Unit 1 Cultural Heritage（Reading and Thinking）教案.doc

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1、Unit 1 Cultural HeritageReading and Thinking: From Problems to Solutions 教案文本简析本单元阅读文本探讨的话题是：如何在促进经济发展与保护文化遗产之间寻求平衡，其目的在于引导学生在面临问题时应善于思考与分析，调动一切可以调动的力量来找到解决问题的方法和途径，并提升保护文化遗产的意识。该文本是一篇说明文。全篇以20世纪60年代埃及政府欲兴建阿斯旺大坝却遭民众以保护文化遗产为由加以反对一事为例，按时间顺序阐述针对该问题所采取的一系列解决措施，最终得出“经济发展与文化遗产保护可以齐头并进，众人同心，不惧任何问题和困难”的结论。在

2、教学过程中可利用时间轴，明确行文的逻辑；通过段落的内部结构解读推理判断文本的深层含义；理解利用列举具体案例支撑观点的策略，提升读写能力。全文共六段，篇章结构为“总分总”，主体部分按照时间顺序展开。第一段提出：保持社会经济发展与文化遗产保护之间的恰当平衡是一个巨大的挑战；第二段提出：当人们面对巨大的挑战时，伟大的解决方案可能随之产生，并把兴建阿斯旺大坝时政府采取的方式和态度作为切入口，为下文做铺垫；第三、四、五段为读者呈现的是：为保证在兴建阿斯旺大坝的同时不破坏埃及诸多寺庙并顺利完好转移文物人们所做出的努力，包括成立专项工程委员会、募捐和签署相关文件等前期准备工作，投入巨大人力、物力和时间等具体

3、工程实施工作，以及基于此成功案例达成的、可复制实施的共识；第六段紧扣主题，凸现了阿斯旺大坝精神的传承。第1课时一、教学内容理解全文，重点研读文本第14段。二、课时目标1. 通过略读、扫读梳理全文的篇章结构，掌握文章主旨大意，理解如何通过合作在促进经济发展与保护文化遗产之间寻求平衡，解决现实问题。2.通过解读句子、段落文字间的关联性，从抽象到具体，分析问题的本质，培养逻辑思维能力。3.通过自主探究，理解、思考问题的解决方式，深入理解文本内涵，学习历史文化知识，培养逻辑思维能力、自主学习能力以及探究式学习能力。4.通过研读文本，提升词块意识，识别语言特征，学习写作技巧。三、教学过程Activity

4、 1：Activating background information about protecting cultural heritage本活动为实现课时目标1做铺垫。1. Talk about three pictures:Picture 1: a black and white photo of Wuzhen in the pastPicture 2: a modern town with only tall buildingsPicture 3: the present Wuzhen where cultural relics like the ancient buildings a

5、re well protected.Q1: Do you know this ancient water town？Q2: Which do you prefer， Picture 2 or Picture 3？2. Focus on the opening page of the unit.Q1: What can you see in the picture on the opening page？Q2: How do you understand the quotation “Heritage is our legacy from the past， what we live with

6、today and what we pass on to future generations. World Heritage Centre”？3.According to the title and pictures， consider what the reading passage is about.设计意图借助图片和单元名言等引出主题背景，激活学生已知信息；通过标题和图片，引导学生猜测文章内容，形成阅读期待。Activity 2：Reading to figure out the structure and the main idea本活动旨在落实课时目标1。Read and figu

7、re out the structure of the passage.Q1: How many parts can the passage be divided into？Q2: Whats the main idea of each part？Part 1（Paragraph 1） Introduction: problem；Part 2（Paragraphs 25） Example: how to solve the problem；Part 3（Paragraph 6） Conclusion: solution.设计意图通过无干扰阅读，自主梳理文章基本结构，了解文章基本内容。Activ

