Unit4 Making the news 教案

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新人教版必修五Unit4 Making the news教案
Period 1 Reading
Ⅰ. Teaching aims:
1. Target language
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick
8) Perhaps I too will get a scoop!
2. Ability goal
1) Enable the students to talk about qualities needed to be a good reporter and how to conduct a good interview
2) Train the students’ reading ability(skimming, detail reading)
Ⅱ. Teaching important points:
Help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.
Ⅲ. Teaching difficult points:
How to help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.
Ⅳ. Teaching methods:
Cooperative learning, task-based learning, fast-reading
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
1. Greeting
2. Ask Ss some questions about their future jobs.
1) Have you ever considered about your future job or occupation
2) What kind of occupation would you like to take / What’s your ideal of job in future Why
Step Ⅱ Warming-up
1. Ask Ss to look at newspapers previously prepared and guess what kind of jobs would be needed to produce newspaper articles.
2. Ask Ss to work in pairs and fill in the chart ( types of jobs, what each type of job involves)
Reference Chart:
Profession What it involves
reporter/ journalist Interview 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 opinion on plays and books
designer lay out articles and photographs
foreign correspondent reports form abroad
Step Ⅲ Pre-reading
1. Ask the Ss work in pairs to discuss the qualities need for a newspaper reporter and evaluate which qualities they consider are the most important, and they can also make some complements. Put all the qualities on the board in a list and alongside them put two columns: one for the most important ones and one for important qualities. Ask one from each pair to give their findings on (what they consider) very important and important qualities. Put a tick for each one in the correct column. Count up the ticks and write down the three most important qualities and the three important qualities.
2. Ask the Ss to work in pairs to discuss an occasion of this sort that they remember e.g. fist day at a new school, and ask them to consider why they remember it and especially how they felt. Then choose some of them to tell their experiences.
3. Discuss what all the experiences have in common and what they can do
Make themselves feel better
Make others feel better
Step Ⅳ Reading
1. Fast reading. Ask the Ss to go through the whole passage as fast as they can and try to find answers to the following questions.
(Shown on the blackboard)
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
2. Ask the Ss to pay attention to the way the questions develop in the dialogue (Explain to them that all of these questions are finding out more about the qualities and skills needed for the job)
3. Ask the Ss to follow the tape and read the passage again and then do the Exercise in comprehending part together. (For detail, refer to the PPT)
Step Ⅴ Language points
Explain some difficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT)
Step Ⅵ Homework
1. Practice reading aloud the dialogue with your partner. Pay attention to the intonation and stress.
2. Read a newspaper and try to discover something to do with our topic about it.
Period 2 Learning about Language
Teaching aims:
1. Target Language
untrained, fairly, technical, process, polish, concentrate on…; accuse …of …, approve of…, by accident, get absorbed in, defend against, break down
She does not get absorbed in…
The reporter went out with…
2. Ability goals
Enable the Ss to know how to use some expressions in an idiomatic way.
Enable the Ss to use the words and expressions more freely
Teaching important points:
Get the Ss to practice the words and expressions more freely and correctly
Teaching difficult points:
How to enable the Ss to use the words and expressions more freely and correctly
Teaching methods:
Cooperative learning, task-based learning, explaining, discussion and practicing.
Teaching aids:
A computer, a blackboard, a tape-recorded
Teaching procedures:
StepⅠ Greetings
StepⅡ Revision
T: Yesterday 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 reporter should have. (Ask a Ss to share their knowledge with others)
StepⅢ Discovering useful words and expressions
1. Ex1 on page 28. Give Ss directions that they should find the idiomatic expressions used in the text to match with the expressions given in the Activity. Then check and make some necessary explanation.
2. Ex2 on page 28. Ask the Ss to finish Exercise 2 and then check the answer and make some explanation if needed.
StepⅣ Using words and expressions (P63)
1. First deal with Ex.1 on page 63.
“What happened when the General went to war ” Students can work in pairs to have a discussion, and then ask some students to give their answers.
A: The General went away to war. Meanwhile his advisers marked his progress on a map so as to be sure of knowing where he was.
B: Meanwhile the gardener planted new flowers in the flowerbeds so as to be able to make a beautiful garden for the General’s return.
Meanwhile the cook learned to make some new dishes so as to be able to prepare a special banquet when the General returned.
Meanwhile his wife made him some new clothes so as to be able to dress him smartly for the banquet on his return.
Meanwhile his children practiced some new songs and dances so as to be able to perform for the General when he returned.
