure of the reading text.

2. To use the reading strategy “make a timeline” according to the appropriate text genre,

3. To clearly summarize the methods and processes of problem solving, and appreciate the necessity and significance of cultural relics protection,

【学习过程】

Part Ⅰ　Lead-in

Activity 1　Answer the following questions after watching a video.

1.What do you see in the video?

2.Do you want to know more about the problem?

Activity 2　Read the text and answer the questions below.

1.What is the main idea of each paragraph?

Para.1 _______________________________________________________________

Para.2 _______________________________________________________________

Para.3 _______________________________________________________________

Para.4 _______________________________________________________________

Para.5 _______________________________________________________________

Para.6 _______________________________________________________________

2.    How many parts can the text be divided into?What is the relationship between them?

    ______________________________________________________________________

Part Ⅱ　Analyzing the textual pattern

Activity 1　Read the first paragraph and tell me what purpose it carries.

______________________________________________________________________

Activity 2　Read the second paragraph and answer the following questions.

1.Why did the Egyptian government want to build a new dam?

___________________________________________________________________________

2.Did people support the proposal?Why (not)?

___________________________________________________________________________

3.What did the government do to deal with the problem?

____________________________________________________________________________

Activity 3　Read the third paragraph and answer the question.

What did the UN do to help protect the cultural relics?

_____________________________________________________________________________

Activity 4　Read the fourth paragraph and answer the questions.

1.Whom did the project brought together?

______________________________________________________________________________

2.How were the temples and other cultural sites saved?

______________________________________________________________________________

Activity 5　Read the fifth paragraph and answer the questions.

1.What was the result of the project?

______________________________________________________________________________

2.Why was it a success?

______________________________________________________________________________

Activity 6　Read the sixth paragraph and answer the questions.

1.What’s the spirit of the Aswan Dam project?

______________________________________________________________________________

2.Why did Egyptian turn to the UN for help?

______________________________________________________________________________

Activity 7　Study the text and complete the following mind map of the structure of the passage.

Part Ⅲ　Analyzing the situational context

语场(field):指发生的事或正在被谈论的事、进行的社会活动(what’s going on)。

语旨(tenor):指参加者的身份和他们之间的关系(the role of relationship in the situation in question)。

语式(mode):指语言在具体环境中所起的作用,是书面、口头的形式,是说明、评论还是劝说等(the means of communication)。

Activity 1　Writing order

Finish the timeline with the information from the text and tell me how the text is developed.

Thread:____________________________________________. 

Transition:__________________________________________. 

Therefore,the text is developed in 　　　　　　　order,and its purpose is to 　　　　　　　. 

Activity 2　Main idea

Based on the above analysis,we can find out the main idea of the text is about 　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　　. 

Activity 3　Relationship

What is the role of relationship involved in the text?

________________________________________________________________

Activity 4　Conclusion

Field:______________________________________________. 

Tenor:_____________________________________________. 

Mode:_____________________________________________. 

Part Ⅳ　

Pragmatic Analysis & Critical Thinking

Activity 1　Pragmatic Analysis

1.There are so many cultural relics to be rescued.When we rescue them and have problems,what can we learn from the passage?

___________________________________________________________________

2.Who do you think its target readers are?

___________________________________________________________________

Activity 2　Critical thinking

1.A lot of money was spent to protect the temples.Do you think it was worthwhile?Why?

____________________________________________________________________

2.Why do you think so many countries contributed funds and offered help to the Egyptian project?

_____________________________________________________________________

Part ⅤLanguage use—Group discussion

The Forbidden City is being badly damaged nowadays.With the help of the following pictures and the topic-related lexis in this passage,can you analyze the reasons and find out solutions to rescue it?

Reasons:_________________________________________________________________

Solutions:________________________________________________________________

Homework:

Review what we have learned and find out the key language points in the text.

参考答案

Part Ⅰ

Activity 1

1.The Egyptian government wanted to build a new dam across the Nile but they met a big problem.Finally,they managed to solve the problem and built up the new dam.

2.Yes.

Activity 2

1.Para.1:To introduce the topic:keeping the balance between progress and the protection of cultural sites can be a big challenge.

Para.2:To introduce the problem:the contradiction between building a new dam and protecting the cultural heritage.

Para.3:Several things were done to make preparations for moving the temples.

Para.4:The ways they move the temples.

Para.5:To show the result.

Para.6:To tell us the significance.

2.The text can be divided into 3 parts,namely paragraph 1,paragraphs 2—5 and paragraph 6.The first part is to raise a general idea.Part two is providing a good example to prove this idea,and that is particular.Part three is the conclusion.

Part Ⅱ

Activity 1

To introduce the topic:keeping the balance between progress and the protection of cultural sites can be a big challenge.

Activity 2

1.To control floods,produce electricity and supply water to more farmers in the area.

2.No.The proposal led to protests,because water from the dam may damage a number of temples and destroy cultural relics.

3.They turned to the UN for help.

Activity 3

They established a committee,asked for contributions and raised funds.Experts investigated the issue,conducted several tests and then made a proposal.Finally,they signed a document.

Activity 4

1.It brought together governments and environmentalists from around the world.

2.Temples and other cultural sites were taken down piece by piece,and then moved and put back together again in a place where they were safe from the water.

Activity 5

1.It was considered a great success.

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.

Activity 6

1.The spirit is to prevent world cultural heritage sites from disappearing.

2.Because if a problem seems too difficult for a single nation,the global community can sometimes provide a solution.

Activity 7

Part Ⅲ

Activity 1

1959:The government asks the UN for help.

1960:The project starts.

1961:The first temple is moved.

Over the next 20 years:The temples and cultural relics are being rescued.

1980:The project is completed.

Thread:different time stages

Transition:the progress of rescuing the temples

Therefore,the text is developed in time order,and its purpose is to illustrate.

Activity 2

the rescue of the temples

Activity 3

The Egyptian government,the UN,together with governments and environmentalists from around the world.

Activity 4

Field:To tell readers the process of rescuing the temples.

Tenor:The Egyptian government,the UN,together with governments and environmentalists from around the world.

Mode:In chronological/time order and Problem-Solution Pattern.

Part Ⅴ

Activity 1

1.If the problem is too difficult for a single nation,we can turn to the global community for help.Cultural relics need the protection of the whole world.

2.Its target readers may be those who are interested in protecting cultural relics.

Activity 2

1.I think it was worthwhile to spend money on protecting the temples because their value is priceless in terms of cultural heritage.

2.I think that many countries helped because Egyptian history and relics are world-famous and are highly valued around the world as part of our shared cultural history.

Part Ⅵ

Reasons:It receives too many visitors;there are uncivilized behaviors such as scribbling on cultural relics,littering and so on.

Solutions:Calling on people to treasure the relics and travel in a civilized way;the government making laws;repairing it in time.