8、ity 3：Reading to understand a problem本活动旨在落实课时目标1、2。1. Read Paragraph 1 and answer the following questions.Q1: What is the problem？Q2: Whats the relationship between the second sentence and the third sentence？T: The second sentence mentions a problem in society today: old things are being replaced b

9、y new things. The third sentence tries to find a solution to this problem.2. Read Paragraph 2 and answer the following questions.Q1: What is the challenge mentioned？Finding and keeping the right balance between _ and the protection of _.Q2: Why did the Egyptian government make a proposal to build a

10、dam across the Nile？Q3: The proposal led to protests. Judging from the context， what does “protests” mean？ Why would the proposal lead to protests？Q4: Why would the building of the dam damage the temples and the cultural relics？设计意图从抽象到具体，层层分析问题是什么，使学生进一步理解文章主旨，并在此过程中设置任务，引导学生分析句子关系、段落联系，猜测词义，思考句子背后

11、的含义。Activity 4：Exploring how the problem was solved本活动旨在落实课时目标1、3。1.Read part 2 （Paragraphs 25）. Write several questions for your partner about how the problem was solved in Egypt. Pay attention to the timeline when writing.T: The students must work in pairs， and some students can stand up to ask an

12、d answer their questions in front of the class. （The teacher can ask some more questions based on the students questions and answers.）Example （part of the activity）:S1: Who did the Egyptian government turn to for help？S2: The government turned to the United Nations for help.T: Why did the Egyptian g

13、overnment turn to the United Nations for help？S1: Because the UN had the funds and technology.T: Why did the UN have the funds and technology？S3: Because countries all over the world had joined the UN， so they could provide funds and technology by making efforts together.2.Review the whole process o

14、f how the problem was solved with the help of the timeline.Q:What does the “project” mean here？设计意图通过自主阅读、自主问答，及利用时间线厘清思路等方式，培养学生进行独立思考的习惯和方式；在这个过程中，教师通过适时追问，帮助学生更深刻地理解文本内涵、事件本质，由浅入深进行探究、思考，提升学生的思维品质。Activity 5：Reading to learn the writing techniques本活动旨在落实课时目标4。1.Read about the preparation work tha

15、t started before the project in Paragraph 3.Q1.What do you think of the preparation work？Q2.How did the author describe the preparation work？ （Pay attention to the verb phrases.）2.Read about moving the temples and relics in Paragraph 4.Q1.What do you think of the moving work and rescue efforts？Q2.Ho

16、w did the author describe the process？ （List numbers to show how demanding the process was.）设计意图通过提问方式，让学生对修建大坝所做的准备和搬迁工作有具体的了解，并阐述个人的看法；在阅读过程中，提示学生关注与主题内容相关的动词词块和数字，引导学生在了解文本内容的同时，学习其写作技巧。Assignment1.Review the passage and draw a mind map of it.2.Finish Exercise 5 on Page 5 of the Students Book.【设计

17、意图】 通过思维导图梳理篇章结构，帮助学生有效、整体地掌握文本主体内容；完成练习5，检验和帮助学生复习巩固课文词汇。第2课时一、教学内容研读文本第56段，并讨论经济发展与文化保护的平衡点。二、课时目标1.通过复习和研读文本，再次理解和思考发展、保护、合作的意义和启示，了解文化保护组织的作用。2.通过情境模拟及自主问答，运用、巩固、内化所学语言和文化知识。3.通过小组活动，合作、探究、思考、评价和展示学生对保护各国文化遗产采取的措施和成果的看法，提升语言表达能力，提高批判性和创造性思维能力。三、教学过程Activity 1: Reviewing what has been learnt本活动为实

18、现课时目标1做铺垫。1.Check the answers to Exercise 5 on Page 5.2.Create a mind map on the blackboard with the teacher.3.One student should present their homework mind map on a screen， and explain how it works.设计意图通过课后练习讲解和板书，与学生共建思维导图以及呈现学生思维导图作业等方式使学生巩固和内化语言，并进一步理解文本的内涵与精神。Activity 2: Reading to understand

