《Unit1CulturalHeritage》單元教案Period1ListeningandSpeaking&ListeningandTalking【教材分析】ListeningandSpeakingintroducesthetopicof“Takepartinayouthproject”.Thelisteningtextisaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Morethan20highschoolstudentsfromsevencountriesparticipatedintheproject.ThereporterinterviewedtwoparticipantsStephanieandLiuBin.Bylisteningtothetext,studentscanunderstandthesignificanceofculturalheritageprotection,andteenagerscanusetheirknowledge,combinetheirowninterestsandadvantages,etc.toparticipateintheactionofculturalheritageprotection.ListeningandTalkingintroducesthethemeof“Talkabouthistoryandculture”.ThelisteningtextisadialoguebetweentwotouristsandtourguideswhentheyvisittheKremlin,RedSquareandsurroundingbuildings.Thedialoguefocusesonthefunctionalitemsof“startingaconversation”,whichisusedtopolitelyandappropriatelyattracttheattentionoftheothers,soastosmoothlystartaconversationorstartanewtopic.ThepurposeofthissectionistoguidestudentstounderstandthehistoryandcurrentsituationofChineseandforeignculturalheritageintheirowntourismexperiencesorfromotherpeople’stourismexperiences,explorethehistoricalandculturalvalues,andbeabletoexpressaccuratelyandappropriatelyinoralcommunication.【教學目標】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Instructstudentstousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【教學重難點】1.Guidestudentstounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Cultivatestudents’abilitytoguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Enablestudentstousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【教學過程】Part1:ListeningandSpeakingStep1:LeadinTheteacherisadvisedtotalkaboutthemeaningoftheword“Heritage”.Boysandgirls,beforeourlistening,let’sworkinpairsanddiscussthemeaningoftheword“Heritage”.Whatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingofitandyoucanuseexamplestoillustrateyourmeaning.Heritagemeansthetraditionalbeliefs,values,customs,etc.ofafamily,countryorsociety.Forexample,theGreatWallistheheritageofChina.Step2:PredictionAftertheirsmalltalk,theteachercanaskstudentstopredictwhatthelisteningtextisaboutbylookingatthepictures.Thelisteningtextisprobablyabouthowtoprotectafamousheritagesitebysomestudents.Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,thestudentsneedtosolvethefollowingtasks.1.Listentotheconversationandsumupthemainidea.YouthsfromsevencountriesareworkingtogethertoprotectculturalrelicsonMountTai.2.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,23highschoolstudentsfrom7countriesMountTai,oneofthemostfamousmountainsinChinaIthasbeenprotectedformorethan3,000years.22temples,around1,800stoneswithwritingonthemDaiTempleonMountTai;over6,000stepsListeningtip:UsecontexttoguesswordsToguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Tellthereasonswhyyouguessso.Preserve:toprotectReason:thewordmeansthesameofawordIknowPromote:tohelpsthtohappenordevelopReason:ThewordisexplainedbythespeakerStep5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.Reporter:ItissaidthatyouareoneofthevolunteerstopreservethepinetreesonMountHuang.Whatareyouguysdoing?Volunteer:Wearemakingsomesignswhicharedesignedtoeducatepeopletoprotectthepinetrees.Volunteer:Besides,wetookalotofpicturesofpinetreesandcreateanappwhichaimstopromotepeople’sawarenessofprotectingtheprecioustrees.Reporter:Soundsgreatandanythingelse?Volunteer:Weoftenwearvolunteerclothesandsendsomebrochuresintheparktocallonmorepeopletoprotectthetrees.Reporter:Doesyourhardworkpayoff?Volunteer:Definitely.Moreandmoretouristsarenowstoppingcarvingnamesonthetreesorclimbingthetrees.Part2:ListeningandTalkingStep1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthenaskthestudentstosolvethefollowingtasks.1.Listentotheconversationandanswer(1).Wherearethespeakers?Onastreet.