新人教高一英语必修二 Unit 1 Reading for writing

Unit 1 Teenage LifeStep1. Lead-in1.Ask students a question.What problems do you have in your daily life?Facing these problems, how will you seek for help ?Suggested answers:Step2. Reading1.Ask students to read the passage with some questions.What is Worried Friend's problemSuggested answers:Worried Friend thinks that his friend plays computer games too often and spends too much time online.What are Susan Luo's suggestions?Suggested answers:Worried Friend can talk to his friend about his behaviour and encourage his friend to try new hobbies.2.Study the organization and language features.Find and mark the parts of the letter that match the following points.A.I know what the problem is.Suggested answers:You wrote that you are very worried about your friend, Chen Lei. You think that your friend plays computer games too often and spends too much online.B.I understand how you feel.Suggested answers:I understand quite well that you are anxious and feel terrible.C.This is my advice and reason (s).Suggested answers:I recommend that…his behavior. It is not unusual…world. But spending…inlife. Some students…family life. I think…new hobbies. Why not…together?板书设计与教学反思Unit 1Reading for writingStructure Basic elements of a letterDateGreetingBodyCloseSignature本课为读写课，读为写做铺垫，本节课的文本信件格式值得学生学习，学生对于建议信也是初次尝试，在写的环节，有的学生可能会有困难，针对书上的问题，应该积极的面对。

Unit 1 Teenage LifePeriod 5 Reading for Writing教材分析该板块设计了读写结合的活动，活动主题是“写一封建议信”(Write a letter of advice)。

阅读文本是一封青少年咨询师Susan Luo写给一位因朋友沉迷于电脑游戏和网络而担忧的青少年的建议信。

青少年思想活跃，渴望独立，在“幼稚”与“成熟”之间徘徊，所以在这个年龄段会面临各种问题。

该板块引导学生思考网瘾、早恋、孤独、与父母之间的代沟等问题，并讨论解决的方法，最终落实到一封建议信的书写。

旨在让学生能够体会到互相沟通、真诚相助的重要性，并能对照反思自己的行为，解决现实生活中出现的问题。

教学目标1. 能正确理解使用下列词汇：behaviour, generation, attract, focus, addict, adult。

2. 了解中外青少年在学习生活、课外活动和成长中可能面临的身心问题。

3. 熟悉并掌握建议信的常见结构，掌握提建议的常用表达方式。

4. 能够写一封针对解决青少年问题的建议信。

5. 能够客观、理性地分析青少年学习生活中的问题，并提出解决方案。

教学重难点【教学重点】帮助学生掌握建议信的常见结构和语言特征，并能写出一封语义连贯、结构清晰的建议信。

【教学难点】掌握建议信的语言特征并能够写出一封语义连贯、结构清晰的建议信。

教学过程Task Writing a letter of adviceStep 1 Reading1. Read the letter. Then answer the following questions:(1) What is Worried Friend’s problem?(2) What suggestions does Susan Luo give to Worried Friend?(3) Besides suggestions, what else does Susan Luo say in her letter?Step 2 Pre-writing2. Work on Activity 1. Students discuss the last 2 questions in groups.3. Work on Activity 2. Study the organisation and language features. Then summarize the expressions used to make suggestions.设计意图：该环节属于语言输入阶段，活动一关注阅读文本内容，活动二关注文本结构和语言特点。

M2U2 READING FOR WRITING假定你是李华，是英语报的记者。

请根据以下要点写一篇新闻报道，介绍一下为保护敦煌做出巨大贡献的考古学家樊锦诗的事迹。

姓名：樊锦诗身份：考古学家出生日期：1938年出生地：北京毕业学校、日期：北京大学，1963年专业：考古学专业成就：自毕业后已在敦煌研究所坚持工作50余年，被誉为“敦煌女儿”。

致力于石窟的研究和保护，创造了“数字敦煌”，收集和录制莫高窟的文化遗迹，对文物保护做出了巨大的贡献。

一生荣获了很多奖，被评为“100位新中国成立以来感动中国人物”。

参考词汇：100位新中国成立以来感动中国人物（one hundred people moving China since the founding of The People’s Republic of Chian）; 敦煌研究所（Dunhuang Cultural Research Institute）; 考古学家（archaeologist）考古学（archaeology）__________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ ______________________________________________________________________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________ __________________________________________________________________________________________________________________M2U2 READING FOR WRITING假定你是李华，是英语报的记者。

