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1、说课稿Unit4 making the news教案Book5 Unit4 Making the News Reading-My first work assignment 教材解读： 本单元的话题是新闻制作。整个单元的话题功能主要通过以下课时进行实现：warming-up: 什么是新闻，新闻的特点，功能和新闻工作的种类。旨在让学生熟悉本单元的话题，及话题相关的词汇，提高学习兴趣，发散思维；既作为本单元的引子，又为reading和using language部分做好预热和铺垫。 Reading和using language作为主体，通过对话形式分别传递新闻工作者所应具备的素质和技能及新闻制作中
2、遵循的各个步骤。学生能够提炼信息，归纳信息，对新闻工作的认识更加深入具体。阅读的输入不仅使学生具备了相关话题的语言知识，又强化了学生在阅读过程中的提炼归纳和推理能力，更激发了他们对于未来职业的一种思考和向往。 Using language中“听”的部分又是以问答形式的采访形式出现，在强调对话中应注意的礼貌用语的同时，培养如何运用问答中的元话语标记词明确说话者的观点和立场。读和听的输入为最后的输出“说”作为秘书与新闻工作者预约采访时间和地点，巩固学生在本单元的所学，丰富他们的生活体验。 本文的体裁为对话体，即通过一定的情景，模拟二者的对话内容。它与其他文本的不同特征在于：它体现了对话者的在场性，
3、因此也更容易让读者如同置身于当时的语境中，聆听其中的教诲。 学情分析： 授课的学生是北仑中学普通班的学生，他们对本单元的话题比较感兴趣，据了解也有不少学生以后想从事新闻相关工作。同时已通过第一课时warming up的预热，他们了解了什么是新闻，新闻的特点，功能和新闻工作的类型，因此他们大多数有自己的想法，也有较强的表达欲望，但在语言的切换中有一定的困难。学生现阶段的阅读水平大多停留在阅读直观的信息，提炼和归纳信息的能力有待提高，需要教师不断引导鼓励和肯定。 教学目标： 语言知识 学生能够正确朗读重点单词： journalist; assistant/assist; admirable; su
4、bmit; photograph/photographer; professional/amateur acquire; access; deliberately; skeptical/accuse of/guilty/dilemma 运用paraphrase或同义词替换解释它们在文中的意思，并且能够运用其中的关键词回答阅读中设计的问题。 学生能够总结部分倒装句的特点如：never will.; only if.will you并用于造句。 语言技能 学生能够读懂对话的大意，利用问答中的语气揣测问者的心理，并概括答者的要点。 紧扣“问答”中的“答”提炼出记者所应具备的技能和素养。 情感态度 学
5、生通过学习记者在新闻制作过程中的客观公正性，认识到客观看待事物，追求真理的重要性。 学生能够在提炼新闻从业者素养的基础上，思考未来的职业。通过“写”和“朗诵”表达自己的理想职业，提升学习的动力。 重难点： 学生能够体会周洋参加新闻工作第一天的心情和期待。老师引导学生减少语言障碍，利用对话信息提炼出新闻工作者的技能和素养。同时，学生意识到怀疑、思考、论证在学习和生活中的重要性。 教学步骤： Lead in T: Welcome to Sophies class. Good morning, everyone! Oh, sorry! Good afternoon! Well, 1. What do
6、 people around you usually do while riding a bus in the morning? Yes, reading newspapers seems a daily route. Next let me share a piece of news with you. Directions: Listen and replace the underlined words with those in the following box. journalist; admirable; submit ; professional/amateur; acquire
7、; access; deliberately; skeptical; accuse .of; guilty; dilemma This is the China Daily special English from a not professional reporter Sophie Santas gift bag full of air is no longer a joke, as Canadian company that sells canned air from the Rocky Mountains has cashed in (牟取暴利) on Chinas air pollut
8、ion. People in China are doubtful whether it is an excellent way to import fresh air from abroad. China has slid into a difficult situation since fog and haze(雾霾) hit most part of it so frequently in the last few months. Though proposals(提案) are presented to the departments concerned, giant industri
9、es like steel plants(钢厂) are still setting off enormous smog which is often charged the culprit(罪魁祸首) of air pollution. The Chinese government is to be blame for not putting monitoring and management in place (监控管理不到位)though not on purpose, resulting in loopholes(政策漏洞). So the focus seems not to tel
10、l whether importing air is an economic way or not, but import advanced techniques and pick up useful experience from western countries to reduce the ever increasing air pollution. 2. Whats the news about? T: Have you noticed when it was published on the webpage? Its on Dec. 26th. It is new and lates
11、t thanks to the work of the journalists Purpose: I create a new context by putting new words into a piece of news, which makes it easier for students to remember the usage of new words. At the same time, it draws forth the prediction of qualities that a journalist should have according to the studen
12、ts own understanding. Reading Fast reading T: Wow, it seems not an easy job to be a journalist. Now lets accompany Zhouyang, a green hand in journalism to acquire something about making news. Please read the text quickly and try to get the answer for the following form。 Genre Scene monologue who whe
13、re What are they doing dialogue Purpose: Students learn how to get the gist by reading the title and lead-in part of the text and try to get the general meaning of the text. Careful Reading 3. What questions does Zhou Yang make? 4. How does Hu Xin answer Zhous questions? 5. Try to get the key points
14、 of Hus answers and figure out what qualities are needed to be a journalist Purpose: I set a lot of questions whose answers will be structured into a passage about news making, providing a chance for students to integrate key points and make a summary. Meanwhile, the question “What qualities are the
15、re to be a journalist that are mentioned?” is asked so generally that students need to answer question by question in required tasks and as well focus on how to deal with information and refine the points. Beyond Reading T: having learned so much about how to be a journalist, Zhou Yang says that “Im
16、 looking forward to my first assignment now” at the end of the text, 1. What do you think is his first assignment? Then lets read the title again and think 2. What is it that really makes Zhou Yang “unforgettable”? Purpose: These two questions are a little bit difficult for students. But since I hav
17、e set a lot of questions ahead to pave the way to get the proper answer, this will get students thinking critically and reading beyond lines. Post Reading: Mini-project-experience being a journalist If you were a journalist, what will you do? Before the meeting: book, pen, recorder, notebook / compu
18、ter (preparation ) During the meeting: your questions: Why didnt you tell us the truth before? When will you tell us the completed dialogue? Is there any possibility that the pilot commit the crime? Attention (quality):curious, polite, listen carefully After the meeting: Do some research; A “scoop”
19、Purpose: this task provides setting of news interview in a press and students can experience be a journalist based on what Zhou Yang have learned on his first day of working. mini-writing and recite T: You guys, up till now weve known that to be a journalist is as a matter of fact not an easy job. A
20、nd Ive heard that there are still many of you wanting to be a journalist in the future, but some of you dont. Write down what you want to be in the future and what qualities are needed in the job. Directions：What you want to be in the future and what qualities are need in the job. A needs to be . I think I would make a good Because Only if I will I T: check it and recite to your classmates loudly. Purpose: I set this writing and reciting practice to get students thinking about their future career and let students know “No matter who you are, there should be room for you in this world.”