(2).Whataretheydoing?Sightseeing.2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles.Step3HomeworkAccordingtoActivity3,writedownaconversationbetweenthetouristandhis/herguide.Unit1CulturalHeritagePeriod2ReadingandThinking:FromProblemstoSolutions【教材分析】1.Thissectionfocuseson“Understandinghowaproblemwassolved”,whichisaimedtoguidestudentstoanalyzeanddiscussthechallengesandproblemsfacedbyculturalheritageprotectionduringtheconstructionofAswanDam,aswellasthesolutions.Onthebasisofunderstanding,studentsshouldpayattentiontothekeyroleofinternationalcooperationinsolvingproblems,andattachimportancetothebalanceandcoordinationbetweenculturalheritageprotectionandsocialandeconomicdevelopment.Studentsareencouragedtofacechallengesactively,begoodatcooperation,andmakecontinuouseffortstofindreasonablewaysandmeanstosolveproblems.【教學目標】1.Enablestudentstounderstandthemaininformationandtextstructureofthereadingtext;2.Motivatestudentstousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre;3.Enablestudentstounderstandhowaproblemwassolved;4.Enablestudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學重難點】1.Guidestudentstopayattentiontoreadingstrategies,suchasprediction,self-questioningandscanning.2.Helpstudentssortoutthetopiclanguageaboutprotectingculturalrelicsandunderstandthenarrativecharacteristicsof“time-event”inillustrativestyle3.Leadstudentstounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity;【教學過程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Paragraph1:challengeParagraph2:proposalledtoprotestsParagraph3:committeeestablishedParagraph4:broughttogetherParagraph5:successParagraph6:spiritTaskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?2.Whydidthebuildingofthedamleadtoprotests?3.Howdidthegovernmentsavetheculturalrelics?4.Whichonecandescribetheproject?A.Successful.B.Negative.C.Useless. D.Doubtful.5.WhatcanbelearnedfromtheAswanDamproject?Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany?3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.5.Beforethebuildingofthedam,whatproblemsdidtheNileRiverbringtotheEgyptian?6.Whatwordscanyouthinkoftodescribetheworkingprocessoftheproject?Step4:ConsolidationDividethepassageintothreepartsandgetthemainideaofeachpart.Part1(Paragraph1)TheintroductionofthetopicKeepingtherightbalancebetweenprogressandtheprotectionofculturalsitesisabigchallenge.Part2(Paragraphs2-5)Theprocessofsavingculturalrelics ?Bigchallengescansometimesleadtogreatsolutions.?TheEgyptiangovernmentwantedtobuildanewdam,whichwoulddamagemanyculturalrelics.?ThegovernmentturnedtotheUNforhelp.?Expertsmadeaproposalforhowtosaveculturalrelicsafteralotofeffortsandtheworkbegan.?Culturalrelicsweretakendownandmovedtoasafeplace.?Countlessculturalrelicswererescued.?Theprojectwasasuccess.Part3(Paragraph6)ThesummaryofthetextTheglobalcommunitycansometimesprovideasolutiontoadifficultproblemforasinglenation.Step5:Criticalthinking:1.Howtodealwiththeconstructionandtheprotectionofculturalrelics?2.Asstudents,whatshouldwedotoprotectourculturalrelics?Step6:summaryTheoutlineofthepassageIntroducethetopic:Abigchallenge—thebalancebetweenprogressandtheprotectionofculturalsites.Listtheevidence:Inthe1950sthegovernmentwantedtobuildanewdam.In1959,thegovernmentaskedtheUNforhelp.In1960,theprojectstarted/began.In1961thefirsttemplewasmoved.Overthenexttwentyyears,thetemplesandculturalrelicswerebeingrescued.In1980,theprojectwascompleted/ended.ConclusionThespiritoftheAswanDamprojectisstillalivetoday.Step7Homework:Reviewwhatwehavelearnedandfindoutthekeylanguagepointsinthetext.Unit1CulturalHeritagePeriod3DiscoveringUsefulStructureRestrictiverelativeclauses【教材分析】Thisteachingperiodmainlydealswithgrammar“restrictiverelativeclauses.”Tobeginwith,teachersshouldleadstudentstorevisewhattheyhavelearnedabouttherelativepronounsandrelativeadverbs.Andthen,teachersmoveontostressmorespecialcasesconcerningthisgrammar,suchasthe“preposition+relativepronounswhichandwhom”andcaseswherewecanomittherelativepronouns.Thisperiodcarriesconsiderablesignificancetothecultivationofstudents’writingcompetenceandlaysasolidfoundationforthebasicappreciationoflanguagebeauty.Theteacherisexpectedtoenablestudentstomasterthisperiodthoroughlyandconsolidatetheknowledgebydoingsomeexercises.【教學目標】1.Guidestudentstoreviewthebasicusagesofrelativepronounsandadverbsofattributiveclauses.2.Leadstudentstolearntousesomespecialcasesconcerningrestrictiverelativeclausesflexibly.2.Enablestudentstousethebasicphrasesstructuresflexibly.3.Strengthenstudents’greatinterestingrammarlearning.【教學重難點】1.Helpstudentstoappreciatethefunctionofrelativepronounsandadverbsofattributiveclausesinasentence2.Instructstudentstowriteessaysusingtheproperrelativepronounsandadverbsofattributiveclauses.【教學過程】本節語法思考：定語從句在復合句中的作用是什么？關系詞有哪些？定語從句在復合句中的作用相當于形容詞，它在句中作定語修飾名詞或代詞。他們在先行詞和定語從句之間起到聯系作用，同時在意義上代表先行詞并在定語從句中擔任一個成分。被定語從句所修飾的詞稱先行詞，定語從句一般放在先行詞的后面。引導定語從句的關聯詞稱為關系代詞和關系副詞。關系代詞有who，whom，whose，that，which和as，關系副詞有when，where和why。Step1:鞏固復習限定性定語從句基本用法。一、定語從句關系代詞用法：1.定語從句中關系代詞的選用主要由先行詞決定。2.當先行詞是表示人的名詞或代詞時，關系代詞一般用who;that;whom;that；3.當先行詞是表示事物的名詞或代詞時，關系代詞一般用which;that;whose;as；4.當先行詞既有表示事物的名詞或代詞，又有表示人的名詞或代詞時，關系代詞一般用that.5.whose用作關系代詞時，它表示“……的……;事物（包括動物）”，whose引導定語從句時，其先行詞可以是指人的名詞，其實也可以是指物的名詞。二、關系副詞的用法：如果先行詞是指代“時間的名詞”，還原到定語從句中作時間狀語，則用關系副詞when；如果先行詞是指代“地點的名詞”，還原到定語從句中作地點狀語，則用關系副詞where；如果先行詞是指代“原因的名詞（reason）”，還原到定語從句中用作原因狀語，則用關系副詞why。Step2:限制性定語從句幾種特殊情況。一、定語從句中介詞+關系代詞用法當關系代詞在定語從句中作介詞的賓語時，我們通常用“介詞+關系代詞”引導定語從句。關系代詞只能用which或whom。先行詞指物時，用which;先行詞指人時，用whom。在這個結構中，介詞的確定的原則是：1.依據定語從句中動詞或形容詞等所需要的某種習慣搭配來確定。Heisthemanonwhomyoucanrely.他是你可以信賴的人。JackintroducedtomehisfriendwithwhomIwasnotveryfamiliar.杰克向我介紹了我不很熟悉的那個朋友。2.依據與先行詞搭配的具體意義而定。I’llneverforgetthedayonwhichweworkedtogetherinthecountryside.我不會忘記我們一起在鄉下工作的日子。3.根據所表達的意思來確定。Thecleverboymadeaholeinthewall,throughwhichwecouldseewhatwashappeninginsidethehouse.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發生的事情。4.表示“所有”關系或“整體中的一部分”時，通常用介詞of。JuliewasgoodatGerman,FrenchandRussian,allofwhichshespokefluently.朱麗亞擅長德語、法語和俄語，這三樣她都說得流利。5.在定語從句中，有一些含介詞的動詞短語不可拆開使用，如lookafter,lookfor等。Thebabieswhomthenursesarelookingafterareveryhealthy.(正確)Thebabiesafterwhomthenursesarelookingareveryhealthy.(錯誤)二、介詞+關系代詞常見句型：1.“代詞+of+which/whom”引導非限制性定語從句。這個結構中，代詞常常為all,each,one,many,much,most,some,none,both等,“代詞+of+which/whom”通常在定語從句中用作主語，說明整體中的一部分。有時候也可把“of+which/whom”置于代詞前。