基于主題意義探究的拓展讀寫課

〔選擇性必修一Unit1〕課時安排教學內(nèi)容課時1語篇1：UsingLanguage—Listening&speakingThefamouspeoplethespeakersadmire課時2語篇2：Reading&thinkingTuYouyouawardedNobelPrize(6Oct.2015)課時3語篇2：LearningaboutLanguage—BuildingupvocabularyTuYouyouawardedNobelPrize(6Oct.2015)課時4語篇3：UsingLanguage—ReadingforwritingThemanwhochangedourunderstandingoftheworld課時5語篇4：Extendedreading&writing1:Assessingyourprogress1:ApassageaboutLuxun語篇5：Extendedreading&writing2:Assessingyourprogress2:ApassageaboutSunYat-sen課時6課時7Revisionoftheunit:Applicationofthematiclanguagetotopicwriting（側(cè)重科學領(lǐng)域）Revisionoftheunit:Learningaboutlanguage—DiscoveringusefulstructuresApplicationofgrammartotopicwriting〔側(cè)重人文領(lǐng)域〕主題語境：人與社會主題內(nèi)容：對社會有突出貢獻的人物主題意義：通過學習、了解各領(lǐng)域（科技、人文、政治、醫(yī)學、商業(yè)等）有突出貢獻的人物及其經(jīng)歷、貢獻和影響，探索這些人物的共同品質(zhì)，深入理解“偉大”的涵義，正確認識“個人成就”與“社會價值”之間的辯證關(guān)系。語篇1：UsingLanguage—Listening&speakingThefamouspeoplethespeakersadmire語篇類別：對話主題學習意義：聽音、探討不同領(lǐng)域中各自所欽佩的知名人物及原因，并以小組活動形式頭腦風暴和表達自己欽佩的偉大人物。在此基礎(chǔ)上，總結(jié)概括“偉大”的涵義。語篇2：Reading&thinkingTuYouyouawardedNobelPrize(6Oct.2015)語篇類別：新聞專題報道主題學習意義：文本介紹了屠呦呦獲得諾貝爾獎的事跡和創(chuàng)造青蒿素的過程，描寫了屠呦呦及其團隊成員的科學精神，折射出奉獻、堅守、自信、勇敢等美好品質(zhì)，也表達了中華傳統(tǒng)文化——中藥的價值和作用。語篇3：UsingLanguage—ReadingforwritingThemanwhochangedourunderstandingoftheworld語篇類別：人物傳記主題學習意義：文本從人物傳記寫作的主要視角，如重要事件〔significantlifeevents〕、細節(jié)描寫〔appearance/personality)、印象〔Impression)、評價〔comments〕、情感〔feelingsabouttheperson)，描述、介紹了愛因斯坦的主要經(jīng)歷及其對于科學界的非凡奉獻。Writing:介紹一位自己欽佩的人物。語篇4：LearningaboutLanguage—BuildingupvocabularyApassageaboutLuxun語篇類別：人物傳記主題學習意義：文本描述、介紹了魯迅先生棄醫(yī)從教、從文的經(jīng)歷?；诖?，探討成功要素。語篇5：AssessingyourprogressApassageaboutSunYat-sen語篇類別：人物傳記主題學習意義：文本描述、介紹了孫中山的人物事跡及其三民主義思想。AFreetalkWhatdoyouknowaboutLuXun?acknowledgedreferredtoconsideredregardedknownrecognizedacceptedthoughtofviewedseentreatedlookedonthebackboneofthenationthesoulofthenationa

leading

figure

of

modern

Chinese

literaturethefatherofmodernChineseliteraturethegreatestin20th-centuryChineseliteraturethemostinfluentialwriterwidelycommonlygenerallypubliclyisasWastobeawriterhisoriginalintention?What’sthetexttype?Howisthepassageorganized?in1881in1904

in1908

in1917structureReadthepassageandconstructamind-maptoshowLuXun’spathoflife.wasbornwenttoJapan

