人教版（2019） 必修第二冊 Unit 1 Cultural Heritage Reading and Thinking教學(xué)設(shè)計（表格式）

TeachingPlan

Topic

B2Unit1ReadingandThinking:FromProblemsToSolutions

Grade:

Senior2

Analysesofteachingmaterials

ThepassagetitledFromProblemstoSolutionsmainlydiscusseshowaproblemwassolvedbasedonculturalheritageprotection,thatistosay,howtofindabalancebetweenpromotingeconomicdevelopmentandprotectingcultural

heritageisanurgentproblemtobesolved.Thearticledescribestheprocessofemergingandresolvingtheprobleminchronologicalorder.

Thefirstparagraphraisesthequestion:Findingandkeepingtherightbalancebetweenprogressandprotectionofculturalsitescanbeabigchallenge.ThesecondparagraphtellsthestoryoftheEgyptiangovernment'sdesiretobuildadamontheNiletocontrolfloods,hydropowerandfarms,butthismaydo

damagetopreciousculturalheritagesuchastheTempleofAbuSimbel.

Therefore,theEgyptiangovernmentturnedtoUnitedNationsforhelpand

startedthebigprojectofheritageprotection.Thethirdandfourthparagraphsnarratetheprocessofsolvingtheproblem.Aftermorethan20yearsofefforts,aspecialcommitteeincludinggovernments,environmentalistsandscientists

finallymovedtheculturalheritageandculturalrelicssuccessfullytoasafeplaceforpreservation.Paragraph5and6describetheresultsofproblemsolvingandthegreatsignificanceofthisculturalheritageprotectionprojectrespectively.

AnalysisofStudents

ThisarticleistaughttothestudentswhostudyinthefirstyearofhighschoolwithamediumlevelofEnglishandeagertoacceptnewknowledge.After

listeningclass,moststudentshaveacertainunderstandingandlanguage

accumulationoftheculturalheritageanditsprotection.Beside,thestudentscanreadarticleswhichhaveclearstructure.Therefore,itisnotdifficultforstudentstosortoutthedevelopmentprocessofeventsaccordingtothetimeline.

Teaching

Objectives

Afterlearningthislesson,studentsareexpectedto:

1.Masterthemaininformationandstructureofthereadingtext.

2.Usethereadingstrategytomakeatimelineaccordingtotheappropriatetextdescription.

3.Identifyhowaproblemwassolvedandexpressviewsaboutculturalheritageprotection

4.Understandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity.

Important&DifficultPoints:

1.Guidestudentstopayattentiontoreadingskills,suchasprediction,self-questioningandscanning.

2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle.3.Leadstudentstounderstandthevalueofprotectingculturalheritagey

teamworkandglobalcommunity.

TeachingMethod

PWPTeachingMethods

Teachingaids:

Multi-media,blackboard

Type

Reading

Period:

40mins

TeachingProcedures

Steps

Activities

Justification

Leadin

ShowSssomepicturesofattractivespotsinEgyptandinviteSstotakepartintheguessinggame.

(Pyramid/Sphinx/Mummy/AbuSimbelTemples)

Playavideoaboutthebackgroundofthetextandaskssanswertwoquestions:

1.Whatdoyouthinkoftheseculturalrelics?

2.Howwouldyoufeelifwelosealltheculturalrelics?

Ss'background

knowledgeabout

culturalheritageandculturalheritage

protectionwillbe

activatedthrough

watchingthevideo

clipandtheninspiresstothinkabout

howtheywillfeelwithoutcultural

heritage.

Pre-

Reading

Readthetitleandlookatthephotos.AskSstomakeapredictionaboutthepassageandtrytoraisetheir

questionsaboutthetitle.(Whatproblems?WhydidtheEgyptgovernmenthavesuchaproblem?Howdidthe

probleminfluenceEgyptians?)

Sscanroughlyinferfromthetitleand

picturesthatthisisahugeprojectto

protectculturalheritage.This

activityguidesSsto

setquestionsinadvanceandreadthepassage

purposefully.

WhileReading

1.Skimmingformainidea:

1)Readthetextandmatchthemainideaofeachparagraph.

2)GuideSstomakeoutthestructureofthepassage:introduction/solutions/spirit

2.Scanningfordetails:1)Part1-raiseaquestion

Whatdoesthephrase“bigchallenge”refertoinparal?WhatspecificproblemsdidEgyptiansmeet?

2)Part2-thesolutionstotheproblem

Asksstocompletethetimelinewithinformationfromthetext.

Fillintheblankformaccordingtothedetailsinpara3

Answerthequestionbasedonpara4and5:Whotookpartinthisproject?

Sswillunderstand

thebasiccontentofthearticleand

improvetheir

readingability,thatis,theycanreadthepassagequicklyandfindoutkey

informationtheyneed.

InstructSsto

quicklyfigureout

whatthe“problems”

referto.

HelpSssortoutimportantevents,processesandfinal

“solutions”for

culturalheritageprotectionbymeans

ofthetimeline.

Howwerethetemplesandotherculturalsitessaved?Howdoyouthinkoftheproject?

3)Part3-Inspiration

Findoutthesentencesshowingthesuccessofthisproject.(Appreciatethespirit)

Findoutthesentencesshowingthelessonsthisprojectgivesus.(Whatcansslearn)

ByappreciatingthespiritoftheAswanDam,Sswillbe

strengthenedtheawarenessof

international

cooperationand

establishthesenseofasharedfutureformankind.Sswillbeguidedtothinkandexpresstheir

understanding.

Post-

listening

Groupdiscussion:

Alotofmoneyandtimewerespentinprotectingculturalheritageallaroundtheworld.Doyouthinkitwas

worthwhileornot?

HelpSsi