第五章 第二节人教版必修二Unit I Cultural Heritage大单元整体教学设计；读思课-高中英语单元教学设计

　第五章 基于主题语境的高中英语大单元整体教学设计课例　 065 << 第二节  人教版必修二Unit 1 Cultural Heritage 大单元  整体教学设计：读思课 一、语篇材料 本节读思课的语篇材料选自人教版必修二 Unit 1 Cultural Heritage Reading 部分 的文章。 From Problems To Solutions Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it is not possible to preserve everything from our past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge. Big challenges, however, can sometimes lead to great solutions. In the 1950s, the Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But the proposal led to protests. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s cultural heritage. After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959. A committee was established to limit damage to the Egyptian buildings and prevent the loss of cultural relics. The group asked for contributions from different departments and raised funds within the international community. Experts investigated the issue, conducted several tests, and then made a proposal for how the buildings could be saved. Finally, a document was signed, and the work began in 1960. The project brought together governments and environmentalists from around the world. 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. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics. Fifty countries donated nearly $80 million to the project. >> 066 　高中英语单元教学设计　 When the project ended in 1980, it was considered a great success. 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. The spirit of the Aswan Dam project is still alive today. Perhaps the best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing. If a problem seems too difficult for a single nation, the global community can sometimes provide a solution. 二、教学设计 课题 Understand how a problem was solved 课型 高一读思课 上课教师 河北省石家庄市第二中学 王 ×× 背景 主题语境 人与社会 ：跨文化沟通，包容与合作 ； 物质与非物质文化遗产 语篇类型 记叙文 授课时长 40 分钟 文本分析 【What】（1）主题语境 ：人与社会中的“跨文化沟通，包容与合作”“物质与非物 质文化遗产”。（2）本文围绕“怎样解决问题”展开，讲述了在修建阿斯旺大坝 的过程中，文化遗产保护所面临的挑战和问题，以及解决过程和办法。 【Why】（1）写作意图 ：希望学生关注国际合作在问题解决过程中的关键作用， 重视文化遗产保护与社会经济发展的平衡与协调关系。（2）情感、态度、价值观： 鼓励学生积极面对挑战，善于合作，不断努力寻求解决问题的合理途径和方式。 【How】本文是一篇记叙事件发展过程的文本，作者按照时间顺序记叙了问题的 产生和解决过程 ：问题提出（第一段）— 问题分析（第二段）— 问题解决的过 程（第三、四段）— 问题解决的结果（第五段）— 意义与启示（第六段）。文章 条理清晰，按照时间线将问题的产生、解决过程及结果清晰地展现出来，有助于 学生了解文化遗产保护过程中问题的复杂性和艰巨性，认识到文化遗产保护需要 世界各国和全社会的共同努力，从而进一步思考自己在生活中如何切实参与文化 遗产保护行动。 学情分析 本节课的授课对象为高一学生，他们对文化遗产这一主题有一定了解，但并不深 入，大多数同学没有保护文化遗产的亲身经历。学生基本掌握本单元词汇，了解 时间轴和思维导图工具，有探索精神，并且能通过小组合作解决问题。但是也存 在一定问题 ：（1）文章较长，学生对文章整体结构的掌握有一定难度 ；（2）学生 需要深刻理解“阿斯旺大坝精神”。 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 067 << 教学目标 By the end of the class, the students will be able to: （1） understand how the problem of conserving cultural relics was solved. （2） create a mind map in groups to summarize the passage; （3）figure out an approach to solving a big problem in the world. 教学 重难点 重点 ： （1）帮助学生理解阅读文本的主要信息和篇章结构 ； （2）指导学生综合概括问题解决的方法和过程，阐述文物保护的必要性和重要意义。 难点 ： （1）在理解文章内容的基础上，分析作者的写作目的和意图 ； （2）鼓励学生开阔视野，从国际合作的角度思考和解决问题。 三、教学过程 Lead-in （1） Teacher (T) leads students (Ss) to think about the big problems in the world, e.g. the COVID-19, and arouses their interest in the solutions to it. （2）T asks Ss to predict the main content of the text based on the title and pictures on P4. 【设计意图】 创设情境，用社会热点问题—新型冠状病毒感染导入话题， 激发学生的兴趣，激活学生的背景知识，并让学生预测话题相关内容。 Task 1 Read for Structure T leads Ss to skim the text and summarize the main idea of each paragraph and then do the match work. Part 1(Para.1) The spirit of Aswan Dam Part 2(Para. 2 ～ 5) The balance between progress and protection Part 3(Para. 6) An example of solving the problem 【设计意图】引导学生通过文本和主题语句梳理主题结构，掌握并运用略 读的阅读策略。 续　表 >> 068 　高中英语单元教学设计　 Task 2 Complete the timeline T leads Ss to scan the text and complete the timeline with the information from the text.( 图 5-2) T guides Ss to pay attention to the numbers in the passage and conclude the purpose of applying them. 图 5-2　重要事件时间线 【设计意图】（1） 用时间线帮助学生梳理重要事件和过程，培养学生通过 梳理时间线索理解文章主要内容的能力。 （2）渗透寻读阅读策略，让学生快速浏览搜寻数字，关注年代、被保护 的庙宇数量、筹集资金数目等关键细节信息。