Unit 1 Cultural Heritage Period 2 Reading and Thinking From Problems to Solutions
Solutions: limit damage to the Egyptian buildings and prevent the loss of cultural relics.
The cooperation can solve difficult problems.
D. Doubtful.
Read more carefully and answer the following questions.
1. What do “problems” refer to and what do “solutions” refer to?
the (1)_p_r_o_te_c_t_io_n_ of cultural sites is a big challenge.
Part 2 (paragraphs 2-5) The process of (1)_s_a_v_in_g_ cultural relics
Part 3 (paragraph 6) The summary of the text
water to more farmers in the area.
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?
Title: From problems to solutions
·Big challenges can sometimes lead to great (2)_s_o_lu_t_i_o_n_s. ·The Egyptian government wanted to build a new dam, which would (3)_d_a_m_a_g_e_ many cultural relics. ·The government (4) _tu_r_n_e_d_t_o_the UN for help. ·Experts made a (5)p_r_o_p_o_s_a_l_ for how to save cultural relics after a lot of efforts and the work began. ·Cultural relics were (6) _ta_k_e_n_d_o_w__n_and moved to a safe place. ·Countless cultural relics were rescued. ·The project was a (7)_s_u_c_ce_s_s_.
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
The spirit of the Aswan Dam project is still alive today.
Purpose: to make the information more concrete, and richer, and more importantly, to make it more persuasive and concise.
3. What can you infer from “Over the next 20 ye and workers rescued 22 temples and countless cultural relics”?
The project is so hard that it takes 20 years to finish it.
4. What can you infer from “Fifty countries donated nearly 80 million to the project”?
The project cost a lot of money.
By moving them to a safe place.
4.Which one can describe the project?
A.Successful.
B. Negative. C. Useless.
5.What can be learned from the Aswan Dam project?
In the 1950s the government 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.
I think although the construction is important, the government should also make an effort to protect the cultural relics. When they disappear, they won’t come back and will lose their value. The government should keep the right balance between the construction and the protection of them.
Title: From problems to solutions
Keys: The text is about some problems about some cultural relics and the solutions to tackle the problems.
Read quickly and figure out 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
Mary countries participated in the rescue and it is their team work that has saved the temples.
5. Before the building of the dam, what problems did the Nile river bring to the Egyptians? Floods and droughts; not enough electricity. 6. What words can you think of to describe the working process of the project? Hard, tough, complicated, amazing, excellent.
Unit 1 Cultural Heritage Period 2 Reading and Thinking
From Problems to Solutions
Look at the two photos and the title, guess what the text is mainly about.
Divide the passage into three parts and then fill in the blanks.
Title: From problems to solutions
Part 1 (paragraph 1) The introduction of the topic
Keeping the right balance between progress and
Read again and answer the following questions:
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
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.
The global community can sometimes (8)p_r_o_v_i_d_e_ a solution to a difficult problem for a single (9)_n_a_t_io_n_.
Unit 1 Cultural Heritage高一英语人教版(2019)必修二
3. promote vt. 促进；提升；推销；晋级
➢ promote sb. (from)...to... 将某人从…升职到… promote the development of… 促进……的发展
➢ be promoted to... 被提升为…… get promoted 升职
contribute to
e.g. Big challenges，however，can sometimes lead to great solutions
拓展运用:
(1) Lack of exercise can _l_e_a_d_t_o__ (导致) feelings of depression. (2) Mother __l_e_d_m__e_t_o_b__el_i_ev_e_____ (让我相信) what she said
◆单句语法填空
（1）Would you please give way to other passengers? （2） The children were required to give in their
examination papers straight away. （3） If a person has not had enough sleep，his actions
was right. (3) The guide ___le_d__u_s_t_o___ (把我们带到了) an old temple. (4) She _h_a_s_l_e_d_a__s_im__p_le__li_f_e___ (过着简朴的生活) in the
（promote）to the sales
manager took everyone by surprise.
