资源简介

Unit1 Reading and Thinking
课时内容
Understand how a problem was solved
主题语境：人与社会 主题群：历史、社会与文化
子主题：文化遗产保护 语篇类型：说明文
文本分析：
【What】本板块围绕“了解怎样解决问题”展开。20世纪50年代埃及政府想要兴建阿斯旺水坝，遭到 了人民的反对，因为修建大坝会毁坏该地区的文化遗产，为此政府在联合国的帮助下采取了一系列解 决方法，最终得出“人类社会经济发展和文化遗产保护可以同时发展”的结论。
【Why】通过学习文本，学生将会领悟“团结合作，不惧困难”的阿斯旺大坝工程的精神，学会在困难 中去解决问题，认识文化遗产的价值，树立保护文化遗产的意识并对此建言献策和采取力所能及的有 效措施。
【How】本节课的语篇是关于文化遗产保护的说明文，作者按照时间顺序徐徐展开。篇章结构为“总- 分-总”,全文共分六个自然段，第一段提出“保持社会经济发展和保护文化遗产之间的平衡是一个巨 大的挑战”;第二段大意为当问题和挑战出现时，解决方法也会随之产生，并以“兴建阿斯旺大坝时， 政府面临的问题、政府的态度和应对方法”为例，引出下文；第三、四、五段按照时间顺序，分别讲 述了在保证千年神庙不因建水坝而被淹没破坏的前提下，人们为迁移这些古迹做出的努力(成立专项 委员会、募捐、专家调研、提出建议、文件签署等，投入大量的人力、物力、财力和时间),最后通 过这个成功案例达成了共识；第六段点明主题，强调了阿斯旺大坝工程的精神的传承。
课时目标
学完本课后，学生能够：
1. 通过阅读获取与梳理有关阿斯旺大坝的信息，了解文物搬迁的原因。
2. 通过完成时间轴和回答问题，提取与概括关于如何解决阿斯旺大坝问题的信息。
3.在主题语境之下，提炼语篇的信息组织结构并根据说明文的“总一分一总”特点，有条理地介绍阿 布辛贝神庙等重要文化遗产的保护措施和重要历史、文化价值。
4.准确把握“团结合作”“保护文物”的主题，分析语篇的写作特点和修辞手法，掌握说明文的文体特 征。
5.讨论和学习阿斯旺大坝工程的精神，充分认识文化遗产的价值，关注中国乃至世界的历史、文化 和自然遗产，更好地增进国际文化交流与团结合作，联系生活，思考个人应怎样保护文化遗产。
6. 通过阅读，内化解决问题的能力，并尝试在现实生活中运用这种能力去发现问题和解决问题。 重点难点
重点
1. 获取文本的主旨大意和细节信息，培养获取信息的能力。
2. 判断文章体裁，借助时间轴分析和理解文章结构。
3.了解定语从句的作用。
难点
1. 树立保护文化遗产的意识和迁移阿斯旺大坝工程的精神，联系实际，思考文化遗产保护的措施， 形成素养。
2. 赏析语篇的文体特征与修辞手法，探讨其与主题意义的关联，理性表达自己的观点。
教师准备
1. 了解巴黎圣母院和阿斯旺大坝的相关背景知识。 2. 了解文化遗产的相关背景知识和保护措施。
3. 准备好相关教学设备。 学生准备
1.预习本课的相关词汇，利用网络了解物质文化遗产存在的意义。 2.了解文章的体裁和结构。
精彩课堂
Stepl 学习理解
活动一：感知与注意
1.Know background information
Ask students to look at the pictures below and gain an understanding of them.
图 片 1 图 片 2
①当地时间2019年4月15日下午6点50分左右，法国巴黎圣母院发生火灾，整座建筑损毁严重。 着火位置位于圣母院顶部塔楼，大火迅速将圣母院塔楼的尖顶吞噬，尖顶如被拦腰折断一般倒下。
②阿布辛贝神庙位于阿斯旺上游约300公里的尼罗河西岸，建于公元前1300～公元前1233年，由古 埃及法老拉美西斯二世所建。神庙有大小两座，系直接凿刻在岩窟上的。大神庙祭礼拉美西斯二世、 太阳神以及其他诸神。神庙入口处列有拉美西斯二世坐像，四尊中有一尊破损。门口上的小立像是太
阳神，因为面向东方，晨光可直接射入庙内。这座以巨像石雕闻名的阿布辛贝神庙，
庙高30米，纵深60米，门前4座高达20米的巨大石像，跨越三千年时间长河仍完好。 2.Discuss.
