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) ... ...
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