资源简介

高中英语优质课
教材： 人教版（2019 课标版）
课题： Module 2 Unit1
Cultural Heritage
——Reading for Writing
（ 第 六 课 时）
说 课 稿
说课教师：
Module 2 Unit 1
Cultural Heritage
Period 6 Reading for writing
Distinguished judges！It’s really a great honor for me to be here to
demonstrate my teaching design to you. My presentation will be divided into
eight parts: theoretical foundations, analysis of teaching material, analysis of students, teaching objectives, key points and difficult points, teaching
approaches and learning methods, teaching procedures and teaching reflection .
Let’s come to part 1----The theoretical foundations. Firstly, my teaching design is based on the New English Curriculum Criteria for regular high school, which advocates the activity-based learning approach to English learning, aiming to cultivate students’ key competency. Secondly, deep learning theory is also the base of my teaching design, including learning and understanding, application and practice, transfer and creating.
Part 2---Analysis of teaching material. This lesson is selected from the New Senior English for China published by PEP, Book2, Unit 1, serving as the sixth period. The theme of this unit is human and society, and the text mainly centers on how to protect cultural heritage. Now, I want to analyze the teaching material from three aspects: what, how and why. What----The text is a news report, which is about making images of cultural relics in the Mogao Caves, Dunhuang using digital technology. In the activities, students are expected to complete the process of language processing and can complete a writing process. How------first, students can master the structure of a news report and the language features of it. Then to complete the writing based on the information and structure given in the materials. Why---This class provides a reference template for students to learn how to preserve cultural heritage, which can cultivate students' patriotism and strengthen students' confidence in Chinese culture .
What about the students This lesson is intended for students in the first semester of senior one. Students are familiar with the structure of news report in Chinese. So it won’t be difficult for them to identify the text type in the lesson. And in the fifth period of this unit, the students have already reviewed the relative clauses. So in this lesson they can apply this target grammar to writing. Besides, students in this age are curious about the mystery of cultural heritage and willing to do cooperative work. However, since they have just learned five units in senior one, and just adapted to the English learning in senior high school. So it will be challenging for most of them to write a
complete news report in such a limited time independently, which requires proper guidance from the teacher.
Based on the analysis above, I set these learning objectives. By the end of this class, students are expected to understand the main idea, master the structure and language features of news report, and they can write a news report about a person by using some newly acquired writing skills. Also they should establish a strong sense of cultural heritage protection in their mind.
As for learning focuses and difficulties . I think how to analyze the language features in news report to them properly and let them apply what they’ve learned to write a new one are key points of this class. Meanwhile, to write a news report with proper language can be difficult for the students .
To create a relaxing atmosphere, relevant learning methods like autonomous learning, cooperative learning and exploratory learning are carried out. Jigsaw writing will be designed to create a student-centered class .
According to these aspects, let’s come to teaching procedures. I mainly divide my teaching into four stages: preparing, comprehending, applying and transferring. Specifically, these stages fall into eight steps: brainstorming, reading for structure, reading for information, reading for language features, discussion, writing and comments, emotional education and homework.
Now, I’ll illustrate them in detail. This class begins with a short video about the announcement on the plane. And the captain welcomes all the young journalists to take part in the activity “Young Journalist, Eyes on China” and their destination is Dunhuang Mogao Caves. Students are excited to begin their exploration. Meanwhile, I act as their guide, discuss about Mogao Caves with them on the plane and show them a different way to explore Mogao Caves . That is, visiting Dunhuang through digital images. And let them think about why the digital images are published on line . It is designed to strengthen the students’ understanding of the Mogao Caves and motivate their desire to learn more about the topic, which can naturally lead to the reading part.
In the reading part, students are guided to read the text for the structure, information and language features. And the activities are all designed based on the writing task. Such as, finding information based on key words, discussing questions in groups and so on . Besides, there is one thing should be highlighted. That is, in these activities, I didn’t just explain and tell to them, instead, some students are invited to show their opinions to develop their critical thinking.
After reading, students are guided to make a summary of what has been read, so as to provide language scaffolding for the writing.
Before writing, students will discuss and design their news report with the information cards in hand. This activity is designed to provide content scaffolding for the writing.
With all the preparations done, students feel more confident and ready for their writing. Then Jigsaw writing will be designed for them to finish the target writing. The division of the groups is mainly based on students’ characters, and I try to take everyone into consideration. As for the role of each group, I’d like each group member to get a role according to their strength, such as group leader, critical thinker, word master, summarizer and performer. With specific assignment for each group member, they will cooperate to finish the target writing and get a sense of achievement in the process .
After finishing writing, here comes evaluating part which focuses on the title, tense, content and organization. The students can make peer assessment based on the checklist. With all of this finished, each group will choose a performer to share the revised writing in front of the class. Such design shows the integration of teaching, learning and assessing.
After showing time, I’ll let the students to discuss how to protect the cultural heritage as a student. And show them an illustration about the steps they can do . This activity can improve students’ awareness of preserving cultural heritage .
Now, let’s come to homework. Homework is designed to consolidate and transfer what has been learned in this class. And here is my blackboard design .
The last part is about my teaching reflection. To achieve the progressive learning objectives, I designed some challenging but progressive learning activities driven by the writing task. In addition, the sustainable assessment is designed through the whole learning process. So students can achieve deep learning and cultivate the key competencies in this lesson .
To sum up, practical writing is really important in our daily life, so in my opinion, in our regular writing lessons, we should pay attention to students writing sub-skills training, referring to the text, imitating before creating, taking students’ ability and interests into consideration and evaluating their works with peers. Only in this way can we help them progressively develop the writing skills .
That’s all. Thank you for your listening!

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