tolearnmedicine

returnedtoChinatobeateachertookupwritingWhatledtoLuXuntransforminghisoriginalintentionofbeingaphysician?withtheobjectiveofforthepurposeofwiththeaimofdoing...withtheintentionofaimingatAmindmapaim/motivationOnedayafterclasshesawaphotoofaChineseprisonerbeingexecutedbyJapanesesoldierswhileotherChinesepeopleweregatheredaroundhappilytakinginthespectacle.Howcouldaphototransformhisinitialintentionofbeingaphysician?Itstruck/dawnedon/hit/occuredtohimthattheyclearly/obviously/apparentlydidn’tcareaboutwhatwashappeningtotheirfellowcountrymen.identifyassumptionsFromthis,(photo,whichdisplaysinformationinanaccurateandreliableway)checkaccuracy&validityHeconcludedthatthecrucialproblemwasnotphysicalillness,butthespiritualillnessofpeople.takealternativeperspectivesFollowingthis,hequit/abandonedmedicalschool.takeinformedactionsThecrucialproblemwasnotphysicalillness,butthespiritualillnessofpeople.Whathiscountrymenneededwasacurenotfortheirphysicalillnessbutfortheirsouls.FurtherThinkingnot...but...parallelstructuretoshowacontrastStephenBrookfield,DistinguishedUniversityProfessorUniversitySt.Thomassatirizetherulingclassrevealthedarknessurgeforrevolutionarychangesexposetheweaknessofhumanbeingshumorous,sharp

andbrieflanguagegreatachievementsprofoundinfluenceCriticalthinkingisacrucial

wayofthinking!Thecrucialproblemwasnotphysicalillness,butthespiritualillnessofpeople.Canwritingreallysavethefellowcountrymenfromspiritualillness?Stateyourreasons.TrytomakesomecommentsonLuxun’schangeinhispathoflife.Extendedthinkingperseverancehope&dreamAFreetalkWhatdoyouknowaboutSunYat-sen?waswidelyconsideredtobethefounderandforerunnerofmodernChinapresidentofthecountrycontinuousstrugglefor...putforwardadvancedideasstatusgoal&effortsachievementsSunYat-sen(1866-1925)waswidelyconsideredtobethefounderandforerunnerofmodernChina.Hewasonlyinpowerforashorttime,whenhewaspresidentofthecountryin1912.Soitmayseemoddtosomepeople________knowledgeofChinamaybelimitedthatheissuchanimportantfigure.However,hisinfluenceisnotbasedonhistimeinoffice,butonhiscontinuousstruggleforabettersocietyandhisconcernforallChinesepeople.Healsoputforwardmanyadvancedideas_________broughttheChinesepeopletogether,inparticular,theThreePrinciplesofthePeople.TheseprincipleswereinspiredbyLincoln,_____headmired,andweredevelopedwhenhewastravellingoverseas,_______hewenttofindsupportforhiscountry.Thefirstprincipleisaboutnationalism,_______indicatesthatChinashouldneverbedividedandshouldnotbeunderanyforeigncontrol.Thesecondisaboutpeople'srights.Itmeansthatallpeoplehavegreatvalueandshouldalsohavethesamerights.Thethirdisaboutpeople'slivelihood,_______meansthatthegovernmentshouldcreateopportunitiesforpeopletomakeagoodliving.whosewhowhichwherewhichwhichHispositionaspresidentHisstruggleandideasMakingacontrastbyusingtransitionalwordshelpstocreateemphasis.ideologyactionperserverancetopicsentencestructureNationalismDemocracySocialismindependenceofthenation:unitetheChinesepeopletoseekindependencefromforeigncontrol

people’slivelihood:createopportunitiesforpeopletomakeagoodlivingrightsofthepeople:allowallpeopletohavethesamerightsAbrahamLincoln’sideaofrepublicanismgovernmentofthepeoplegovernementbythepeoplegovernmentforthepeopleexploringinspiredbyputforwardhispoliticalphilosophycreativethinkingThreePrinciplesofthePeopleAmindmapWhatisSunYat-sen’spoliticalphilosophy?overthrew/organizedtheoverthrowoftheQingdynasty(1911/12)transformedhisnationfromempiretorepublicheservedasthefirsttemporarypresidentoftheRepublicofChina(1911–12)thinkingabilityaim&struggleperserveranceexpectationWhatisthemostimportantideathatyou’velearntinthislesson?Hasthislessoncausedyoutochangeyourthoughtsaboutthewaytoachievesuccess?Ifso,how?Willwhatyouhavelearntinthislessoninspireyoutoimproveyourself?Ifso,how?ReflectingThefuturebelongstotheyoungpeople,andourhopesalsorestwiththem.Inthenewera,ouryoungpeopleshouldmakeittheirmissiontocontributetonationalr