【课件】Unit1Reading+and+thinking+说课课件-人教版（2019）必修第二册

Unit 1 Cultural HeritageFrom Problems to SolutionsCONTENTSLearning ObjectivesKey and Difficult PointsLearning ProceduresBlackboard designReflectionDesign ConceptTextbook AnalysisStudents AnalysisThe key competences of students in English courses:language competence,cultural awareness,qualities of thinking and learning ability.Activities-based language learning:Through activities such as learning and understanding,application and practice,transfer and innovation,etc.,teachers guide students to learn language knowledge and cultural knowledge in an integrated manner.Teaching-learning-assessment alignment:The teaching design based on the activity view should be integrated and unified from the teaching goal,the teaching process and the assessment.Design ConceptTextbook AnalysisWhatTopicHuman and Society Material and intangible cultural heritageMain ContentsThis article uses the conflict between economic development and cultural relics protection as a clue to describe the solutions to the problem.During this process,readers can realize the importance of protecting cultural heritage and solving the problem cooperatively.Why purpose Know how to achieve a balance between promoting economic development and protecting cultural heritage.Know how to analyze and solve problems through reading articles.Recognize the importance of international cooperation in the process of problem solving.How Structuregeneral-specific-generalCharacteristic of languagecompound sentences,including adverbial clauses and attributive clauses to describe the problems between economic development and protection of cultural relics and the process of solving them.1.They can express simple expressions in English and understand simple conversations.Most of the students have passive learning styles and poor autonomous learning ability.2.They have been exposed to knowledge about cultural heritage in their lives,and also know some cultural heritages.3.They may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.Students AnalysisLearning ObjectivesBy the end of this class,students will be able to:1.to know the main idea and the structure of the expository passage by sorting out the text.2.to master the steps of solving the problem by successfully inferrence and generalization.3.Be aware of the importance of cultural heritage protection and the spirit of cooperation by applying what they have learnt.1.learn how to solve a problem and intention of introducing the Aswan dam.2.learn the importance of cooperation when facing some challenges.3.master the structure of writing the exposition.Difficulty points:Students may not understand the relationship between the construction of Aswan Dam and the destruction of cultural heritage.Key and Difficult Points1 what are the problems?2 what are the solutions?3 it might include the process from problems to solutions.4 what might be told to us from the problems to solutions?From Problems to SolutionsPurpose:attract students interests in learning.activate students background knowledge of this passage stimulate students curiosity about the text will also be d.Activity one:read the title and picuture and predict what might be talked aboutLearning Procedureswhat are the problems?(Para.1)Activity two:read for“what”economicdevelopmentthe protection of cultural siteshow to keep balance?how to keep balance?a big challenge what are the solutions?Big challenges can sometimes lead to great solutions.If a problem seems too difficult for a single nation,the global community can sometimes provide a solution.Read Paragraph 1,2 and 6,and figure out what the writer wants to tell with this passage?The process from problems to solutions.a specific casea specific caseAswan damAswan damin order to control floods,produce electricity,and supply water to more farmers in the area.a specific casea specific caseAswan damAswan damWater from the dam would likely damage a number of temples and destroy cultural relics that were an important of Egypts cultural heritage.the problem1.The proposal lead to protests?2.What did the government do with the problem?After listening to the scientists who studiesd the problem,and citizens who lived near the dam,the government turned to the UN for help in 1959.Para.23.Draw the mind map and show the solution to the Aswan dam(Para.3.4)the solution Para 3Para 4A committee was established to limit damage and to prevent the loss of cultural relics.Solutionstaken down in piecesmoved to other placesput back togetherPurpose:learn how to solve the problem with teamwork;feel the complexity of the task by drawing understanding the process of protecting the temples.the group asked for contributions from different departments and raised funds within the international community.experts investigated the issue;conducted several tests;made a proposal;sign a document.the project brought together governments and environmentalists form around the world.prepationsprepationsco