Unit 4 Reading for Writing 教学设计 2022-2023学年高中英语（人教版2019必修第一册）

人教版B1U4ReadingforWriting教学设计I.TexttitleTsunamiHitsAsia:Over6,500DeadTheNighttheEarthDidn’tSleepII.ThemeandContextThethemeandcontextofthisunitis“peopleandnature”,andthethemeofthissectionistowriteasummary.AfterreadingthenewsreportabouttheIndianOceanTsunamiin2004,studentsarerequiredtorefertothemodelessayprovidedinthetextbooktowriteasummaryforthemainreadingmaterialofthisunit"TheNighttheEarthDidn'tSleep".WritingasummaryisoneoftherequirementsputforwardbytheCurriculumStandardforPracticalWritingforhighschoolstudents.Itcancultivatestudents'higherorderthinkingabilitytoextractkeyinformation,generalizeandsummarizemainpoints.Atthesametime,itisalsoanimportantmethodtocultivateandimprovestudents'thinkingskillssuchasanalyzing,inducingandsummarizing.III.Textualanalysis【What】ThereadingtextisaspecialnewsreportabouttheIndianOceanTsunamiin2004.Itmainlytellsusthetime,place,scope,cause,situationandrescueoperationsofthetsunami.【Why】Thepurposeofnewsreportistoexplainwhen,whereandwhathappened.Thiswritingstylecanenablereaderstoquicklygraspthethemeofthearticleandpickupbasicinformation.Thecomparisonbetweentheoriginalandthesamplesummaryplaysagoodroleinguidingstudentstocompareandsummarize.Studentscanmasterthedefinitionandmethodsofsummarywritingstepbystep.Withtheclearcontext,structureandlanguageorganization,themaintextofthisunitmakesiteasierforstudentstosummarizethegeneralideaofeachparagraph,whichisanimportantpartofwritingasummary.【How】Thelanguagefeatureofthistextbelongstoinstantnewsreport.Thetitleofthearticleisstrikinganddirectlypointsouttheevent,whichcanletreadersknowthemaincontentofthisnewsreportimmediately.Unliketheshortnewsreports,thecontentofthisspecialreportisricher,suchasquotingtheoriginalwordsoflocalresidentandofficials,whichenhancesthesenseofauthenticity.Inaddition,thedesignandpictureofthetextarecommonformsofEnglishnewspapersandperiodicals.Thenameofthenewspaper,newstitle,reporter'snameandreleasedateareallshownonthepage.Itcanbeinferredfrom“yesterday”inthefirstsentencethatthenewswasreleasedontheseconddayafterthetsunami,whichreflectsthetimelinessofnewsreports.Thepossibleincreaseinthenumberofdeathsandthedifficultiesofrescueworkhighlighttheseriousnessofthedisasterandpromptthattherewillbefollow-uptracingreports.Thelanguageisaccurateandconcise.Itonlytellsspecificfactswithoutemotionalcolor.Itexplainsthelossesandcasualtiesontheseconddayofthedisasterthroughalargenumberoffigures.Forinstance,thelastparagraphlistssubsequentinjuriesbycountries.Thelanguageofnewsreportishighlyconciseandpowerful.Theuseofaseriesofverbsrelatedtodisastersinthisdiscoursealsoembodiesthis,suchas:crashedinto,weresweptaway,struck,thenumberofdeaths,stoodat,wereaffected,hadbeenkilled,werefounddead,weremissing,andsoon.Ⅳ.LearneranalysisWhatdotheyalreadyknow:Thislessonisdesignedforsenioronestudentsfromanordinaryhighschool,whohavepreliminarilymasteredsomewordsandexpressionsaboutnaturaldisastersandsortedoutthegeneralideaofeachparagraphthroughthestudyofpreviousclasses,especiallytheintensivereadingofthemaintextofthisunit.Onthisbasis,studentscanquicklyfindoutthemainideaofeachparagraphandunderstandthetopicofthislessonwithoutmuchdifficulty.Meanwhile,theyhavehadacertainabstractthinkingabilitytomakesimplereasoningandabasicunderstandingofsomeexplicitlinkingdevicessuchasconjunctionstoachievecoherenceandcohesion.Whatdotheywanttoknow:Teenagersareactiveandcuriousaboutnature,sothepassagecouldarisestudents’interestbecausetheoveralldesignofthissectionisrigorous,andtheactivitiesandquestionsarecorrectlyandeffectivelyarranged.Whatdotheyshouldlearn:Studentsaremorelikelytoaccepttheinductivemethodfromphenomenontoessencethanthedeductivemethodofbeingtoldthedefinitionfirstandthendoingpractice.However,students'abilitytosummarizerulesanddiscovernewthingsisnotverystrong,soteachersneedtogiveappropriateguidanceandhelp.Tointegratethemainideaofeachparagraphintoacompletesummary,itisstillnecessarytoclarifythewritingmethodofthesummary.Besides,theirthinkingqualitiesrequirefurtherdevelopment,especiallywhenitcomestological,criticalandoriginaldistinction.Therefore,anotheraimofthislessonistodevelopstudents’abilityofobserving,comparing,analyzing,criticizingandcreatingthroughvariousclassroomactivities.