《廣東省陸河外國(guó)語(yǔ)學(xué)校高中英語(yǔ)《Unit 4 Making the news》教案新人教（必修五）》由會(huì)員分享，可在線閱讀，更多相關(guān)《廣東省陸河外國(guó)語(yǔ)學(xué)校高中英語(yǔ)《Unit 4 Making the news》教案新人教（必修五）（33頁(yè)珍藏版）》請(qǐng)?jiān)谘b配圖網(wǎng)上搜索。

111 Ⅰ. 單元教學(xué)目標(biāo) 技能目標(biāo)Skill Goals ▲ Talk about the basic procedure of making a newspaper ▲ Talk about the basic qualities and skills a journalist should have ▲ Talk about jobs in a newspaper ▲ Learn how to make an appointment ▲ Learn how to use Inversion correctly ▲ Write a newspaper article Ⅱ. 目標(biāo)語(yǔ)言 功 能 句 式 Making appointments Shall we make an appointment? When are you free? Maybe we can meet at ... Is it possible to ...? Where is the best place? When do you think is convenient for you? How about ...? Which day would suit you best? Where would you like to meet? Please, can you tell me ...? I shall be busy at ... and ..., but I can be free at ... Perhaps we could ... I would like to arrange ... I suggest that we meet ... I may be able to see you at ... That will / won’t be convenient because ... I can ／ can’t do that because ... What time would be most convenient? I look forward to seeing you. 詞 匯 1． 四會(huì)詞匯 occupation, reporter, editor, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, trade, recorder, case, accuse, deliberately, guilty, section, technical, technically, thorough, gifted, defend, crime, normal, seldom, edition, department, task, accurate, employ, polish, note, chief, approve, process, intention, appointment, senior, assignment 2． 認(rèn)讀詞匯 assignment, professional, accusation, bribe, deny, scoop, imaginative, concise, idiomatic, negative, hint 3． 詞組 concentrate on, accuse ... of, so as to (do sth), defend against 語(yǔ) 法 Inversion Never will Zhou Yang forget his assignment at the office of China Daily. Only when you have seen what he or she does, can you cover a story by yourself. Not only am I interested in photography, but ... Only if you ask many different questions will you acquire all the information you need to know. 重 點(diǎn) 句 子 1. Can I go out on a story immediately? P26 2. …so you may be possible for you to concentrate on that later on. P26 3. Meanwhile you have to prepare the next question depending on what the person says. P26 4. This is a trick of the trade. P26 5. If the interviewee agrees, you can use a recorder to get the facts straight. P26 6. Have you ever had a case where someone accused your journalists of getting the wrong end of the stick? P26 7. This is how the story goes. P26 8. A footballer was accused of taking money for deliberately not scoring goals so as to let the other team win. P26 Ⅲ. 教材分析與教材重組 1. 教材分析 本單元的中心話題是“新聞”，內(nèi)容涉及新聞工作者應(yīng)該具備的素質(zhì)和新聞采訪的基本程序等。語(yǔ)言技能和語(yǔ)言知識(shí)主要圍繞“新聞”這一中心話題進(jìn)行設(shè)計(jì)。 1.1 Warming Up 通過(guò)討論引出報(bào)社工作人員的類別和職責(zé)。 1.2 Pre-reading首先通過(guò)一個(gè)調(diào)查問(wèn)卷引導(dǎo)學(xué)生了解一個(gè)優(yōu)秀的記者應(yīng)該具備的素質(zhì)；然后引導(dǎo)學(xué)生談?wù)撍麄兊摹暗谝淮巍苯?jīng)歷和感受；最后通過(guò)一個(gè)“假設(shè)”為下一部分的學(xué)習(xí)做好準(zhǔn)備。 1.3 Reading通過(guò)Zhou Yang，一名的新員工和他的上司Hu Xin，一位資深記者之間的談話引導(dǎo)學(xué)生了解新聞工作者應(yīng)該具備的素質(zhì)，新聞采訪的基本程序以及采訪時(shí)應(yīng)該注意的要點(diǎn)等。 1.4 Comprehending設(shè)計(jì)了四個(gè)教學(xué)活動(dòng)來(lái)加深學(xué)生對(duì)Reading部分的理解。Ex. 1要求學(xué)生根據(jù)要求，閱讀文章，獲取所需信息；Ex. 2要求學(xué)生把閱讀部分分成三個(gè)小節(jié)，并說(shuō)明每小節(jié)的要點(diǎn)；Ex. 3通過(guò)形容詞歸類進(jìn)一步引導(dǎo)學(xué)生思考一個(gè)優(yōu)秀的文字記者和攝影記者應(yīng)該具備的素質(zhì)。 1.5 Learning about Language部分歸納和運(yùn)用了本單元的一些重點(diǎn)詞匯和語(yǔ)法。 1.6 Using Language部分涵蓋了聽(tīng)、說(shuō)、讀、寫四項(xiàng)語(yǔ)言基本技能。首先通過(guò)閱讀GETTING THE “SCOOP”一文，介紹“新聞”寫作的步驟和見(jiàn)報(bào)前的有關(guān)程序，并討論文中這位“影星”可能說(shuō)了什么謊話，在閱讀和討論的基礎(chǔ)上寫出一條有關(guān)某“影星”的獨(dú)家新聞；然后要求學(xué)生聽(tīng)一段對(duì)籃球明星姚明的采訪錄音，做聽(tīng)力練習(xí)；最后要求學(xué)生通過(guò)兩人對(duì)話復(fù)習(xí)鞏固有關(guān)交際功能“約會(huì)”的用語(yǔ)。 1.7 SUMMING UP部分歸納了本單元的主要學(xué)習(xí)內(nèi)容并讓學(xué)生自我檢測(cè)一下學(xué)習(xí)效果。 1.8 LEARNING TIP部分建議學(xué)生盡可能多地閱讀一些適合中學(xué)生的英文報(bào)紙。 2. 教材重組 2.1 將Warming Up, Pre-reading, Reading與Comprehending整合成一節(jié)“精讀課”。 2.2 將Learning about Language中的 Discovering useful words and expressions與Workbook中的USING WORDS AND EXPRESSIONS整合成一節(jié)“詞匯課”。 2.3 將Learning about Language中的 Discovering structures與Workbook中的USING STRUC-TURES整合在一起，上一節(jié)“語(yǔ)法課”。 2.4 將Using Language中的Reading和Workbook中的READING TASK整合成一節(jié)“泛讀課”。 2.5 將Using Language中的Listening and speaking 與Workbook中的LISTENING, TALKING以及LISTENING TASK整合成一節(jié)“聽(tīng)說(shuō)課”。 2.6 將Workbook中的SPEAKING TASK及WRITING TASK整合成一節(jié)“寫作課”。 3. 課型設(shè)計(jì)與課時(shí)分配 (經(jīng)分析教材, 本單元可以用六課時(shí)完成。) 1st Period Reading 2nd Period Vocabulary 3rd Period Grammar 4th Period Extensive Reading 5th Period Listening and Speaking 6th Period Writing Ⅳ. 