2019新人教高中英语必修二unit1 Reading for writing教案Analysis of the teaching material:This section focuses on “Understanding how a problem was solved”, which is aimed to guide students to analyze and discuss the challenges and problems faced by cultural heritage protection during the construction of Aswan Dam, as well as the solutions. On the basis of understanding, students should pay attention to the key role of international cooperation in solving problems, and attach importance to the balance and coordination between cultural heritage protection and social and economic development. Students are encouraged to face challenges actively, be good at cooperation, and make continuous efforts to find reasonable ways and means to solve problems.Teaching aims:1. Enable students to understand the main information and text structure of the reading text;2. Motivate students to use the reading strategy “make a timeline” according to the appropriate text genre;3. Enable students to understand how a problem was solved;4. Enable students to understand the value of protecting cultural heritage by teamwork and global community;Teaching key and difficult points:1. Guide students to pay attention to reading strategies, such as prediction, self-questioning and scanning.2. Help students sort out the topic language about protecting cultural relics and understand the narrative characteristics of “time-event” in illustrative style3. Lead students to understand the value of protecting cultural heritage by teamwork and global community;Teaching procedures:Step I Lead-inShow some digital pictures of the Mogao Caves to introduce the topic.Step Ⅱ ReadingActivity 1 First readingRead the news report first,and then answer the following questions.1. What are the researchers and scientists trying to do?What modern technology are they using2. Why are so many people interested in the Mogao Caves3.What do you think of the researcher's opinion in the last paragraphSuggested answers:1. The researchers and scientists are trying to increase knowledge and appreciation of China's ancient cultural heritage. They are using digital photography to record a collection of images.2.People are interested in the Mogao Caves because they have long been a meeting point for different cultures3.I agree with the researcher's opinion. Understanding our own and other countries’ cultural heritage is a great way to understand ourselves and others.Activity 2 Second readingRead the text again and finish the table.（红色为学生填写部分）Activity 3Organisation and languageRead the text again and mark the 6 parts in it.A.lead sentence导语B.Direct quote 直接引用语C.Paraphrase 解释D.Background information背景信息E.Reporting verbs引述动词F.Words to show comparison/contrast 表示比较/对比的词Suggested answers:A:A group of researchers and scientists from China and other countries are working together...China’s ancient cultural heritage.B:“Appreciating one’s own cultural munication and understanding.”C:They are recording and collecting digital images of cultural relics from...in 1994.D:The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries.E:explainF:Today,the caves are just as international as they were at the time when people travelled the Silk Road.Activity 4Underline the relative clauses that the writer uses to identify the following.A.thingsB.peopleC.timeSuggested answer:A:...the Mogao Caves,which were a key stop along the Silk Road...B:As one researcher who is working on the project explains...C:...at the time when people travelled the Silk Road.Activity 5 SummarySummarize the structure of a news report using the following mind map.Step Ⅱ WritingHere are some interview notes about a person or group who works to protect our cultural heritage.You can choose one of them and write a news report.Activity 1Have a brainstorm and finish the outline.1.Your choice is ________________________________________________2.Think about an attractive headline:_______________________________3.Write a lead sentence:_________________________________________4.Think about the theme of your news report:________________________5.To make your news report more persuasive,you can add _______________ to your writing.6.To make your sentences more advanced,you can use____________________ clauses that we’ve learned in this unit.Suggested answers:1.Chen Lei2.A Picture Is Worth a Thousand Words3.Chen Lei is a senior teacher who takes photos of old buildings in Wuhan in order to preserve the city’s cultural heritage.4.To praise Chen Lei and tell people the significance of what he has done.5.direct quotes6.relativeActivity 2Complete your drafts.Then exchange drafts and use the checklist to give feedback on each other’s draft.□Is there a title?□Does the lead sentence tell the reader about the situation?□Has the writer included details and explanations?□Are there quotes and paraphrases?□Does the writer use relative clauses to identify people,places,things,times,etc.?□Does the writer end with a short summary?□Are there any grammar or spelling mistakes?Activity 3Revise and polish your drafts and share with your partners.Suggested answers:One possible version:HeadlineA Picture Is Worth a Thousand WordsLead SentenceChen Lei is a senior teacher who takes photos of old buildings in Wuhan in order to preserve the city’s cultural heritage.BodyEvery day,Chen Lei takes his camera and walks patiently through the older parts of the city.Over the years he has taken thousands of pictures of old buildings to create a record for his fellow citizens in the present and future.Another important part of his project is the interviews he conducts with elderly residents.Often these stories help to bring the interesting histories of the buildings to life,giving them theirplace in the human stories of Wuhan’s citizens.He writes about the buildings,their inhabitants and the stories that weave them together.He also visits schools to tell students about their cultural heritage.EndingNeither people nor buildings last forever,but Chen Lei’s photos can help us remember them.The stories that accompany them also help build a picture of life for future generations to hear and add to their own stories,too.StepⅡ HomeworkWrite a news report about Li Hua who works to protect our cultural heritage using the following notes and you can add details to make the news report more concise and detailed.▪Name: Li Hua▪Place: Xi’an▪Profession: a senior high school teacher▪wants to preserve cultural heritage:▪protect old houses▪takes photos of old buildings▪helps repair buildings▪looks for cultural relics▪ interviews old people▪ shows cultural relics to the public▪ writes about the buildings …。