1、Unit 1 Cultural heritagePeriod4 Reading for writing教材分析：Unit 1的写作部分是一篇新闻报道，教材读写部分给了一篇新闻报道 Promoting Culture Through Digital Images，以保护敦煌为例讲了新闻报道的基本架构。文章题材新颖，结构清晰，话题具有很强的时代性。写作部分是要学生写一位保护文物的人的新闻报道，给出了一些采访的要点。但这些人物是虚构的，不贴近学生的生活，运用到写作中会有一定困难。因此，我从网上摘编了关于樊锦诗的英文报道，合成了一篇文章作为另一篇阅读材料。这样一来，学生写作有素材，读写话题很契合，又能
2、让学生走进这位共和国文物保护的突出贡献者，向她学习。教学目标：1. Get students to have a good understanding of some features about a news report by reading the text.2. Instruct students to write a summary about a news report properly using some newly acquired writing skills in this period.3. Develop students writing and cooperatin
3、g abilities.4. Strengthen students great interest in writing discourses.教学重难点:1. Stimulate students to have a good understanding of how to a summary about a news report2. Cultivate students to write a news report properly and concisely.教学过程：Step 1: Warming-upWhat do you know about Dunhuang Caves?Ste
4、p2: Read for Content1. What are researchers and scientists doing? (Whats the function of these two sentences?)They are recording and collecting digital images of cultural relics from the Mogao cave. Nearly 5000,000 high-quality digital photographs have been produced since the intemational project st
5、arted in 1994.2. Why did scientists and researchers do such work in Mogao Caves?3. Why do scientists and researchers share so many digital photos?Step 3: Read for Structure1. Analyze the structure and elements of this piece of news.2. Analyze the typical features of each element.3. Analyze a piece of news taken from a website.Step4: Warming-up1. What do you know about Fan Jinshi?2. Write a news report on the incident.