19、the spirit of the project本活动旨在落实课时目标1。1.Read about the success of the project in Paragraph 5.Q:What can you learn from the success of the project？T:Through cooperation， though we cant preserve everything， we are able to find a balance between progress and protection.2.Read the conclusion of the pass

20、age in Paragraph 6 carefully and answer the following questions.Q1:What does “spirit” mean in the first sentence of Paragraph 6？Q2:What is UNESCO？ （United Nations Educational， Scientific， and Cultural Organisation）Q3:Why does the author say the best example is UNESCO？T:UNESCO runs a programme which

21、prevents world cultural heritage sites around the world from disappearing， and it represents the efforts of the global community.设计意图通过层层设问，引导学生思考和表达对文保工程精神和内涵的理解和启示，以及UNESCO的工作对这种精神的体现。Activity 3: Roleplaying some tourists and a tour guide本活动旨在落实课时目标2。Group workAsk and answer.Situation: Suppose you

22、 are all in Egypt visiting the Temple of Abu Simbel， and one of the group is a local tour guide. The visitors should ask questions about the moving and reconstruction of the temple. The guide should answer the questions.T: First，work in groups of four， and then one of the guides will be invited to a

23、nswer questions from the whole class. Tourists should ask politely about the reasons for moving it， the process， the spirit of the project， and so on.Example （Part of the asking and answering activity）:S1（Tourist）: Do you think the moving and reconstruction did harm to the temple？S2（Guide）: No. As w

24、e can see today， it was not seriously damaged by the moving， and it still tells us the story of thousands of years ago. To move these cultural relics， the government and international committee had to make great efforts. The activity brought together experts from all over the world. They prepared in

25、 advance and moved everything very carefully. By doing so， these priceless relics were rescued.T: Are you satisfied with the guides answer？ （Students make comments.） Yes， very much. The guide told us that the committee prepared in advance and moved the temple carefully.T: Do you still remember the d

26、etailed process？（Review the content and language with the help of the notes on the blackboard.）We cannot deny that， during the process， some of the relics might have been damaged and could not be recovered completely， but everyone tried their best.设计意图通过模拟在阿布辛贝神庙旅游的情境，进行角色扮演活动以内化所学文化和语言知识，加深对文本的理解，培

27、养逻辑思维能力。Activity 4：Thinking critically about the content of the passage本活动旨在落实课时目标3。The issue: A lot of money was spent in protecting the temples in the project， even more than building the dam. Do you think it was worthwhile？ Why or why not？Discuss the issue in groups of four. Write down your opini

28、ons and prepare for a presentation. Two or three students will be invited to the front to share their opinions.设计意图通过小组合作、探讨和展示活动，进行思维碰撞，并鼓励学生根据自己所获知识和自身的认识进行个人观点陈述，培养其批判性思维能力。Activity 5: Discussing the success of Wuzhen in balancing progress and protection本活动旨在落实课时目标3。The issue: Wuzhen is said to b

29、e a successful example of the protection and development of ancient waterside towns. In what ways is it successful？ Do you have any suggestions to protect its future？Work in groups of four， write down your ideas， and prepare for a presentation. Two or three students will be invited to the front to s

30、hare their opinions.设计意图通过小组合作探讨，让学生对一个具体、熟悉的地方的发展和文化保护的成功之处进行描述，并对未来发展提出进一步建议，锻炼学生的语言表达能力和思维能力。Assignment1. Underline the three sentences that you like best in the passage， either because of the language or the meaning， and try to recite them.2. Search for more information after class and write a letter to your pen friend Tom in America， introducing Wuzhens success in protecting its cultural heritage whilst developing its economy. Use the language and writing techniques that were learnt in the passage.设计意图通过寻找活动，让学生再次品读文本内容并学习语言；通过信息搜索和写信活动，锻炼学生信息查找、筛选、组织、构思和表达等能力。