新人教高一英语必修二 Unit 1 Reading for writing
Unit1TeenageLifeReadingforWriting(教学设计)高一英语系列(人教版2
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。
新人教必修二 unit 1 Reading for Writing教案
反思
成效
困惑
（信息技术应用）
SeewoWhiteboard5
教 学 过 程
备注
Step 1 Leading in
·Ask the students to enjoy a short video about the Mogao Caves, Dunhuang.
Step 2 Predicting
新人教高一英语 教案
Step 5 Getting ready for writing anews report
·Group students to read through theinterview notes in Activity 3-1 onpage 9 and try to figure out the factsand details of the person or the group.
教 学 过 程
备注
·Ask students toread the title andlook at the picture to predict what thenew's report is about.
·Invite some studentsto present theiranswers.
Step 3 Reading for general information
e similar structures and language to write a news report addressing theprotection of culturalheritage;
3.express their opinions accurately in a news report;
·Invite some pairs to present theiranswers through the projector tocheck the answers with the wholeclass.
新人教高中英语必修二Unit1CulturalHeritageReadingforwriting课件
1. Can you find words or expressions to show comparison?
are just as international as they were at the time when ...
2. How are the Mogao Caves today? Are they still popular? How?
B2U1 Cultural Heritage
learning aims
master the organization of the news report learn the language feature of the news report write a news report on your own
background information
The Mogao Caves have long been a meeting point for different cultures and are part of the history of many countries. Toadsa..y.a,st.h.像e…c一aves are just as international as they were at the time when people travelled样th（e原S级i比lk较R）oad. Tourists from all over the world visit Dunhuang to see the caves, and the Getty Museum in Los Angeles has even reproduced a copy of the caves and paintings for people to admire in America.
新人教高中英语必修二Unit1Readingforwriting-writeanews report
Homework
Write a news report about the Nanhai No.1 on textbook page 65.
Task 3 Organization and Language
Read the text again and marked the 7 parts in the passage.
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
Protectors of the Past, Wuhu • Protect old houses • Help repair buildings • Look for cultural relics • Show cultural relics to the public • Raise money • Repair temples and cultural relics
feedbacks 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?
(2020新教材)新人教版高中英语必修第二册UNIT 1Section Ⅴ Reading for Writing
二、主体部分常用表达 1．陈述事实常用的句型： ①A terrible storm hit/struck Japan.
一场强风暴袭击了日本。 ②It was a cool autumn night when the accident happened.
事故发生在一个凉爽的秋夜。 ③With the help of the rescue team, people who were trapped in
3．主体是消息的主要部分，它用充足的事实表现主题，是 对导语内容的进一步展开和阐释。
4．结语一般是最后一句话或者一段话，通常对全文内容作 概括性的总结和对新闻事件的发展趋势作出预测。有时，作者 会根据报道的事实在结语中提出令人深思的问题。
积“黄金”词句，写高分文章 一、常用的开头语 1．On the morning of ..., China successfully set up ... 2．Many countries around the world sent their congratulations. 3．There are different opinions among people as to ... some
②In China, it is a tradition _t_o_r_e_s_p_e_c_t (respect) and love the old. 尊重、关爱老人是中国的传统。
③ By tradition, children can get money in red paper on the Spring Festival. 根据习俗，孩子们在春节可以得到红包。
生义，其使用使表达的意味更深更浓。 学逻辑 本段连用两个现在进行时态的句子，生动、鲜活，内容环
Unit1ReadingforWriting课件高一英语人教版
1. attract
vt. 吸引
adj. attractive
n. attraction [C]有吸引 力的事; [U] 吸引
be attracted to/by 喜爱/被…吸引
Mount Wuyi attracts millions of tourists every year.
attract one’s attention/interest 引起某人的注意/兴趣 Mount Wuyi is attractive (attract) to millions of tourists. Mount Wuyi is a famous tourist attraction (attract).
B I understand how you feel.
C This is my advice and reason(s).
D I think my advice will help.
4. Study the language features: What expressions does Ms Luo use to make suggestions? Circle them.
Teenagers may meet amounts of problems inside and outside school.
Peer-Pressure
Cyber Addiction
What advice will you give if you have frienBdusllwyiinthg such proLbafclrekommofsfs?aumpiplyort
I think you should.... Why not .... Why don't you ....
新教材人教20版必修二Unit 1 Reading for Writing(英语)优质课件
To (3)_p_r_o_m__o_te_ even wider interest around
Para. 3
the world in China’s ancient history, culture, and traditions and (4)_e_d_u_c_a_te_ people to
protect historic and cultural relics.