2. If time permits, continue Exercises 2-4.
Step V. Homework
1. Review the words and expressions for this Unit.
2. Preview discovering useful structures.
Period 3 Grammar: Inversions
Teaching aims:
1. Enable the students to use inverted sentences correctly
2. Help the students learn how to use Inversions correctly
Teaching important points:
Help the students learn what Inversion is and how to use Inversions correctly
Teaching difficult points:
How to help the students to apply the Inversions correctly in context
Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Teaching aids:
A computer, a projector
Teaching procedures:
Step Ⅰ Presentation
1. Ask the Ss to find out the sentences of Inversion in the Reading. First explain what an inversion is.
“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.
2. Ask the Ss to say the sentences, and then show the answers on the screen.
Never will Zhou Yang forget his first assignment at China daily.
Only when you have seen what he or she does, can you cover a story by yourself.
Only if you ask many different questions will you acquire the information you need to know
Step Ⅱ Explanation and Summary
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.
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 he 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 one 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 bell.
Often did we sit together without saying a word.
Step III Further Explaining
全部倒装
1. 用于 there be 句型．
There are many students in the classroom
2. 用于“here (there, now, then) + 不及物动词 +
主语的句型中，或以out, in, up, down, away
等副词开头的句子里面，表示强调．
Here comes the bus.
There goes the bell.
Now comes our turn.
Out went the children.
代词作主语时，主谓语序不变．
Here it is.
In he comes.
3. 当句首状语是表示地点的介词词组时，
　也常引起全部倒装．
South of the city lies a big steel factory.
From the valley came a frightening sound.
Under the tree stands a little boy.
4. 表语置于句首时，倒装结构采用“表语＋
　连系动词＋主语”的结构
1) 形容词＋　连系动词＋主语　
Present at the meeting were Professor White, Professor Smith and many
other guests.
2) 过去分词＋连系动词＋主语
Gone are the days when they could do what they liked .
4) 介词＋连系动词＋主语
Among the goods are Christmas trees, flowers, candles and toys.
5. 为了保持句子结构平衡，或为了强调表语
　或状语，或为了使上下文结构紧凑．
They arrived at a farmhouse, in front of which sat a small boy.
Inside the pyramids are the burial rooms for the kings and queens and long passages to these rooms.
部分倒装
1. 用于 疑问句．
Do you speak English
2. 用于省略if 的虚拟条件句
Had you reviewed your lessons, you might have passed the examination.
3. 用于“形容词（或名词、动词）＋ as (though)”
引导的让步状语从句．
Pretty as she is, she in not clever.
Try as he would, he might fail again.
Money as they had, they don’t know how to spend it.
4. 用于 no sooner than, hardly when 和 not until
　的句型中
No sooner had she gone out than the class began.
Not until the teacher came did he finish his homework.
5. 用于 never, hardly, seldom, scarcely, little, at
　no time, not only 等否定词开头的句子里．
Never shall I do this again.
At no time can you say “ no” to the order.
Little do I dream I would see you here.
6. 用于 only 开头的句子（only位于句首，修饰副
　词、介词短语或状语从句）
Only in this way can you lean English well.
Only when he told me did I realize what
trouble he was in.
7. 用于 so, nor, neither 开头的句子，表示重复的内容．此句谓语应与前句谓语的时态形式一致．
He has been to Beijing. So have I.
Jack can not answer the question. Neither can I.
8. 在 so / such that 的结构中，若so 置于句首，则
　句子部分倒装
So difficult a problem is it that I can’t work it out.
Such a noble person is he that people all respect him.
9. 如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构．主语是代词时，一般不用倒装结构．
“Let’ go,” said the man / he said.
10. 用于 某些祝愿的句子．
May you succeed!
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Multiple choices, E-C translation, using inversions)
Step Ⅵ Summary and Assignment
1. Make a summary of today’s task.
2. Ask Ss to write a short passage, and try to use as many as inversions in the passage.
Period 4 Using language
Teaching aims:
Target language:
edition, department, accurate, concise, chief, employ, polish, note, chief, approve, negative, process, primary source, secondary source, present, investigate
Although he realized…, Zhou Yang knew he must not accuse him directly
Months of training had taught him to write with no wasted words or phrases.
One of the reasons… that is that they help us to decide what is… and what is…
Ability goals:
1. Enable the Ss to get some basic knowledge about the writing and printing process of an article
2. Enable the Ss know what is primary source and what is secondary source.
Teaching important points:
Make Ss understand writing and printing process for an article and the primary and secondary source
Teaching difficult points:
Make Ss understand writing and printing process for an article and the primary and secondary source
Teaching methods:
Fast-reading method, task-based method
Teaching aids:
A computer, a blackboard, a recorder
Teaching procedures:
StepⅠLead-in
1. Greetings.
2. “Nowadays with the development of media, lots of information can be received by people all over the world soon everyday. And people can learn about news at home and abroad by watching TV, listening to radio, surfing the Internet, reading magazines and newspapers etc. Among these media, newspaper is one of the oldest, In China there are many kinds of newspapers. I believe all of you read some of them everyday. Am I right ”
Using words above to lead in today’s topic and get Ss involved in their familiar media form, newspapers.
