Unit1-Reading-for-Writing-名師教學設計

Unit1ReadingforWriting名師教學設計課時內(nèi)容Writeanewsreport主題語境：人與社會主題群：歷史、社會與文化子主題：物質(zhì)與非物質(zhì)文化遺產(chǎn)語篇類型：新聞報道文本分析：本節(jié)課提供一篇新聞報道PromotingCulturethroughDigitalImages，講述了一組來自中外的研究人員與科學家聯(lián)手使用數(shù)字圖像，記錄、收集莫高窟的文化遺產(chǎn)。第一段提出了新聞的mainidea(leadsentence)，第二段給出了更多細節(jié)，第三段作出總結(jié)。這篇新聞報道采用了大量定語從句來修飾限定名詞、代詞。語篇主題與本單元主題語境相關，文本結(jié)構(gòu)清晰，語言簡潔精煉，能夠為寫作提供很好的范本。課時目標1.通過閱讀新聞報道，獲取新聞報道的主要內(nèi)容和寫作特點。2.學習用恰當?shù)恼Z言和格式寫新聞報道。3.培養(yǎng)學生自學以及合作學習的能力，引導學生主動學習。4.培養(yǎng)學生的批判性思維，引導學生對文化遺產(chǎn)保護進行批判性思考。重點難點重點：獲取文本信息和文本特點。難點：用恰當?shù)恼Z言和格式寫新聞報道。教學準備教師準備：莫高窟的相關資料、照片及視頻。學生準備：復習定語從句和文化遺產(chǎn)的相關詞匯。教學過程StepI學習理解活動一：獲取與梳理1.Recognizethediscoursebeforecarefulreading.Askstudentstoscanthetextandjudgethetypeofthediscourse：anewsreport.2.Askstudentstoreadthenewsreportandanswerthe.followingquestions.(SB，P8，Part1)(1) Whataretheresearchersandscientiststryingtodo?Whatmoderntechnologyaretheyusing?(2) WhyaresomanypeopleinterestedintheMogaoCaves?(3) Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?Suggestedanswers：(1) TheyaretryingtohelpincreaseknowledgeandappreciationofChina’sancientculturalheritageintheMogaoCaves.Theyareusingdigitalimages.(2)The MogaoCaveshavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.Today,thecavesarejustasinternationalastheywereatthetimewhenpeopletravelledtheSilkRoad.(3) (Theanswervaries.)3.Groupwork.Askstudentstoreadthenewsreportagainandfindthefollowingparts.(SB,P8,Part2)A.LeadsentenceB.DirectquoteC.ParaphraseD.BackgroundinformationE.ReportingverbsF.Wordstoshowcomparisonand/orcontrastSuggestedanswers：A.AgroupofresearchersandscientistsfromChinaandothercountriesareworkingtogethertohelpincreaseknowledgeandappreciationofChina’sancientculturalheritage.B.Asoneresearcherwhoisworkingontheprojectexplains,uAppreciatingone’sownculturalheritageisveryimportantforunderstandingoneself.Appreciatingtheculturalheritageofothercountriesisveryimportantforinternationalcommunicationandunderstanding.”C.“Cultural relics”for“culturalheritage”.D.Para.2E.hope：BysharingsomanydigitalphotosovertheInternet，thegrouphopestopromoteevenwiderinterestaroundtheworldinChina’sancienthistory,culture，andtraditions./Theyalsohopetofurthereducatepeopleabouttheimportanceofsafeguardinghistoricandculturalrelicsforfuturegenerationstounderstandandappreciate.F.as...as...：Today,thecavesarejustasinternationalastheywereatthetimewhenpeopletravelledtheSilkRoad.【設計意圖】根據(jù)文本特征設計了三個環(huán)節(jié)，識別語篇、提問與小組討論，旨在提高學生認識語篇（新聞報道）、獲取語篇主要信息的能力。StepI應用實踐活動二:分析與判斷1.分析新聞報道的文本特征Groupwork：Readthenewsreportagainandtrytoanalyzethestructureofthenewsreports.(1) Whatpartsshouldbeincludedinanewsreport?Suggestedanswers：Headline，leadsentence，body，ending.(2)What shouldwewriteineachpart?Suggestedanswers：Headline：Writeatitletogetthereaders’attention.Leadsentence：Tellthereaderswho,what,where,andwhy.Body：Tellthereaderthefacts,details,examples,etc.Ending：Endwithashortsummarytohelpthereadersrememberthemainidea.2.賞析語言(1) Askthestudentstoreadthetextagainandunderlinetherelativeclausesusedtoidentifythings,peopleandtime.(2)Complete thesentencesbelow.①AgroupofresearchersandscientistswhoareworkingtogethertohelpincreaseknowledgeandappreciationofChina’sancientculturalheritage.eq\o\ac(○,2)TouristsfromallovertheworldvisittheMogaoCaveswhichameetingpointfordifferentcultures.③TheMogaoCaveswereinternationalatthetimewhen.Suggestedanswers：① arefromChinaandothercountries② havebeen③ peopletravelledtheSilkRoad【設計意圖】通過閱讀課文，分析文本特征和賞析語言特征，深度閱讀，挖掘主題意義，并學習語篇的寫作特征。這個活動有助于提高學生對新聞報道寫作的認識和理解，為后續(xù)寫作作鋪墊?；顒尤?實戰(zhàn)演練1.Composeyournewsreport.Readthetwointerviewnotesandchooseonetowriteanewsreport.ChenLei,Wuhan? seniorteacher? takesphotosofoldbuildings? wantstopreserveculturalheritage? interviewsoldpeople? writesaboutthebuildings? visitsschoolstotellstudentsabout...ProtectorsofthePast,Wuhu? protectoldhouses? helprepairbuildings? lookforculturalrelics? showculturalrelicstothepublic? raisemoney? repairtemplesandculturalrelics2.Brainstorm.First,askstudentstoworkingroupsoffourtochooseaninterviewnote,andreaditsrelativeinformation.Thentalkabouttheheadline,leadsentence,bodyandending.3.Writeyourownnewsreportaccordingtothebrainstorm.【設計意圖】本活動為寫作實踐。在寫前設計了“頭腦風暴”活動，讓學生以小組的形式，根據(jù)選擇的采訪信息討論新聞報道的標題、開篇句、正文及結(jié)尾等。這不僅降低了學生的寫作難度，還增強了寫作的信心。StepIII遷移創(chuàng)新活動四：批判與評價1. Exchangedraftsingroupsoffourandassesseachother’sworkaccordingtothechecklist.√Isthereatitle?√Doestheleadsentencetellthereaderaboutthesituation?√Hasthewriterincludeddetailsandexplanations?√Aretherequotesandparaphrases?√Doesthewriteruserelativeclausestoidentifypeople，places，things，times，etc.?√Doesthewriterendwithashortsummary?√Arethereanygrammarorspellingmistakes?2.Learn fromeachother.3.Ask eachgrouptorecommendastudent’swriting.Choosetwooftherecommendationstosharewiththeclass.【設計意圖】該環(huán)節(jié)通過小組合作，從標題、開篇句、正文細節(jié)、引用及改述、關系從句應用、總結(jié)、語法及拼寫等方面，對組內(nèi)成員的草稿進行綜合評價與相互學習，加深學生對主題意義的理解和多元思維的培養(yǎng)，并實現(xiàn)深度學習。StepIV課后作業(yè)1.Polish yourwritingafterclass.2.Copy theusefulexpressionsinyourgroupmembers，writingsandtrytomemorizethem.板書設計Unit1CulturalHeritagePeriodVRead