Ⅴ.LearningobjectivesBytheendofthisclass,studentswillbeableto:1.Knowledgeobjectives:haveageneralunderstandingoftheIndianOceanTsunamiin2004(time,place,scope,cause,situation,andrescueoperations),thenewsreport(components,structure,andwritingfeatures)andthesummary(definitionandelements).2.Abilityobjectives:1)inducethekeypointsofwritingasummarybyreadingthesample.2)completethesummarywritingundertheguidanceoftheteacherandconductpeerreviewintermsofchecklist.3)writeasummaryindependently,usingsomenewlyacquiredwritingskillsproperly.4)developtheirlearningstrategiessuchasconsultingotherresourcestoknowmoreaboutthetopic.3.Emotionalobjectives:raiseanawarenessofunityandoptimisminfaceofnaturaldisasterssoastopreventdisasterandprotectourselves.Ⅵ.Teachingfocuses&anticipateddifficulties:Teachingfocuses:1)Sortoutandunderstandthemainideaanddevelopmentpatternofthistext2)GraspthecharacteristicsofanewsreportAnticipateddifficulties:Helpstudentsmasterthekeypointsandlanguagefeaturesofwritinganewssummaryandoutputacompletesummaryontheirown.Ⅶ.Teachingmethods:Thisteachingdesignisbasedondiscourseanalysis,content-basedinstructionmethodandtask-basedlanguageteachingmethod(TBLT).Thislessonfocusesonwriting,andthesixelementsintegratedEnglishLearningActivityConceptwillbeadoptedastheteachingmethod,i.e.,takingEnglishlearningactivitiesasthebasicorganizationformofthelesson.Studentswillbeguidedbythethemecontextof“PeopleandNature”.Basedonthepassage“TsunamiHitsAsia:Over6,500Dead”,studentsareexpectedtoimprovetheirlanguagelevel,culturalawareness,thinkingabilityandlearningstrategiesthroughaseriesofEnglishlearningactivitieswhichincludelearningandunderstandingones,applicationandpracticeonesaswellastransferandinnovationones.Ⅷ.Teachingaids:Multimediadevices;blackboard;chalk;PPT;video;checklistⅨ.Teachingprocedures:Duration:45minsStep1:Lead-in(4mins)Purpose1.StartwithavideoabouttheIndianOceanTsunamiin2004.2.AskSsacoupleofquestions:Whatisatsunami?(YoucanexplainitinChinese.)Whendidthetsunamihappen?Whatcausedthetsunami?Whatdoesthenumber“200,000”represent?Suggestedanswers:Itmeans“海啸”inChinese.InDecemberof2004.AnearthquakeoffthecoastofIndonesia.Itisthenumberofthepeoplediedinthisdisaster.Toarousestudents’interest.Leadinthetopic.CreateconcretesituationtoletSsunderstandthecausesofthetsunamiandthegreatdamageitcancause,andprepareforthenexttextreadingthroughthevisualimpactandtheinterpretationofthedocumentaryannouncer.Step2:Pre-writing(28mins)Purpose1.Jig-sawDividetheclassupintogroupsofthreeandgiveeachstudentaletterasamark.Assignoneparagraphofthereadingtoeachindividualstudent.Forexample,StudentAisforpara.1,StudentBispara.2andsoon.Firstaskstudentstoscantheirparagraphandthenwritedownwhattheparagraphisabout.Thentheyreadtheparagraphagaincloselyandaddnecessaryinformationtothemainideaoftheparagraph.Taketurnstellingtheirgroupwhateachparagraphisabout.Readthepassagecarefullytocheckiftheyhaveaclearidea.2.Readforthegenre,structureandlanguagefeaturesAskSstoidentifythegenreofthispassageListthebasicelementsforanewsreport:① thenameofthenewspaper;② picture;③headline;④reporter;⑤date;⑥lead;⑦body;⑧end.Introducethestructureofanewsreport:Invertedpyramid(倒金字塔)——themostimportanttotheleastimportant① Lead(5W1H):Who-What-When-Where-Why-HowThisshouldallbeincludedinthefirstparagraphandincludethedateandlocation.② Body:Thisiswhereyoulistthesecondmostimportantinformation.Gointomoredetailsabouttheevent,product,humanintereststory,orasecondquote.③End:Lesserdetails.Introducethefeaturesofanewsreport:①Instant/Timeliness（时效性）Yesterday—theseconddayafterthetsunami.② Authentic—Quotes:originalwordsofthelocalresidentandofficials③AccurateandconciseAlargenumberoffigurestoexplainthelossesandcasualties.④Vivid:a)Pictureb)Verbs:crashedinto,weresweptaway,struck,hadbeenkilled,werefounddead,weremissing,andsoon.3.ReadforwritingAskSstoreadthesummaryofthenewsreport,thencheckthemainpointsitincludes.Summary:On26December2004,atsunamikilledmorethan6,500tourists,fishermen,andotherlocalsinSoutheastAsia.Thousandsofpeoplearemissingandthenumberofdeathsisexpectedtogrow.Thedamagecausedbythetsunamiismakingitdifficultforrescueworkerstohelpthesurvivors.Introducethedefinitionofthesummary:Asummaryisashortstatementofmainpoints.Asummaryparagraphtellsthemainideasandthemostimportantinformationofalongerpassage.Readthemaintextofthisunitandwritealistofthemainideas.●Strange