Ask students to discuss the following questions in pairs. ·Do you think it is a pity for Pictures 1 and2
·What do you think of the ancient temple
【设计意图】通过了解巴黎圣母院火灾和阿布辛贝神庙的背景信息，引入“文化遗产”这一主题，为阅 读铺垫。
3.Predict.
(1)Ask students to read the ttle and look at the pictures of the text.Then have them think about the
(
Wha
t do you think the text
is
about

)following question.(Activity 1)
(2)Ask students to scan the text for numbers.Then have them cirele the numbers and guess what they mean.(Activity 2)
Suggested answer:
1950s (time period,decade);1959(year);1960(year);1961(year);20(time period);22(amount of something); 50 (amount of something);$80 million (amount of money);1980(year)
【设计意图】通过预测文本内容等活动，激发学生的好奇心和想象力，形成阅读期待，为提高阅读效 率奠定基础。
活动二：获取与梳理
1.Read for the main idea.
Ask students to read the text and find the keywords(1~3)for each part. Part 1(Para.1):
Part 2(Paras.2~5):
Part 3(Para.6):
Suggested answer:
Part 1(Para.1):a big challenge
Part 2(Paras.2~5): a successful example
Part 3(Para.6):the great spirit
2.Read for the time order.
(1)Go through the learning strategy with students and then ask them to find out the key words.
(2)Ask students to complete the timeline with the information from the text.(Activity 4)
Suggested answer:
1959:The government asks the UN for help.
1960:The project starts.
1961:The first temple is moved.
Over the next 20 years:The temples and cultural relics are being rescued.
1980:The project is completed.
3.Read for the detailed information.
Ask students to read the text again and answer the following questions.(Activity 3) ·Why did the Egyptian government want to attempt the building of the dam
·How were the temples and other cultural sites saved ·How long did it take to complete the project
Suggested answers:
The Egyptian government wanted to attempt the building of the damn in order to control floods,produce clectricity,and supply water to more farmers in the area.
Temples and other cultural sites were taken down piece by piece,and then moved and put back together again in a place where they were sale from the water.
·About 20 years.
4.Read for the structure.
(1)General statement or specific statement
Part 1(Para.1) ①
Part 2(Paras.2~5) ②
Part 3(Para.6) ③
Suggested answers:
①general statement②specific statement③general statement
(2)Ask students to summarise the structure of the text.
明线 暗线 结构
Part 1(Para.1) The introduction
Part 2(Paras.2~5) The process of saving cultural relics
Part 3(Para.6) Summary
Suggested answer:
明线 暗线 结构
Part 1(Para.1) The introduction keep the right balance between progress and the protection of cultural sites hard Problems
Part 2(Paras.2~5) The process of saving cultural relics build a new dam across the Nile challenged Solutions
protest,turn to UN,a committee, work together,success helpful
Part 3(Para.6) Summary team spirit,the best example, global community,provide a solution happy/ satisfied Inspiratior
【设计意图】阅读时，以任务为载体，首先了解文本的主旨大意、细节信息及文章脉络，培养学生 获取信息的能力。接着教师引导学生了解gencral-specific这一文本模式，逐步由文章的表层信息上 升到篇章结构，培养学生的语篇建构意识。
活动三：概括与整合
Ask students to fill in the blanks.
FROM PROBLEMS TO SOLUTIONS
Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge.Big challenges,however,can sometimes lead to great solutions.In the 1950s,the Egyptian government wanted to build a new dam across the Nile ① (control)floods produce electricity,and supply water to more farmers in the area.② the proposal led to protests.Water from the dam would likely damage a number of ③ (temple)and destroy culturalrelics that were an important part of Egypt's cultural heritage.After listening to the scientists who had studied the problem,and citizens who lived near the dam,the government turned ④ the United Nations for help in 1959.
A committee ⑤ . (establish)to limit damage to the Egyptian buildings and prevent the loss of cultural relics.The project brought together governments and environmentalists from around the world.Temples and other cultural sites were taken down piece by piece ⑥ (careful),and then moved and put back together again in a place ⑦ they were safe from the water.When the project ended in 1980,it was considered ⑧ great success.Not only had the countries found a path to the future that did not run over the relics of the past,but they had also learnt that it was possible for countries to work together to build a ⑨ (good)tomorrow.
The spirit of the Aswan Dam project is still alive today.Perhaps the best example is shown by UNESCO,which runs a programme that prevents world cultural heritage sites around the world from ⑩ (disappear). If a problem seems too difficult for a single nation,the global community can sometimes provide a solution.
【设计意图】该活动以语法填空的形式帮助学生重新梳理文本，加深对语篇的理解并对接高考。 SteplⅡ 应用实践
活动四：描述与阐释
Ask students to retell the text with the help of the mind map.
