Unit 1 Cultural heritage Reading for writing 教学设计-2025-2026学年高中英语人教版必修第二册

B2U1 Reading for writing Promoting Culture through Digital Images Teaching design Core Competences Linguistic ability: Learn some words and phrases about heritage and learn to use restrictive clauses. Learning ability: Learn to write a news report. Thinking quality: Analyse the problems the culture heritage face and tell or put forward solutions. Cultivate the creative and critical thinking. Cultural character: Learn to cooperate and form a open mind of protecting culture and actively participate in it. Teaching key point:Lead students to grasp the organization and language features of a news report and know how to write a news report. Teaching method:Group cooperative teaching; creative evaluation teaching; TBLT. Teaching procedures: Step 1. Lead question: Since we learned “From problems to solutions”,we’ve learned Egptians’ spirit of Aswan Dam, do we have the similar spirit in China? Let’s get the answer from a news report. Step 2. Read for main ideas by answering 1. What are the researchers and scientists trying to do? 2.Why are so many people interested in the Mogao Caves? 3.What do you think of the researcher’s opinion in the last paragraph? (设计意图：层层递进，在理解文本的基础上让学生谈论如何理解本报道所引用的一位研究者所说的话，表明欣赏本国和他国文化遗产的重要性。既对本国文化充满自信，也要有开放的心态，学习欣赏他国文化遗产以了解他国文化。) Step 3. Group work 1 G1:Find and analyze the headline and the lead sentence. G2:Study Para2 (organization and language features) G3: Study Para3(organization and language features) (设计意图：发挥学生主动探索能力与团队协作精神，能高效并一个不漏地找出新闻报道的结构。) Step4 Group check 1 略(G1,G2,G3& process evaluation) Step 5 How to write a news report? Headline&Lead sentence should be accurate, clear. Body:Tell the reader the facts, details, examples, etc should be detailed and specific；in third person and from a neutral perspective. Ending: a short summary. (设计意图：在文本分析和写作之间的过度，提醒学生写作应注意的细节，避免高频率出错，降低写作难度。) Step 6 Group practice 1. Video appreciation 2. Post the writing task 3. Group picking 4. Do task each, exchange and present the tasks 5. Group cooperation to combine the three parts and revise it by the checklist on P9 again and again. (设计意图:趣味引导学生挑选任务并积极完成任务，容易树立团队自信和成就感，更加增强英语写作的热情。) 6. Headline searching (discussion) Choose the better headline and ask a question:“What is the spirit of Dunhuang?”to correspond the beginning. That is, being loyal to the motherland and willing to contribute. Step 7 Assignment Watch other videos about protecting cultural relics and choose one to write a short news report. Step 8 Summary & Evaluation Step 8 Self-reflection Plan a more detailed lecture notes.Simplify the blackboard design. Step 9 Blackboard Design Headline&Lead&Summary 学科网（北京）股份有限公司 $