Unit 1 Cultural Heritage

Period 2 Reading and Thinking:

From Problems to Solutions

 

【教材分析】

1. This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.

【教学目标】

1. Enable students to understand the main information and text structure of the reading text;

2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;

3. Enable students to understand how a problem was solved;

4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;

【教学重难点】

1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.

2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style

3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;

【教学过程】

1. Prediction

Step 1 Predicting the main idea of the passage

 Look at the title and the pictures, and then predict what the passage will be about.

Q: What will be talked about?

Step 2: Fast reading tasks

Task of the first fast reading:

Read quickly and figure out the key words of each paragraph.

•    Paragraph 1: challenge

•    Paragraph 2: proposal led to protests

•    Paragraph 3: committee established 

•    Paragraph 4: brought together

•    Paragraph 5: success 

•    Paragraph 6: spirit

Task of the second fast reading:

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?

4. Which one can describe the project?

A. Successful.     B. Negative.      C. Useless.         D. Doubtful.

5. What can be learned from the Aswan Dam project?

Step 3: Careful reading tasks

Read more carefully and answer the following questions.

1. What do “problems” refer to and what do “solutions” refer to?

2. Find out the numbers in paragraph four and explain why the author used exact numbers instead of expressions like many?

3. What can you infer from “Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cultural relics”?

4. What can you infer from “Fifty countries donated nearly 80 million to the project”?

The project cost a lot of money.

5. Before the building of the dam, what problems did the Nile River bring to the Egyptian?

6. What words can you think of to describe the working process of the project?

Step 4: Consolidation

Divide the passage into three parts and get the main idea of each part.

Part 1 (Paragraph 1)

The introduction of the topic

Keeping the right balance between progress and the protection of cultural sites is a big challenge.

Part 2 (Paragraphs 2-5)

The process of saving cultural relics   

•Big challenges can sometimes lead to great solutions.

•The Egyptian government wanted to build a new dam, which would damage many cultural relics.

•The government turned to the UN for help.

•Experts made a proposal for how to save cultural relics after a lot of efforts and the work began.

•Cultural relics were taken down and moved to a safe place.

•Countless cultural relics were rescued.

•The project was a success.

Part 3 (Paragraph 6)

The summary of the text

The global community can sometimes provide a solution to a difficult problem for a single nation.

Step 5: Critical thinking:

1. How to deal with the construction and the protection of cultural relics?

2. As students, what should we do to protect our cultural relics?

Step 6: summary

The outline of the passage

Step 7 Homework:

Review what we have learned and find out the key language points in the text.