StepⅡ Reading
1. Ask Ss to go over the passage (Getting the “Scoop”) quickly and find the general idea of the text. (Answer: It introduces the process of writing and printing for a newspaper article.
2. Scanning: Ask Ss to read the passage again and try to answer the questions as listed on the screen.
Questions:
1) What is Zhou Yang’s first task (Answer: His first task was to write his story)
2) How many people read his article before it was ready to be processed into film negatives Who were they (Answer: Before it was ready to be processed into film negative, an editor from his department, the copy-editor, the native speaker, the chief editor and the new desk editor read his article.)
3. Then let the Ss make full use of their imagination to complete Ex2.
Step Ⅲ Extensive Reading (P 65)
1. Ask Ss to turn to page65 and read the passage as quickly as they can to get the main idea of the passage. (Answer: The passage tells us what a primary source and a secondary source are and the difference between them.
2. Ask Ss to read the whole text again in detail and do the True or False questions on blackboard.
1. When we read about Jia Sixie in our textbook we are reading a primary
source.
2. As we watch the news on TV, the person presenting the programme in the
studio is the secondary source.
3. Photographers sometimes are both primary and secondary sources.
4. Knowing the difference of primary and secondary sources can help us decide what is a fact and what is an opinion.
5. Often facts and opinions are mixed in any report.
Keys: FTFTT
Tips
A primary source depends on: The person who has written the news should be there at the time.
Primary sources and secondary sources are very important for finding out the truth. The closer a person is to the event they describe in time or geographically, the more likely they are to be accurate.
3. Do Exercise3 to choose Ss’ understanding.
The primary source is the Garlic Wars because it was written at the time. I think Plutarch Life of Julius Caesar and Shakespeare’s play about Julius Caesar will have more opinion than fact because they were written long after the events happened.
StepⅣ Summary and Assignment
Today we’ve learned writing and printing process for an aticle and what is a primary source and what is a secondary one. These are very important for your future work if you want to be a reporter. Today’s homework:
1. Ask the students to interview a student of Senior Grade three and write a report about their present study and life.
2. Report a thing recently happened in your neighborhood or in the local area.
Period 5 Listening and Speaking
Teaching aims:
Target Language:
remind … of…, appear, eyewitness, on the spot, supporter, photograph
Shall we make an appointment
Maybe we can meet at…
When do you think is convenient for you
Which day would suit you best
Where would you like to meet
I shall be busy at… and… , but I can be free at…
I suggest that we meet…
I may be able to see you at…
That will/won’t be convenient because…
I look forward to seeing you.
Ability goal:
1. Enable the Ss to learn how to make appointments
2. Train Ss’ language skills listening & Speaking
Teaching important points:
Guide the Ss learn how to make appointments.
Teaching difficult points:
How to guide the Ss learn to make appointments
Teaching methods:
Listening; speaking, cooperative learning
Teaching aids:
A computer, a projector and a tape recorder
Teaching procedures:
StepⅠLead-in
Ask a group of students to tell whom they want to interview most if they are offered a chance, and also ask them to make out the reason. Thus to lead in today’s task.
T: If you were a reporter, who would you want to interview most Why
StepⅡ Listening
Task1 Deal with the listening part on page 31.
Ask Ss to go through the questions of Exercise 1&2 in Listening and Speaking on page31. Then play the tape for three times. (For the first time, ask them to listen for the main ideas and do Exercise 1, For the second time, finish Exercise 2. And for the last time, check the answers themselves.
A. This is about a young man who is refused an interview with Liu May.
B. This about a young man who is trying to arrange an interview with Liu Mei.
C. This is about a young man who wants to ask Liu Mei about how to work abroad.
1. Why does Zhou Yang want to interview Liu Ming
He wants to interview him about his decision to go to work abroad.
2. What are his fans worried about
His fans worried that they will not see him in the flesh.
Task2 Deal with Listening on page62 and listening task on page66.
Step Ⅲ Speaking
This task is to let the students practice making appointments.
Ask Ss read instructions of Exercise 3 on page 32 and work in pairs and role-play the situation.
