Unit1CulturalHeritageReadingforWriting課件-高一英語人教版

Unit1CulturalRelics

ReadingforWritingWarmingupWhatdoyouknowaboutDunHuangandtheMogaoCavesMogaoCavesaremagnificantarttreasures.MogaoCaves,ortheCavesoftheThousandBuddhas(千佛洞),arelocatedinDunhuang,GansuProvince,ontheancientSilkRoad.Themurals(壁畫)andBuddhafigures(佛像)inthesecavesareworld-famous.TheareawaslistedasaworldculturalheritagebyUNESCOin1987.Unfortunately,MogaoCavesisdisappearing.HowtoprotecttherelicsoftheMogaoCaveswarmingupSetupanonlinemuseumwherepeoplecanenjoythelocalscenerythrough3Dimages.Reduce

thenumbersoftourists,

reduce

thepressureonthelocalenvironment,and

keep

theairhumidityandcarbondioxidecontentstableforalongtime.Getfinancialsupportfromallsectorstostrengthentheprotectionofthenativeenvironment.Reading1WhataretheresearchersandscientiststryingtodoWhatmoderntechnologyaretheyusing2WhyaresomanypeopleinterestedintheMogaoCaves3Whatdoyouthinkoftheresearcher'sopinioninthelastparagraphPart1ReadthenewsreportabouttheMogaoCavesandanswer:1WhataretheresearchersandscientiststryingtodoWhatmoderntechnologyaretheyusing

TheresearchersandscientistsaretryingtoincreaseknowledgeandappreciationofChina'sancientculturalheritage.Theyareusingdigitalphotographytorecordacollectionofimages.2WhyaresomanypeopleinterestedintheMogaoCaves3Whatdoyouthinkoftheresearcher'sopinioninthelastparaBecausetheyhavelongbeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.Iagreewiththeresearcher'sopinion.Understandingourownandotherculturesisagreatwaytounderstandourselvesandothers.1.Readthenewsreportagainandfindtheseparts.LeadsentenceDirectquote