Itisreportedthattwoschools,bothofwhicharebeingbuiltinmyhometown,willopennextyear.據報道，在我的家鄉兩所學校都正在建設中，將于明年投入使用。2.“數詞+of+which/whom”引導定語從句這種結構常用來引導非限制性定語從句，有時候也可以把“of+which/whom”置于數詞前。3.“the+名詞+ofwhich/whom”引導非限制性定語從句這個結構中,ofwhich/whom充當定語，修飾前面的名詞，整個結構相當于“whose+名詞”引導的定語從句。4.“the+形容詞比較級(最高級)+of+which/whom”引導非限制性定語從句。Therearetwobuildings,thelargerofwhichstandsnearlyahundredfeetheight.這兒有兩座建筑物，較大的那一座幾乎有100英尺高。三、限制性定語從句中，關系詞可以省略的幾種情況。1.定語從句的先行詞在定語從句中作賓語時，關系詞通常省略。Ihavetakenwithmethetwobooks(that/which)youaskedmetoreturntotheCityLibrary.我把你要我送還給市圖書館的那兩本書帶走了。2.先行詞是way,reason,time,place等且它們在定語從句中分別作方式、原因、時間和地點狀語時，其后定語從句的相應關系詞that/inwhich,why/that,when,where等可以省略。Theway(that/inwhich)youlookattheproblemiswrong.你看待問題的方式是錯誤的。3.由and,but,or等并列連詞連接兩個或兩個以上的定語從句修飾同一個先行詞時，第一個關系詞可以省略，但第二、三個一般不可以省略。Thereason(why/that)hewantedtosellhishousewasthatheneededalotofmoneyforhisoperation.他想賣掉房子的原因是他的手術需要很多錢。【作業布置】填入適當的“介詞+關系代詞”使句意完整。1.Heistheman_______________youcanrely.他是你可以信賴的人。2.Jackintroducedtomehisfriend_______________Iwasnotveryfamiliar.杰克向我介紹了我不很熟悉的那個朋友。3.I’llneverforgettheday_______________weworkedtogetherinthecountryside.4.我不會忘記我們一起在鄉下工作的日子。Thecleverboymadeaholeinthewall,_______________wecouldseewhatwashappeninginsidethehouse.這個聰明的孩子在墻上挖了一個洞，透過它我們可以看到屋里發生的事情。Unit1CULTURALHERITAGEReadingforWriting【教學目的與核心素養】1.Getstudentstohaveagoodunderstandingofsomefeaturesaboutanewsreportbyreadingthetext.2.Instructstudentstowriteasummaryaboutanewsreportproperlyusingsomenewlyacquiredwritingskillsinthisperiod.3.Developstudents’writingandcooperatingabilities.4.Strengthenstudents’greatinterestinwritingdiscourses.【教學重難點】1.Stimulatestudentstohaveagoodunderstandingofhowtoasummaryaboutanewsreport2.Cultivatestudentstowriteanewsreportproperlyandconcisely.【教學過程】Step1LeadinDoyouthinkitisnecessaryforustocirculateourculturalheritagetotheworld?Whyorwhynot?Doweneedtolearnmoreaboutothercountries’culturalheritage?Whyorwhynot?Step2ReadtodiscoverdetailsconcerningthemainbodyofthenewsreportReadthenewsreportandthensolvethequestionsbelow.1.Whataretheresearchersandscientiststryingtodo?(TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina’sancientculturalheritage.)2.Whatmoderntechnologyaretheyusing?(Theyareusingdigitalphotographytorecordacollectionofimages.)3.WhyaresomanypeopleinterestedintheMogaoCaves?(PeopleareinterestedintheMogaoCavesbecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.)4.Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?(Iagreewiththeresearcher’sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.)HavetheSsdiscussthequestionsingroupsandthensharetheiranswerstotheclass.Step3:Studytheorganizationandlanguagefeatures1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceLanzhou,9August2017.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogether...China’sancientculturalheritage.B.Directquote“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.ParaphraseTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.Nearly500,000high-qualitydigitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.D.BackgroundinformationTheMogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.E.ReportingverbsF.Wordstoshowcomparisonand/orcontrastToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.A.thingsTheyarerecordingandcollectingdigitalimagesofculturalrelicsfromtheMogaoCaves,whichwereakeystopalongtheSilkRoadthroughoutChina’sancienthistory.B.peopleAsoneresearcherwhoisworkingontheprojectexplains,“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.timeToday,thecavesarejustasinteractionalastheywereatthetimewhenpeopletravelledtheSilkRoad.Step4Postreadingforfurthersummaryandunderstanding1.Whydoesthewriterusethequoteinthereport?Thewriterusesquotesinordertomakethenewsreportmoreconcise,authenticandpersuasive.2.Explainyourunderstandingofthesentences:“Appreciatingone’sownculturalheritageisveryimportantforunderstandingourselves.