Unit 1 Reading and thinking 说课稿-高中英语人教版（2019）必修第二册.docx

Unit 1 Cultural Heritage 说课稿 Teaching material analysis1.This lesson is from PEP edition book 2, unit 1 Cultural Heritage, period 2 Reading and Thinking :From Problems to Solutions.2.The theme is: “Understanding how a problem was solved”(man and society),which is the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. This unit is divided into 8 periods, this lesson is period 2 reading and thinking. It is an important part of this unit, which has a connecting link between the preceding and the following.3. The text is a narration about the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. In order to inspire students to learn the key role of international cooperation in solving problems and to help students reflect on importance to the balance and coordination between cultural heritage protection and social and economic development. Students will be encouraged to learn the learning objectives of this lesson. Students analysis1.Students are the subject of senior 2; They have some life experience and basic knowledge of English; They can understand the basic English sentences;2.Their learning attitude and motivation is not clear; They are lack of some proper reading strategies; Their Speaking training is not enough.3.They should grasp the teaching objectives. Teaching objectives1.Language ability: Identify the main information and text structure of the reading text;2.Learning ability: Employ the reading strategy “make a timeline” according to the appropriate text type;3.Thinking ability: Analyse how a problem was solved;4.Cultural awareness: Reflect on the value of protecting cultural heritage by teamwork and global community; Key and difficult points of teaching1.Key points: Identify the main information and text structure of the reading text; Employ the reading strategy “make a timeline” according to the appropriate text type;2.Difficult points: Analyse how a problem was solved; Reflect on the value of protecting cultural heritage by teamwork and global community; Teaching methods, Learning methods Teaching aids1.Teaching methods: Activities-based; Student-centered;Process-oriented2.Learning methods: Individual work, pair work & group work;Learning English in real situations.3.Teaching aids: Blackboard, multimedia, Chalks. Teaching proceduresStep 1 Lead-in(3mins):Free Talk 3Activity 1: please appreciate some pictures and share your ideas and give reasons.1. What happened in the pictures?2. How can we protect these cultural heritage?Purpose:1.To create a thematic context that helps students relate their real-life experience to the learning topic;2.To activate students knowledge;3.To arouse students interest in learning about the topic.Step 2 Pre-reading: Prediction 2Activity 2: Watch a video , and predict what the passage will be about.1.What do you see?2.What do you think about that?3.What do they make you wonder? Purpose: 1.To introduce the topic of the lesson;2.To predict main idea of the passage;3.To encourage deep learning and thinking in students.Step 3 While-reading: Skimming 7Activity 3: skim the text and finish the following two tasks.Task 1: Answer the following questions.1.Why did the Egyptian government want to build a new dam in the 1950s?2.Why did the building of the dam lead to protests?3.How did the government save the cultural relics?Task 2: Draw a timeline of major events.Purpose: 1.To gets the main idea of the text;2.To identify the type and features of the text;3.To sort out and grasp the major events of how a problem was solved.Activity 4:Intensive reading .8 Read more carefully and answer the following questions.1. What do “problems” refer to and what do “solutions” refer to?2. What words can you think of to describe the working process of the project?Activity 5:Intensive reading. 8 Divide the passage into three parts and get the main idea of each part.Purpose: 1.To get the first impression of “problems” and “solutions”;2.To identify the key words of the text.3.To summarize the main idea of each part .4.To know the structure of the text clearly.Activity 6:Thinking5. Think and Discuss (Make a mind map).1. As students, what should we do to protect our cultural relics? Purpose: 1.To deepens students understanding of how to protect cultural relics.2.To inspire students to know we should protect our cultural relics.Step 4 Post-reading 14Activity 7:Complete the news report 9. With the correct forms of the words in the box. Then suggest a suitable title.Purpose:1.To create a real situation where students can present keep the right balance between progress and the protection of cultural sites;2.To apply language patterns learned;3.To check whether students have mastered what have been taught;Activity 8: speaking 5. Discuss and share.1. How to deal with the construction and the protection of cultural relics?Purpose:1.To cultivate critical thinking;2.To transfer what has been learnt to real-life situations.3.To foster students cooperative spirit.Step 5 Homework& Student Self-Evaluation1.Homework:Write an article about a person or group who works to protect cultural heritage of Shangri-La.Purpose：1.To consolidate what they have learned and transfer writing strategies and language patterns learned to new contexts;2.To employ different channels and resources of learning English.2. Student Self-Evaluation Identify the main information and text structure of the reading text;Yes/No Employ the reading strategy “make a timeline” according to the appropriate text type;Yes/No Analyse  how a problem was solved; Yes/No Reflect on the value of protecting cultural heritage by teamwork and global community; Yes/No  Blackboard designFrom Problems to SolutionsPart 1 (paragraph 1)The introduction of the production Part 2 (paragraph 2-5)The process of saving cultural relicsPart 3 (paragraph 6）The summary of the text Teaching reflection(After class)学科网（北京）股份有限公司