人教版(2019)必修第二册Unit 1 Cultural Heritage Read教学设计
Unit1 Reading for Writing课时内容Write a news report主题语境：人与社会子主题：文化遗产保护文本分析：主题群：历史、社会与文化语篇类型：新闻报道【What】本板块设计了读写结合的活动，主题是“写一篇新闻报道”。
阅读文本是一篇有关利用数字技术制作敦煌莫高窟文物图像的新闻报道。
通过这种方式，在世界范围内引起人们对中国历史、文化和传统的关注与了解，提高人们对保护文化遗产重要性的认识，从而更好地增进国际间的文化交流、理解与合作。
【Why】以读促写的目的是教学生如何写新闻报道，这一部分的主题是人与社会-文化遗产保护。
因此，选择关于文化遗产数字图像的新闻报道，为学生提供写作参考模板，把读和写结合起来，学生能够更好地解读文本、理解文化遗产保护的意义并更好地解构报道，了解报道的结构、层次，并实时地操练报道写作，启发学生思考文化遗产对人类社会的重要性。
【How】本节读写结合课的设计思路是“文本内容理解一文本结构和语言特征分析-写作情景设置一完成写作任务-展示写作成果”。
第一部分是阅读，属于语言输入部分。
这篇报道短小精悍、结构鲜明，具有比较典型的新闻内容和语言特征，为后面的写作活动提供写作范文。
课时目标学完本课后，学生能够：1. 顺利阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
2.准确把握主题，通过不同的阅读技巧，分析语篇的写作特点，在理解语篇的基础上，写一篇语言连贯、结构清晰的简短新闻报道。
3.了解敦煌莫高窟的背景知识，通过利用数字技术制作敦煌莫高窟文物图像，充分认识文化遗产的重要历史和文化价值。
4.通过阅读和写作任务，及时内化并初步运用新闻报道的结构，并尝试解构更为复杂的新闻报道，从而学会去编写新闻报道。
重点难点重点1.了解敦煌莫高窟的背景知识，认识文化遗产的重要历史和文化价值。
2.阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
Unit1 Cultural Heritage(单元解读课件)-高一英语(人教版2019必修第二册)
Reading and Thinking 过程的叙事文 的大量寺庙和文化古迹保护所面临的挑战
本
与问题，以及解决过程和办法。
文化遗产保护面临的挑战和问 题，以及解决过程和办法，关 注国际合作在问题解决过程中
的关键作用。
Discovering Useful Structures
句子
Listening and Talking
“关注主题意义，制定 指向核心素养发展的
单元整体教学目标” （教育部，2020）
3
主题意义探究是课堂 教学设计与教学活动 组织的灵魂。探究主 题内容是学生学习的 主要兴趣点与动力来 源，这有助于提高学 生的学习积极性和课 堂参与度（程晓4堂， 2018）
4
单元整体教学设计是教师基于课程标准，围绕特定主题， 对教材等教材资源进行深入解读、分析、整合和重组后， 结合学习主体的需求，搭建起一个由单元大主题统领、 各语篇次主题相互关联、逻辑清晰的完整学习单元，使 教学能够围绕一个完整的主题设定单元目标，引导学生 基于对各单独语篇小观念的学习和提炼，逐步建构基于 该单元主题的大观念。（王蔷，2021）
information about the Kremlin and Red Square as well as related expressions（学习理解） 3.两个学生一组，扮演游客和导游，游客就在参观过 程中想要问导游的问题与之进行对话，需运用获取到 到的内容和习得的语言表达以及模仿书上对话结构， 自编口头对话（应用实践)
1. Reading and Thinking：From Problems to Solutions
第4、 2. Discovering 5、6 Useful Structures 课时 3.Workbook
Unit1CulturalheritageSectionⅡReadingandThinking
1980 年项目完成，它被认为是巨大的成功。这些国家不仅仅发现了一条 不以牺牲古迹为代价的未来发展之路，也认识到了多国同心协力创造美好未 来的可能性。
1959
1960
1961
Over the next
20years
19ห้องสมุดไป่ตู้0
The first temple
is moved
The project is complete
d
Discuss one or more of the questions below in groups .
1.What were the solutions to the problem of building, the Aswan dam?
