Unit1-Reading-for-Writing-名師教學(xué)設(shè)計

Unit1ReadingforWriting名師教學(xué)設(shè)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(xué)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(xì)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(guān)，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(biāo)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(diǎn)。2.學(xué)習(xí)用恰當(dāng)?shù)恼Z言和格式寫新聞報道。3.培養(yǎng)學(xué)生自學(xué)以及合作學(xué)習(xí)的能力，引導(dǎo)學(xué)生主動學(xué)習(xí)。4.培養(yǎng)學(xué)生的批判性思維，引導(dǎo)學(xué)生對文化遺產(chǎn)保護(hù)進(jìn)行批判性思考。重點(diǎn)難點(diǎn)重點(diǎn)：獲取文本信息和文本特點(diǎn)。難點(diǎn)：用恰當(dāng)?shù)恼Z言和格式寫新聞報道。教學(xué)準(zhǔn)備教師準(zhǔn)備：莫高窟的相關(guān)資料、照片及視頻。學(xué)生準(zhǔn)備：復(fù)習(xí)定語從句和文化遺產(chǎn)的相關(guān)詞匯。教學(xué)過程StepI學(xué)習(xí)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(shè)計意圖】根據(jù)文本特征設(shè)計了三個環(huán)節(jié)，識別語篇、提問與小組討論，旨在提高學(xué)生認(rèn)識語篇（新聞報道）、獲取語篇主要信息的能力。StepI應(yīng)用實(shí)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(shè)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(xué)習(xí)語篇的寫作特征。這個活動有助于提高學(xué)生對新聞報道寫作的認(rèn)識和理解，為后續(xù)寫作作鋪墊?；顒尤?實(shí)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(shè)計意圖】本活動為寫作實(shí)踐。在寫前設(shè)計了“頭腦風(fēng)暴”活動，讓學(xué)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(biāo)題、開篇句、正文及結(jié)尾等。這不僅降低了學(xué)生的寫作難度，還增強(qiáng)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(shè)計意圖】該環(huán)節(jié)通過小組合作，從標(biāo)題、開篇句、正文細(xì)節(jié)、引用及改述、關(guān)系從句應(yīng)用、總結(jié)、語法及拼寫等方面，對組內(nèi)成員的草稿進(jìn)行綜合評價與相互學(xué)習(xí)，加深學(xué)生對主題意義的理解和多元思維的培養(yǎng)，并實(shí)現(xiàn)深度學(xué)習(xí)。StepIV課后作業(yè)1.Polish yourwritingafterclass.2.Copy theusefulexpressionsinyourgroupmembers，writingsandtrytomemorizethem.板書設(shè)計Unit1CulturalHeritagePeriodVRead