3. Several of the members have _c_o_m_e__u_p_w__it_h_(提出) suggestions of their own. 4. I’m sorry I forgot. I was _k_i_n_d_o_f_(有点) busy. 5. We are very _f_a_m_i_l_ia_r_w__it_h_(熟悉) each other. 6. I had already taken steps to _s_p_e_ed__u_p_(加速) a solution to the problem.
关于文化遗产保护的新闻报道 【文本研读】
【文体剖析】 (1)新闻报道是对最近发生的重大事件、重要的人物 进行简要而迅速地报道。 (2)新闻报道一般包括四个部分: 标题、导语、主体和 结束语。
(3)撰写标题是为了撷取新闻要点、诠释新闻意义、 吸引读者阅读; 导语是报道开头的第一段或第一句话, 它简明扼要地揭示出报道的核心内容; 主体是新闻的 主要部分, 它用充足的事实表现主题; 结束语对全文内 容作概括性的总结。
12. high _q_u_a_l_it_y_(质量) _d_ig_i_t_a_l (数码的) _i_m_a_g_e_(形象) 13. the Mogao _C_a_v_e_s_(山洞) 14. _th_r_o_u_g_h__o_u_t (遍及) China’s ancient history 15. cultural _t_ra_d__it_io_n_s_(传统) 16. _f_u_r_th_e_r_(进一步) education 17. a _h_is_t_o_r_ic_(历史的) building
英语人教版高中必修一(新课标)教案Unit1 Reading for Writing 教案
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。
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Reading
一、Read the passage on P 8 and answer quetions 1. What are the researchers and scientists trying to do? What modern technology are they using? They are to help increase knowledge and appreciation of
3. On that day, a culture show and many wonderful opera performances will be on show. 一场精彩的文化展示和许多精彩的戏剧表演将在当天举行。
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3. Underline the relative clauses that used to identify the following. A. Things They are recording ... from the Mogao Caves, which were a key... B. Time They were at a time when poeple travelled the Silk Road. C. People As one researcher who is working on the project explains...
China’s ancient cultural heritage. They use digital photography. 2. Why are so many people interested in the Mogao Caves? The Mogao Caves have long been a meeting point for different
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Writing -- How to write an invitation letter
一、文体概述 邀请信包括宴会、舞会、晚餐、婚礼等各种邀请信件。要求叙事 一定要清楚、明白，要写清楚三个方面的内容： • 1. 邀请对方参加活动的具体内容、时间和地点。 • 2. 邀请对方的原因。 • 3. 期待对方接受邀请。
cultures and are part of the history of many cultures
2. Read the news report again and find these parts A. Lead sentence
Lanzhou, 9 August 2017. A group of ... China’s ancient cultural heritage. B. Paraphrase（解释） The last two sentences of para.1 C. Background information The Mogao Caves have long been a meeting point for different cultures and are part of the history of many cultures E. Direct quote “ Appreciating one’s own cultural heritage is very important ... Communication and understanding.”
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（二）篇中句
1.There will be an activity about Chinese traditional operas at 2:00 p. m. on July 1 in our city. 7月1日下午2点我们市将举办一场关于中华传统文化——戏曲的活动。
2. The exhibition which will be held in the City Museum will start from Nov.16 and last for a week. 展览将从11月16日开始在市博物馆举行，为期一周。
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二、佳句背诵 （一）开篇句 1. I’m LiHua, president of the Student Union. Knowing that you are interested in Chinese paper cutting，I’m writing to invite you to see the Chinese paper cutting exhibition. 我是李华，学生会主席。得知你对中国剪纸感兴趣,我写信邀请你 参观中国剪纸艺术展。 2. My name is LiHua, a student from Senior One, Class 1. On behalf of our class, I sincerely invite you to join in the party. 我是来自高一（1）班的学生李华。我代表我们班真诚地邀请你参 加晚会。
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模仿写作 1. 我是学生会主席李华，得知你对中国书法感兴趣，写信邀请你一 起参观书法展。(calligraphy exhibition) I’m LiHua, president of the Student Union. Knowing that you are interested in calligraphy，I’m writing to invite you to see the calligraphy exhibition.
Unit 1 Reading for writing
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Background of Digital DunHuang
“数字敦煌”项目利用先进的科 学技术与文物保护理念，对敦煌石 窟和相关文物进行全面的数字化采 集、加工和存储。将已经获得和将 要获得的图像、视频、三维等多种 数据和文献数据汇集起来，构建一 个多元化与智能化相结合的石窟文 物数字化资源库、通过互联网和移 动互联网面向全球共享，并建立数 字资产管理系统和数字资源科学的 保障体系。 /index.htm