人教版 (2019)必修 第二册Unit 1 Cultural Heritage教案设计

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

Analysis of the teaching materials:

This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.

Teaching aims:

1. Enable students to understand the main information and text structure of the reading text;

2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;

3. Enable students to understand how a problem was solved and express views about the cultural heritage protection and think critically.

4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;

Teaching key points:

1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.

2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style.

3. Lead students to understand the value of protecting cultural heritage by teamwork and global community.

Teaching difficult points:

1. Enable students to identify the text type and its language features.
2. Lead students to express views about the cultural heritage protection.

Step I Lead-in

Activity 1  Watching a video

To show a video about the Abu Simbel and the Aswan Dam to students and then let them fill in the blanks according to what they watch.

Build a__________across the Nile River.

There was a__________ ,though. And it was a big one.

The Abu Simbel was priceless in ancient _____________Keep it ancient_____________.

Suggested answers: dam; problem; temple; treasures.

Activity 2 Look at the title and the pictures, and then predict what the passage will be about.

Q: What will be talked about?

The text is mainly about some problems and solutions about the protection of the temples.

Step Ⅱ Analyzing the textual pattern

Activity 1 Read quickly and figure out the key words of each paragraph.

•     Paragraph 1: challenge

•     Paragraph 2: proposal led to protests

•     Paragraph 3: committee established 

•     Paragraph 4: brought together

•     Paragraph 5: success 

•     Paragraph 6: spirit

Activity 2 Read the first paragraph and tell me what purpose it carries.

_________________________________________________________

Suggested answer:

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

Activity 3 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？

__________________________________________________________

Suggested answers:

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 4 Read the third paragraph and answer the question.

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

____________________________________________________________

Suggested answer:

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 5 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?

_____________________________________________________________

Suggested answers:

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 6  Read the fifth paragraph and answer the questions.

1.    What was the result of the project?

____________________________________________________

2.    Why was it a success

____________________________________________________

Suggested answers:

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 7  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?

_____________________________________________________

Suggested answers:

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

2.Because if a problem seems too difficult for a single.

StepⅢ Analyzing the situational context.

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______________.

Activity2 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:____________________________________________________________

Suggested answers:

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.

Activity2  the rescue of the temples

Activity3  The Egyptian government, the UN, together with the 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.

Step 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?

_________________________________________________________________

Suggested answers:

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.

StepⅤsummary

The outline of the passage

StepⅥ Homework:

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