通过思考作者使用这些数字的用 意，引导学生直观感受在修建阿斯旺大坝过程中，文化遗产保护所面临的挑战 之大。 Task 3 Save the Temple T designs a game “Save the Temple”, which works as follows: Firstly, Ss read the passage by themselves for 6 minutes and then finish the questions on the worksheets, which are related to the key events in different periods of the project. The questions are as follows:  1959: True or False （1）The new dam was to be built to supply water to more workers in the area. ( ) （2）The government took a series of steps to solve the problem. ( ) 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 069 <<  1960: What tasks had been done before the project started? _________ a committee _____________contributions ___________ the issue _________ a proposal __________ a document  1961: How was the first temple saved? __________________________________________________________________  1961—1980: A lot of money was spent to protect the temples. Do you think it was worthwhile? Why or why not? (List at least two reasons.) __________________________________________________________________  1980: Why was the Aswan Project considered a great success? __________________________________________________________________ Secondly, Ss are encouraged to pick one period and share their answers. Any student who can answer the questions correctly will get a “cheque” representing different face values which will be used to save the endangered temple. （图 5-3） 【设计意图】利用游戏的方式，激发学生的学习兴趣，引导学生根据获取 的文本信息，提取、判断、推理所给信息，进一步深入研读语篇，探究主题意 义。“支票”代表学生为保护文化遗产做出的努力和贡献，同时“支票”后面 的零散字母也为后面几个同学合作拼出“COOPERATION”埋下伏笔。 图 5-3  “拯救神庙”学生活动 Thirdly, when all the questions are finished, the temple will be moved to a safe place instead of being drowned in the water. Task 4 Make a mind map T shows Ss several types of mind maps and requires Ss to work in groups and create their own mind maps to organize the key elements of the passage within 8 minutes. For >> 070 　高中英语单元教学设计　 example, Ss can focus on the timeline, the organizations and people involved or the major events in the project. T invites several representatives of different teams to present their mind maps to the whole class with the help of the smart screen. T leads Ss to further think about the spirit of the Aswan Dam and asks the cheque holders to come to the front and write down the letters on the back of each cheque, which makes up a word—COOPERATION. 【设计意图】引导学生通过小组合作，深入研读语篇，再次梳理文章，推 理归纳并表述出“阿斯旺大坝精神”，进一步探究主题意义；鼓励学生积极参 与，勇于展示，并在此过程中培养团队协作精神，锤炼语言，培养创新思维和 批判性思维。 Task 5 Return to the beginning T leads Ss to reflect on the problem of COVID-19, which is posed at the very beginning of the class. After learning the passage, Ss can understand international cooperation is the key factor in solving a big problem, thus concluding that global cooperation can be a solution to the problem of COVID-19. 【设计意图】解读篇章结构和作者写作意图，鼓励学生运用所学知识思考 如何解决国际难题，培养学生的国际视野，坚定学生的文化自信。学生通过阿 斯旺大坝的例子，了解了国际合作在问题解决过程中的关键作用，现在通过引 导学生将所学内容进行迁移，提出解决新型冠状病毒感染的办法，不仅能深化 主题，还能让学生深刻体会作为中国人的文化自豪感。 Task 6 Reflection and homework （1）T guides Ss to fill in a learning log to help Ss have a self-assessment, which includes the major content of the passage, the skills they have learnt, what to do to protect the cultural heritage, how to solve the problems in their life and the questions they still have. （2）T assigns homework and asks Ss to work in groups to solve their questions in their learning logs. 　第五章 基于主题语境的高中英语大单元整体教学设计课例　 071 << 【设计意图】学生能够梳理、归纳、反思、评价本节课所学知识，从主题 理解、阅读技能、价值观念等方面进行巩固和提升。同时，鼓励学生将所学知 识迁移到自己的生活中，并利用本节课学到的合作精神，互帮互助，合作解决 问题。 四、教学反思 本节课基本达成了教学目标。课例使用新型冠状病毒感染问题，留给学生思考 空间，并在本节课的最后通过学生的思考和合作得出答案，不仅使学生深刻理解篇 章主题，还有利于学生坚定文化自信，培养学生的国际视野；“拯救神庙”的游戏能 较好地提高学生的积极性和课程活动参与度；思维导图的呈现不仅帮助学生梳理、 整合了文章内容，也锻炼了学生的表达能力和创新意识。但是，由于时间有限，只 能展示两组思维导图，其余小组没有得到机会展示。另外，“拯救神庙”的游戏，制 作比较简单，动画和规则都需要进一步改进，以更好地激发学生参与的兴趣。 五、板书设计 本节课的板书设计如图 5-4 所示。 From Problems to Solutions Part I: Problem Part II: Example Part III: Inspiration 1960 problems solutions 1959 1961 1961—1980 1980 COOPERATION 图 5-4　板书设计