（新教材）高中英语人教版（2019）必修二Unit 1 Reading and Thinking课件.pptx

1、Unit 1 Cultural Heritage Period 2 Reading and Thinking Title: From Problems to Solutions Unit 1 Cultural Heritage What will be talked about? Step 1: Prediction Unit 1 Cultural Heritage 翻译：从问题重重到迎刃而解 The text is about some problems about some cultural relics and the solutions to tackle the problems.

2、Title: From Problems to Solutions Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of the first fast reading: Read quickly and figure out the key words of each paragraph. 阅读技巧阅读技巧 仔细观察段首段尾：每段的首句和尾句一般是表达文章中的主题和中心思想的，各段 的段落大意往往概括在一个主题句中，其它的句子只是对主题句子的补充、说明、解 释或者引申。所以说应该仔细阅读好段落的开头和结尾。 Unit 1 Cul

3、tural Heritage Step 2: Fast reading tasks 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 Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of

4、 the second fast reading 1. Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. Wh

5、at can be learned from the Aswan Dam project? Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of the second fast reading 1.Why did the Egyptian government want to build a new dam in the 1950s? To benefit the area by control floods, producing electricity, and supplying water to more farmers

6、in the area. 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project? Unit 1 Cultural Heritage Step 2: Fast r

7、eading tasks Task of the second fast reading 1.Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? It will damage the cultural relics. 3. How did the government save the cultural relics? 4. Which one can describe the project? A.

8、Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project? Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of the second fast reading 1.Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to

9、protests? 3. How did the government save the cultural relics? By moving them to a safe place. 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project? Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of the

10、 second fast reading 1.Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What ca

11、n be learned from the Aswan Dam project? Unit 1 Cultural Heritage Step 2: Fast reading tasks Task of the second fast reading 1.Why did the Egyptian government want to build a new dam in the 1950s? 2. Why did the building of the dam lead to protests? 3. How did the government save the cultural relics

12、? 4. Which one can describe the project? A. Successful. B. Negative. C. Useless. D. Doubtful. 5. What can be learned from the Aswan Dam project? The cooperation can solve difficult problems. Unit 1 Cultural Heritage Read more carefully and answer the following questions. 1. What do “problems” refer

13、to and what do “solutions” refer to? Problems: locals protests against building a new dam across the Nile. Solutions: limit damage to the Egyptian buildings and prevent the loss of cultural relics. Step 3: Careful reading tasks Unit 1 Cultural Heritage Read more carefully and answer the following qu

14、estions. 2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many. Numbers: 1961; 20; 22; fifty; 80 Purpose: to make the information more concrete, and richer, and more importantly, to make it more persuasive and concise. Step 3: Carefu

15、l reading tasks Unit 1 Cultural Heritage Read more carefully and answer the following questions. 3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”? The project is so hard that it takes 20 years to finish it. Step

16、3: Careful reading tasks Unit 1 Cultural Heritage Read more carefully and answer the following questions. 4. What can you infer from “Fifty countries donated nearly 80 million to the project”? The project cost a lot of money. Mary countries participated in the rescue and it is their team work that h

17、as saved the temples. Step 3: Careful reading tasks Unit 1 Cultural Heritage Read more carefully and answer the following questions. 5. Before the building of the dam, what problems did the Nile river bring to the Egyptians? Floods and droughts; not enough electricity. Step 3: Careful reading tasks

18、Unit 1 Cultural Heritage Read more carefully and answer the following questions. 6. What words can you think of to describe the working process of the project? Hard, tough, complicated, amazing, excellent. Step 3: Careful reading tasks Unit 1 Cultural Heritage Divide the passage into three parts and

19、 get the main idea of each part. Step 4: Consolidation Unit 1 Cultural Heritage Part 1 (Paragraph 1) The introduction of the topic Keeping the right balance between progress and the protection of cultural sites is a big challenge. Step 4: Consolidation Unit 1 Cultural Heritage Economic development i

20、s 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 cha

21、llenge. 社会进步需要经济发展。新旧更替的时代已经带来，在走向未来的 过程中，我们不可能将过去的一切都保存下来。在发展与文化遗址 保护之间寻找恰当的平衡点，并加以保持，这可能是一项巨大的挑 战。 Unit 1 Cultural Heritage Part 2 (Paragraphs 2-5) The process of saving cultural relics Big challenges can sometimes lead to great solutions. The Egyptian government wanted to build a new dam, which w

22、ould damage many cultural relics. The government turned to the UN for help. Experts made a proposal for how to save cultural relics after a lot of efforts and the work began. Cultural relics were taken down and moved to a safe place. Countless cultural relics were rescued. The project was a success.

