Unit4MakingthenewsPeriod1Reading教學設計Ⅰ.Teachingaims:1.Targetlanguageoccupation,doresearch,onone’sown,cover,concentrateon,acquire,accuse…of,soasto,scoopNottillyouaremoreexperienced!You’llfindyourcolleaguesveryeagertoassistyouandifyouareinterestedinphotography,itmaybepossibleforyoutoconcentrateonthatlateron.NotonlyamIinterestedinphotography,butItookacourseatuniversity,soit’sactuallyofspecialinteresttome.Onlyifyouaskmanyquestionswillyouacquirealltheinformationyouneedtoknow.Wesayagoodreportermusthavea“nose”forastory.Thisisatrickofthetrade.Haveyoueverhadacasewheresomebodyaccusedyourreportersofgettingthewrongendofthestick?PerhapsItoowillgetascoop!2.AbilitygoalEnablethestudentstotalkaboutqualitiesneededtobeagoodreporterandhowtoconductagoodinterviewTrainthestudents’readingability(skimming,detailreading)Ⅱ.Teachingimportantpoints:Helpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.Ⅲ.Teachingdifficultpoints:Howtohelpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.Ⅳ.TeachingperiodsOneperiodⅤ.Teachingmethods:Cooperativelearning,task-basedlearning,fast-readingⅥ.Teachingaids:Acomputer,ablackboard,atape-recordVII.Teachingprocedures:StepⅠLead-inGreetingAskSssomequestionsabouttheirfuturejobs.Haveyoueverconsideredaboutyourfuturejoboroccupation?Whatkindofoccupationwouldyouliketotake?/What’syouridealofjobinfuture?Why?StepⅡWarming-upAskSstolookatnewspaperspreviouslypreparedandguesswhatkindofjobswouldbeneededtoproducenewspaperarticles.AskSstoworkinpairsandfillinthechart(typesofjobs,whateachtypeofjobinvolves)ReferenceChart:ProfessionWhatitinvolvesreporter/journalistInterviewpeopleorfindsouteventsfromonlookersandwritesnewsstorieseditorchecksthewritingandfactsandmakeschangesifnecessaryphotographertakesphotographsofimportantpeopleoreventscriticgivesopiniononplaysandbooksdesignerlayoutarticlesandphotographsforeigncorrespondentreportsformabroadStepⅢPre-readingAsktheSsworkinpairstodiscussthequalitiesneedforanewspaperreporterandevaluatewhichqualitiestheyconsiderarethemostimportant,andtheycanalsomakesomecomplements.Putallthequalitiesontheboardinalistandalongsidethemputtwocolumns:oneforthemostimportantonesandoneforimportantqualities.Askonefromeachpairtogivetheirfindingson(whattheyconsider)veryimportantandimportantqualities.Putatickforeachoneinthecorrectcolumn.Countuptheticksandwritedownthethreemostimportantqualitiesandthethreeimportantqualities.AsktheSstoworkinpairstodiscussanoccasionofthissortthattheyremember.fistdayatanewschool,andaskthemtoconsiderwhytheyrememberitandespeciallyhowtheyfelt.Thenchoosesomeofthemtotelltheirexperiences.DiscusswhatalltheexperienceshaveincommonandwhattheycandoMakethemselvesfeelbetterMakeothersfeelbetterStepⅣReadingFastreading.AsktheSstogothroughthewholepassageasfastastheycanandtrytofindanswerstothefollowingquestions.(Shownontheblackboard)CouldZhouYanggooutonastoryaloneimmediately?Why(not)?Whatmistakesmustheavoid?HowdidZhouYangfeelonhisfirstdayatwork?AsktheSstopayattentiontothewaythequestionsdevelopinthedialogue(Explaintothemthatallofthesequestionsarefindingoutmoreaboutthequalitiesandskillsneededforthejob)AsktheSstofollowthetapeandreadthepassageagainandthendotheExerciseincomprehendingparttogether.(Fordetail,refertothePPT)StepⅤLanguagepointsExplainsomedifficultlanguagepointsaslistedinthePPT.(Omitted,justrefertothecor