教師招聘高中英語(yǔ)《Cultural heritage》說(shuō)課稿

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Task 1: Skimming

I will ask students to read the text quickly and match the topic sentences. Students can read the passage and complete the task with their partners. Then the class can check answers together.

Para.1 A. How to balance progress and the protection of cultural sites can

be a big challenge.

Para.2 B. A committee was established to limit damage.

Para.3 C. The proposal leads to protests.

Para.4 D. The project brought governments and environmentalists together.

Para.5 E. The spirit of the Aswan Dam project is still alive today.

Para.6 F. The project was completed and successful.

Task 2: Scanning

In this step, I will ask students to read the text again and answer the following questions. When checking answers, I will emphasize some key words and phrases (and write them down on the blackboard).

1. What did the Egyptian government want to do in the 1950s? And why?

2. Why did the building of the dam lead to protests?

3. How were the temples and other cultural sites saved?

4. How long did it take to complete the project?

5. Which word can describe the project?

6. What way was used to save the cultural heritages?

Students can discuss their answers with their partner.

(3) Intensive reading

I will guide students to complete the timeline with the information from the text.

①The project stars.

②The temples and cultural are being rescued.

③The project is completed.

④The first temple is moved.

⑤The government asks the UN for help.

The purpose of this step is that by skimming, scanning and intensive reading, students will understand the details of the passage step by step.

Step 4. Post-reading

I will give students five minutes to discuss the following questions in groups of four and then share the result with the whole class.

1. What is the “problem” and what is the “solution”?

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

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

This task can improve their language using ability and help them to have a deeper understanding of cultural relics.

Step 5. Summary

Students make a summary on what they have learned this class, and I will make some supplements. At last, I will encourage students to protect our cultural relics.

Step 6. Homework

Students can share what we have learned with their parents today.

五、說(shuō)板書(shū)設(shè)計(jì)

Last but not least, the final part of my presentation is the blackboard design. I will write down the title on the blackboard and the timeline to help students understand the passage.