【设计意图】结合思维导图总结文本，助力学生复述大意和细节。 活动五：分析与判断
1.What is the style of the text
A.Narration. B.Exposition.
C.Argumentation. D.Practical Writing.
2.Ask students to draw the structure of the text with a mind map.
3.Ask students to talk about the structure and features of an exposition.
【设计意图】通过讨论文章的体裁、结构和特征，帮助学生积累说明文写作的相关素材。 活动六：内化与运用
Ask students to complete the news report with the correct forms of the words in the box.(Activity 5)
Suggested answers:
proposal;progress;development;heritage;temples;damage;establish;preserve;prevent
【设计意图】学生在特定的语境中，进行词汇操练，有助于内化所学语言知识和文化知识，巩固新 的知识结构，促进语言运用的自动化，助力将知识转化为能力。
StepⅢ 迁移创新
活动七：推理与论证
1.Ask students to discuss the questions belowin groups.(Activity 6) ·What were the solutions to the problem of building the Aswan Dam
·A lot of money was spent to protect the temples.Do you think it was worthwhile Why or why not ·Why do you think so many countries contributed funds and offered help to the Egyptian project
【设计意图】学生在理解和内化埃及政府所采取的一系列解决问题的措施后，通过合作和探究的学 习方式，探讨出更多解决问题的方法，理性表达出自己的观点和态度，体现学生保护文化遗产的意 愿和面对困难积极、主动解决的态度，实现了深度学习，有利于促进能力向素养的转化。
2.Ask students to work in groups and explore the question. ·What is the purpose of the text
【设计意图】教师引导学生对文章写作目的进行推理和论证，锻炼学生的语言表达运用能力、思维
能力，还可以鼓励学生团结合作，发扬阿斯旺大坝工程的精神，保护文化遗产，共建美好家园。 活动八：批判与评价
1. 赏析语篇的写作手法，探讨其与主题意义的关联。
(1)Learn.
举例法 (examples): 用具体的例子来说明要表达的意思。
(2)Apply.
·How is the method applied in the text
Suggested answer:
·举例法(examples)
In the 1950s,the Egyptian government wanted to build a new dam across the Nile in order to control floods,produce electricity,and supply water to more farmers in the area.
2. 探究修辞手法与主题意义的关联。
Ask students to read the text and find out what rhetorical devices the writer uses.And have them give some examples and try to work out their functions.
Suggested answers: 排比 (parallelism)
In the 1950s,the Egyptian government wanted to build a new dam across the Nile in order to control floods,produce electricity,and supply water to more farmers in the area.
Experts investigated the issue,conducted several tests,and then made a proposal for how the buildings could be saved.
作用：排比句的节奏感强，有助于增强语言语势，让读者对建筑堤坝的目的和专家所采取的措施更 清楚。
3. 探究显性衔接和连贯手段。
(1)连接词
Big challenges,however,can sometimes lead to great solutions.
But the proposal led to protests.Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt's cultural heritage.
Finally,a document was signed,and the work began in 1960.
Not only had the countries found a path to the future that did not run over the relics of the past,but they had also learnt that it was possible for countries to work together to build a better tomorrow.
(2)定语从句
There comes a time when the old must give way to the new...
Water from the dam would likely damage a number of temples and destroy cultural relics that were an important part of Egypt's cultural heritage.
After listening to the scientists who had studied the problem,and citizens who lived near the dam,the government turned to the United Nations for help in 1959.
.and then moved and put back together again in a place where they were safe from the water.
Perhaps the best example is shown by UNESCO,which runs a programme that prevents world cultural heritage sites around the world from disappearing.
作用：连接词可以使文章的框架明晰、逻辑结构合理；定语从句可以更好地修饰句中提及的时间、 人或物。
4. 探究插图与主题意义的关联。
作用：采用模态语篇的呈现形式和手段，充分利用了图片的表意功能。两幅图清晰地呈现了阿布辛 贝神庙整体迁移所采取的措施，反映了世界文物建筑保护方式的成功尝试。
【设计意图】引导学生赏析语篇的文体特征与修辞手法，探究其与主题意义的关联，加深对主题意 义的理解。
活动九：想象与创造 1.Be a critical thinker.
Ask students to work in groups and write down what they can do for the protection of cultural relics in the hometown.
【设计意图】让学生发散思维，把本课学到的知识运用到实际中，实现深度学习，促进能力句素养
的转化。
2.Share a day.
【设计意图】通过了解文化和自然遗产日，教育学生树立文化和自然遗产保护意识，培养文化的情 怀，并积极主动地参与到文化和自然遗产保护中来。

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