资源简介

Unit 1 Cultural Heritage
Reading for Writing 教案
教材分析：
本课时通过阅读有关莫高窟文化遗产保护项目的一篇报道，引导学生整理文章逻辑与表达，引导学生关于根据指定内容进行报道新闻写作。重点表达主要涉及文化遗产描述、文化遗产项目介绍等话题，如cave, quality。重点句式主要涉及报道与介绍等话题。本文的价值取向在于学生通过学习，梳理文章逻辑与表达，掌握新闻报道写作的基本要素，能完成一篇完整新闻报道写作。
教学策略与设计说明：
采用任务型教学法(Task-based language teaching)，布置活动任务，设置活动目的，引导学生完成相关任务，达成各教学步骤设计目的。
教学目标：
在本课学习结束时，学生能够：
语言能力上，习得涉及文化遗产描述、文化遗产项目介绍等话题，如cave, quality；习得涉及报道与介绍等话题的重要句式。学生读懂阅读材料，并模仿新闻报道发展逻辑与表达，根据指定内容进行新闻报道写作。
思维品质上，归纳阅读材料的主要内容，梳理发展逻辑，并模仿逻辑思路，进行新闻报道写作。
文化意识上，能够熟悉各类文化遗产及其保护的内容与意义，体会文化遗产及其保护的含义与重要性。
学习能力上，能提高对语篇的成分与结构意识；了解同伴互评的基本步骤，应用同伴互评策略进行写作，提高合作意识与能力。
教学重点：
引导学生掌握新闻报道的常见结构和语言特征；
学生写一篇语言连贯、结构清晰的简短新闻报道。
教学难点：
学生通过阅读与整理，熟悉新闻报道的要素与写作技巧。
教学资源：
教材、多媒体课件、黑板与粉笔。
教学过程：
步骤 教学活动 设计意图 时间与模式
Step 1 Lead-in: Ss are asked to tell the name of the place represented in the pictures one by one. Then, T asks Ss a question “would you like to invite foreigners to visit there ” for leading Ss to the importance of cultural heritage and cultural promoting. 通过图片，导入情境与主题。引导学生思考文化遗产对于传播文化的作用。 2’ CW
Step 2 Read and answer: Ss are asked to read the questions firstly, read the news report and answer the questions. T leads Ss to think about predicating the location of answers. Then T leads Ss to check the answers one by one. S highlight key words in the sentences and match answers in the paragraph. As for the third question, T could lead Ss to think about what to say when they are asked to deliver their opinions firstly and then T offer a suggested answer for the question. Key words: opinion 先阅读问题，引导学生阅读以及做题方法，提高学习能力；引导学生思考如何给出个人看法，对学生回答问题提供帮助。 8’ CW/IW
Step 3 Language features: Ss are asked to read the news reports again and find the parts accordingly. While checking the answers, T could introduce some basic information about the elements first and ask Ss to find the parts before showing the final answers. Key words: Comparison & contrast: comparison for the similarities; contrast for the differences 引导学生进行细节阅读，梳理文章逻辑，寻找新闻报道要素与成分。 6’ CW/IW
Step 4 Discuss in pairs: Ss are asked to discuss the following questions in pairs. To summarize after the discussion, T should make a summary and conclude that each part is inseparable in a completed news report. Which of the writing skills is the most important one in your opinion Why Suggested answers: I think a lead sentence would play a very important part in writing because it leads and guides the whole passage and gives an introduction to the content. 引导学生讨论思考各成分的功能与意义。 5’ GW
Step 5 Language features: Ss are asked to underline relative clauses that the writer uses to identify things, =people and time. Then T lead Ss to check the answers. During checking the answers, T could lead Ss to figure out what part the clause is identifying and their functions or meanings. 引导学生发现定语从句及关系代词与副词，提高学生语言能力。 5’ CW/IW
Step 6 Write a report: Ss are asked to read the interview notes first. Then T leads Ss to review the elements in a news report and the key to writing them with the examples given. Ss write their own news report and exchange drafts with a partner and use the checklist to help each other revise the drafts. Ss needs to review the key element of new report for deepen their understanding for they type of resource. Finally, Ss put up their news report in the classroom and share. 引导学生阅读写作内容与写作步骤及技巧。引导学生了解同伴互评，熟悉同伴互评策略与步骤，加强学生合作意识与能力，提高学生学习能力。 35’ CW/GW
Step 7 Homework： Search other groups who work to protect our culture heritage, then write a news report. 加深学习内容理解，查找信息提高学习能力。
备注：
Ss: Students T: Teacher
IW: Individual work GW: Group work CW: Class work
教学反思：
学生通过本课时学习，能否熟练掌握阅读文本中重点表达与句型，熟练掌握新闻报道中的要素与写作技巧。
学生通过本课时学习，能否归纳整理阅读文本发展逻辑，并根据指定内容进行新闻报道写作。
学生通过本课时学习，能否了解各类文化遗产及其保护活动，了解文化遗产及其保护活动的内涵与意义。

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