unit2 news mediabehind the headlins教案

unit2 news mediabehind the headlins教案
一、内容：
本课内容是全日制普通高级中学教科书英语第二册（上）第二单元的阅读文章 “Behind the Headlines”.本课主要是探讨有关记者和报刊的问题，使学生对与新闻制作，记者行业以及新闻媒体等有一定的了解。这是一堂阅读课，突出阅读能力的培养，同时也注重运用整体法的手段，培养学生的听说读等综合语言技能。
二、教学目标
1．知识目标：让学生了解更多的关于记者和报刊的知识。
2．技能目标：培养学生的阅读技能，尤其是推测、速读、查读以获取相关信息的能力。
3．情感目标：培养学生学习英语的浓厚兴趣。
三、教学重点
帮助学生确切理解文章内容。
四、教学难点
如何帮助学生了解更多的关于记者和报刊的知识。
五、教法概要
1．设计读前猜测活动，以发挥学生的想象能力。
2．通过快速阅读活动，培养学生迅速掌握文章大意的能力。
3．通过详读问答法，帮助学生理解文章的细节.
4．适当地运用翻译，可帮助学生理解文章的难点.
5．设计讨论并对话的活动,让学生都得到一次口语训练的机会。
六、教学用具
录音机、电脑、报纸等
七、教学环节：
Greetings→Revision and Lead in→Pre-reading and Fast Reading→ Careful Reading→Follow the Tape→Discussion→Summary and Homework
八、教学程序：
1、复习和导入（用时5分钟）：
通过复习前面课中学过的有关news media 的内容，使学生头脑中呈现出相关的词汇。这可以通过There are several kinds of news media, right? Can you tell me what they are? Which of them do you think is more convenient and cheaper? Do you agree that newspapers are more convenient and cheaper? And which kinds of newspapers do you often read? 等问题来进行复习。接着又通过In a newspaper, what do we call this, the heading printed in large letters? Who write the news we read in these newspapers? And how is the news made and written?等问题一步步导入正课。
2、读前猜测和快速阅读（用时7分钟）：
⑴．让学生根据文章题目和三幅图片，与同桌讨论，猜测在课本pre-reading中列出的六个问题里面有哪几个问题课文将会谈及。接着提问学生猜测的结果，但先不评价他们的答案。这样既可以培养学生的想象力，给予学生自由想象的空间，又可以激发学生对学习本文的兴趣与好奇心。
⑵．让学生独自快速阅读文章，限时2分钟，找出文章实际上谈及了pre-reading中拿几个问题，然后提问并校对正确答案，看学生们是否猜测正确。这样可以培养学生快速阅读，得出文章大意的能力。
3、详读课文并答题（用时18分钟）
在这一环节，根据文章脉络分明的特点，先让学生将文章分成三个部分。接着每部分给予学生相应的时间进行详细的阅读并回答屏幕上的相关的问题，从而培养学生通过阅读获取相关信息的技能。第一部分让学生默读1分钟，回答两个问题（① Do newspapers and other media simply record what happens? What do experienced editors and reporters do？② Who were asked to be interviewed to tell us more about news and newspapers?）。第二部分让学生默读3分钟，回答五个问题（③ What is the editor’s job?④ Is interviewing someone difficult? What must a reporter know?⑤ Which article is Chen Ying’s favorite one?⑥ What would Zhu Lin like to write about?⑦ What is the basic task for a reporter?）。第一部分让学生默读1分钟，回答两个问题（⑧ What is the topic sentence of the last paragraph?⑨ What result can TV programmes and printed articles bring to us?）。每一部分在校对答案时，注意解释某些重难点和难句，并让学生朗读重点句子。
4、跟读录音带（用时4分钟）
放录音让学生跟读，训练学生的语音和听力，同时加深对文章的理解。
5、讨论（用时10分钟）
让学生围绕问题If you were a reporter, what would you like to write about? Why?与同桌展开讨论，并创设对话，学生自由讨论三分钟之后，展示他们的对话。学生开始前，给他们看一个例子{Example:
Mary: Hi, Bill. If you were a reporter, what do you want to write about?
Bill: Oh, I want to write about animals.
Mary: Really? Why?
Bill: Because lots of animals are in danger. They are dying. How about you?…
Mary: …}这样便可以给中下层的学生提供帮助。
6、小结并布置作业（用时1分钟）
对本节课所学内容进行简单的回顾，让学生印象更为深刻，最后布置作业。
九、板书设计：
Behind the Headlines
news media headline
radio the headlines
magazines journalists or reporters
newspapers more than
a website informed
TV programmes relate to
convenient on all sides
cheaper tolerate

