Unit 1 Cultural Heritage Reading and Thinking 教学设计-2023-2024学年高中英语人教版（2019）必修第二册

Teaching Plan Topic: B2 Unit 1 Reading and Thinking：From Problems To Solutions Grade: Senior 2 Analyses of teaching materials The passage titled From Problems to Solutionsmainly discusses how a problem was solved based on cultural heritage protection, that is to say, how to find a balance between promoting economic development and protecting cultural heritage is an urgent problem to be solved. The article describes the process of emerging and resolving the problem in chronological order. The first paragraph raises the question: Finding and keeping the right balance between progress and protection of cultural sites can be a big challenge. The second paragraph tells the story of the Egyptian government’s desire to build a dam on the Nile to control floods, hydropower and farms, but this may do damage to precious cultural heritage such as the Temple of Abu Simbel. Therefore, the Egyptian government turned to United Nations for help and started the big project of heritage protection. The third and fourth paragraphs narrate the process of solving the problem. After more than 20 years of efforts, a special committee including governments, environmentalists and scientists finally moved the cultural heritage and cultural relics successfully to a safe place for preservation. Paragraph 5 and 6 describe the results of problem solving and the great significance of this cultural heritage protection project respectively. Analysis of Students This article is taught to the students who study in the first year of high school with a medium level of English and eager to accept new knowledge. After listening class, most students have a certain understanding and language accumulation of the cultural heritage and its protection. Beside, the students can read articles which have clear structure. Therefore, it is not difficult for students to sort out the development process of events according to the timeline. Teaching Objectives After learning this lesson, students are expected to: 1. Master the main information and structure of the reading text. 2. Use the reading strategy to make a timeline according to the appropriate text description. 3. Identify how a problem was solved and express views about cultural heritage protection. 4. Understand the value of protecting cultural heritage by teamwork and global community. Important ＆Difficult Points: 1. Guide students to pay attention to reading skills, 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 y teamwork and global community. Teaching Method PWP Teaching Methods Teaching aids: Multi-media, blackboard Type Reading Period: 40mins Teaching Procedures Steps Activities Justification Lead in Show Ss some pictures of attractive spots in Egypt and invite Ss to take part in the guessing game. (Pyramid/ Sphinx/ Mummy/ Abu Simbel Temples) Play a video about the background of the text and ask ss answer two questions： 1. What do you think of these cultural relics? 2. How would you feel if we lose all the cultural relics? Ss’ background knowledge about cultural heritage and cultural heritage protection will be activated through watching the video clip and then inspire ss to think about how they will feel without cultural heritage. Pre- Reading Read the title and look at the photos. Ask Ss to make a prediction about the passage and try to raise their questions about the title. (What problems? Why did the Egypt government have such a problem? How did the problem influence Egyptians?) Ss can roughly infer from the title and pictures that this is a huge project to protect cultural heritage. This activity guides Ss to set questions in advance and read the passage purposefully. While Reading 1. Skimming for main idea: 1) Read the text and match the main idea of each paragraph. 2) Guide Ss to make out the structure of the passage; introduction/solutions/ spirit 2. Scanning for details: 1) Part 1-raise a question What does the phrase “big challenge” refer to in para1? What specific problems did Egyptians meet? 2) Part 2-the solutions to the problem Ask ss to complete the timeline with information from the text. Fill in the blank form according to the details in para3. Answer the question based on para4 and 5: Who took part in this project? How were the temples and other cultural sites saved? How do you think of the project? 3) Part 3-Inspiration Find out the sentences showing the success of this project. (Appreciate the spirit) Find out the sentences showing the lessons this project gives us.(What can ss learn) Ss will understand the basic content of the article and improve their reading ability, that is, they can read the passage quickly and find out key information they need. Instruct Ss to quickly figure out what the “problems” refer to. Help Ss sort out important events, processes and final “solutions” for cultural heritage protection by means of the timeline. By appreciating the spirit of the Aswan Dam, Ss will be strengthened the awareness of international cooperation and establish the sense of a shared future for mankind. Ss will be guided to think and express their understanding. Post- reading Group discussion: A lot of money and time were spent in protecting cultural heritage all around the world. Do you think it was worthwhile or not? Help Ss internalize language and express their views. Guide students to further explore the necessity of cultural heritage protection and the significance of multinational cooperation to solve problems. Summary and assignment Invite a student to do a summary of the whole reading class. Homework: 1. Search more examples of China’s cultural heritage protection and write a relative articles. 2. Draw a mind map according to the passage, and try to retell the passage with it. Help Ss to summarize the general development of events according to the timeline, and cultivate students’ ability to search more information. 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 学科网（北京）股份有限公司 $$