分課時(shí)教案 2012年10月29日—10月31日 The First Period Reading Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) occupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the trade b. 重點(diǎn)句式 （P26） Never will Zhou Yang forget ... Only when you have seen ..., can you cover a story ... Only if you ask ... will you acquire ... 2. Ability goals能力目標(biāo) Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview. 3. Learning ability goals 學(xué)能目標(biāo) Help the students to talk about the qualities needed to be a good reporter and how to conduct a good interview. Teaching important & difficult points 教學(xué)重難點(diǎn) Help the students learn about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Teaching methods 教學(xué)方法 Fast-reading method; task-based method. Teaching aids 教具準(zhǔn)備 A computer, a projector and a tape recorder. Teaching procedures ＆ ways教學(xué)過(guò)程與方式 Step Ⅰ Lead-in Greet the whole class as usual. And then ask the students some questions about their future jobs. T: Good morning / afternoon, everyone! Ss: Good morning / afternoon, Ms / Mr ...! T: In this period, I’d like to know something about your future plans. What do you want to be in the future? And why? S: I want to be a scientist because I want to invent lots of new things that are useful for human beings. S: I want to be a doctor because I want to help patients recover from their illnesses. S: I want to be an sportsman like Liu Xiang. S: I want to be a teacher like you because teachers are the engineers of human souls. S: I want to be a reporter because I am curious and I like writing and photography. T: Wonderful ideas! I hope all your dreams will come true! But whatever you want to be, you need to know a lot about the occupations and prepare yourselves for them from now on. Step Ⅱ Warming Up T: Suppose you want to work for a newspaper and you are offered a chance for a job at China Daily. Do you know what kind of jobs they have at their office and what each job involves? Here is a list of different types of jobs at China Daily. Show the table on the screen. Types of jobs at English newspaper journalist, editor, reporter, critic, foreign correspondent, photographer, designer Ask the students the following questions one by one. T: Which two words mean the same? S: Journalist and reporter. T: Very good. What does a journalist or a reporter do then? S: A journalist or a reporter interviews people or finds out events from onlookers and writes news stories. T: Great! Next question, who gives opinions on plays and books? S: A critic. T: Quick response! Thank you. What does an editor do then? S: An editor checks the writing and facts and makes changes if necessary. T: What does a photographer do then? S: A photographer takes photographs of important people or events. T: Terrific! Who lays out articles and photographs? S: A designer. T: Well done! Who reports from abroad? S: A foreign correspondent. Present the following chart to the students on the screen. Types of jobs What it involves reporter / journalist interviews people or finds out events from onlookers and writes news stories editor checks the writing and facts and makes changes if necessary photographer takes photographs of important people or events critic gives opinions on plays and books designer lays out articles and photographs foreign correspondent reports from abroad Step Ⅲ Pre-reading T: Now if you want to be a good news reporter, what qualities do you think you need to have? S: A higher level of education, enthusiasm and good working skills. T: Creative ideas! Any more? S: The ability to work in a team. T: Great idea! Here I have a list of qualities for you. Please open your books to page 25 and look at Exercise 1 in Pre-reading. Now discuss in groups of four. Tick the boxes you choose. Then add two more qualities you think are important and give your reasons. Two minutes later. T: Now I’d like to hear your voice. Which group would be the first? S: Let me try. Our group agrees that a higher level of education, good communication skills and hard-working are very important qualities. The other three are important qualities. We also think the ability to work in a group and being ready to work irregular hours are important. T: Excellent! Any different ideas? S: We think a higher level of education, curious and active personality and enthusiasm for the job are very important qualities for a good news reporter. The rest are important. Besides, we agree good writing skills and being a good listener are also important. T: Creative thinking! Everyone has unforgettable moments in his / her life. Think about your first day at school, being far away from home, your first day abroad .... Now discuss