2005年長(zhǎng)沙
英語(yǔ)
The Third Period of Unit 2 Reading
Teaching goal
1. Target Language
1) Important words and useful expressions:
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to, on all sides, change one’s mind, current affairs
2) Useful sentence structure:
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal
Students are divides into different groups. Each group member will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points
Talk about news and media.
Teaching difficult points
How to express oneself clearly and correctly.
Teaching method
Task-based method
Teaching aids
A tape- recorder, a projector and a computer.
Teaching steps
StepⅠ Revision
1. Greetings.
T: Good morning/ afternoon, boys and girls!
S: Good morning/ afternoon, Mr./ Ms…
2. Check the homework..
Step II Presentation
1.Ask them some questions:
1) Are you a school reporter?
2) What do you do as a school reporter? If not, how about your classmates? Or do you know something about reporters?
3) Do you want to e a reporter in the future?
2. Ask students to say something about newspaper.
Hand out some newspapers to students, and get them to talk about the sections in the newspaper.
T: Now, go through the newspaper, and tell me what different sections there are in it.
S: there are many different sections, such as Home News, International News, Sports, Weather, Travel, Advertisements and so on.
T: Well done! Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
SA: I’ve found the style of the news story. Most news stories have a very clear style, they give the main points at the top in the headline and the leading paragraph. The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
SB: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
SC: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb, here are some examples of them:
Sentence headlines:
1) Scientists Listen to Whale Hearing Via Third Ear
2) Bush’s Strength Is Also His Weakness
3) Man Complains Bad Rope Spoiled His Suicide
Phrase headlines:
1) Politician Killed in Pakistani City
2) Bush in T-shirt not for broadcast
Step III Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Let’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page 11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
Suggested answers:
Various answers are possible. All the alternatives might be included in a text like this, but the students should be able to guess that the questions “Where do people read newspapers?” and “How much does a newspaper cost?” are less relevant and probably don’t belong in the passage.
Step IV Fast reading
First play the tape for students, and then students are asked to answer the following questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together.) I’ll play the tape of the text for you. When you listen to the tape, please try to find the answers to the two questions.
After listening to the tape, ask students to answer the questions. Then show the suggested answers on the PowerPoint.
Suggested answers
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
Step V Careful reading
Get students to read the passage carefully and answer some detailed questions:
1. What is the editor’s job?
2. What decisions do experienced editors and reporters make about what events to report, how to report them?
3. what does Zhu Lin do before he begins to write? How about Chen Ying?
4. What should reporters do before interviewing a person? What about after the interview?
5. Which of the articles that Chen Ying has written does he like best? Why?
6. What would they write about if they could write any article? Why?
7. Why is media so important?
Show the questions on the PowerPoint.
T: Well done! Now read the text carefully and discuss the questions in pairs.
This time students are asked to read the text loudly. After reading the text, the students should discuss the above questions with their partners. Several minutes later, ask some students to give their answers. The teacher will sum up the answers.
Suggested answers
1. The editor’s job is to keep the newspaper balanced and interesting to readers.
2. They make informed decisions.
3. She has to discuss the article with her editor.
4. They should contact the people to be interviewed and prepare questions.
5. He likes the article about the efforts to bring relics back to China. He likes it because it’s both news and an interesting story.
6. Zhu Lin wants to explore the mysteries in life. She would like to write about music, art, nature and the importance of spiritual fulfillment. While Chen Ying wants to write about people we seldom read about, for example people who have AIDS or who are addicted to drugs.
7.The media can often help people solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding if the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Show the diagram on the PowerPoint.
Experienced and
discuss what to report and to report them. After they , reporters begin to work.
Reporters contact people whom
they are going to and prepare . After the interview, reporters their stories and
them to the .
The time for news-
papers has come. This is done on fast-moving printing machine.
check the writing and make any necessary .
Editors also write for
stories.
Suggested answers:
editors, reporters, events, how, make decisions;
interview, questions, write, hand/present, editor;
Editors, changes, headlines;
Printing
Go through the passage and deal with some of the language points.
T: Let’s come to details of the text. Do you find any difficult sentences to understand?
SA: I can’t understand the title “Behind the Headlines”.
T: SB, how do you understand it?
SB: I think the text tells how news stories are written.
SC: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
Like this, explain some more difficulties:
1) relate to stories (understand the stories)
2) A reporter begins by contacting the people to be interviewed and then prepares questions. ( Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they male an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports.)
3) are addicted to ( are habitually given to)
4) on all sides (on every side)
Step VI Consolidation
Try to retell the passage using the answers to the above questions. Students can refer to the following key words:
More than simply record-- make informed decisions--discuss with the editor/begin by contacting… (prepare questions/ask the right questions/ get people to talk)/present the material-- the efforts to bring stolen cultural relics back to China /an ordinary young woman--explore the mysteries in life/people who you seldom read about
Show these words on the PowerPoint:
Step VII Discussion
1. If you were a reporter, what would you like to write about?
2. It is important to be a critical reader. How would you “read” the following media messages?
a. TV advertisements
b. TV programmes
c. News on the Internet
d. Newspaper articles
Show these questions on the PowerPoint:
Step VIII Homework
Finish all the exercises of this period in the workbook.