ReadingforwritingwarmmingupMogaoCavesQ：Haveyoueverbeenthere?Yes.No.Pre-readingQ：Whatmoderntechnologyaretheyusing?Digitalimages.Activity1:Readandunderstandthenewsreport.Q1：

Whataretheresearchersandscientiststryingtodo?Q2：

What

moderntechnologyaretheyusing?Q3：

WhyaresomanypeopleinterestedintheMogaoCaves?Q4：

Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?Activity1:Readandunderstandthenewsreport.Q1：Whataretheresearchersandscientiststryingtodo?While-readingTheresearchersandscientistsaretryingtoinsearceknowledgeandappreciationofChina’sancientculturalheritage.Activity1:Readandunderstandthenewsreport.Q2：Whatmoderntechnologyaretheyusing?While-readingTheyareusingdigitalphotographytorecordacollectionofimages.Activity1:Readandunderstandthenewsreport.Q3：WhyaresomanypeopleinterestedintheMogaoCaves?While-readingPeopleareinterestedinMogaoCavesbecausetheyhavebeenameetingpointfordifferentculturesandarepartofthehistoryofmanycountries.Activity1:Readandunderstandthenewsreport.While-readingQ4：Whatdoyouthinkoftheresearcher’sopinioninthelastparagraph?Iagreewiththeresearcher’sopinion.Understandingourownandotherculturalisagreatwaytounderstandourselvesandothers.Q1：Whatarethenecessarypartofanewsrepart?While-readingActivity2:Readforthefeaturesoflanguageandstructure.HeadlineLeadSentenceBody(Details)EndingWhile-readingActivity2:Readforthefeaturesofthelanguageandstructure.Q2：Whatinformatonisincludedintheleadsentence?WhereWhenWhoWhatDirectquoteParaphraseBackgroundinformationspecific、straightforwardinformativeconvincing、objectiveWhile-readingActivity2:Readforthefeaturesofthelanguageandstructure.ReportingverbsWordstoshowcomparisonand/orcontrastvivid、comprehensiblesignaltoexplainorreportWhile-readingActivity2:Readforthefeaturesofthelanguageandstructure.DirectquoteParaphraseBackgroundinformationReportingverbsWordstoshowcomparisonand/orcontrastWhile-readingActivity2:Readforthefeaturesofthelanguageandstructure.RelativeclauseBrief、specificWhile-writingwriteaheadlinedrafttheleaddraftthebodyofyournewsreportdrafttheendingWhile-writingwriteaheadline1.PhotographerChenLei2.PicturesofOldPeople3.APictureisWorthAThousandWordsWhile-writingdrafttheleadChenLeiisaseniorteachertakesphotosofoldbuildingsinWuhaninordertopreservethecity’sculturalheritageWhoWhatWhereWhyWhoWhile-writingdraftthebodyofyournewsreport1.Explainwhatapersonoragroupdoes；2.Userelativeclause;3.UsequotesandparaphrasesHewritesaboutthebuildings.Healsovisitsschoolstotellstudentsabouttheirculturalheritage.Everyday,ChenLeitakeshiscameraandtakesphotosofoldbuildingsnomatterwhetheritrainsorshines...While-writingdrafttheendingEndwithashortsummarytohelpreadersrememberthemainidea.Neitherpeoplenorbuildingslastsforever.BueChenLei’sphotoscanhelpusrememberthem.SampleWritingHeadlineAPictureIsWorthaThousandWordsLeadSentenceLeadsentence

ChenLeiisaseniorteacher

whotakes

photosofoldbuildings

inWuhan

in

ordertopreservethecity'scultural

heritage.Body

Everyday,ChenLeitakeshiscameraand

walkspatientlythroughtheolderparts

ofthecity.Overtheyearshehastaken

thousandsofpicturesofoldbuildingsto

createarecordforhisfellowcitizensin

thepresentandfuture.Anotherimportant

partofhisprojectaretheinterviewshe

conductswithelderlyresidents.

“Often

thesestorieshelptobringtheinteresting

historiesofthebuildingstolife,giving

themtheirplaceinthehumanstories

of

Wuhan'scitizens,”

saysChenLei.

Hewritesaboutthebuildings,theirinhabitantsandthestoriesthatweavethemtogether.Healsovisitsschoolstotellstudentsabouttheirculturalheritage.EndingNeitherpeoplenorbuildingslastforever,butChenLei'sphotoscanhelpusrememberthem.Thestoriesthataccompanythemalsohelpbui