人教版高中英语必修五：Unit+4教案+(共21页).doc

精选优质文档-倾情为你奉上Unit 4 Making the News（一）教材分析：本单元的中心话题是“新闻”，主要内容涉及新闻工作者要具备的素质和新闻采访的基本程序。语言机能和语言知识主要围绕“新闻”这一话题展开。热身（Warming-up）通过讨论引出“中国日报社（China Daily）”工作人员的类别和职责。读前部分首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的素质；然后引导学生讨论他们“第一次”的经历和感；最后通过一个“假设”为下一部分的学习做好准备。阅读部分通过Zhou Yang，一名China Daily 的新员工和他的上司Hu Xin, 一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。理解部分设计四个活动加深学生对阅读部分的理解。四个活动涉及从文章中获取所需信息，对阅读文章进行分段，以及通过形容词归类引导学生思考一个优秀的新闻文字记者和摄影记者应该具备的素质。“语言学习”部分归纳和运用本单元一些重要的词汇和语法-倒装句。语言的运用部分涵盖了听、说、读、写四项基本技能，首先通过阅读一文介绍新闻写作的步骤和见报前的有程序，并讨论文中这位“影星”可能说了什么谎，在阅读和讨论的基础上写出一条有关某影星的独家新闻，然后要求学生听一段对姚明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际功能的“约会”用语。（二）教学目标1语言知识词汇occupation reporter profession 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 intension appointment senior词组concentrate on accuseof so as to defend against语法倒装句(Inversion)功能约会（Making appointments）话题新闻采访的基本程序，报刊电视媒体2 语言技能听培养学生从交谈情境中获取信息要点的能力，以及捕获细节的能力说让学生掌握灵活运用有关交际功能“约会”的用语读训练学生的阅读技巧，让学生在阅读中了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等写用英语进行新闻报道，写一篇关于某影星的独家新闻稿3学习策略学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力认知猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能调控小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用交际积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务4教学的重点和难点（1）重点1）了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等2）学会约会3）语法项目-倒装句4）了解新闻写作的步骤和见报前的有程序5）让学生初步学会运用所学的新闻报导的知识进行新闻文章写作（2）难点1）让学生归纳出新闻工作者的基本素质2）让学生灵活运用功能用语进行约会场景交流3）让学生初步学会写新闻报道文章（三）教学安排 对课本内容进行优化组合，可将本单元分成6个课时Period 1 Reading. Teaching aims:1. Target languageoccupation, do research, on ones own, cover, concentrate on, acquire, accuseof, so as to, scoop1) Not till you are more experienced!2) Youll 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 its 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 goal1) Enable the students to talk about qualities needed to be a good reporter and how to conduct a good interview2) Train the students reading ability(skimming, detail reading). 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. 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. Teaching methods:Cooperative learning, task-based learning, fast-reading. Teaching aids: A computer, a blackboard, a tape-record. Teaching procedures: Step Lead-in1. Greeting2. 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? / Whats your ideal of job in future? Why?Step Warming-up1. 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: ProfessionWhat it involvesreporter/ journalistInterview people or finds out events from onlookers and writes news storieseditorchecks the writing and facts and makes changes if necessaryphotographertakes photographs of important people or eventscriticgives opinion on plays and booksdesignerlay out articles and photographsforeign correspondentreports form abroadStep Pre-reading1. 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 dol Make themselves feel betterl Make others feel betterStep Reading1. 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 Language pointsExplain some difficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT)Step Homework1. 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 Languageuntrained, fairly, technical, process, polish, concentrate on; accuse of , approve of, by accident, get absorbed in, defend against, break downShe does not get absorbed inThe reporter went out with2. Ability goalsEnable 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: Step GreetingsStep RevisionT: 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 Id like you to tell me what qualities a reporter should have. (Ask a Ss to share their knowledge with others)Step Discovering useful words and expressions1. 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.Step 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 Generals 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. Homework1. 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 correctly2. 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 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 knowStep Explanation and SummaryThe 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 onlybut also, no sooner thane.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 soe.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 positione.g. Loud and clear rang the bell. Often did we sit together without saying a word.Step Further Explaining全部倒装1. 用于 there be 句型 There are many students in the classroom2. 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l Here comes the bus. l There goes the bell.l Now comes our turn. l 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 manyother 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l Pretty as she is, she in not clever.l Try as he would, he might fail again. l Money as they had, they dont 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l Never shall I do this again.l At no time can you say “ no” to the order. l 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）l Only in this way can you lean English well.l 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l He has been to Beijing. So have I.l 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l So difficult a problem is it that I cant work it out.l 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 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 Summary and Assignment1. Make a summary of todays 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 isAbility goals:1. Enable the Ss to get some basic knowledge about the writing and printing process of an article2. 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 diffi