资源简介

Unit 1 Cultural Heritage
Reading and Thinking教案
教材分析：
本课时阅读文本介绍了埃及建造阿斯旺大坝过程中所遇到的文化遗产保护问题和具体解决办法。重点表达与句式主要涉及国家地理信息描述、寻求解决问题等话题，如proposal, investigate等。本文的价值取向在于学生通过学习，了解阿斯旺大坝背后的故事，梳理故事时间线，了解一件事情从问题到解决方案的要素。
教学策略与设计说明：
采用情境教学法(Situational teaching method), 借助多媒体设备，设置主题情境，引导学生进入情境并完成相关任务，达成教学步骤设计目的。
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及国家地理信息描述、寻求解决问题等话题，如proposal, investigate等。能读懂文本，识别文中的数字，了解数字的不同意义与内涵。理解文章中心思想及作者用意。
思维品质上，梳理文章发展脉络，了解问题与解决方案的区别，思考如何从观察问题发展至寻求解决方案。
文化意识上，了解阿斯旺大坝故事，感悟自然与文化的魅力，思考文化的意义与重要性。
学习能力上，掌握扫读技巧，了解数字的意义与功能；掌握制作时间线的技巧，灵活结合精读策略，提高整合文本信息呈现时间线的能力。
教学重点：
体现阅读策略“制作时间轴”；
指导学生综合概括问题解决的方法和过程，阐述文物保护的必要性和重要意义。
教学难点：
学生通过文本中的案例，理解问题与解决方案的区别，思考如何从观察问题发展至寻求解决方案。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to see the pictures and think about the question. 1. How did the cities change 2. While cities are getting more modern, do you think government should protect history buildings T leads Ss to think about development needs, and consider the importance of cultural heritage buildings for arousing their cognitive thinking about cultural protection. 创设情境，引出主题，激活学生想象，引起学生对于话题的兴趣。 3’ CW
Step 2 Read and predict: Ss are asked to read the title at the photos to think about the question. What do you think the text is about T leads Ss to read the title first (focus on “from…to...” for highlighting the process), then, analyse the contents in pictures (focus on the type and features of items). Lastly, T gives a sentence pattern to help Ss to link key words together. Suggested answers: The title suggests the text is about telling a story of a process of “from” the problems “to” the solutions. 学生观察标题与图片，预测文本主题，提升学生学习能力。 2’ CW/IW
Step 3 Scan and think: Ss scan the text for numbers and circle the numbers. After checking the answers, Ss are asked to divide the numbers into groups according to their meanings and name the function of the numbers. T asks a question: Why does the author use exact numbers instead of expressions like “a lot of” The purpose of the question is to make students understand the importance of details for improving authenticity of article. 引导学生发现数字，并对数字分类，识别数字意义与功能，锻炼扫读能力，提高学生学习能力。引导学生思考文章中数字的作用。 4’ CW/IW
Step 4 Read and answer: Ss are asked to read the text again and answer the questions. For the first and second question, T could summarize the situation of the dam by organizing a logic map. T could lead Ss to learn several key words while checking the answers. T also can teach and translate some key sentences for students to deepen understanding. 根据所学体裁特点，运用总结阅读策略，提升学生学习能力。 10’ CW/IW
Step 5 Reading strategy: Ss are asked to read a timeline picture and tell the features or elements of it. Then, T can explain the meaning of timeline. 引导学生观察发现时间线的基本构成与意义，为下一阶段活动做准备，提升学生学习能力。 5’ CW/IW
Step 6 Make a timeline: Ss are asked to complete the timeline with the information from the text. T can give some tips about things listed above the timeline say key verbs, tenses and sequence words. Then T leads the Ss to check the answers. Lastly, according to the timeline, Ss are asked to think about key words in each paragraph. The purpose of the task is to emphasise the structure of passage. 根据所学技巧与所读内容，引导学生自主制作时间轴，复习文章结构与时间轴的关系。 5’ CW/IW
Step 7 Discuss in pairs: Ss are asked to discuss the question what we should do to implement a project in pair. Then T could lead Ss to summarize the key to the implementation according to the reading material. T could also introduce several key words to the Ss. Key words: proposal likely investigate: investigation issue: problem/question conduct: conduction-conductive-conductor 根据阅读文本，总结实行项目计划的要点，提高学生思维品质和学习能力。 8’ GW/IW
Step 8 Complete the report: Ss are asked to complete the news report with the correct forms of the words in the box. T leads Ss to predict each answer’s type. Then check the answers. Next, T teaches Ss how to organise a title. Circle the key information first (who, what, for what, to do what…), then, organise words to be a suitable, simply but powerful title. Ss check the answers with each other. 回顾所读文本内容，通过不同视角与语篇，引导学生进行总结归纳，提高学生语言能力。 5’ CW/IW
Step 9 Summary: Ss are asked to fill in the blanks by summarizing the key points in the passage and how to solve a problem. 引导学生回顾文本内容，总结寻求解决方案的方法与思路，提升学生学习能力和思维品质。 5’ CW/IW
Step 10 Discuss in groups: Ss are asked to the following questions. Suggested answers: The solutions to the problem of building the Aswan Dam were to ask for contributions from different departments and for experts to investigate and conduct tests leading to a proposal to save the ancient buildings. 2. Yes, it is worthwhile. I think these cultural heritages are valueless treasures for human being. If we can save and fix them, we should spare no efforts to do it as … -No, it’s not worth it. There are definitely more people in the world who need help with their food and living at the moment… 3. I believe they do so because they know that the entire world is a big family and we should help each other to get rid of all kinds of problems and troubles, and … Key words: worthwhile: worth/worthy; worthless 思考问题，进行相关话题输出，锻炼口语技能，提高辩证思维能力。 10’ GW
Step 11 Homework: Check more information about Aswan Dam and read the passage on NASA Earth Observatory website. 加深话题印象以及进一步理解Aswan Dam。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本节课的学习，能否了解时间线的基本构成与意义。
学生通过本节课的学习，能否基本理解阅读文本的主要大意，能否清晰的梳理阅读文本主要逻辑思路，并相应的整理为时间线。
学生通过本节课的学习，能否了解寻求解决方案的思路与过程，能否根据具体情况针对问题寻找合适的解决方案。

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