in groups what the first day would be like, and how you would feel if you were to work for China Daily. Allow the students a few minutes to discuss. T: Anyone would like to share your ideas with us? S: My first day would be an exciting day because the job was what I had been looking forward to getting. So I would feel very excited and eager to start my work as a reporter and go out to interview different people. S: My feelings would be mixed because, on one hand, I would be excited; but on the other hand, I would feel a little nervous. Anyway, I was a green hand and I wasn’t sure about my capability of doing the work. T: Don’t worry! Anyone has his or her first day at work. Just relax! I think as long as you are well prepared, you’ll do fine. S: Thank you. Step Ⅳ Reading Get the students to do fast reading. T: All right. In this period we are going to learn about a new reporter Zhou Yang who is on his first day of working at the office of a popular English newspaper. Please go through the whole passage as fast as you can and try to find answers to the following three questions. 1. Could Zhou Yang go out on a story alone immediately? Why (not)? 2. What mistakes must he avoid? 3. How did Zhou Yang feel on his first day at work? A couple of minutes later check the answers with the whole class. T: OK. Let’s check the answers. Question 1. Any volunteers? S: I’ll try. The answer is No, not until he was more experienced because there was a lot for him to learn and he must work in a team. T: Correct. The next one, please. S: He must avoid being rude and talking too much himself. T: You got it. Question 3? S: He felt excited and eager to go out on a story. S: He is curious, too. T: Smart conclusion. Step Ⅴ Comprehending Get the students to carry out the tasks in this part. Task 1 Reading for details and discussion T: Now there are some more tasks for you. Please read the instructions of Exercise 1 on page 27 and then discuss Zhou Yang’s notes. After that, please complete the chart. I will give you three minutes. Three minutes later, check the answers. Task 2 Reading for main idea T: All right. Now Li Lihong would like you to help her readers understand the duties of a reporter. Read the passage again and divide it into three sections, each of which looks at one duty of a reporter. Then write down the main idea of each section. I will give you two minutes. Two minutes later, check the answers. T: Well done! Now what does the whole passage tell us? What’s the main idea of the passage? S: The passage tells us about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. T: Very good. You’ve got it. Task 3 Discussion Let the students work in pairs to discuss which adjectives in the box on page 27 can be used to best describe what is required for a reporter and a photographer respectively. T: Now please turn to page 27 and look at the adjectives in the box. Please work in pairs to discuss which of them best describe what is required for a reporter and a photographer. Then complete the chart. Five minutes later, check the answers. T: Now we know the qualities for a good reporter and a good photographer. Can you make a good reporter or a good photographer? Why? Any volunteers? S: I think a good reporter needs to be thorough, curious, careful and concise but a photographer needs to be creative, imaginative, technically good and gifted. They both need to be professional, well-organized and patient. I think I would make a good reporter because I am careful and curious. T: Wonderful! You’ve done a good job. Step Ⅵ Summary and Homework T: In this period we have talked about the qualities needed to be a good reporter and a good photographer, how to get an accurate story and how to protect a story from accusation. Now here’s homework for today: 1. Read aloud the dialogue with your partners. Pay attention to the stress and intonation. 2. Read 21st Century Teens for this week. 2012年11月1日—3日 The Second Period Vocabulary Teaching goals 教學(xué)目標(biāo) 1. Target language 目標(biāo)語(yǔ)言 a. 重點(diǎn)詞匯和短語(yǔ) technical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break down b. 重點(diǎn)句式 (P29) She does not get absorbed in ... The reporter went out with ... 