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視頻課題：新人教版必修二unit 1 Cultural heritage reading and thinking From Problems to Solutions山東省昌樂(lè)二中
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新人教版必修二unit 1 Cultural heritage reading and thinking From Problems to Solutions山東省昌樂(lè)二中教學(xué)設(shè)計(jì)
Unit1 Cultural Heritage 大單元整體學(xué)習(xí)
Reading and Thinking教學(xué)設(shè)計(jì)
版 本：新人教（2019）年 級(jí)：高一年級(jí)必修二教學(xué)環(huán)境：多媒體錄播教室
學(xué) 校：昌樂(lè)二中
Unit 1 Cultural Heritage 大單元整體學(xué)習(xí) 探究建構(gòu)
Reading and Thinking 教學(xué)設(shè)計(jì)
| 課題 |
Readingand Thinking |
單元 |
Unit 1 Cultural Heritage |
主題語(yǔ)境 | Human and society |
| 整體設(shè)計(jì) |
The Listening and Speaking section is an interview about culture heritage protection; the main reading text is “Understand how a problem was solved”; the Listening and Talking part is “Talking about history and culture”; the reading text of Reading and Writing section is “Promoting culture through digital images”, and the two texts in the workbook are “New discoveries from the past” and “World cultural heritage sites”. The relevance between these materials are around the protection of the cultural heritage. From knowing the background information about the cultural heritage, collecting and analyzing the problems of the protection to how to protect cultural heritage. The overall design of the learning of the theme include four stages: Cognition and construction: the construction of the system of the theme-related vocabulary, the understanding of the cultural heritage; Exploration and construction: the exploration of the theme through listening, speaking, reading and thinking; Transfer and promotion: transferring the learned into practice by listening and talking, reading and writing, group article reading; Reconstruction and test: perfecting the word bank, the knowledge of cultural heritage protection and review all the learned; examine the learning efficiency through a test. |
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| 教材分析 | The theme of this unit is about the protection of cultural heritage, while the theme of the reading text is about “understand how a problem was solved”. This class is the Exploration and Construction stage and focuses on the exploration of the reading text. The text mainly talks about the challenges of protecting cultural heritages during the building of the Aswan Dam, and countries around the world worked together to solve the problem successfully. |
| 學(xué)情分析 | Students in Grade One has learned English for years, and they have mastered the required vocabulary and language skills, and they can get some detailed information in the text. But most of them lack reading strategies like skimming, scanning and prediction. This text is related to the protection of cultural heritage. Some students may be familiar with cultural heritage when travelling, but they may not know how to protect it. This text activates students’ awareness of the necessity and importance of protecting cultural heritage and the power of unity around the world. |
| 單元導(dǎo)語(yǔ) | There is lots of cultural heritage at home and abroad, such as the Great Wall, the Forbidden City. Heritage is our legacy from the past, what we live with today and what we pass on to future generations. However, it faces big challenges now. Plenty of cultural heritage has been destroyed. What should we do? |
| 核心素養(yǎng) |
To learn about the structure and linguistic characteristics of a narrative text and how to get some useful information. To outline the course of events and the inter-relationship of events according to the timeline. To learn about the past and the present of cultural heritage at home and abroad, and think over the solution and take actions to protect the cultural heritage. To cultivate the spirit of critical thinking and creative thinking and to analyze objectively the challenges of protecting cultural |
| heritage and come up with proper solutions. | |
| 單元目標(biāo) |
By the end of the unit, students will be able to: understand how to solve a problem and tell it in your own words; know the organization and language features of a news report and write a report; give advice on protecting cultural heritage and appeal others to protect heritage. |
| 課時(shí)目標(biāo) |
To analyze the structure of the text and draw a mind-map of it； To summarize and list the right steps of solving problems； To express your ideas on heritage protection through a debate and strengthen our culturaconfidence. |
| 重點(diǎn) |
To learn about the structure and linguistic characteristics of a narrative text and how to get some useful information; To make a timeline to outline the text. |
| 難點(diǎn) |
To analyze objectively the challenges of protecting cultural heritage and come up with proper solutions; To cultivate the spirit of critical thinking and creative thinking. |
