《Project(1)： Writing and making a speech》优质课教案下载

《Project(1)： Writing and making a speech》最新教案优质课下载

1. 从话题层面（梳理信息、知识导向）：引入话题，使学生明确文本主题--图片版权问题。通过获取细节信息，引入话题相关词汇及表达，激活学生关于该话题的认知图式并与本文中的相关表达建立联系。

2. 从体裁层面（归纳结构、明确目的）：通过对文本深入剖析，使学生明确议论文写作的结构框架。

3. 从语言层面（习得语言、内化输出）：通过对文本语言的赏析，让学生提炼归纳出本文话题相关的观点表达。尤其是对作者自身观点表达的剖析，让学生了解如何引用事例间接表达自身观点。

二、 教学目标

1. 学生筛选文本信息，理解本文争论的焦点及争论双方的观点，提升思维能力。

2. 学生尝试重点解读文本部分内容，深度解读文本信息，理解文本结构。

3. 利用本节课获取的信息和文本中的相关语言，归纳出本文话题相关的观点表达，并运用所学的结构与语言进行议论文写作实际训练。

三、教学过程

Activity 1: Getting involved with the “selfie” topic.

With the help of the pictures, talk about “selfies” with the students to warm them up.

[Purpose] Use pictures to lead in the concept of “selfie” to get students interested in the topic. In the meanwhile, motivate students’ relevant cognition.

Activity 2: Finding out about the problem. (Paras 1-3)

Skim the first 3 paragraphs for the topic of the text.

Which sentence best describes this picture?

How did this picture come into being?

What problem has this picture caused?

[Purpose] By doing so, students can have a general understanding of what is mainly talked about in the text.

Activity 3: Discovering the different parties concerning the issue. (Paras 4-6)

For Wiki’s position

What made the picture return to the spotlight?

Why did Wiki media do so?

Pair-work: Find out the cases where the person who presses the button isn’t the copyright owner. And explain WHY.

For David’s point

1. How did Slater argue on this matter?

2. Why does he think he should own the copyright of the monkey selfie?