一、教学目标
1. Students can read quickly to get the main idea.
2. Students can memorize the new words and phrases.
3. Students can form good reading habits and use the reading skills to find the information in their further study.
4. Students can learn how to solve a tough problem by asking for help and cooperation.
5. Students can have the international awareness and understand the great strength of international cooperation.
二、教学重难点
Teaching key point:
Learn to use the reading strategy—making a timeline.
Teaching difficult points:
Learn how to solve a tough problem by asking for help and cooperation.
Learn how to develop and use reading skills.
三、教学过程
Step 1. Lead-in
The teacher presents the pictures of the statues of human face and a temple and asks the following questions:
1. What are they?
2. Which country may they be from?
【设计意图】借助图片激发学生的学习兴趣，同时能够自然地引入本课话题。
Step 2. Pre-reading
Students read the title to guess what will be discussed in this passage.
【设计意图】学生通过阅读标题预测文本内容，训练学生的预测能力。
Step 3. While-reading
(1) Skimming
Students read the text quickly and match the topic sentences.
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.
(2) Scanning
Students read the text again and answer the following questions.
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?
(3) Intensive reading
Students match the numbers and the five pieces of information below.
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.
【设计意图】学生在读中环节完成skimming、scanning和intensive reading三个活动，能够训练学生使用阅读策略获取信息的能力。
Step 4. Post-reading
Students 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?
【设计意图】读后环节的讨论活动能够帮助学生加深对文本的理解，同时也有助于提升学生的综合语言运用能力。
Step 5. Summary
Students summarize the main idea of the text and the teacher makes supplements.
【设计意图】学生总结本课知识，加深巩固。
Step 6. Homework
Students share what they have learned with their parents today.
【设计意图】开放型的作业有助于训练学生的交际能力。
四、板书设计
