Unit1CulturalHeritageReadingandThinking说课教案高中英语人教版

B2U1CulturalHeritageReadingandThinking说课稿B2U1CulturalHeritageReadingandThinkingFromproblemstosolutionsLearningobjectives:Bytheendofthisclass,youwillbeableto:1btheinformationandgetthemainideaandstructureofthecontext;2.outlinethestepsofsolvingtheproblemandmakeatimeline;3.improvetheawarenessofprotectingtheculturalrelics.Analysisofthetargetdevelopmentbasis1.【Analysisofcurriculumstandard】Culturalheritage

belongstothethemeof“PeopleandSociety’’.Itishopedthatstudentscanbinetheirknowledgeandinteresttothinkactivelyabouthowtoparticipateintheprotectionofculturalheritageand,putsforwardreasonablesolutions

objectivelyandrationallyandwriteanewsreportaboutapersonoragroupwhoworkstoprotectourculturalheritage.2.【Analysisofmaterial】ThislessonisareadingarticlethatintroducestheconstructionprocessofAswanDaminEgypt.Thisarticleintroducesthebalancebetweenculturalheritageandeconomicdevelopment,andintroducestheentireprocessofEgyptianAswanDamfromthedecisiontobuild,culturalheritageanddamconstructionconflicts,seekinginternationalhelp,andcooperatingtopletetherelocationofculturalheritageandthepletionofthedam.Thearticleisdevelopedaccordingtothetimesequenceoftheemergence,developmentandresolutionoftheproblem.Thekeywordsmainlyinvolvetheexpressionofculturalheritageandtheexpressionofsolutions,suchas:heritage,promote,application,proposal,protest,establish,mittee,etc.Thevalueorientationofthisarticleliesinthestudents'understandingoftheconstructionprocessofAswanDamthroughthestudyofthisarticle,anddiscussingthebalancebetweenlearningeconomicdevelopmentandculturalheritage.3.【Analysisofstudents

】Forstudentsofsenioroneinthisclass,theyhaveagoodfoundation,aseriousattitudetowardslearning,highenthusiasmforlearning.Studentshavebasicallyacquiredtheabilitytoobtaininformationinreading,andcananalyzeandinterpretsimpletexts.MostofthestudentshaveheardaboutmanypreciousculturalrelicsinEgypt,buttheyarenotveryclearaboutthespecifichistoryofAswanDam.TheydonothaveaprehensiveunderstandingoftheproblemsandsolutionsduringtheconstructionofAswanDam,andlackadeepunderstandingoftheimpliedenlightenment.Thistextcaneffectivelyarousetheirenthusiasmtospeakupandparticipateactively.Assessmenttask1.Studentscanskimthecontextandgetthemainideaofthepassage,thenanalyzethestructure.(Aimedatlearningobjective1,

thepurpose

istoevaluatewhetherstudentscanreadandunderstandthetextquickly,thenclearthestructure.)2.StudentscanreadthetextbythemselvesandfindtheconstructionprocessofAswanDaminEgypt.(Aimedatlearningobjective2,

thepurpose

istoevaluatestudents’individualreadingabilitiesandcooperationabilitiestosolveproblems.)3.Studentscanthinkabout

theimportanceoftheprotectionofculturalheritage.(Aimedatlearningobjective3,

thepurpose

istoevaluateifthestudentscanfullyunderstandthevalueoftheprotectionofculturalheritage.)TeachingprocedureStep1.LeadinShowavideoabouttheculturalheritageofancientEgyptandaworksheetaboutit

andtwopicturesoftheAswanDam.(The

purpose

isto

makethesshavethereadingexpectations.)Step2.PrereadingDirectsSstolookattwopicturesoftheAswanDamandthenletthestudentslookatthepicturesandthetitleinthetextbook.Thenasksthequestion:WhatcanyouinferfromthetitleabouttherelationshipbetweentheAswanDamandEgypt'sculturalheritage?(The

purpose

istocreateasituationandguidethestudentstoguesstherelationshipbetweenAswanDamandEgyptianculturalheritagethroughtheinformationinthetitle.)Step3.Whilereading1streadingformainideaReadthepassagequicklyandgetthemainideaofeachparagraph.(The

purposeistoteachstudentstofindoutthemainideaofthepassagebyreadingthroughthewholetext,thendividethetextintodifferentlevelsandsummarizethemainideaofeachpart.)2ndreadingfordetailsReadthepassagecarefullyandanswer:1)Whatdo“problems”refertoandwhatdo“solution”referto?2)Howdidthegovernmentsavetheculturalrelics?3)Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?(The

purpose

istoenablethestudentstograspallthedetailedinformationandunderstandthemeaningofthetopic.)3rd

readingformoredetailsProvidesablanktimelineontheboardandinvitesallthegroupstoaddmoreconcretedetailstopletetimeline.(The

purpose

istoenablethestudentsto

understandthecontentofthearticlebetteraccordingtothetimeclues.)Step4.

PostreadingAskSsaquestion:Asstudents,whatshouldwedotoprotectourculturalrelics?Andtheninvitesthreestudentstosharetheiranswer.(The

purpose

istosublimatetheme,transferinnovation,strengthenmoraleducation.)Step5.HomeworkImitatethewritingstyleandstructureofthisarticle,andwriteareportabouttheprotectionoftheculturalrelicaccordingtothetimelineabout80words.

(The

purpose

istoletstudentsunderstandthepassagefurtherandimprovetheirawarenessofprotectingculturalrelics.)新人教版必修二Unit1的主题是“CulturalHeritage”，其中“ReadingandThinking”部分旨在通过阅读，让学生了解文化遗产的重要性，以及如何保护和传承这些宝贵的人类财富。以下是关于这部分内容的说课内容：一、教材分析本单元围绕“文化遗产”这一主题，通过听、说、读、写等多种活动，让学生全面了解和认识文化遗产的价值和意义。其中，“ReadingandThinking”部分选取了一篇关于文化遗产保护的文章，旨在通过阅读，让学生了解文化遗产面临的威胁和挑战，以及我们应该如何采取措施来保护和传承这些宝贵的人类财富。二、教学目标1.知识目标：让学生了解文化遗产的定义、分类和价值，以及保护和传承文化遗产的重要性。2.能力目标：通过阅读文章，提高学生的阅读理解能力、分析问题和解决问题的能力，以及批判性思维能力。3.情感目标：培养学生对文化遗产的热爱和尊重，激发他们保护和传承文化遗产的责任感和使命感。三、教学重点与难点重点：通过阅读文章，让学生了解文化遗产的重要性和保护文化遗产的必要性。

难点：如何引导学生深入理解文章中的观点，以及如何将所学知识应用到实际生活中，为保护文化遗产贡献自己的力量。四、教学方法与手段1.教学方法：采用任务型教学法，通过阅读、讨论、小组合作等方式，引导学生主动参与课堂活动，提高他们的学习兴趣和积极性。2.教学手段：利用多媒体课件、图