然而，重大的挑战有时候也会带来好的解决方式。在上世纪 50 年代，埃 及政府想要在尼罗河上建造一个新的堤坝，为了抵挡洪水、发电以及为当地 农民提供更多的浇灌水。但是，这一提议却遭到了抗议。原因是从堤坝引入 水源很可能会对许多寺庙造成损坏，也会摧毁在埃及文化遗产中占有重要地 位的埃及文物。在听取了研究这一问题的科学家们的建议和堤坝附近居民们 的看法后，埃及政府在 1959 年向联合国求助。
从出现问题到解决
如果我们想要社会进步，经济发展是很有必要 的。新旧更替的时代已经到来，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。在历史 进步和文化遗产保护之间找到并且保持良好的平衡
Unit 1 Cultural Heritage (教学设计)-高一英语(人教版2019必修第二册)
Unit 1 Cultural HeritageStep1. Lead-in1.Show pictures about tourist attractions in Egypt?2.Do you know other tourist attractions in Egypt? Is there any link between the two pictures?Step 3. While-ReadingPrediction: read the title and look at the pictures.What do you think the text is about?The title suggests that the text is about how people solved problems.1.Read and match the main ideas with each paragraph.2.Scan the text to find the Structure of the passage .Reading for detailsPara 1: Raise a problemPara 2: Analyze the problem1.Why did the Egyptian government want to build a new dam?To control floods, produce electricity, and supply water to more farmers in the area.2. Why did the Egyptian people protest (抗议) the government’s decision? Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt’s heritage.Read para 3 and fill in the blanks.How did UN deal with this problem of building Aswan Dam?Suggested answersRead para 4 and fill in the blanks.How were the temples and other cultural sites saved?Para 5: The results of the solution of the problem.Para 6: The spirit and lessons.教学反思1.撰写本课时目标时，为了和英语学科核心素养提到的文化意识对接，设置了第四条“通过学习阿斯旺大坝的精神加强国际合作意识、树立人类共同体意识”，这样的目标可操作性是不是欠缺，文化意识类的目标怎么体现可操作性？2.怎样对本语篇更好地进行文本赏析？Blackboard designHomework:。
2020年新人教版《Unit 1 Cultural Heritage》单元课件全套
Reporter: It is said that you are one of the volunteers to preserve the pine trees on Mount Huang. What are you guys doing?
Volunteer: We are making some signs which are designed to educate people to protect the pine trees.
Use context to guess words
To guess the meaning of new words, look at the other words and use what you know about the topic.
While listening
Guessing the meaning of the unknown words Listen to the conversation again and use the context to guess the meaning of the words below. And tell the reasons why you guess so. Preserve Promote Preserve: to protect Reason: the word means the same of a word I know. Promote: to help sth to happen or develop Reason: The word is explained by the speaker.
Unit 1 Cultural Heritage(教学设计)高一英语(人教版2019必修第二册)
Unit 1 Cultural Heritage Listening and Speaking 教学设计Activity 1 Pre-listening1. look at the pictures below. What are the students doing?Suggested answers:1.The two girls are looking for information about Mount Tai in books and on the Internet. The two boys are taking pictures of the rock carving at Mount Tai and taking notes.2.In the classroom, the students are discussing Mount Tai. The girl is working on her computer.Activity 2 While-listening3.Listen to the conversation and choose the main idea.A.Students from different countries are working creatively to protect a temple in China.B.Youths from seven countries are working together to protect cultural relics on Mount Tai.C.Doing a project on cultural heritage protection in China is interesting and exciting.Suggested answers:B3.Listen again and help the reporter to complete the interview notes. International youth project, high school students from 7 countriesMount Tai, one of the most mountains in ChinaIt has been for more than 3,000 years22 temples, around 1,800 with writing on themDai Temple on ; over 6,000 .4.Listen again and use the context to guess the meaning of the words below. Tick the reason why you were able to guess the words.听力材料：Reporter: Hello. What are you guys doing?Stephanie: We’re creating an app about Mount Tai. We’re part of an international youth project.Reporter: That's interesting. How many students are taking part in the project?Stephanie: There are 23 senior high school students from seven countries. Reporter: Why is the project here at Mount Tai?Liu Bin: Well, as you know, Mount Tai is one of the most famous mountains in China. The mountain and the temples have been protected for over 3,000 years, so it's a great example of how people preserve their cultural heritage.We feel so proud to have chance to do something.Reporter: Tell me about the app you're making.Make a report of a cultural heritage.Choose a cultural heritage which you are familiar with and discuss with your partner how to introduce it.Example:Today, I will introduce you to the Great Wall located in Beijing. It's one of our cultural heritage, which is very magnificent(雄伟的)... But now it is facing some problems. There is too much rubbish left on the steps. We should ...板书设计Homework:Search for more information about the Kremlin and Red Square and the Forbidden City through the library, Internet or other sources. Talk about their history and culture with your classmates.课后反思通过学习：1，学生学习英语的信心增强；2，学生学会抓住听力中的答案；3，锻炼学生的口语能力！通过本节内容学习，理解并讨论主题图，预测单元的主题和内容，通过问题链引导学生谈论单元内容，该板块以听为本，学生通过听取信息和选择依据来学习语言知识，同时内化所学关于本单元的内容。
Unit 1 Cultural Heritage词汇知识点讲解 高一英语(人教2019版必修第三册)
turn to...