ParaphraseBackgroundinformationReportingverbs（轉(zhuǎn)述動詞）

Wordstoshowcomparisonand/orcontrastn.比較;相比vt.引用vt.&n.用更易理解的文字解釋vt.&n.對比;對照Studytheorganizationandlanguagefeatures2Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.AthingsBpeopleCtime1.Readthenewsreportagainandfindtheseparts.A.LeadsentenceTheleadsentencedeliversthemostimportantinformation,summarizesthekeycontentofthereport,whichcontainswhere,when,whoandwhatinproperorder.Studytheorganisationandlanguagefeatures.Activity21.Readthenewsreportagainandfindtheseparts.B.DirectquoteDoyouthinkitisnecessarytousethequoteWhyarequotesoftenusedinnewsreportWhatfunctionsdotheyhaveThinkoverYes.Itfurtherclarifiedtheimportanceofprotectingandappreciatingtheculturalheritage.Itmakestheinformation/opinionmoreconvincingandpersuasive,helpsthereadersunderstandtheinformation.Studytheorganisationandlanguagefeatures.Activity21.Readthenewsreportagainandfindtheseparts.C.ParaphraseItexplainstheleadsentenceandprovidesmoreinformationtotheleadsentence.Studytheorganisationandlanguagefeatures.Activity2specificandstraightforward1.Readthenewsreportagainandfindtheseparts.D.BackgroundinformationThesecondparagraphbrieflyintroducesthebackgroundknowledgeofDunhuangMogaoCavestohelpthereadersbetterunderstandthewholeevent.Studytheorganisationandlanguagefeatures.Activity2informative1.Readthenewsreportagainandfindtheseparts.Theseverbscanbe“say/said,tell/told,comment/commented,mention/mentioned,explain/explained,reveal/revealed,report/reported,state/stated,etc.”E.ReportingverbsStudytheorganisationandlanguagefeatures.Activity2signalstoexplainorreport1.Readthenewsreportagainandfindtheseparts.F.Wordstoshowcomparisonand/orcontrastStudytheorganisationandlanguagefeatures.Activity2vividandcomprehensible2.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.thingsStudytheorganisationandlanguagefeatures.Activity22.Underlinetherelativeclausesthatthewriterusestoidentifythefollowing.timepeopleRelativeclausesmakestheexpressionbriefer,specificandinformative.Studytheorganisationandlanguagefeatures.Activity2Part3WriteanewsreportWriteanewsreportaboutapersonoragroupwhoworkstoprotectourculturalheritage.Readtheinterviewnotes.Draftanewsreportaccordingtotheoutline.Exchangedraftswithapartner.Shareyourwriting.ChenLei,Wuhan·seniorteacher·takesphotosofoldbuildings·wantstopreserveculturalheritage·interviewsoldpeople·writesaboutthebuildings·visitsschoolstotellstudentsabout…ProtectorsofthePast,Wuhu·protectoldhouses·helprepairbuildings·lookforculturalrelics·showculturalrelicstothepublic·raisemoney·repairtemplesandculturalrelics1Readtheinterviewnotes.Drafttheheadline.Writeaheadlinetogetthereaders’attention.1.Atitleshouldbeaccurate,clear,easytounderstand2.Usekeywordsfromthestoryandkeepitstraightandplain3.TheheadlineshouldaccuratelyleadreaderstowhatthereportisaboutChenLei,Wuhan·seniorteacher·takesphotosofoldbuildings·wantstopreserveculturalheritage·interviewsoldpeople·writesaboutthebuildings·visitsschoolstotellstudentsabout…1.photos/pictures2.valuableHeadline：APICTUREISWORTHATHOUSANDWORDSChenLei,Wuhan·seniorteacher·takesphotosofoldbuildings·wantstopreserveculturalheritage·interviewsoldpeople·writesaboutthebuildings·visitsschoolstotellstudentsabout…Drafttheleadsentence.Writealeadsentencetograbandengagethereadersimmediately.1.Conveythetopicofthenewsreport.2.inactivevoiceusingvividlanguage.3.Useasfewwordsaspossible.whowhatwherewhyLeadsentence：ChenLeiisaseniorteacherwhotakesphotosofoldbuildingsinWuhaninordertopreservethecity'scultureheritage.ChenLei,Wuhan·seniorteacher·takesphotosofoldbuildings·wantstopreserveculturalheritage·interviewsoldpeople·writesaboutthebuildings·visitsschoolstotellstudentsabout…Writethebodytotellthereaderthefacts,details,examples,etc1.Explainwhatthepersonorgroupdoes.2.Userelativeclauses.3.Usequotesandparaphrases.whatDraftthebodyofyournewsreport.Everyday,ChenLeitakeshiscameraandwalkspatientlythrough...,takingphotosof...nomatterwhetheritrainsorshines.…Anotherimportantpartofhisprojectisinterviewingtheoldpeople.Healsovisitsschoolstotellstudentsabout...moredetailedandspecificWritetheendtohelpthereadersrememberthemainideaNeitherpeoplenorbuildingslastforever,butChenLei'sphotoscanhelpusrememberthem.Thestoriesthataccompanythemalsohelpbuildapictureoflifeforfuturegenerationstohearandaddtheirownstories,tooDrafttheendingofyournewsreport.ashortsummary2Draftanewsreportaccordingtotheoutline.HeadlineLeadsentenceWriteatitletogetthereaders’

attention.Tellthereaderswho,what,where,andwhy.ApictureisworthathousandwordsChenLeiisaseniorteacherwhotakesphotosofoldbuildingsinWuhaninordertopreservethecity'sculturalheritage.BodyTellthereaderthefacts,details,examples,etc.Explainwhatthepersonorgroupdoes.Userelativeclauses.Usequotesandparaphrases.Everyday,ChenLeitakeshiscameraand...EndingEndwithashortsummarytohelpthereadersrememberthemainidea.Neitherpeoplenorbuildingslastforever,butChenLei'sphotoscanhelpusrememberthem.3Exchangeandreviseyourdraftwithyourpartner.IsthereatitleDoestheleadsentencetellthereaderaboutthesituationHasthewriterincludeddetailsandexplanationsAretherequotesandparaphrasesDoesthewriteruserelativeclausestoidentifypeople,places,things,times,etc.DoesthewriterendwithashortsummaryArethereanygrammarorspellingmistakesThechecklistmayhelpyou...ChenLeiisaseniorteacherwhotakesphotosofoldbuildingsinWuhaninordertopreservethecity'sculturalheritage.Everyday,ChenLeitakeshiscameraandwalkspatientlythroughtheolderpartsofthecity.Overtheyearshehastakenthousandsofpicturesofoldbuildingstocreatearecordforhisfellowcitizensinthepresentandfuture.Anotherimportantpartofhisprojectaretheinterviewsheconductswithelderlyresidents.Oftenthesestorieshelptobringtheinterestinghistoriesofthebuildingstolife,givingthemtheirplaceinthehumanstoriesofWuhan'scitizens.Hewritesaboutthebuildings,theirinhabitantsandthestoriesthatweavethemtogether.Healsovisitsschoolstotellstudentsabouttheirculturalheritage.Neitherpeoplenorbuildingslastforever,butChenLei'sphotoscanhelpusrememberthem.Thestoriesthataccompanythemalsohelpbuildapictureoflifeforfuturegenerationstohearandaddtheirownstories,too.APictureIsWorthAThousandWordsSampleHeadlineLeadsentenceBodyEndingHomeworkWriteanewsreportaboutthefamousarchaeologistFanJinshi.樊錦詩，考古學(xué)家，1938年出生于北京，1963年畢業(yè)于北京大學(xué)考古學(xué)專業(yè)；自畢業(yè)后在敦煌研究所(DunhuangCulturalResearchInstitute)工作50余年,被譽為“敦煌的女兒”(DaughterofDunhuang)，致力于石窟的研究與保護，創(chuàng)造了數(shù)字敦煌(digitalDunhuang)，收錄和錄制莫高石窟的文化遺跡，對文物保護做出了巨大貢獻.她曾說；“我這一生只做了一件事，就是守護，研究，弘揚世界文化遺產(chǎn)——敦煌莫高窟。我心歸處是敦煌。”languageponits（P8)Wordstoshowcomparisonand/orcontrast1comparison

