Unit 4　Making the news教案教学设计精品08（人教版高中英语必修五)8页

Unit4Makingthenews教案Period1ReadingⅠ.Teachingaims:1.Targetlanguageoccupation,doresearch,onone’sown,cover,concentrateon,acquire,accuse…of,soasto,scoop1)Nottillyouaremoreexperienced!2)You’llfindyourcolleaguesveryeagertoassistyouandifyouareinterestedinphotography,itmaybepossibleforyoutoconcentrateonthatlateron.3)NotonlyamIinterestedinphotography,butItookacourseatuniversity,soit’sactuallyofspecialinteresttome.4)Onlyifyouaskmanyquestionswillyouacquirealltheinformationyouneedtoknow.5)Wesayagoodreportermusthavea“nose”forastory.6)Thisisatrickofthetrade.7)Haveyoueverhadacasewheresomebodyaccusedyourreportersofgettingthewrongendofthestick?8)PerhapsItoowillgetascoop!2.AbilitygoalEnablethestudentstotalkaboutqualitiesneededtobeagoodreporterandhowtoconductagoodinterviewTrainthestudents’readingability(skimming,detailreading)Ⅱ.Teachingimportantpoints:Helpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.Ⅲ.Teachingdifficultpoints:Howtohelpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.Ⅳ.Teachingmethods:Cooperativelearning,task-basedlearning,fast-readingⅤ.Teachingaids:Acomputer,ablackboard,atape-recordⅥ.Teachingprocedures:StepⅠLead-in1.Greeting2.AskSssomequestionsabouttheirfuturejobs.1)Haveyoueverconsideredaboutyourfuturejoboroccupation?2)Whatkindofoccupationwouldyouliketotake?/What’syouridealofjobin future?Why?StepⅡWarming-up1.AskSstolookatnewspaperspreviouslypreparedandguesswhatkindofjobswouldbeneededtoproducenewspaperarticles.2.AskSstoworkinpairsandfillinthechart(typesofjobs,whateachtypeofjobinvolves)ReferenceChart:ProfessionWhatitinvolvesreporter/journalistInterviewpeopleorfindsouteventsfromonlookersandwritesnewsstorieseditorchecksthewritingandfactsandmakeschangesifnecessaryphotographertakesphotographsofimportantpeopleoreventscriticgivesopiniononplaysandbooksdesignerlayoutarticlesandphotographsforeigncorrespondentreportsformabroadStepⅢPre-reading1.AsktheSsworkinpairstodiscussthequalitiesneedforanewspaperreporterandevaluatewhichqualitiestheyconsiderarethemostimportant,andtheycanalsomakesomecomplements.Putallthequalitiesontheboardinalistandalongsidethemputtwocolumns:oneforthemostimportantonesandoneforimportantqualities.Askonefromeachpairtogivetheirfindingson(whattheyconsider)veryimportantandimportantqualities.Putatickforeachoneinthecorrectcolumn.Countuptheticksandwritedownthethreemostimportantqualitiesandthethreeimportantqualities.2.AsktheSstoworkinpairstodiscussanoccasionofthissortthattheyremembere.g.fistdayatanewschool,andaskthemtoconsiderwhytheyrememberitandespeciallyhowtheyfelt.Thenchoosesomeofthemtotelltheirexperiences.3.DiscusswhatalltheexperienceshaveincommonandwhattheycandolMakethemselvesfeelbetterlMakeothersfeelbetterStepⅣReading1.Fastreading.AsktheSstogothroughthewholepassageasfastastheycanandtrytofindanswerstothefollowingquestions.(Shownontheblackboard)1)CouldZhouYanggooutonastoryaloneimmediately?Why(not)?2)Whatmistakesmustheavoid?3)HowdidZhouYangfeelonhisfirstdayatwork?2.AsktheSstopayattentiontothewaythequestionsdevelopinthedialogue(Explaintothemthatallofthesequestionsarefindingoutmoreaboutthe qualitiesandskillsneededforthejob)1.AsktheSstofollowthetapeandreadthepassageagainandthendotheExerciseincomprehendingparttogether.