things

happened

in

the

countryside

before

the

earthquake.●AnearthquakehitTangshanChinaon28July,1976.●Thenumberofpeoplewhowerekilledorbadlyinjuredinthequakewasmorethan400,000.●Nearlyeverythinginthecitywasdestroyed.●Soldiersandmedicalworkerscametohelpthepeoplewhohadhadgreatlossandtotrytofindsurvivors.●Withstrongsupportfromthegovernmentandthetirelesseffortsofthecity’speople,anewTangshanwasbuiltupontheearthquakeruins.Writedownthemainideaofeachparagraphbasedonthedetails.Para.1:Strange

things

happened

in

the

countryside

ofHebei,China.Para.2:AstrongearthquakehitTangshan,andmanypeoplewerekilledorinjured.Para.3:Thecitywasgreatlyaffectedandnearlydestroyed.Para.4:Therescueworkbegansoonafterthequakes.Para.5:Withstrongsupportfromthegovernmentandthecity’speople,thenewcityofTangshanwasbuilt.Introduceanewsreportandcheckstudents’basicunderstandingofthecontent.ToletSsconnectwhattheyhaveintheirmindandthenewsthingsmentionedinthepassage,helpSsidentifythegenre,clarifythestructureandgetthekeyfeaturesofanewsreport.LetSsstudyasummaryofthenewsreportinthepreviousactivitytobreakdownmainpointsofthepieceandidentifykeywordsanddetails.LetSsknowthedefinitionofthesummary.LetSslistthemaindetailsofthetextonP50.WritedownthemainideaofeachparagraphbasedonthedetailsSshaslisted.Step3:While-writing(6mins)Purpose1.Organisetheideasanddraftyoursummary.Payattentiontothefollowingkeypoints:Asummaryshouldbearoundonethirdthelengthoftheoriginaltext.Writedownthekeysupportingpointsforthetopic.Donotincludeunimportantdetailsorexamples.WriteadraftofthesummaryofthetextonP50basedontheprevioussteps.Inducethekeypointsofwritingasummary.Step4:Post-writing(6mins)Purpose1.Peerediting:Usethechecklisttogivefeedbackonyourpartner’sdraft.ThenGetyourdraftba