• 转向;求助于某人可能做某事
• 【拓展】
• turn around / round转身;转变; (使) 好转、 • turn away把...转过去;把...打发走、 • turn back (使)往回走;改变做法、 • turn down①关小;调低(音量等)【反turn up】②拒绝(=refuse) • turn in上交(BrE=hand in);上缴 • turn into... (使)变成; (使) 成为 • turn off关(水、煤气、电灯等)【反turn on】;离开/拐出(某条路) • turn on①开(水、煤气、电灯等)【反turn off】②使(某人)产生兴趣③对....发怒;突然攻击 • turn out①制造;生产;培养出②原来(是);证明(是);结果(是)③出席;参加 • turn over①翻身; (使)翻转;翻过(书页)②移交③反复考虑 • turn up①开大;调高(音量等)【反turn down】②(人)到达;出现③(尤指失去后偶然)被发现④找到;发现 • by turns轮流;交替 • in turn依次;反过来;转而 • take turns轮流;依次
relic
•n
• [C]遗物;遗迹
• cultural relics文化遗产
mount
•v
• ①v.[正式]爬(上);骑(上) • ②vt组织;安排(=arrange)
• mount a protest / an exhibition发起抗议/举办展览
• ③vi逐步增加
•n
• (缩写为Mt)[用于山名前，其前不用冠词]山;峰
unit1culturalheritageperiod2readingandthinking教案
Unit 1 Cultural Heritage
Period2Reading and Thinking教学设计
课题
Period2Reading l Heritage
学科
English
年级
高一
必修二
教材
分析
This teaching period mainly deal with reading and thinking .Students are
1.took part in2.based on
3.Pay attention to4keep balance
5.fill in
以小组为单位鼓励学生讨论
同桌之间相互讨论
通过讨论，来引导学生的发散思维，并使学生认识到本课主题—
Cultural Heritage
通过讨论复习一些关于上一模块所讲的重点知识及短语。
The pictures show some ancient statues. They might be from Egypt. The large faces look as though they have been moved from where they first were.
2.while-reading
Strom always give away to the sun. Winner always thaws into springtime.
2.Finding and keeping the right balance betweenprogressand the protection of cultural sites can be a bigchallenge.
Unit1 Cultural Heritage 说课课件-高中英语人教版(2019)必修第二册
3．How were the temples and other cultural sites saved?
A．How to improve society rapidly.
A．By moving them to safety.
B．How to preserve everything from the past.
➢ 能够提出一两种简单的文化遗产保护 方法，但总体对于文化遗产保护的问 题和解决方案的认知比较混乱，对于 国际合作解决文化遗产保护问题的重 要性认识不足。
➢ 合作交流能力较强。
PA R T
03 教 学 目 标 分 析
知识目标
能力目标
情感目标
教学目 标分析
Learning Objectives
知识目标
B．By taking them down.
C．How to keep balance between the past and the progress.
C．By asking for contributions.
D．How to find great solutions to the progress of society.
1、单词 quality；throughout；preserve； identify；contribute ；within 2、短语 lead to； make sure； not only…but (also)；all over the world；prevent …from… 3、句型 Not only you but also Jim is to blame for this.（就近原则）
Lead-in (3-5min)
Lead-in (3-5min)