n.比較；相比by/incomparison（withsb./sth.）（與某人/某物）相比較makeacomparison

進行對比【詞語積累】compare

vt.

比較

compareAwithB

把A和B相比較compareAtoB

把A和B相比較，把A比作B comparedwith/to

與……相比Wecarefullycomparedthefirstreportwiththesecondone.我們仔細比較了第一份報告和第二份報告。ComparedwithBoston，LosAngelesislarger.和波士頓比起來，洛杉磯要大一些。單句語法填空（1）Itisdifficulttomakea___________（compare）withherpreviousbook—theyarecompletelydifferent.（2）____________（compare）withyourtranslationwork，yourpartner’sworkisbetter.（3）Peopleoftencompareateacher____________agardenerwhotakesgreatcareofvariousplants.comparisonComparedto2contrast

n.&vt.

對比；對照bycontrast相比之下incontrastto

與……截然不同contrastAand/withB

把A與B對比Whenyoulookattheirnewsystem，oursseemsveryold-fashionedbycontrast.看一看他們的新系統(tǒng)，我們的系統(tǒng)就顯得非常陳舊了。Thesituationwhenwearrivedwasinmarkedcontrasttothenewsreports.我們到達時的局勢與新聞報道的截然不同。Thepoemcontrastsyouthandage.這首詩對比了青春與老年。3quality

n．質(zhì)量；性質(zhì)；品質(zhì)；素質(zhì)；特征

adj.優(yōu)質(zhì)的；高質(zhì)量的(教材P8)Nearly500，000high--quality

digitalphotographshavebeenproducedsincetheinternationalprojectstartedin1994.①Onequalityofwoodisthatitcanburn.②Wineofhighqualitycostsmorethanthatofpoorquality.③Innerqualitiesaremoreimportantthandress.④Ourproductsareverygoodinquality,andthepriceislow.木材的一項特質(zhì)就是能燃燒。優(yōu)質(zhì)酒比劣質(zhì)酒花費多。內(nèi)在品質(zhì)比外部裝扮更重要。我們的產(chǎn)品物美價廉。quality作“質(zhì)量”講時通常用作不可數(shù)名詞；而作“品質(zhì)”講時多用作可數(shù)名詞?！練w納拓展】⑴ofhigh/goodquality優(yōu)質(zhì)的oflow/poorquality劣質(zhì)的

可做定語或表語⑵inquality在質(zhì)量上⑷形近意異詞：quantityn.數(shù)量；大量Hisreputation(名譽)asawriterdependsmoreonqualitythanquantity.他獲得作家的名氣靠的是作品的質(zhì)量而不是數(shù)量。⑶qualityserviceatacompetitiveprice質(zhì)優(yōu)價廉的服務(wù)qualifyvt.&vi.(使)具有資格，(使)合格vt.限制;限定

qualificationn.資格；能力；限制；限定qualifiedYourpassportqualifiesyoutoreceivefreemedicaltreatment.Wewelcomeapplicationsfromsuitablyqualifiedindividuals.adj.有資格的，適合的；勝任的

(P7)

Itissaidthatit’samirrorthatcantellrightfromwrong!1Itissaidthat...據(jù)說……（it是形式主語，that從句是真正主語）Itissaidt