资源简介

课题： Book2 Unit1 Reading and Thinking From Problems to Solutions
使用教材： 新人教版必修二
授课教师：
指导教师：
教材分析： 本课引导学生分析和探讨埃及文化遗产面临的问题和挑战， 了 解埃及政府对此问题解决的过程和办法， 使学生理解问题解决的 过程(understand how a problem was solved)。并引导学生重 视文化遗产保护和社会经济发展的协调关系， 深知国际合作的关 键性。鼓励学生积极面对挑战、不断努力、培养团队合作精神、 寻求解决问题的合理途径和方式。
学情分析： 本节课授课对象是高一的学生，年龄大约在 15～16 岁，他们 有了一定的语言基础， 具备的一定的听说读写的方法技能， 然而 在学习能力和策略上还有待锻炼。 文化遗产是学生比较感兴趣的主题， 问题解决也是学生日常接 触的话题。学生在阅读过程中能够通过略读(skimming)文章结 构， 寻读(scanning)关键信息等一系列阅读活动， 理解文本的结 构和事件发展顺序。通过完成时间轴(finish the timeline)和填 空任务，自上而下分析语篇并有针对性地概括问题解决的步骤。 学生塑造问题解决(problem-solution)的金字塔时， 可以巩固所 学内容并更深入思考埃及政府解决问题的方法、原因。 本课的学习有利于学生养成良好的阅读习惯， 适当运用阅读策 略。并能在遇到问题时互相帮助， 克服困难， 用学到的知识解决 实际问题， 体会学习英语的成就感。也能够使学生了解文化遗产 面临的问题， 唤起他们对保护文化遗产的责任心， 提升他们解决 实际问题的能力和思维逻辑能力。
教学设计：
Teaching Objectives By the end of this period, students will be able to 1. know the process of how Egypt solved the problem. 2. explain the process of solving a problem. 3. know the importance of cultural heritage protection and teamwork spirit. Teaching Important points 1. To help students learn to analyze the structure of the article. 2. To analyze the process of solving the problem.
Teaching Difficult points 1. To help students get familiar with the process of solving a problem. 2. To lead students to express views about the cultural heritage protection. Teaching Aids The multimedia, the blackboard. Teaching Procedures Step1 Warm up 1. Ask students for advice on where to go. 2. Lead students to guess a country from the architecture drawn on the blackboard then show them a tiny pyramid model. 3. Show pictures about Egyptian cultural relics and let students predict the problem that Egyptian cultural relics are facing. (设计意图：从日常话题出发，旨在活跃学生的思维，激活学生的知识背景， 引导学生了解文化遗产这一概念，引起阅读期待。) Step2 While-reading Activity1 Reading for the structure 1. Ask students to have a quick look at the passage and divide it into three parts based on the given words: problem, solution and result. 2. Know what the problem is and guess the meaning of some key words from the context. Activity2 Reading for the events 1. Lead the students to know the events are organized in time order. 2. Ask students to read paragraph 2-5 and finish a timeline. Activity3 Reading for the details 1. Ask students to read paragraph 3 more carefully and find out those missing words in the table. 2. Read paragraph 4 and find how the temples were moved. 3. Work in pairs to discuss the following questions. (1) Do you know why many other countries would like to protect the Egyptian cultural heritage (2) What's the Aswan Dam spirit (设计意图：训练学生对文章结构的观察和分析能力,进一步引领学生深入分析 和挖掘文章， 梳理事件， 找出关键信息， 加深对文章的了解。并引导学生读取 主题句，掌握猜测词义的阅读技巧。)
Step3 Post-reading Activity1 A quick review 1. Build the pyramid of solving a problem and review what the Egyptian government did. 2. Invite a student to come to the front and put sentences on the blackboard into the correct order. Activity2 Group work 1. Watch a short video about the problem the Chinese Great Wall is facing. 2. Ask students to discuss how to protect the Great Wall in groups and take notes. 3. Invite group leaders to show their presentations. (设计意图：帮助学生巩固解决问题的步骤，回顾本篇课文中埃及政府的做法， 构建解决困难的金字塔模块， 为后面的语言输出做好铺垫。引导学生深入思考 埃及政府解决问题的方法、原因，提升逻辑思维能力。) Step4 Homework Write a short passage about how to protect the Great Wall and post it online to share it with more people. Blackboard Design
教学反思 ; 本节课的不足之处有: 1.对学生独立思考给予的时间不多。 2.学生讨论环节中，没有更深入引导学生创造性思考解决问题的方法。 3.学生小组展示环节时间较短，没有给更多小组展示的机会。

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