Unit 1 Reading and Thinking 公开课+说课（ppt课件）-2022新人教版（2019）《高中英语》必修第二册.pptx

1、From Problems to SolutionsUnit 1 Cultural HeritageLead-inWhat comes first in your mind when talking about Egypt?pyramidsphinxmummyCleopatraLead-inWhat information has you got from this video?Pre-readingRead the title and look at the photos.What do you think the text is about?While-readingWhats the m

2、ain idea of the passage?Skim the text and find out:A.How the Egyptian government successfully solved the problem of building Aswan project.B.The project of Aswan Dam damaged some relics.C.It introduces cultural relics in Egypt.D.The Egyptian government turned to UN for help when in trouble.While-rea

3、dingWhile-reading Make a timelineMaking a timeline that shows when different events happened can help you understand how the events are connected to each other.1960 The project starts.Scan the text and make a timeline:While-readingComplete the timeline with the information from the textA.The project

4、 starts.B.The temples and cultural relics are being rescued.C.The project is completed.D.The first temple is moved.E.The government asks the UN for help.1960 The project starts.1959E1961D1961-1980B1980CWhile-readingRead the text carefully and answer questions:1.Why did the proposal lead to protests?

5、2.What did the government do with the problem?3.How did UN deal with this problem?4.How were the cultural relics saved?5.Why was the project regarded as a great success?While-readingRead the text and answer questions:1.Why did the proposal lead to protests?2.What did the government do with the probl

6、em?Read para.1-2 and answer questions:While-reading1.Why did the proposal lead to protests?preserving preserving cultural sitescultural sitesWater from the dam would likely damage a number of temples and destroy cultural relics that were an important of Egypts cultural heritage.developingdevelopinge

7、conomyeconomyWhile-readingThe government turned to the UN for help in 1959.2.What did the government do with the problem?While-readingRead the text and answer questions:3.How did UN deal with this problem?4.How were the cultural relics saved?5.Why was the project regarded as a great success?Read par

8、a.3-5 and answer questions:While-readingA committee was established to limit the damage to the Egyptian buildings and prevent the loss of cultural relics.department contributions raise fundsinternationally 010203 investigate the issue conduct several tests make a proposal sign a document3.How did UN

9、 deal with this problem?While-reading_piece by piece to other placestaken down moved_ togetherput back4.How were the cultural relics saved?While-reading 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 fo

10、r countries to work together to build a better tomorrow.Following Egypts example,the countries found a new way to develop economy and protect cultural relics,which could be possibly done through cooperation.5.Why was the project regarded as a great success?While-reading Read Paragraph 1,2 and 6,and

11、figure out what the writer wants to tell with this passage?Big challenges can sometimes lead to great solutions.If a problem seems too difficult for a single nation,the global community can sometimes provide a solution.The Spirit of the The Spirit of the Aswan Dam ProjectAswan Dam Project Does the w

12、riter mainly want to introduce the case of Aswan Dam with this passage?Post-reading1 15 54 42 2 the problemDefine the problem a solution the solution the results3 3 Water from the _ would likely _ a number of temples and _ cultural relics that were an important of Egypts _.A _ was established:_ cont

13、ributions _ funding investigating the issue conducting several _ _ in pieces _ to other places put back together making a _ signing a _The project was considered a great success.AnalyzeDevelopImplementEvaluatedamdamagedestroycultural heritagecommitteedepartmentinternationaltestsproposaldocumenttaken

14、 downmovedComplete the mind map and then retell.Post-readingDiscuss the questions below in groups.1.What were the solutions to the problem of building the Aswan Dam?2.A lot of money was spent to protect the temples.Do you think it was worthwhile?Why or why not?3.Why do you think so many countries co

15、ntributed funds and offered help to the Egyptian project?Post-reading1.What were the solutions to the problem of building the Aswan Dam?Post-reading2.A lot of money was spent to protect the temples.Do you think it was worthwhile?Why or why not?Post-reading3.Why do you think so many countries contrib

16、uted funds and offered help to the Egyptian project?Post-readingGroup work:Suppose you are members in Cultural Heritage Preservation Association.Now you need to write an article calling on people to protect cultural relics.Structure Ways Language features keep balance between.be established to.There

17、 comes a time when.It is(im)possible to.When.,it is/was considered.timelinenumbersPost-readingGroup work:Please give your score on your score sheet according to the group performance.评分细则评分细则分数（每项满分分数（每项满分1010分）分）G1G2G3G4G51.Is the cultural heritages introduction clear？2.Can you describe the problem

18、s and solutions clearly?3.Is the information specific and are the facts correct？4.Is the information arranged in a good order？(timeline?or other ways)5.Does the passage have a proper beginning and conclusion？6.Are there any grammar or spelling errors？总分Homeworkomework Draw your own mind map and sent

19、 it tomorrow.Share a message on your or your parents WeChat Circle to introduce a cultural heritage in our city and call on your friends to protect it.Then send it to our class group.You must use the structure or expressions we have learnt today.Thank you!说课Design ConceptTeaching ObjectivesTextbook

20、AnalysisStudents AnalysisKey and Difficult PointsReflectionTeaching ProceduresBlackboard WritingContentsKey competences are the concentrated expression of the educational value of the curriculum.The key competences of students in English courses include language competence,cultural awareness,qualiti

