Unit 1 Cultural Heritage Reading and Thinkingppt课件-（2019新教材）人教版高中英语必修第二册.pptx

1、Unit1 Cultural Heritage MENU Leading-in While-class After-class Leading in Look at the title. What are the key words? Problems and solutions. Leading in Combining with the topic of the unit and the pictures in the passage, guess what the text is mainly about. The text is mainly about some problems a

2、nd solutions about the protection of the temples. Part.2 While-classPart.2 While-class While-class Activity 1Read the first paragraph and tell me what purpose it carries. Economic development is necessary if we want to improve society. There comes a time when the old must give way to the new, and it

3、 is not possible to preserve everything from our past as we move towards the future. Finding and keeping the right balance between progress and the protection of cultural sites can be a big challenge. To introduce the topic: keeping the balance between progress and the protection of cultural s i t e

4、 s c a n b e a b i g challenge. While-class Activity 2Read the second paragraph and answer the following questions. 1.Why did the Egyptian government want to build a new dam? 2.Did people support the proposal? Why (not)? 3.What did the government do to deal with the problem? While-class Big challeng

5、es, however, can sometimes lead to great solutions. In the 1950s, the Egyptian government wanted to build a new dam across the Nile in order to control floods, produce electricity, and supply water to more farmers in the area. But the proposal led to protests. Water from the dam would likely damage

6、a number of temples and destroy cultural relics that were an important part of Egypts cultural heritage. After listening to the scientists who had studied the problem, and citizens who lived near the dam, the government turned to the United Nations for help in 1959. 1.To control floods, produce elec

7、tricity and supply water to more farmers in the area. 2.No.The proposal led to protests, because water from the dam may damage a number of temples and destroy cultural relics. 3.They turned to the UN for help. While-class Activity 3 Read the third paragraph and answer the question. What did the UN d

8、o to help protect the cultural relics? A committee was established to limit damage to the Egyptian buildings and prevent the loss of cultural relics. The group asked for contributions from different departments and raised funds within the international community. Experts investigated the issue，condu

9、cted several tests, and then made a proposal for how the buildings could be saved. Finally, a document was signed, and the work began in 1960. They established a committee, asked for contributions and raised funds. Experts investigated the issue, conducted several tests and then made a proposal. Fin

10、ally, they signed a document. While-class Activity 4Read the fourth paragraph and answer the questions. 1.Whom did the project brought together? 2.How were the temples and other cultural sites saved? While-class The project brought together governments and environmentalists from around the world. Te

11、mples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from the water. In 1961, German engineers moved the first temple. Over the next 20 years, thousands of engineers and workers rescued 22 temples and countless cult

12、ural relics. Fifty countries donated nearly $80 million to the project. 1.It brought together governments and environmentalists from around the world. 2.Temples and other cultural sites were taken down piece by piece, and then moved and put back together again in a place where they were safe from th

13、e water. While-class Activity 5Read the fifth paragraph and answer the questions. 1.What was the result of the project? 2.Why was it a success? When the project ended in 1980, it was considered a great success. Not only had the countries found a path to the future that did not run over the relics of

14、 the past, but they had also learnt that it was possible for countries to work together to build a better tomorrow. 1.It was considered a great success. 2.Not only had the countries found a path to the future that did not run over the relics of the past,but they had also learnt that it was possible

15、for countries to work together to build a better tomorrow. While-class Activity 6Read the sixth paragraph and answer the questions. 1.Whats the spirit of the Aswan Dam project? 2.Why did Egyptian turn to the UN for help? While-class The spirit of the Aswan Dam project is still alive today. Perhaps t

16、he best example is shown by UNESCO, which runs a programme that prevents world cultural heritage sites around the world from disappearing. If a problem seems too difficult for a single nation, the global community can sometimes provide a solution. 1.The spirit is to prevent world cultural heritage s

17、ites from disappearing. 2.Because if a problem seems too difficult for a single nation, the global community can sometimes provide a solution. While-class Activity 7Draw a mind map of the text structure. While-class While-class 语场(field):指发生的事或正在被谈论的事、进行的社会活动 (whats going on)。 语旨(tenor):指参加者的身份和他们之间

18、的关系(the role of relationship in the situation in question)。 语式(mode):指语言在具体环境中所起的作用,是书面、口头的 形式,是说明、评论还是劝说等(the means of communication)。 While-class Activity 1Writing order Finish the timeline with the information from the text and tell me how the text is developed. While-class Thread:. Transition:.

19、T h e r e f o r e , t h e t e x t i s d e v e l o p e d i n order, and its purpose is to . While-class 参考答案： 1959:The government asks the UN for help. 1960:The project starts. 1961:The first temple is moved. Over the next 20 years: The temples and cultural relics are being rescued. 1980: The project

20、 is completed. Thread: different time stages Transition: the progress of rescuing the temples Therefore, the text is developed in time order, and its purpose is to illustrate. While-class Activity 2Main idea Based on the above analysis,we can find out the main idea of the text is about. 参考答案： the re

21、scue of the temples While-class Activity 3Relationship What is the role of relationship involved in the text? 参考答案：The Egyptian government,the UN,together with governments and environmentalists from around the world. While-class Activity 4Conclusion Field: Tenor: Mode: 参考答案： Field: To tell readers t

22、he process of rescuing the temples. Tenor: The Egyptian government, the UN, together with governments and environmentalists from around the world. Mode: In chronological/time order and Problem-Solution Pattern. Part.3 After-classPart.3 After-class After-class Topic 1To introduce the topic:keeping th

23、e balance between progress and the protection of cultural sites can be a big challenge. There comes a time when. give way to It is not possible to. .can be a big challenge. After-class Topic 2To introduce the problem:the contradiction between building a new dam and protecting the cultural heritage.

24、big challenges damage a number of temples destroy cultural relics After-class Topic 3Several things were done to make preparations for moving the temples. a committee was established asked for contributions raised funds investigated the issue conducted several tests made a proposal a document was si

25、gned After-class Topic 4The ways they moved the temples. .were taken down piece by piece,and then moved and put back together again. were safe from donated.to the project Topic 5To show the result. It was considered a great success. Not only had.found a path to the future.,but they had also learnt.

26、It was possible for.to work together to build a better tomorrow. After-class Topic 6To tell us the significance. The spirit of.is still alive today. The best example is shown by. If a problem seems too difficult for.,.can sometimes provide a solution. Summary 1.There are so many cultural relics to b

27、e rescued. When we rescue them and have problems, what can we learn from the passage? 2.Who do you think its target readers are? 参考答案： 1.If the problem is too difficult for a single nation, we can turn to the global community for help. Cultural relics need the protection of the whole world. 2.Its target readers may be those who are interested in protecting cultural relics. Thank you!