Sample dialogue:
S1: Hello. I’d like to speak to Li Feizhou. I’m the photographer ringing him to make an appointment for some photographs for “cool scene” magazine. Is it possible to meet him tomorrow
S2: Hello. Perhaps I can help. I am Li Feizhou’s secretary. I’m afraid he can only meet you tomorrow afternoon as he had a haircut in the morning. Is that OK
S1: Oh dear. I was hoping he would be free in the morning as I have another appointment then. It should only take two hours. Maybe we could meet before or after his appointment.
S2: Yes. That might be possible. But he’s busy between 9:00 and 10:30 and then between 11:30 and 1:00 but he might be free for an hour between 10:30 and 11:30.
S1: I don’t think that’s long enough. Could he change his other appointment to another day
S2: I don’t think so.
S1: Then could he be free at 10:00 We could do the photographs and I would still be on time for my next appointment.
S2: That sounds quite possible. I’ll ask him. What would he need to wear
S1: Some comfortable clothes would be best.
S2: Fine. I’ll talk to him and call you again very soon. Where would it be best to meet
S1: At the studio if that is OK with you. Thank you very much.
S2: My pleasure.
Step Ⅳ Listening (WB P62)
The students will hear a conversation between Susan and Greg. They are asked to do the exercise according to the tape.
T: Many people think that making a radio or TV interview is fun and interesting. But there can be problems. What will be problems Listen to the tape and try to finish the exercise.
Listen to the tape again and check the answers with the whole class.
Students answer the questions in pairs. One asks the questions and the other answers.
StepⅤ Listening Task (WB P66)
Put students into pairs. Ask them to think of as many practical situations as they can, where being “on the spot” is very important to understanding what is happening. Discuss why an eyewitness would help in each situation.
Listen to the tape for the first time. Ask students to write down the gist of the listening passage in one sentence.
Go through the task and listen again and do the exercise.
Check the answers.
Step Ⅵ Summary and Homework
In this period we’ve done some listening practice and practiced how to make appointments. After class, please listen to the recording repeatedly and pay attention to the pronunciation as well as functional sentences of how to make appointments.
Period 6 Writing
Teaching aims:
Target language
eyewitness, opinion, information, stick to, rather than, account for
Ability goals
Enable the Ss to know how to express opinions of own and justify the situations according to different opinions.
Enable the Ss to grasp the main points of news-writing.
Teaching important and difficult points
Justify the different point of view and make one’s own opinions.
Write the news clearly and pithily.
Teaching method
Discussion, cooperative learning, debating
Teaching aids
A projector, a computer
Teaching procedures:
Step I Revision
Check the homework and take a dictation.
Ask Ss how important it is to get the first source, how important the eyewitnesses are.
Step II Warming up
Have a debate: In a local fishing competition, a person tells you he / she has caught a fish the size of a small car. It will win him / her first prize at a local fishing competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman Divided students into two groups, and tell the reasons who they support.
Step III Group Work
Ask students to work in groups of four and play one of the following roles each: CCTV Newsman / woman, Fisherman, Eyewitness, Reporter of Local Evening News. Make a dialogue in four and express their own opinions.
Step IV Presentation
Ask four of the students to express their own opinions.
Step V Writing Task
Fill in the form on page 68. List the facts and the opinions. Write about each fact and then write about the opinion. Try to follow the example and make the news clear and pithy or concise. Also let the Ss pay attention to the followings:
State the situation of the story in paragraph 1;
Set out what happened clearly in Paragraphs2 and 3;
State how the story ended and your opinion on what happened in Paragraph 4.
Allow the students enough time to work on their writing. (If there is a lack of time, leave the task for homework)
A sample version:
Fish Story
Today is the city’s annual Father’s Day Fishing Competition. Mr. Thompson took part in the fishing competition. He presented a very large and rare fish as big as a small car.
Mr. Thompson said, “ It was quite by accident.” “
I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water very quickly.” He added.
However, an eyewitness said he had seen Mr. Thompson earlier in the day buying fish at the fish market. He said, “I saw the fisherman go into the shop and come out with this large, rare fish.” “Then he went to the judges and they weighed his fish and told him it was the largest so far”, said the witness.
Mr. Thompson finally admitted he had bought the fish and had not caught it. He apologized in public and said that he only did it so his son would be proud of him as a fisherman. So it seems that it was Mr. Thompson who was the big fish!
Step VI Homework
1. Finish the writing work at home.
2. Review the whole unit and prepare for a test.
.
CCTV Newman
Fisherman
Eyewitness
Reporter of Local Evening News
Explain the exciting story
Stick to facts rather than opinions
Accept the interview with the reporter
Accounts for his/ her behaviour
Accept the interview with the reporter
Tell him what he/ she saw
Prepare interview questions for the fisherman/woman and the eyewitness; Find out truth through your own analysis.
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