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Book 2 unit 1 cultural heritage
Period II reading and thinking: From problems to solutions
Teaching design
Analysis of the text:
This passage is a narrative, which tells the problems of building the Aswan Dam and how to solve them with the help from all of the world. The author tells the process in the time order. It can be divided into three parts. The First part is to raise the problem; the second part tells the solution to the problems; and the last part is the result as well as the significance of this project.
Analysis of the students:
The text is intended for students from senior 1, who have learned some words and expressions and grasped some basic reading skills but can’t put them in practical use properly. Maybe they can get the information they need, and they also have the potential to use what they get to express their ideas fluently and correctly.
Design concept:
This period is based on the two keywords: problems & solutions.
Activity Ⅰ--- pictures and questions to arouse the students’ interest in the topic
Activity Ⅱ--- fast-reading to get the main idea of each para
Activity Ⅲ--- careful-reading to know more details about the project
Activity Ⅳ--- summary to consolidate the understanding of the text
Activity Ⅴ--- discussion to cultivate their thinking ability and know the significance of the project.
Activity Ⅵ--- homework to review the text and prepare for the next period.
Teaching aims & demands:
Core literacy Teaching aims & demands
Linguistic ability Theme : cultural heritage
Know the problems of building the Aswan Dam and the solutions;Be able to express their views on the significance of the project;
Learning ability students will be able to make a timeline to understand the process of the solution and get information they need quickly and exactly
Cultural awareness Know the historical and current situation of the cultural heritage and the solutions;Understand the significance of heritage protection and try to do their part
Thinking ability Try to think about how to solve it when facing the same problems;Learn more about the inspiration of the project;
Teaching key points:
Enable the students to make a timeline to narrate an event
Lead the students to get the needed information quickly and exactly
Teaching difficult points:
Inspire students to raise the awareness of cultural heritage protection
Encourage students to express their ideas
Teaching methods:
Skimming & scanning --- main idea
Task-based reading --- detailed information
Discussion --- further understanding
Teaching aids:
The text book 2. the PPT
Teaching procedures:
Activity Ⅰ. Lead-in
Show some pictures about Egypt --- the Nile --- the Aswan Dam
Analyse the title and find the key words --- problems & solutions
What the relationship between the keywords and the Aswan Dam what’s the text about
Purpose: to quickly guide the students interested in the topic and arouse their curiosity about the text.
Activity Ⅱ. Fast-reading
Ask the students to read the text quickly and get the main idea of each paragraph, then finish the following match.
Para IPara IIPara IIIPara IVPara VPara VI Big challenges lead to great solutions.The spirit of the project is still alive.A committee was established.How were the temples rescued The project was considered a success.How to balance between progress and protection
Reading skill: main idea--- the topic sentence--- the first/last sentence
Purpose: to lead the students to quickly have a general understanding of the whole text; guide them to use the topic sentence to find the main idea of each paragraph.
Activity Ⅲ. Careful-reading
Task I : Read paragraphs 1&2, and find out the problems they faced.
Problems（Para 1 & 2） How to balance between progress and the protection (general)How to build the dam without damaging temples and cultural relics (specific)
Task Ⅱ: read the paragraphs 3&4, and find how they solve the problems (get the information according to the time order).
In 1959 The government asked the UN for help
In 1960 The project started
In 1961 The first temple was moved
Over the next 20 years The temples and cultural relics were being rescued
In 1980 The project was completed
Reading skill: make a timeline to know the process. List the time and find out what happened in that year. That is a timeline.
Purpose: to know the detailed process of the solution. Enable the students to get useful information by listing a timeline.
Task Ⅲ: Read the last paragraphs. What inspiration can you get from the project
Purpose: to encourage students think about the logical relationship between paragraphs and try to find the missing part of the structure. Train their thinking ability.
Activity Ⅳ. Summary & consolidation
Fill in the blanks according to the text.
In the course of economic development, there comes a time 1._____ the old must give way to the new. 2. ________(keep) a balance between progress and the protection of cultural sites can be a great challenge. In the 1950s, the Egyptian government wanted 3. _______ (build) a dam. However, the project led 4. ____ protests, because the water from the dam would likely damage a number of cultural relics. So the government turned to the UN for help. A committee 5._______________ (establish) to deal with the challenge and the experts investigated the issue, conducted tests and made a 6. ________ ( propose ) to save the cultural relics.7. _______ (final), the work began in 1960. Temples and other cultural sites were taken down piece by piece and moved and put back together again in a new place. Over the next 20 years, thousands of 8. _________ (engineer) and workers rescued countless cultural relics. In 1980, the project ended, 9. ______ was considered (10) ____ great success. It shows that if a problem seems too difficult for a single nation, the global community can sometimes provide a solution.
Purpose: guide the students to review and consolidate the whole passage,further understanding the text,the structure and narrative sentence.
Activity Ⅴ. Discussion
Discuss in groups and then ask some groups to share their ideas.
Question:
Why do you think so many countries contributed funds and offered help to the Egyptian project
Purpose: to lead the students to think about the significance of the project and raise their awareness of heritage protection.Encourage them to work together when facing difficulties.This activity aims to improve their thinking and expressing abilities.
Activity Ⅵ. Homework
Read the text again and retell how the problems were solved
Underline the new words and expressions
Purpose: to consolidate the whole text and deepen their understanding of the content,structure and sentences. The second task is to prepare them for the next period.
Students assessment：which grade are you in
Learn the main idea and details of the text A B C D E
know the features of the text and its structure A B C D E
Be able to express yourselves in discussion A B C D E
Know the purpose of learning the passage A B C D E
Concentrate on the lesson all the time A B C D E
Take part in the class actively A B C D E
Unit 1 From problems to solutions
The design of the blackboard:
The reflection：
the UN's help
engineers & workers
$80 million dollars
Problems
(Para 1&2)
Solutions
(Para 3&4)
Inspiration
(Para 5&6)
What can we learn from it
problems
solutions
Inspiration
Part I
(para 1&2)
Part II
(para 3&4)
Part III
(para 5&6)
Reading skills:
Main idea
---the topic sentence
---the first/last sentence
Make a timeline to clarify an event

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