| 教學(xué)資源 | Multimedia, the Internet, the textbook, reading materials around cultural heritage |
| 教學(xué)方法 | Task-based method; Situational teaching approach |
| 教學(xué)安排 | Students are expected to preview the new words and the text for about 20 min before the class begins. |
| 預(yù)習(xí)任務(wù) | Read the new words and the text for twice. |
| 教學(xué)評(píng)價(jià) | The teacher’s assessment; group assessment; self assessment |
| 教師活動(dòng) | 學(xué)生活動(dòng) | 設(shè)計(jì)意圖 | |
| Daily routine | |||
| English speech |
Give instructions of the speech before it begins. Now, let’s welcome the speaker today to give us a speech. Give comments and assessment about the speech. Tom has done a very good job, and ... |
The speaker goes to the front to deliver an English speech. Good morning, everybody. ... After the speech, the speaker will ask some questions about the speech to have interaction with the listeners. Well, my first question is... |
To raise students’ interest in English and improve the ability of speaking, listening and communicati ng with each other. |
| Pre-reading | |||
|
Leading in |
Ask questions about the cultural heritage in their home town: What cultural heritage do you have at your home town? |
Students answer share the cultural heritage of their hometown. I’m from Qufu, and we have T’hree Kong in our hometown,... |
To activate students’ own knowledge about cultural heritage and build some connections b etween new and previous kno wledge. |
|
Predictio n |
Guide students to look at the two photos and read the title: |
Students read the title and look at the photos and state their prediction of the content of the text. Volunteers say the prediction of the text. |
To practise predicting the content of a passage from images and the title. |
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FROM PROBLEMS TO SOLUTIONS What do you think the text is about? Ask two or three students to say their ideas. |
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| Learning objective s |
Interpret the objectives of the period and encourage all students to achieve them: To analyze the structure of the text and draw a mind-map of it； To summarize and list the right steps of solving problems； To express your ideas on heritage protection through a debate and strengthen our cultural confidence. |
Students are to listen carefully and comprehend them actively. | Raise the awareness of achieving the goals by working hard in class. |
| While reading | |||
| Fast reading |
Instruct students to skim the text to get the topic sentence of each paragraph. Everybody, please read the text very quickly to get the topic sentence of each paragraph. |
Students skim the text to find the topic sentence in each paragraph and stand up to say the sentences. |
Practise the skimming strategy for reading. |
| Careful reading |
Instruct students to read the text carefully and get the two tasks done:
|
Students scan the text and draw a mindmap to show the structure of the text. | Drill the application of practising the scanning strategy in reading and improve the ability of extracting information and processing information. |
| Discussio n & presentati on |
Instruct students to share their mind-map of the text structure and the main events in groups. Direct students to go to the designated sections on the blackboard to show what they have got about the development of the events after teamwork. |
Students have a discussion in groups and share what they have got out of their cooperation. Volunteers go to the blackboard to show the development of the events with the help of the timeline and share it with all the students. |
Improve the ability of communicatin g in English, learning from each other and the thinking qualities. |
| Careful reading & discourse analysis |
Show the structure of the text and the mindmap. Guide students to summarize the two clues of the text: (1)How the problems were solved. (2)Time order. |
Students listen to and think about the questions carefully and summarize the two clues from the presented PPT. |
Improve the ability of summarizing and inferring information. |
| Further reading and discourse analysis |
Guide students to read the text further and have deeper analysis of the text by asking questions: Para1&2
|
Students read the text very carefully, think about the questions actively and analyze the text deeply. Students are to read |
Develop the high-order thinking qualities of students and the ability of text analysis. |
|
Para3&4
Invite a group of students to act out the solutions and take part in the presentation with the students. Para5&6 (6)What is Para 5 intended to tell us? (7)What is the spirit of the project? |
