Unit1CulturalHeritageReadingforWriting说课教案高一英语人教版

高中英语优质课教材：人教版（2019课标版）课题：Module2Unit1CulturalHeritage——ReadingforWriting说课教师：Module2Unit1CulturalHeritagePeriod6ReadingforwritingDistinguishedjudges！It’sreallyagreathonorformetobeheretodemonstratemyteachingdesigntoyou.Mypresentationwillbedividedintoeightparts:theoreticalfoundations,analysisofteachingmaterial,analysisofstudents,teachingobjectives,keypointsanddifficultpoints,teachingapproachesandlearningmethods,teachingproceduresandteachingreflection.Let’setopart1Thetheoreticalfoundations.Firstly,myteachingdesignisbasedontheNewEnglishCurriculumCriteriaforregularhighschool,whichadvocatestheactivitybasedlearningapproachtoEnglishlearning,aimingtocultivatestudents’keypetency.Secondly,deeplearningtheoryisalsothebaseofmyteachingdesign,includinglearningandunderstanding,applicationandpractice,transferandcreating.Part2Analysisofteachingmaterial.ThislessonisselectedfromtheNewSeniorEnglishforChinapublishedbyPEP,Book2,Unit1,servingasthesixthperiod.Thethemeofthisunitishumanandsociety,andthetextmainlycentersonhowtoprotectculturalheritage.Now,Iwanttoanalyzetheteachingmaterialfromthreeaspects:what,howandwhy.WhatThetextisanewsreport,whichisaboutmakingimagesofculturalrelicsintheMogaoCaves,Dunhuangusingdigitaltechnology.Intheactivities,studentsareexpectedtopletetheprocessoflanguageprocessingandcanpleteawritingprocess.Howfirst,studentscanmasterthestructureofanewsreportandthelanguagefeaturesofit.Thentopletethewritingbasedontheinformationandstructuregiveninthematerials.WhyThisclassprovidesareferencetemplateforstudentstolearnhowtopreserveculturalheritage,whichcancultivatestudents'patriotismandstrengthenstudents'confidenceinChineseculture.Whataboutthestudents?Thislessonisintendedforstudentsinthefirstsemesterofseniorone.StudentsarefamiliarwiththestructureofnewsreportinChinese.Soitwon’tbedifficultforthemtoidentifythetexttypeinthelesson.Andinthefifthperiodofthisunit,thestudentshavealreadyreviewedtherelativeclauses.Sointhislessontheycanapplythistargetgrammartowriting.Besides,studentsinthisagearecuriousaboutthemysteryofculturalheritageandwillingtodocooperativework.However,sincetheyhavejustlearnedfiveunitsinseniorone,andjustadaptedtotheEnglishlearninginseniorhighschool.Soitwillbechallengingformostofthemtowriteapletenewsreportinsuchalimitedtimeindependently,whichrequiresproperguidancefromtheteacher.Basedontheanalysisabove,Isettheselearningobjectives.Bytheendofthisclass,studentsareexpectedtounderstandthemainidea,masterthestructureandlanguagefeaturesofnewsreport,andtheycanwriteanewsreportaboutapersonbyusingsomenewlyacquiredwritingskills.Alsotheyshouldestablishastrongsenseofculturalheritageprotectionintheirmind.Asforlearningfocusesanddifficulties.Ithinkhowtoanalyzethelanguagefeaturesinnewsreporttothemproperlyandletthemapplywhatthey’velearnedtowriteanewonearekeypointsofthisclass.Meanwhile,towriteanewsreportwithproperlanguagecanbedifficultforthestudents.Tocreatearelaxingatmosphere,relevantlearningmethodslikeautonomouslearning,cooperativelearningandexploratorylearningarecarriedout.Jigsawwritingwillbedesignedtocreateastudentcenteredclass.Accordingtotheseaspects,let’setoteachingprocedures.Imainlydividemyteachingintofourstages:preparing,prehending,applyingandtransferring.Specifically,thesestagesfallintoeightsteps:brainstorming,readingforstructure,readingforinformation,readingforlanguagefeatures,discussion,writingandments,emotionaleducationandhomework.Now,I’llillustratethemindetail.Thisclassbeginswithashortvideoabouttheannouncementontheplane.Andthecaptainwelesalltheyoungjournaliststotakepartintheactivity“YoungJournalist,EyesonChina”andtheirdestinationisDunhuangMogaoCaves.Studentsareexcitedtobegintheirexploration.Meanwhile,Iactastheirguide,discussaboutMogaoCaveswiththemontheplaneandshowthemadifferentwaytoexploreMogaoCaves.Thatis,visitingDunhuangthroughdigitalimages.Andletthemthinkaboutwhythedigitalimagesarepublishedonline.Itisdesignedtostrengthenthestudents’understandingoftheMogaoCavesandmotivatetheirdesiretolearnmoreaboutthetopic,whichcannaturallyleadtothereadingpart.Inthereadingpart,studentsareguidedtoreadthetextforthestructure,informationandlanguagefeatures.Andtheactivitiesarealldesignedbasedonthewritingtask.Suchas,findinginformationbasedonkeywords,discussingquestionsingroupsandsoon.Besides,thereisonethingshouldbehighlighted.Thatis,intheseactivities,Ididn’tjustexplainandtelltothem,instead,somestudentsareinvitedtoshowtheiropinionstodeveloptheircriticalthinking.Afterreading,studentsareguidedtomakeasummaryofwhathasbeenread,soastoprovidelanguagescaffoldingforthewriting.Beforewriting,studentswilldiscussanddesigntheirnewsreportwiththeinformationcardsinhand.Thisactivityisdesignedtoprovidecontentscaffoldingforthewriting.Withallthepreparationsdone,studentsfeelmoreconfidentandreadyfortheirwriting.ThenJigsawwritingwillbedesignedforthemtofinishthetargetwriting.Thedivisionofthegroupsismainlybasedonstudents’characters,andItrytotakeeveryoneintoconsideration.Asfortheroleofeachgroup,I’dlikeeachgroupmembertogetaroleaccordingtotheirstrength,suchasgroupleader,criticalthinker,wordmaster,summarizerandperformer.Withspecificassignmentforeachgroupmember,theywillcooperatetofinishthetargetwritingandgetasenseofachievementintheprocess.Afterfinishingwriting,hereesevaluatingpartwhichfocusesonthetitle,tense,contentandorganization.Thestudentscanmakepeerassessmentbasedonthechecklist.Withallofthisfinished,eachgroupwillchooseaperformertosharetherevisedwritinginfrontoftheclass.Suchdesignshowstheintegrationofteaching,learningandassessing.Aftershowingtime,I’llletthestudentstodiscusshowtoprotecttheculturalheritageasastudent.Andshowthemanillustrationaboutthestepstheycando.Thisactivitycanimprovestudents’awarenessofpreservingculturalheritage.Now,let’setohomework.Homeworkisdesignedtoconsolidateandtransferwhathasbeenlearnedinthisclass.Andhereismyblackboarddesign.Thelastpartisaboutmyteachingref