23、 Step 4: Consolidation Unit 1 Cultural Heritage 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 propo

24、sal led to protests. Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypts 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

25、 Nations for help in 1959. 然而，巨大的挑战有时会带来伟大的解决方案。20世纪50年代，埃及政府打算在尼罗河 上新建一座大坝，可以防洪、发电并为该地区更多的农民供水。但是，该提议引发了抗 议。因为大坝泄流很可能会损坏许多寺庙，摧毁一批文物，而这些文物是埃及文化遗产 的重要组成部分。在听取了研究该问题的科学家以及大坝附近居民的意见后，政府于 1959年向联合国求助。 Unit 1 Cultural Heritage A committee was established to limit damage to the Egyptian buildings and prev

26、ent 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, a

27、nd the work began in 1960. 委员会成立了，旨在减少对埃及建筑物的破坏和防止文物的损失。该委员 会要求各部门予以支持，并在国际范围内筹集资金。专家们经过调查研究， 多次测试，提出一个保住那些建筑的方案。最终，(埃及政府)签署了一份 文件，于1960年开始动工。 Unit 1 Cultural Heritage The project brought together governments and environmentalists from around the world. Temples and other cultural sites were taken do

28、wn 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

29、$80 million to the project. 该项目汇集了来自世界各地的政府机构和环保人士。寺庙和其他文化遗址被逐块 拆解，运至一个不受河水侵袭的安全地带。1961年，德国工程师搬迁了第一座 寺庙。在随后的20年里，成千上万的工程师和工人拯救了22座寺庙和不计其数 的文物。五十个国家向该项目捐赠了近8000万美元。 Unit 1 Cultural Heritage When the project ended in 1980, it was considered a great success. Not only had the countries found a path to t

30、he 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. 该项目于1980年完工，它被视为一个巨大的成功。这些国家不 仅找到了一条不以牺牲古迹为代价的未来发展之路，而且明白 了多个国家合作共创美好未来的可能性。 Unit 1 Cultural Heritage Part 3 (Paragraph 6) The summary of t

31、he text The global community can sometimes provide a solution to a difficult problem for a single nation. Step 4: Consolidation Unit 1 Cultural Heritage 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 c

32、ultural 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. 如今，阿斯旺水坝工程的精神尚存。也许最好的例子就是联合国教 科文组织，该组织开展了一项防止世界各地世界文化遗产消失的计 划。如果一个问题对木一个国家来说难度太大，那么国际社会有时 可为其提供一个解决方案。 Unit 1 Cultural Heritage 1. H

33、ow to deal with the construction and the protection of cultural relics? 2. As students, what should we do to protect our cultural relics? Step 5: Critical thinking Unit 1 Cultural Heritage 1. How to deal with the construction and the protection of cultural relics? I think although the construction i

34、s important, the government should also make an effort to protect the cultural relics. When they disappear, they wont come back and will lose their value. The government should keep the right balance between the construction and the protection of them. Step 5: Critical thinking Unit 1 Cultural Herit

35、age 2. As students, what should we do to protect our cultural relics? We should know more about cultural relics in our country and do something we can to protect the cultural relics. For example, we can spread the knowledge of cultural relics and promote the awareness of the protection of them. Step

36、 5: Critical thinking Unit 1 Cultural Heritage Summary IntroduceIntroduce thethe topictopic A A bigbig challengechallengethethe balancebalance betweenbetween progressprogress andand thethe protectionprotection ofof culturalcultural sitessites. . ListList thethe evidenceevidence In the 1950s the gove

37、rnment wanted to build a new dam. In 1959, the government asked the UN for help. In 1960, the project started/began. In 1961 the first temple was moved. Over the next twenty years, the temples and cultural relics were being rescued. In 1980, the project was completed/ended. ConclusionConclusion The spirit of the Aswan Dam project is still alive today. Unit 1 Cultural Heritage