2. Ability goals 能力目標(biāo) Enable the students to know how to use some expressions in an idiomatic way. 3. Learning ability goals學(xué)能目標(biāo) Help the students learn how to use the words and expressions more freely. Teaching important points 教學(xué)重點(diǎn) Get the students to practice the words and expressions. Teaching difficult points教學(xué)難點(diǎn) Help the students use the words and expressions correctly. Teaching methods 教學(xué)方法 Task-based learning; explaining; discussing; practicing. Teaching aids 教具準(zhǔn)備 A computer and a projector. Teaching procedures ＆ ways教學(xué)過(guò)程與方式 Step Ⅰ Revision T: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to try? S: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient. T: Excellent! Then how can a good reporter get an accurate story? S: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research. T: Great! How can a good reporter protect a story from accusation? S: Use a small recorder during the interview to make sure of getting all the facts straight. T: Wonderful! Step Ⅱ Discovering useful words and expressions T: In the reading passage several expressions are used in an idiomatic way. The idiomatic meaning for each of the expressions has been given in Exercise 1 on page 28. Please find these expressions and fill in the chart. Allow the students a few minutes to finish the task. Then check the answers. T: There are some other useful words and expressions in the reading passage. Look at Exercise 2 on pages 28. Complete Sentence B using a word or a phrase which has the opposite meaning to the word underlined in Sentence A. You are given a few minutes to do it then we’ll check the answers. Allow the students a few minutes to finish the task. Then check the answers. T: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers. Step III Summary and Homework T: In this period we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today: 1. Review the words and expressions for this unit. 2. Preview Discovering useful structures. 2012年11月5日—7日 The Third Period Grammar Teaching goals 教學(xué)目標(biāo) 1. Target language目標(biāo)語(yǔ)言 重點(diǎn)句式 (P29) Only after ... did sb ... Only by doing ... could sb ... Not only did ... Seldom have I ... 2. Ability goals能力目標(biāo) Enable the students to use inverted sentences correctly. 3. Learning ability goals學(xué)能目標(biāo) Help the students learn how to use Inversion correctly. Teaching important points 教學(xué)重點(diǎn) Help the students use Inversion correctly. Teaching difficult points教學(xué)難點(diǎn) Guide the students to summarize the usage of Inversion. Teaching methods 教學(xué)方法 Task-based learning; cooperative learning; practice. Teaching aids 教具準(zhǔn)備 A computer and a projector. Teaching procedures ＆ ways教學(xué)過(guò)程與方式 Step Ⅰ Presentation Ask the students to find the sentences of Inversion in the Reading. T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26. In a while, get the students to say the sentences. Then show the answers on the screen. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper. Only when you have seen what he or she does, can you cover a story by yourself. Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me. Only if you ask many different questions will you acquire all the information you need to know. Step Ⅱ Explanation and Summary T: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements: 1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc. The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than. e.g. In no case can an exception be made. Never have I seen such a stupid person. Not until he loses all his money will he stop gambling. Scarcely had he entered the room when he was knocked down by a stranger. Not only is she beautiful, but she is also very intelligent. I cannot attend the meeting tonight, and neither can my wife. 2) Adverbial expressions with only e.g. Only after an operation will he be able to walk again. Only once has he done such a thing. 3) Adverbial expressions with so e.g. So greatly did he admire the beautiful actress he asked her to marry him. The word order is also reversed after the conjunction so. e.g. I caught a cold, and so did my wife. 4) Adverbial expressions of place e.g. There stood the tallest man he had ever seen. Inside the room were a few pieces of furniture. But when the subject is a pronoun instead of a noun, the order should not be inverted. e.g. Here he comes. Off he ran. 5) Other adverbials in initial position e.g. Loud and clear rang the bells. Often did we sit together without saying a word. Step Ⅲ Practice T: To understand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2－4 on your own. After the students finish, check the answers. Then deal with Exx. 1 ＆ 2 on page 64 and check the answers. Step Ⅳ Consolidation Present the following exercises on the screen. T: Now let’s do more exercises to see how well you have grasped Inversion. 1. —Do you know Jim quarreled with his brother? —I don’t know, ______. A. nor don’t I care B. nor do I care C. I don’t care neither D. I don’t care also 2. Not until all the fish died in the river ______ how serious the pollution was. A. did the villagers