21、es of thinking and learning ability.Through activities such as learning and understanding,application and practice,transfer and innovation,etc.,teachers guide students to learn language knowledge and cultural knowledge in an integrated manner.English subject key competencesThe approach of activities

22、-based language learningDesign ConceptThe teaching design based on the activity view should be integrated and unified from the teaching goal,the teaching process and the assessment.Therefore,the alignment of teaching,learning and assessment will be achieved.And the implementation effect of the appro

23、ach of activities-based language learning will be ensured.TeaTeaching-learning-assessment hing-learning-assessment alignmentalignmentDesign ConceptTextbook AnalysisWhatTopicHuman and Society Material and intangible cultural heritageMain ContentsThis article uses the conflict between economic develop

24、ment and cultural relics protection as a clue to describe the solutions to the problem.During this process,readers can realize the importance of protecting cultural heritage and solving the problem cooperatively.WhyPurposeKnow how to achieve a balance between promoting economic development and prote

25、cting cultural heritage.Know how to analyze and solve problems through reading articles.Affective Value OrientationUnderstand the complexity and arduousness of problems in the process of cultural heritage protection and recognize the importance of international cooperation in the process of problem

26、solving.Textbook AnalysisHowTypeNarrativeStructuregeneral-specific-generalCharacteristic of languageThere are 17 new words appearing in this article,including nouns (balance,proposal,protest,committee,loss,contribution,department,fund,issue,document),verbs(establish,limit,prevent,investigate,conduct

27、,donate,disappear)to describe problems and solutions.The sentence patterns of this article are mainly compound sentences,including adverbial clauses(There come a time when the old must give way to the new.),attributive clauses(Water from the dam would likely damage a number of temples and destroy cu

28、ltural relics that were an important part of Egypts cultural heritage.)to describe the problems between economic development and protection of cultural relics and the process of solving them.Basic informationThe familiarity with the topicDifficulty of text languagePossible difficultiesThe first-year

29、 students of a high school who have a medium level of English.There are 40 students in class.They can express simple expressions in English and understand simple conversations.Most of the students have passive learning styles and poor autonomous learning ability.Students have never learned any Engli

30、sh articles about cultural heritage before.However,with the high emphasis by government on our countrys cultural heritage and the development of the Internet,students have been exposed to knowledge about cultural heritage in their lives,and also known some cultural heritages.The vocabulary in the te

31、xt is not difficult.There are some proper nouns in the text.Teachers need to guide students to notice and understand this kind of words.The difficulty of the sentences is average in this text.Students may not understand the relationship between the construction of Aswan Dam and the destruction of cu

32、ltural heritage.Some students may not understand the deep meaning of this part of the passage and teacher needs to guide students to pay attention to the point.Students AnalysisTeaching Objectives Obtain information related to cultural heritage protection(such as conflict between economic developmen

33、t and cultural relics protection,protection methods,etc.).Sort out and describe the structural characteristics of articles about describing problems(total score,total structure,time and data usage);At the end of this lesson,Ss will be able to:Sort out and integrate the process of protecting cultural

34、 heritage by drawing a timeline;Learning and understandingTeaching ObjectivesAt the end of this lesson,Ss will be able to:Describe the conflict between cultural heritage and economic development and the process of solving the problem with the help of mind map;Be aware of the importance of cultural h

35、eritage protection and the significance of international cooperation to solve problems by writing an article for the Cultural Heritage Preservation Association calling on people to protect cultural heritage.Application and practiceTransfer and innovationTeaching proceduresTeacher shows 4 pictures an

36、d a video about Egypt and asks Ss to make a prediction about this passage.Purpose:These activities can attract students interests in learning.Students background knowledge of this passage can be activated by predicting the text.Students curiosity about the text will also be stimulated.Teaching proce

37、duresTeacher asks students to skim for main idea and structure of the passage and scan the passage to complete the timeline.Purpose:Students can find out the structure of this passage with the guidance of teacher,which will help students know how to write a passage about describing problems and givi

38、ng solutions.Using timeline can help students sort out the development of the events and structure fragmented information.Teaching proceduresTeacher asks students to read the passage carefully and answer these questions.Purpose:These qustions are very logical,which is consistent with the cognitive p

39、rinciple of students.Using these logical questions can help students understand the detail information and the topic about the passage.Teaching proceduresTeacher asks students to complete the mind map and retell the passage.Then discussing these questions in groups.Purpose:The first activity can hel

40、p students analyze and understand the text in depth.Meanwhile,students can internalize the language knowledge they have learned before.The second activity can cultivate students higher order thinking,that is,the development of critical thinking.Teaching proceduresTeacher sets up a new context for st

41、udents to use the language and asks students to have a self-and peer-assessment.Then she assigns the homework.Purpose:Setting a new context can help students know how to use the knowledge they have learnt today in their daily life.Through writing,students will know the importance of cultural heritag

42、e protection and know how to describe a problem and give the solution.Assessments can help students realize their advantages and disadvantages and then improve themselves.Blackboard Writing The procedures are logic and conform with students cognitive development.Using mind to sort out the structure

43、and contents of passage.The new context is related closely to students real life.Using self and peer assessment to improve students themselves.The transfer and innovation activities are a little bit difficult for students.Teacher guidance is not enough here.The score sheet of self and peer assessment is not very specific and teacher should give examples to students.The questions are a liitle bit more.AdvantagesReflectionDisadvantages请批评指正！