(Fordetail,refertothePPT)StepⅤLanguagepointsExplainsomedifficultlanguagepointsaslistedinthePPT.(Omitted,justrefertothecorrespondentPPT)StepⅥHomework1.Practicereadingaloudthedialoguewithyourpartner.Payattentiontotheintonationandstress.2.Readanewspaperandtrytodiscoversomethingtodowithourtopicaboutit. Period3LearningaboutLanguageⅠ.Teachingaims:untrained,fairly,technical,process,polish,concentrateon…;accuse…of…,approveof…,byaccident,getabsorbedin,defendagainst,breakdownShedoesnotgetabsorbedin…Thereporterwentoutwith…Ⅱ.Teachingimportantpoints:GettheSstopracticethewordsandexpressionsmorefreelyandcorrectlyⅢ.Teachingdifficultpoints:HowtoenabletheSstousethewordsandexpressionsmorefreelyandcorrectlyⅣ.Teachingmethods:Cooperativelearning,task-basedlearning,explaining,discussionandpracticing.Ⅴ.Teachingaids:Acomputer,ablackboard,atape-recordedⅥ.Teachingprocedures:StepⅠGreetingsStepⅡRevisionT:Yesterdaywetalkedaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.NowI’dlikeyoutotellmewhatqualitiesareportershouldhave.(AskaSstosharetheirknowledgewithothers)StepⅢDiscoveringusefulwordsandexpressions1.Ex1onpage28.GiveSsdirectionsthattheyshouldfindtheidiomaticexpressionsusedinthetexttomatchwiththeexpressionsgivenintheActivity.Thencheckandmakesomenecessaryexplanation.2.Ex2onpage28.AsktheSstofinishExercise2andthenchecktheanswerandmakesomeexplanationifneeded.StepⅣUsingwordsandexpressions(P63)1.FirstdealwithEx.1onpage63.“WhathappenedwhentheGeneralwenttowar?”Studentscanworkinpairstohaveadiscussion,andthenasksomestudentstogivetheiranswers.A:TheGeneralwentawaytowar.Meanwhilehisadvisersmarkedhisprogressonamapsoastobesureofknowingwherehewas.B:MeanwhilethegardenerplantednewflowersintheflowerbedssoastobeabletomakeabeautifulgardenfortheGeneral’sreturn.MeanwhilethecooklearnedtomakesomenewdishessoastobeabletoprepareaspecialbanquetwhentheGeneralreturned.Meanwhilehiswifemadehimsomenewclothessoastobeabletodresshimsmartlyforthebanquetonhisreturn. MeanwhilehischildrenpracticedsomenewsongsanddancessoastobeabletoperformfortheGeneralwhenhereturned.2.Iftimepermits,continueExercises2-4.StepV.HomeworkPeriod4Grammar:InversionsⅠ.Teachingaims:1.Enablethestudentstouseinvertedsentencescorrectly2.HelpthestudentslearnhowtouseInversionscorrectlyⅡ.Teachingimportantpoints:HelpthestudentslearnwhatInversionisandhowtouseInversionscorrectlyⅢ.Teachingdifficultpoints:HowtohelpthestudentstoapplytheInversionscorrectlyincontextⅣ.Teachingmethods:Inductiveanddeductivemethods,task-basedlearningandcooperativelearningⅤ.Teachingaids:Acomputer,aprojectorⅥ.Teachingprocedures:StepⅠPresentation1.AsktheSstofindoutthesentencesofInversionintheReading.Firstexplainwhataninversionis.“Innormalwordorderinasentencethesubjectcomesbeforetheverb.Butsometimestheorderofthesubjectandtheverbisreversed,whichwecallInversion.2.AsktheSstosaythesentences,andthenshowtheanswersonthescreen.NeverwillZhouYangforgethisfirstassignmentatChinadaily.Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.OnlyifyouaskmanydifferentquestionswillyouacquiretheinformationyouneedtoknowStepⅡExplanationandSummaryTheorderofthesubjectandtheverbisreversedafterthefollowingadverbialelements:1)Adverbialexpressionsofnegationornearnegationwithno,not,never,neither,seldom,scarcely,rarely,barelyandhardly,etc.Thesamereversalofwordordertakesplaceafternegativeconjunctionslikeneither,nor,notonly…butalso,nosooner…thane.g.Innocasecananexceptionbemade.NeverhaveIseensuchastupid.Notuntilhelosesallhismoneywillhestopgambling.Scarcelyhadheenteredtheroomwhenhewasknockeddownbyastranger.Notonlyishebeautiful,butsheisalsoveryintelligent. Icannotattendthemeetingtonight,andneithercanmywife.2)Adverbialexpressionswithonlye.g.Onlyafteranoperationwillhebeabletowalkagain.Onlyonehashedonesuchathing.3)Adverbialexpressionswithsoe.g.Sogreatlydidheadmirethebeautifulactressheaskedhertomarryhim.Thewordorderisalsoreversedaftertheconjunctionso.e.g.Icaughtacold,andsodidmywife.4)Adverbialexpressionsofplacee.g.Therestoodthetallestmanhehadeverseen.Insidetheroomwereafewpiecesoffurniture.Butwhenthesubjectisapronouninsteadofanoun,theordershouldnotbeinverted.e.g.Herehecomes.Offheran.5)Otheradverbialsininitialpositione.g.Loudandclearrangthebell.Oftendidwesittogetherwithoutsayingaword.StepⅣFurtherExplaining全部倒装1.用于therebe句型．　Therearemanystudentsintheclassroom2.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．lHerecomesthebus.lTheregoesthebell.lNowcomesourturn.lOutwentthechildren.代词作主语时，主谓语序不变．Hereitis.Inhecomes.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．Southofthecityliesabigsteelfactory.Fromthevalleycameafrighteningsound.Underthetreestandsalittleboy.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　　PresentatthemeetingwereProfessorWhite,ProfessorSmithandmanyotherguests.2)过去分词＋连系动词＋主语Gonearethedayswhentheycoulddowhattheyliked.1)介词＋连系动词＋主语AmongthegoodsareChristmastrees,flowers,candlesandtoys.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．Theyarrivedatafarmhouse,infrontofwhichsatasmallboy.Insidethepyramidsaretheburialroomsforthekingsandqueensandlongpassagestotheserooms.部分倒装1.用于疑问句．　DoyouspeakEnglish?2.用于省略if的虚拟条件句Hadyoureviewedyourlessons,youmighthavepassedtheexamination.3.用于“形容词（或名词、动词）＋as(though)”引导的让步状语从句．lPrettyassheis,sheinnotclever.lTryashewould,hemightfailagain.lMoneyastheyhad,theydon’tknowhowtospendit.4.用于nosoonerthan,hardlywhen和notuntil的句型中Nosoonerhadshegoneoutthantheclassbegan.Notuntiltheteachercamedidhefinishhishomework.5.用于never,hardly,seldom,scarcely,little,atnotime,notonly等否定词开头的句子里．lNevershallIdothisagain.lAtnotimecanyousay“no”totheorder.lLittledoIdreamIwouldseeyouhere.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）lOnlyinthiswaycanyouleanEnglishwell.lOnlywhenhetoldmedidIrealizewhattroublehewasin.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．lHehasbeentoBeijing.SohaveI.lJackcannotanswerthequestion.NeithercanI.8.在so/suchthat的结构中，若so置于句首，则句子部分倒装lSodifficultaproblemisitthatIcan’tworkitout.lSuchanoblepersonishethatpeopleallrespecthim.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,”saidtheman/hesaid.10.用于某些祝愿的句子．Mayyousucceed!StepⅤConsolidatingandApplyingtheruleExercisetobeshownonthePPTandonestudentatatimetodotheexerciseorally.(Multiplechoices,E-Ctranslation,usinginversions)StepⅥSummaryandAssignment1.Makeasummaryoftoday’stask.2.AskSstowriteashortpassage,andtrytouseasmanyasinversionsinthepassage.