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,*,宜昌市葛洲坝中学,GEZHOUBA MIDDLE SCHOOL,*,Unit1 Cultural Heritage,Reading and thinking,Unit1 Cultural Heritage,说课,文本分析,学情分析,教学过程,教学目标,说课 文本分析 学情分析教学过程 教学目标,文本分析,：,本文是一篇说明文，以阿斯旺大坝为例讲了如何解决一个问题。在信息层面，文章第一部分引出主题：,Big challenges can sometimes lead to great solutions,；,第二部分讲了埃及如何解决建阿斯旺大坝和文物保护之间的矛盾；第三部分讲了解决问题中合作的重要性。在文本结构上，整个篇章是,general-specific,模式。本文脉络清晰，结构清楚。通过阿斯旺大坝的例子，鼓励学生面对挑战时，善于合作，寻求合理的解决方式。,文本分析：,学情分析：,授课对象是高一学生，学生在语言知识方面有一定的基础，愿意表达自己的观点，也具备一定的获取信息的能力，但缺乏深入思考，对文章的本质认识不足，分析文本的能力较弱。本文语篇较长，词汇量较大，这些会给学生造成阅读障碍。,学情分析：授课对象是高一学生，学生在语言知识方面,教学目标：,Period1,1.,通过,问题链的方式,，,围绕新建阿斯旺大坝的主题，,引导学生分析保护文化遗产,所,面临的问题以及解决办法。,2.,剖析,语篇结构，,感知“,how a problem was solved,”,。,3.,让学生了解文化遗产保护的重要性，提升保护意识,。,Period2,1.,通过讨论,-,分享,-,交流的方式，完成课堂口头开放性学习活动和书面产出性学习活动。,2.,再度加强文化遗产保护,意识。,教学目标：Period1,Abu Simbel Temple,Aswan Dam,removing,rebuilt,教学过程：,Step1.Lead in,设计意图：用已知经验激活图式，引出本课话题，为后续 “读”的活动做好准备。,Abu Simbel TempleAswan Damremo,Step2.Reading for information,A1:Read the title,From problems to solutions,设计意图：通过阅读标题，激发学生思考，在新建阿斯旺大坝过程中遇到什么问题以及怎么解决，从而过渡到语篇阅读。,What do“problems”refer to?,What do“solutions”refer to?,Step2.Reading for information,A2:Read the first two paragraph in 5 mins,and answer the questions.,Why,did the government want to attempt the building of the dam?,What,problems did the new dam lead to?,What,did the government do with the problem?,To build a new dam,progress,problems,设计意图：通过“细读,-,获知,-,归纳”，实现阅读的初阶目标，并让学生感知“,how a problem was solved,”的关键：,define and analyze the problem.,A2:Read the first two paragra,A3:Read paragraph 3&4 in 6 mins,and answer the questions.,1.How,did UN deal with the problem?,1959,1960,1961,Over the next 20 years,1980,A3:Read paragraph 3&4 in 6 mi,2.How,were the cultural relics saved?,take down in pieces,moved to other places,put back together,设计意图：利用时间轴等思维导图的方式来提高学生“寻找,-,提炼信息”的能力。这一阶段，,让学生感知解决问题的下一步骤是：,develop&implement the solution,。,2.How were the cultural relic,A4,:Read paragraph 5 in 3 mins,and answer the questions.,Why,was the project considered a great success?,A5,:,Read paragraph 1&6 in 5 mins,figure out,1.Does the writer mainly want to introduce the case of Aswan Dam with this passage?,设计意图：启发学生的思考，培养学生的批判性思维。,这一阶段，,让学生感知解决问题的最后一个阶段是：,evaluate the results,。,A4:Read paragraph 5 in 3 mins,Step3.Read for structure,After grasp the detailed information of the passage,analyze the text pattern of this passage.,文体：说明文,exposition,结构：总,(P1)-,分,(P2-P5)-,总,(P6),Topic-example-conclusion,设计意图：引导学生由文章的表层信息上升到篇章结构。培养学生的语篇建构意识。,Step3.Read for structure设计意图：,Step4.Read for thinking,Based on what we learnt,find out the process of solving problems.,1,3,5,2,4,Define the problem,Analyze the problem,Develop a solution,Implement the solution,Evaluate the results,设计意图：此环节基于文本，又高于文本，实现从文本信息的具象思维到高阶抽象思维的发展，也为学生解决问题建立了一个模型。,Step4.Read for thinking 13524,Conclusion:,Faced with the problems,you should be,Cooperative,Optimistic,Confident,设计意图：,这是对文章的一个小结。通过归纳，引导学生形成一种意识：问题并不可怕，有问题才会有进步，有时问题本身就是答案。这也是文章想向学生传达的情感层面信息。,Conclusion:设计意图：这是对文章的一个小结。通过归,Assignment,Work in group of four.Surf the internet for the challenges that the Mogao caves has faced.Write an article by using the pattern of problem-solution to deal with the problems,设计意图：利用,problem-solution,模式，解决莫高窟所面临的挑战。实现知识迁移创新，培养学生创造性思维。,Assignment Work in group of,Step1.Present,Share and assess the article from the following aspects like contents,grammar cohesion and coherence as well as logic.,设计意图：通过交流分享，生生互评和师生互评的模式，检测学生作业成果，以评促学，以评促教。,Step1.PresentShare and assess,Step2.Review for reading,Retell the solutions to the problem of building the Aswan Dam.,设计意图：利用思维导图及课文词汇，复述解决新建阿斯旺大坝问题的方法，再次激发学生对课文的认识。,Step2.Review for reading设计意图：,Step3.Think and discuss,1.A lot of money was spent to protect the temples.Do you think it was worthwhile?Why or why not?,设计意图：关注主题意义，培养学生批判性思维。,Step3.Think and discuss设计意图：关,Step4.Express,1.Finish Activity5 and share the answers with each other.,2.As students,do you think it possible to keep balance between economic development and the protection of cultural relics,？,If yes,how?If not,what do you prefer?Economy or cultural relics?Why?,3.Write a passage with 6o words to present your opinions.,设计意图：培养学生发散思维和批判性思维。通过口头和书面表达，评估学生语言知识,考查语言能力，达到有效输出。,Step4.Express设计意图：培养学生发散思维和批判,Assignment:,朗读课文,做,Workbook,Using words and expressions,P61-62,设计意图：再次感知文本，夯实词汇并在实际中运用。,Assignment:朗读课文设计意图：再次感知文本，夯实词,
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