between and beyond the lines and get the effective information. A group of students goes to the front and stand in a circle with joining hands, and the teacher will be one of them. The group stands for the original statue. The five people will be numbered 1,2,3,4,5 respectively and will move to a new place one by one, showing the way of being taken down piece by piece and being moved. Then they will join hands again to show the solution, that is, being put back together again. |
Cultivate the ability of solving problems in innovative ways. Build closer relationship and create better learning and experiencing atmosphere for English immersion. |
|
| Language appreciati on |
Instruct students to find the word “proposal” in Para 2 and Para 3 respectively. The word “proposal” both appear in these two paragraphs |
Students will catch the word “proposal” in the two paragraphs and get what they refer to |
Train the ability of inferring according to the context. |
| and do the two “proposals” refer to the same thing? | according to the context, and they will get the difference. |
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| Discourse analysis & summary |
Direct students to have a summary of the text and retell the text according to the outline. Ask one more question for students to think about: What is the author's purpose of writing this text? Guide students to say the word “Unity” or “Cooperation”... Provide one picture with a well-known saying and let students read it. |
Students will review the whole text and retell it according to the provided outline. Students think actively and have deeper analysis of the text. Students read the sentence on the picture aloud and comprehend them exactly. |
Train the ability of putting the information into right order and organizing information to retell the development of events. Promote the ability of summarizing the whole text and the writing purpose. Deepen the cognition of the significance of cooperation when solving difficulties. |
| After-reading | |||
| Watch a video | Share a video about new discoveries of Sanxingdui Ruins. | Students will watch the short video and share what they have got from it. | Build the connection between the learned in the text to the hot issues of the moment. |
| Debate |
Guide students to have a debate : It costs a lot of money to do the archaeological discovery in Sanxingdui. And from the text we know a lot of money was spent on protecting the temples. Do you think it was worthwhile? Why or why not? Divide students into two sides: Group1-6 VS Group 7-12 . I think it was worthwhile to... I think it was not worthwhile to... |
Students will share their opinion in group and find evidences to support the idea of their sides. After their sharing in groups, they will say their ideas and set out their supporting details. |
Train students ability of critical thinking, making use of resources and collecting useful materials. Improve the ability of putting the learned from the text into practice. |
| Summary |
Collect the points from different students and make a summary: Keep the right balance. Solve problems with scientific steps. |
Students will listen carefully and relate the debate to the content in the text. |
Form the awareness of balancing the heritage protection and economic development . Learn to seek for the reasonable solutions to problems. |
| Promotion | Share the words from our President Xi Jinping about cultural heritage and ask students to read them aloud together. | Students are to read the sentences from our president Xi Jinping aloud together and taste them. | To raise the awareness of protecting the cultural heritage and strengthen |
| cultural confidence. | |||
| Homewor k | Write a composition about 100 words on whether it is worthwhile to protect the cultural heritage. | ||
| Blackboar d Design |
Unit 1 Cultural Heritage Understand how a problem was solved  |
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| Teacher Assessme nt |
The best student and groups will be:
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| Group assessme nt |
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Self assessme nt |
1.I attend the class actively. (+1,0,-1) 2.I listened carefully when others were sharing their ideas and say my own opinion actively. (+1,0,-1) 3.I take part in the discussion and presentation actively.(+1,0,-1) 4.I take notes clearly and actively.(+1,0,-1) 5.I have got what I want from the text.(+1,0,-1) |
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| 課后反饋 |
Fill in the following questionnaire for the class Questionnaire I can understand the reading passage. ( ) I can understand the the process of getting the solutions. ( ) I can understand and use the new words and expressions in the text. ( ) I can understand the structure and meaning of the non-restrictive attributive clause in the text. ( ) I have learned more about cultural relics. ( ) I have known how to protect cultural relics. ( ) |
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