人教版（2019）必修第二册 Unit1 Cultural Heritage Reading for Writing教案（表格式）
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| 名称 | 人教版（2019）必修第二册 Unit1 Cultural Heritage Reading for Writing教案（表格式） |  | |
| 格式 | docx | ||
| 文件大小 | 40.2KB | ||
| 资源类型 | 教案 | ||
| 版本资源 | 人教版（2019） | ||
| 科目 | 英语 | ||
| 更新时间 | 2022-04-14 11:14:32 | ||
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教师 学科 英语 年级 高一
教学课题 B2U1 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 The theme context of this unit is"Human and.society"and the main content of this section is"write a news report about cultural heritage". The text in Activity I is a news report, which is about making images of cultural relics in the Mogao Caves, Dunhuang using digital technology. In Activity 2, students are expected to complete the process of language processing. In Activity 3, a complete writing process is provided, which includes identifying the writing purpose, drafting a news report, revising the news report and finally completing the writing.
教学目标 （核心素养） At the end of this section, students will be able to: name the contents generally included in a news report and analyze the structure and language features of it; use similar structures and language to write a news report addressing the protection of cultural heritage; express their opinions accurately in a news report; provide reasonable solutions to problems concerning the protection of cultural heritage: preview each other' s writing and improve one's own news report with the help of the checklist provided on page 9.
教学重点 Analyze the organization and language features of a news report and apply the knowledge to one's own news report about the protection of cultural heritage.
教学难点 Provide reasonable and practical solutions to problems and express their ideas accurately.
实施策略 教学方法 Task-based Approach, Cooperative Learning method
教学资源 （信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Leading in ·Ask the students to enjoy a short video about the Mogao Caves, Dunhuang. Step 2 Predicting
·Ask students to read the title and look at the picture to predict what the new's report is about. ·Invite some students to present their answers. Step 3 Reading for general information ·Ask students to skim the news report in Activity 1 on page 8 and answer the following questions individually, What are the researchers and scientists trying to do What modern technology are they using Why are so many people interested in the Mogao Caves 3）What do you think of the researcher s opinion in the last paragraph ·Invite students to present their answers and express their ideas. ·Ask students to check their a predictions. Step 4 Reading for organization and language features ·Pair students to scan the news report to study the organization and finish Activity 2-1 on page 8. ·Invite some pairs to present their answers through the projector to check the answers with the whole class. ·Ask students to circle the relative clauses that the writer uses to identify things, people and time to finish Activity 2-2 on page 8 individually. Step 5 Getting ready for writing a news report ·Group students to read through the interview notes in Activity 3-1 on page 9 and try to figure out the facts and details of the person or the group. ·Inspire students to think of other people or groups who devote themselves to protecting cultural heritage. ·Group students and inspire them to discuss solutions they can give to the protection of cultural heritage. ·Invite some groups to make their presentations to the whole class while other groups evaluate their solutions. Step 6 Drafting a news report ·Group students to read through the table in Activity 3-2 on page 9 to figure out the framework for writing a news report. ·Ask students to write their first draft independently according to the framework in Activity 3-2 on page 9. Step 7 Reviewing and revising ·Ask students to exchange their drafts and use the checklist in Activity 3-3 on page 9 to give
feedback on each other' s drafts. ·Walk among the class and monitor this process. Provide help when necessary and respond to any questions students come up with. BLACKBOARD DESIGN Unit 1 Section 5 Reading for Writing Write a news report Headline ---- title to get attention (who, what, where, why) Body ---- facts, details (to describe objectively) Examples (to explain logically) Solutions (to solve problems reasonably) Ending ---- short summary
作 业 （体现分层设计） Ask students to retell the passage on P8. Ask students to write a short about how to protect cultural heritage. Remind students that improving handwriting can be very important.
教 学 反 思 成 效
困 惑
教学课题 B2U1 Reading for Writing 课时 共 1 课时 第 1 课时
时间 年 月 日
课标要求 The theme context of this unit is"Human and.society"and the main content of this section is"write a news report about cultural heritage". The text in Activity I is a news report, which is about making images of cultural relics in the Mogao Caves, Dunhuang using digital technology. In Activity 2, students are expected to complete the process of language processing. In Activity 3, a complete writing process is provided, which includes identifying the writing purpose, drafting a news report, revising the news report and finally completing the writing.
教学目标 （核心素养） At the end of this section, students will be able to: name the contents generally included in a news report and analyze the structure and language features of it; use similar structures and language to write a news report addressing the protection of cultural heritage; express their opinions accurately in a news report; provide reasonable solutions to problems concerning the protection of cultural heritage: preview each other' s writing and improve one's own news report with the help of the checklist provided on page 9.
教学重点 Analyze the organization and language features of a news report and apply the knowledge to one's own news report about the protection of cultural heritage.
教学难点 Provide reasonable and practical solutions to problems and express their ideas accurately.
实施策略 教学方法 Task-based Approach, Cooperative Learning method
教学资源 （信息技术应用） Seewo Whiteboard 5
教 学 过 程 备 注
Step 1 Leading in ·Ask the students to enjoy a short video about the Mogao Caves, Dunhuang. Step 2 Predicting
·Ask students to read the title and look at the picture to predict what the new's report is about. ·Invite some students to present their answers. Step 3 Reading for general information ·Ask students to skim the news report in Activity 1 on page 8 and answer the following questions individually, What are the researchers and scientists trying to do What modern technology are they using Why are so many people interested in the Mogao Caves 3）What do you think of the researcher s opinion in the last paragraph ·Invite students to present their answers and express their ideas. ·Ask students to check their a predictions. Step 4 Reading for organization and language features ·Pair students to scan the news report to study the organization and finish Activity 2-1 on page 8. ·Invite some pairs to present their answers through the projector to check the answers with the whole class. ·Ask students to circle the relative clauses that the writer uses to identify things, people and time to finish Activity 2-2 on page 8 individually. Step 5 Getting ready for writing a news report ·Group students to read through the interview notes in Activity 3-1 on page 9 and try to figure out the facts and details of the person or the group. ·Inspire students to think of other people or groups who devote themselves to protecting cultural heritage. ·Group students and inspire them to discuss solutions they can give to the protection of cultural heritage. ·Invite some groups to make their presentations to the whole class while other groups evaluate their solutions. Step 6 Drafting a news report ·Group students to read through the table in Activity 3-2 on page 9 to figure out the framework for writing a news report. ·Ask students to write their first draft independently according to the framework in Activity 3-2 on page 9. Step 7 Reviewing and revising ·Ask students to exchange their drafts and use the checklist in Activity 3-3 on page 9 to give
feedback on each other' s drafts. ·Walk among the class and monitor this process. Provide help when necessary and respond to any questions students come up with. BLACKBOARD DESIGN Unit 1 Section 5 Reading for Writing Write a news report Headline ---- title to get attention (who, what, where, why) Body ---- facts, details (to describe objectively) Examples (to explain logically) Solutions (to solve problems reasonably) Ending ---- short summary
作 业 （体现分层设计） Ask students to retell the passage on P8. Ask students to write a short about how to protect cultural heritage. Remind students that improving handwriting can be very important.
教 学 反 思 成 效
困 惑