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”Weshouldlearnandunderstandourowncultures,whichisvitalforustoknowourselvesandbeproudofourprofoundandextensiveculturalheritage.Meanwhile,weshouldunderstandandappreciateothercultures,tryingtobeopen-minded.Thisway,wecandeepeneachother’sunderstandingandrespect.Step5HomeworkWriteanewsreportaboutLiHuawhoworkstoprotectourculturalheritageusingthefollowingnotesandyoucanadddetailstomakethenewsreportmoreconciseanddetailed.?Name:LiHuaPlace:Xi’anProfession:aseniorhighschoolteacher?wantstopreserveculturalheritage:?protectoldhouses?takesphotosofoldbuildings?helpsrepairbuildings?looksforculturalrelics?interviewsoldpeople?showsculturalrelicstothepublic?writesaboutthebuildings…Unit1CulturalHeritagePeriod1ListeningandSpeaking＆ListeningandTalking導學案【學習目標】1.Tounderstandthecontentoflisteningtextsintermsofthewholeandkeydetails;2.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.3.Tousefunctionalsentencesofthedialoguesuchas“Ibegyourpardon,but…”“Forgivemeforasking,but…”andsoontostarttheconversationmorepolitelyandappropriately.【學習重難點】1.Toguessthemeaningofwordsinlistening;discusswiththeirpeershowtoparticipateinculturalheritageprotectionactivities.2.Tousethefunctionalitemsof“startingaconversation”,whichisusedtosmoothlystartaconversationorstartanewtopic.【學習過程】Step1:LeadinWhatdoestheword“heritage”mean?Shareyourideasaboutyourunderstandingandyoucanuseexamplestoillustrateyourmeaning.________________________________________________________________________________________________________________________________________Step2:PredictionPredictwhatthelisteningtextisaboutbylookingatthepictures.______________________________________________________________Step3:SummaryofthemainideaThenplaytheradiowhichisaboutaninterviewaboutaninternationalyouthculturalheritageprotectionproject.Andafterfinishinglisteningforthefirsttime,youneedtosolvethefollowingtasks.1.ListentotheconversationandsumupthemainideaYouthsfromsevencountriesareworkingtogethertoprotectculturalrelicson_______2.Listenagainandhelpthereportertocompletetheinterviewnotes.Internationalyouthproject,_________highschoolstudentsfrom7countriesMountTai,oneofthemost__________________________mountainsinChinaIthasbeen_________________________formorethan3,000years.22temples,around1,800______________________withwritingonthemDaiTempleon______________________;over6,000______________________Listeningtip:Usecontexttoguesswords.Toguessthemeaningofnewwords,lookattheotherwordsandusewhatyouknowaboutthetopic.Step4:GuessingthemeaningoftheunknownwordsListentotheconversationagainandusethecontexttoguessthemeaningofthewordsbelow.Andtellthereasonswhyyouguessso.Preserve______________________________________________________________________________________________________________________________________________________________Promote______________________________________________________________________________________________________________________________________________________________Step5:SpeakingProjectWorkinpairsorgroupsandroleplayaconversation.Supposeyouareareporterandinterviewingthestudentswhodevotetheirtimetoprotectingtheheritage.