十、详细教案及课堂实录

Unit2 News Media
Behind the Headlines

Teaching Aims:
1. Get the students to learn more about reporters and newspapers.
2. Develop the students’ reading ability.
3. Understand the passage exactly.
Teaching Methods:
fast reading; careful reading; individual and pair work
Teaching Aids: a recorder; a projector; newspapers
Time: 45 minutes
Teaching Procedures:
Step1: Greetings
Step2: Revision and Lead in (5mins)
1. Revise what was talked about news media in the last lesson
2. Lead in to the new passage
T: Well, you’ve learned something about news media. There are several kinds of news media, right? Can you tell me what they are? (Ss respond) Yeah, radio, TV programmes, magazines, newspapers, a website, and so on.
T: Good! All these news media help us learn about the world around us. Which of then do you think is more convenient and cheaper? (Ss respond) Do you agree that newspapers are more convenient and cheaper? We and just put a newspaper in our bag and take it everywhere,; we can read it when waiting for a bus…(Ss respond)
T: And which kinds of newspapers do you often read? (Ss respond.) The People’s Daily, The Chinese Youth Daily, Guangzhou Daily, and so on.
T: Now, look at this! In a newspaper, what do we call this, the heading printed in large letters? (Ss respond) Right! We call it a headline. And the headlines refer to the news or the main points of news. And who write the news we read in these newspapers? (Ss respond.) Yeah, very good! Journalists or reporters. And how is the news made and written? Anyone who knows? Nobody? Well, it doesn’t matter. Today, we will learn a new passage about reporters and newspapers. Two of China’s many talented journalists were asked to help us know about their work and how the news is made and written.
Step 3: Pre-reading and fast reading (7 mins)
1. Ss guess the questions in the pre-reading from the title and the three pictures.
2. Ss read the text quickly to see whether they have guessed the right answer.
T: OK, turn to Page11. Let’s come to the new lesson “Behind the Headlines”. In the pre-reading, there are six questions, see it? Now, look at the title of the passage and the three pictures Try to guess which of the above six questions the text will answer. You can discuss with your partner. A minute for you.
(A minute later.)
T: Stop discussing, please! What is your opinion? (S1 responds.) Different opinions? (S2 responds.) Thanks for your opinions!
T: All right! Now please read the text quickly and find out the right answer. Let’s see whether you have guessed it right or not. I will give you tow minutes. Just glance over the text and get the main idea, you don’t need to understand every word of it.
(Two minutes later.)
T: OK, stop here! Have you find the right answer? (Ss respond.) Right, the first one and the last one. “How does a reporter decide what to write?” “How de newspapers help us understand the world?”
Step4: Careful Reading (18 mins)
1. Ss divide the text into three parts.
2. Ss read the first part and answer two questions.
3. Ss read the second part and answer five questions..
4. Ss read the last part and answer two questions.
T: Look at the text again. How many parts can we divide it into? (Ss respond.) Yeah, three parts. The 1st part is the 1st paragraph, the 3rd part is the last paragraph, and those paragraphs in the middle belong to the 2nd part.
T: Now, read the 1st part and answer the two questions on the screen. I will give you one minute.
①Do newspapers and other media simply record what happens? What do experienced editors and reporters do?
②Who were asked to be interviewed to tell us more about news and newspapers?
(A minute later, check the answers and explain some of the difficult points: “more than”, “make informed decisions”, “relate to”.)
T: OK, now read the 2nd part and answer the above five questions. Three minutes for you.
③ What is the editor’s job?
④ Is interviewing someone difficult? What must a reporter know?
⑤ Which article is Chen Ying’s favourite one?
⑥ What would Zhu Lin like to write about?
⑦ What is the basic task for a reporter?

(Three minutes later, check the answers and explain some of the difficult points: “spiritual fulfillment”, “truthfully”.)
T: Well done! Now read the last part and answer two more questions. I will give a minute.
⑧ What is the topic sentence of the last paragraph?
⑨ What result can TV programmes and printed articles bring to us?
(A minute later, check the answers and explain the last sentence of the last paragraph.)
Step5 Follow the Tape (4 mins)
T: OK, so much for the questions. Now, I will play the tape, Try to follow it and read aloud.
(Ss follow the tape.)
Step6: Discussion (10 mins)
1.Explain the task to the Ss and give them an example.
2.Ss discuss about the given topic and make a dialogue with their partners.
3.Ss show their dialogues.
T: Well, in the text, Zhu Lin says that he would like to write about music, art, nature and the importance of spiritual fulfillment, because he want to explore the mysteries in life. If I were a reporter, maybe I would like to write about love stories, because true love is very moving. How about you? If you were a reporter, what would you like to write about? And why? Now discuss this question with your partner and then make a dialogue. Here is an example for you.
Discussion
If you were a reporter, what would you like to write about? Why?
Example:
Mary: Hi, Bill. If you were a reporter, what do you want to write about?
Bill: Oh, I want to write about animals.
Mary: Really? Why?
Bill: Because lots of animals are in danger. They are dying. How about you?…
Mary: …
T: Think of what you would like to write about and tell your partner the reason in detail. I will give you three minutes. Clear? Begin now!
(Three minutes later.)
T: OK, time is limited. Are you ready? Who would like to show us the dialogue? You two, please!
( Ss act. )
T: Wonderful! Thanks very much! Ok, so much for the discussion. You can discuss more after class.
Step7 Summary and Homework ( 1min )
Sum up what has been learnt in this period and assign the homework.
T: Now, let’s look at what we’ve learnt in this period. From the passage “Behind the Headlines”, we’ve learnt more about reporters and newspapers. I believe some of you may become famous reporters in the future.
T: Homework for today! Review what we learnt today and recite the first paragraph.

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