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Unit 1Cultural heritage Reading for writing
教学目标
By the end of the lesson, the students will be able to:
1. learn about what a news report is;
2. learn how to read a news report, including structural and language features;
3. apply what’s been learnt and write a news report about a person or group who works to protect our cultural heritage.
教学重点：
1. Understand the structure, and language features of a news report.
2. Write a news report about a person or group who works to protect our cultural heritage.
教学难点：
1. Guide the students to understand structural and language features of a news report;
3. Guide the students to write a narration about a person or group who works to protect our cultural heritage by employing what’s been learnt.
教学过程
Step 1 Lead-in
1. T greets the students and asks them to answer the following question:
(1) What is a news report
(2) What kind of news is worth reporting
2. T guides the students to the topic: the structure, the language features and the writing of a news report.
【设计意图：紧扣主题，用学生熟悉的话题作为预设教学目标的情境载体导入，创造生动活泼有趣的课堂氛围，激活学生已有的知识和经验。】
Step 2 Global reading
1. Understanding the structure
(1) T asks the students to answer the following question:
What is the structure of a news report
(2) T guides the students to have a general understanding of the structure of a news report – the inverted pyramid.
(3) T guides the students to read the article, and fill in the missing information:
Headline Promoting culture through digital images
Lead Para. 1 Researchers and scientists are working on ________________________ by
digitalizing ______________________.
Body Para. 2: ___________ the Mogao Caves play at home and abroad.
Para. 3: ___________ and ____________ of the digitalization of cultural relics.
Ending
【设计意图：引导学生通过获取、概括、整合等思维训练活动，从宏观层面理清语篇结构，把握语篇信息，为进一步挖掘语篇深层信息搭建“脚手架”。培养学生查找处理信息的能力。】
2. Understanding the details
(1) T asks the students to read the article again and answer the following questions:
① What can we learn from the headlines
② What are the features of a headline
③ Could you please come up with another headline for the news report
T asks the students to appreciate some headlines and help them better understand what a headline is.
(2) T asks the students to read Paragraph 1 and answer the following questions:
① What can we learn from the lead sentence
② How does a lead differ from a headline
T asks the students to appreciate another set of a headline and a lead and help them better understand what a headline is.
(2) T asks the students to read Paragraph 2 and Paragraph 3 and find the missing information:
The Mogao Caves have been attracting tourists from _______ and _______ (国内外). With the _______ (share) of digital photos online, the researchers and scientists hope to bring attention to China’s _______ (culture) heritage and save them for future ___________ (generation). It is a good way _________ __________ (understand) our own culture as well as others’.
3. Understanding the language features
T asks the students to read the article again and find out the relative clauses, quotes and paraphrases employed in the article.
【设计意图：设计层层递进的“问题链”，引导学生通过阐释、分析、判断等思维训练活动，进一步研读语篇。培养其分析问题、解决问题的能力。感知并理解新闻的结构及语言特色，为读后写作打好基础。】
Step 3 Writing
(1) T asks the students to read the interview notes:
(2) T asks the students to draft a news report explaining what the person or group does based on the give information.
(3) T asks the students to check their draft according to the instructions.
Step 4 Assignments
1. Polish up the news report about a person or group who works to protect our cultural heritage.
2. Consolidate what’s been learnt by writing a news report about what’s newly happened on the campus.

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