______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Part2:ListeningandTalking Step1:Listentothetape,whichisaboutadialoguebetweentwotouristsandatourguidewhentheyvisittheKremlin,RedSquareandsurroundingbuildingsforthefirsttime,andthencompletethefollowingtasks.1.Listentotheconversationandanswer.(1).Wherearethespeakers?_______________________________________________________________(2).Whataretheydoing?___________________________________________________________2.WhatdoyouknowabouttheKremlinandRedSquare?Listenagainandcompletethefactsheet.WorldCulturalHeritageSiteFactSheetTHEKREMLINANDREDSQUARE,MOSCOW●Builtbetweenthe______and___________centuries●Thepalacewhere______________lives●TheSaintBasil’sCathedrallookslike__________________●The___________________partofMoscow●Placeforparades,concerts,andeven_________________Step2:SpeakingProjectActivity3onpage7.Workingroups.Chooseaculturalsitethatyoulikeandrole-playaconversationbetweensometouristsandtheirtourguide.Taketurnstoplaythedifferentroles._____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Unit1CulturalHeritagePeriod2ReadingandThinking:FromProblemstoSolutions導學案【學習目標】1.Tounderstandhowaproblemwassolved.2.Tounderstandthevalueofprotectingculturalheritagebyteamworkandglobalcommunity.【學習重難點】1.Tounderstandthemaininformationandtextstructureofthereadingtext.2.Tousethereadingstrategy“makeatimeline”accordingtotheappropriatetextgenre,3.Toclearlysummarizethemethodsandprocessesofproblemsolving,andappreciatethenecessityandsignificanceofculturalrelicsprotection,【學習過程】1.PredictionStep1PredictingthemainideaofthepassageLookatthetitleandthepictures,andthenpredictwhatthepassagewillbeabout.Q:Whatwillbetalkedabout?_____________________________________________________________________________Step2:FastreadingtasksTaskofthefirstfastreading:Readquicklyandfigureoutthekeywordsofeachparagraph.Taskofthesecondfastreading:1.WhydidtheEgyptiangovernmentwanttobuildanewdaminthe1950s?_______________________________________________________________2.Whydidthebuildingofthedamleadtoprotests?_______________________________________________________________3.Howdidthegovernmentsavetheculturalrelics?_______________________________________________________________4.Whichonecandescribetheproject?()A.Successful.B.Negative.C.Useless. D.Doubtful.5.WhatcanbelearnedfromtheAswanDamproject?_______________________________________________________________Step3:CarefulreadingtasksReadmorecarefullyandanswerthefollowingquestions.1.Whatdo“problems”refertoandwhatdo“solutions”referto?___________________________________________________________2.Findoutthenumbersinparagraphfourandexplainwhytheauthorusedexactnumbersinsteadofexpressionslikemany._____________________________________________________3.Whatcanyouinferfrom“Overthenext20years,thousandsofengineersandworkersrescued22templesandcountlessculturalrelics”?_________________________________________________________4.Whatcanyouinferfrom“Fiftycountriesdonatednearly80milliontotheproject”?Theprojectcostalotofmoney.______________________________________________________5.Beforethebuildingofthedam,whatproblemsdidtheNil