英语Unit 1 Cultural Heritage教案设计

这是一份英语Unit 1 Cultural Heritage教案设计，共6页。教案主要包含了设计意图等内容，欢迎下载使用。

Write a news reprt
主题语境：人与社会
主题群：历史、社会与文化
子主题：物质与非物质文化遗产
语篇类型：新闻报道
文本分析：
本节课提供一篇新闻报道Prmting Culture thrugh Digital Images，讲述了一组来自中外的研究人员与科学家联手使用数字图像，记录、收集莫高窟的文化遗产。第一段提出了新闻的main idea (lead sentence)，第二段给出了更多细节，第三段作出总结。这篇新闻报道采用了大量定语从句来修饰限定名词、代词。语篇主题与本单元主题语境相关，文本结构清晰，语言简洁精炼，能够为写作提供很好的范本。
课时目标
1.通过阅读新闻报道，获取新闻报道的主要内容和写作特点。
2.学习用恰当的语言和格式写新闻报道。
3.培养学生自学以及合作学习的能力，引导学生主动学习。
4.培养学生的批判性思维，引导学生对文化遗产保护进行批判性思考。
重点难点
重点：
获取文本信息和文本特点。
难点：
用恰当的语言和格式写新闻报道。
教学准备
教师准备：
莫高窟的相关资料、照片及视频。
学生准备：
复习定语从句和文化遗产的相关词汇。
教学过程
Step I 学习理解
活动一：获取与梳理
1.Recgnize the discurse befre careful reading.
Ask students t scan the text and judge the type f the discurse：a news reprt.
2.Ask students t read the news reprt and answer the. fllwing questins. ( SB，P8，Part 1)
(1)What are the researchers and scientists trying t d? What mdern technlgy are they using?
(2)Why are s many peple interested in the Mga Caves?
(3)What d yu think f the researcher’s pinin in the last paragraph?
Suggested answers：
(1)They are trying t help increase knwledge and appreciatin f China’s ancient cultural heritage in the Mga Caves. They are using digital images.
(2)TheMga Caves have lng been a meeting pint fr different cultures and are part f the histry f many cuntries. Tday, the caves are just as internatinal as they were at the time when peple travelled the Silk Rad.
(3)(The answer varies.)
3.Grup wrk.
Ask students t read the news reprt again and find the fllwing parts. (SB, P8, Part 2)
A. Lead sentence
B. Direct qute
C. Paraphrase
D. Backgrund infrmatin
E. Reprting verbs
F. Wrds t shw cmparisn and/r cntrast
Suggested answers ：
A.A grup f researchers and scientists frm China and ther cuntries are wrking tgether t help increase knwledge and appreciatin f China’s ancient cultural heritage.
B.As ne researcher wh is wrking n the prject explains, u Appreciating ne’s wn cultural heritage is very imprtant fr understanding neself. Appreciating the cultural heritage f ther cuntries is very imprtant fr internatinal cmmunicatin and understanding.”
C. “Culturalrelics” fr “cultural heritage”.
D. Para. 2
E. hpe：By sharing s many digital phts ver the Internet，the grup hpes t prmte even wider interest arund the wrld in China’s ancient histry, culture，and traditins./They als hpe t further educate peple abut the imprtance f safeguarding histric and cultural relics fr future generatins t understand and appreciate.
as... ：Tday, the caves are just as internatinal as they were at the time when peple travelled the Silk Rad.
【设计意图】根据文本特征设计了三个环节，识别语篇、提问与小组讨论，旨在提高学生认识语篇（新闻报道）、 获取语篇主要信息的能力。
Step I 应用实践
活动二:分析与判断
1.分析新闻报道的文本特征
Grup wrk： Read the news reprt again and try t analyze the structure f the news reprts.
(1)What parts shuld be included in a news reprt?
Suggested answers ：
Headline，lead sentence，bdy，ending.
(2)Whatshuld we write in each part?
Suggested answers ：
Headline： Write a title t get the readers’ attentin.
Lead sentence： Tell the readers wh, what, where, and why.
Bdy ： Tell the reader the facts, details, examples, etc.
Ending ： End with a shrt summary t help the readers remember the main idea.
2.赏析语言
(1)Ask the students t read the text again and underline the relative clauses used t identify things, peple and time.
(2)Cmpletethe sentences belw.
① A grup f researchers and scientists wh are wrking tgether t help increase knwledge and appreciatin f China’s ancient cultural heritage.
eq \\ac(○,2)Turists frm all ver the wrld visit the Mga Caves which a meeting pint fr different cultures.
③ The Mga Caves were internatinal at the time when .
Suggested answers ：
①are frm China and ther cuntries
②have been
③peple travelled the Silk Rad
【设计意图】通过阅读课文，分析文本特征和赏析语言特征，深度阅读，挖掘主题意义，并学习语篇的写作特征。这个活动有助于提高学生对新闻报道写作的认识和理解，为后续写作作铺垫。
活动三:实战演练
1.Cmpse yur news reprt.
Read the tw interview ntes and chse ne t write a news reprt.
Chen Lei, Wuhan
•senir teacher
•takes phts f ld buildings
•wants t preserve cultural heritage
•interviews ld peple
•writes abut the buildings
•visits schls t tell students abut...
Prtectrs f the Past, Wuhu
•prtect ld huses
•help repair buildings
•lk fr cultural relics
•shw cultural relics t the public
•raise mney
•repair temples and cultural relics
2.Brainstrm.
First, ask students t wrk in grups f fur t chse an interview nte, and read its relative infrmatin. Then talk abut the headline, lead sentence, bdy and ending.
3.Write yur wn news reprt accrding t the brainstrm.
【设计意图】本活动为写作实践。在写前设计了“头脑风暴”活动，让学生以小组的形式，根据选择的采访信息讨论新闻报道的标题、开篇句、正文及结尾等。这不仅降低了学生的写作难度，还增强了写作的信心。
Step III 迁移创新
活动四：批判与评价
1.Exchange drafts in grups f fur and assess each ther’s wrk accrding t the checklist.
√Is there a title?
√Des the lead sentence tell the reader abut the situatin?
√Has the writer included details and explanatins?
√Are there qutes and paraphrases?
√Des the writer use relative clauses t identify peple，places，things，times，etc. ?
√Des the writer end with a shrt summary?
√Are there any grammar r spelling mistakes?
2.Learnfrm each ther.
3.Askeach grup t recmmend a student’s writing. Chse tw f the recmmendatins t share with the class.
【设计意图】该环节通过小组合作，从标题、开篇句、正文细节、引用及改述、关系从句应用、总结、语法及拼写等方面，对组内成员的草稿进行综合评价与相互学习，加深学生对主题意义的理解和多元思维的培养，并实现深度学习。
Step IV课后作业
1.Plishyur writing after class.
2.Cpythe useful expressins in yur grup members， writings and try t memrize them.
板书设计
Unit 1 Cultural Heritage
Perid V Reading fr Writing
The structure f a news reprt ：
Headline： Write a title t get the readers’ attentin.
Lead sentence： Tell the readers wh, what，where， and why.
Bdy ： Tell the reader the facts, details, examples, etc.
Ending：End with a shrt summary t help the readers remember the main idea.