Unit1 Cultural Heritage Reading for writing 说课教学设计--人教版高中英语必修第二册.docx

《Unit1 Cultural Heritage Reading for writing 说课教学设计--人教版高中英语必修第二册.docx》由会员分享，可在线阅读，更多相关《Unit1 Cultural Heritage Reading for writing 说课教学设计--人教版高中英语必修第二册.docx（2页珍藏版）》请在淘文阁 - 分享文档赚钱的网站上搜索。

1、Teaching Plan for Reading for Writing: Promoting Culture Through Digital ImagesUnit1 Cultural Heritage Analysis of the teaching contentWhat : The text is a news report that uses the example of the digital images of the Mogao Caves to teach students about a new way of protecting cultural heritage. In

2、 addition, the text is a way of popularizing the concept and importance of preserving cultural heritage. Why: The aim of reading for writing is to teach students how to write a news report, and the theme of this part is People and Society - Cultural Heritage. Therefore, the news report about the dig

3、ital images of cultural heritage is chosen to provide students with a reference template for their writing and to help them to write their own news report. It also provides a reference template for students to understand the language style and structure of news articles, which inspires students to t

4、hink about the importance of cultural heritage to human society.How: The reading for writing is divided into two parts. The first part is reading.The first paragraph of the article tells the story of a group of Chinese scientists and researchers who have digitalized the Mogao Caves in order to study

5、 and appreciate the cultural heritage of ancient ChinaThe second paragraph tells how the culture of the Mogao Caves has been appreciated by many countries and has helped China to spread other cultural heritages such as the Silk Road and Dunhuang. The third paragraph tells how the digital images of c

6、ultural heritage that has increased the worlds interest in the history, culture and traditions of ancient China, and raised awareness of the importance of understanding and preserving cultural heritage.The second part is to complete the writing, where students first read the news notes and learn to

7、capture the main points of the writing, then write a news report based on the information and structure given in the materials, and finally correct the press release according to the criteria given in the materials.About the target studentsThis is a senior class with 44 students who have a serious a

8、ttitude to learning. However, they are able to experiment and explore problems, and have moderate writing skills. They have an initial understanding of the Mogao Caves and a basic reading and writing skills and the ability to use the attributive clause to describe people and things in detail. In add

9、ition, they are able to guess the meaning of words based on the content of a text and understand the meaning of words and cultural heritage.Teaching objectivesBy the end of the class, students will be able to: 1. Collect information from the news report about promoting culture through digital images

10、.2.Identify the features of language and structure of a news report.3.Write a news report about a person or a group who works to protect our cultural heritage by using some newly acquired writing skills in this period.4. Develop students writing and cooperating abilities.5. Strengthen students high

11、degree of cultural confidence and have a sense of cultural heritage protection.Teaching proceduresActivitiesStepsPurposeLead-in(5 mins)1.ShowthreepicturesandaskstudentswhattheyknowabouttheMogaoCaves.InformationabouttheMogaoCaveswillbedisplayedwhenthestudents answer. 2.Letstudentsreadthenewsonpage8an

12、dcompletethreemultiple-choicequestions.1.Tostrengthenthestudents understandingoftheMogaoCaves.2.Throughthesethreemultiplechoicequestions, studentscanbetterunderstandthemainideaofthearticleandsort outthestructureofthearticle.Analyze the structure of news report(7mins)1.letstudentsreadthenewsreportaga

13、inanddiscussthestructureofthenewsreport.2.Leadstudentstolearnthestructureofthenewsreporttogether.1.letstudentsgetthegeneralunderstandingoftheorganisationofthenewsreport2.Todeepenstudentsunderstandingofeachpartofthenewsreprotandwriteanewsreportbetter.Study the language features.(8mins)1.Lead students

14、 to study the direct quote. The teacher uses the underlined sentence to analyze the characteristics of direct quote and puts forward three questions:Do you think it is necessary to use the direct quote?Why are quotes often used in news report?What functions do they have？2.let students to notice the

15、verb before the underlined sentence: reporting verbs.3.Study the language features and identify the relative pronouns of attributive clauses.Get students to have a good understanding of news report.Make students use the attributive clauses concisely.Pre-writing(5mins)1.Lead students to do a draft an

16、d introduce the four steps of writing.2.Let students to read the interview notes on the book.Help students form a basic writing framework.While-writing& post-writing(20mins)1.Theteachershowshowtowritethetitlewhichshouldcatchthereaderseyes.Thenletthestudentsto write itonthespotandshowtheirtitles.2.Th

17、eteachershowshowtowritetheleadsentencewhichshouldinclude“who,why,how,when,where,what”.Thenletthestudentswriteitonthescreen, thenpresent theleadsentence.3.Theteachershowshowtowritethebodywhich shouldincludethedetailsandfactofwhathave happened,thenasksthestudentstowriteitonthespot,and selectsseveralst

18、udentstoshowit.4.Theteachershowshowtowritetheconclusionwhichshouldbeabletohelpthereadersunderstandtheresultsorimpacts.Thenletthestudentswriteonthe spotandselectseveralstudentstoshow.5.Studentscorrectthenewsreportaccordingtotheprinciplesinthetextbook.6.Haveapresentation.To improve the ability tocatchthekey informationinthenews report.To cultivate students to write a news report properly and concisely.学科网（北京）股份有限公司