Ｉ． 單元教學目標

技能目標Goals

Talk about news and the media

Practise expressing opinions

Learn about the Past Participle (1)：used as Attribute and Predicative

Write a comparison paragraph

ＩＩ． 目標語言

功

能

句

式 Practise expressing opinions

What do you think of ...?

What’s your opinion?

Why do you choose ...?

Perhaps ... is more important.

I would rather choose ...

I don’t think we should choose ...

Maybe it would be better to choose ...

Our readers want to know about ...

詞 匯 1. 四會詞匯

media, reliable, fire, face, difficulty, editor, reason, elect, injure, headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, concern, telegram, retire, complete, bore, attitude, disappoint, guard, citizen, polluter, arm, update

2. 認讀詞匯

nosy, Gray, rumour, interviewee, interviewer, truthfully, passion, fulfilment, critical, source, current, neutral, locate, overseas, David Beckham, Tiger Woods, troublemaker, responsible, caring, demonstrate, comparison, checklist

3. 詞組

go up, burn down, for once, be addicted to, even if,

draw attention to, on all sides, change one’s mind, current affairs, look up to, fall in love with

4．重點詞匯

reliable, fire, face, difficulty, elect, injure, informed, relate, switch, present, reflect, effort, seldom， addict, affair, bore, disappoint,

update

語 法 過去分詞作定語和表語

重

點

句

子 1．The editor’s job is to keep the newspaper balanced and interesting to the readers.

2. The rude and noisy group made it difficult for the worker to get into the factory.

Ⅲ. 教材分析與教材重組

1. 教材分析

本單元以Media為話題，旨在通過單元教學使學生認識了解新聞媒體以及新聞故事的產(chǎn)生過程。學會表達自己的觀點。了解什么是正面報導(dǎo)，什么是負面報導(dǎo)。學會比較事情的異同，并知道通過比較，可以讓讀者更容易明白你的寫作意圖。

1．1 WARMING UP 旨在引導(dǎo)學生結(jié)合自己的體驗和認識，了解哪種媒體更可靠并掌握有關(guān)媒體的詞匯。

1．2 LISTENING是一個采訪錄音和一段對話。通過聽這些材料幫助學生認識到描述事情的方式不同，所產(chǎn)生的效果也不同。

1.3 SPEAKING是一個任務(wù)型教學活動。要求同學們從發(fā)生的10件事情中選擇5件登在報紙上，并且說明選擇該事件的理由。此練習旨在鍛煉學生表達觀點的能力，同時也為READING 做好鋪墊。

1.4 PRE-READING是READING的熱身活動。旨在激發(fā)學生的興趣，讓學生了解傳媒的有關(guān)知識。

1.5 READING是關(guān)于新聞背后的故事。文中通過對兩名記者的采訪，介紹了新聞故事的產(chǎn)生過程。

1.6 POST-READING第一個題是PRE-READING的延續(xù)；第二題是在理解課文的基礎(chǔ)上，結(jié)合本單元所學知識，設(shè)計的開放性問題；第三題是訓練學生正確看待媒體的能力，培養(yǎng)學生的是非判斷能力；第四題是訓練學生的開放性思維，要求學生能夠把課本知識與社會生活知識聯(lián)系起來，就社會熱點問題-公眾人物的影響力這一話題用英語表達自己的觀點，是SPEAKING部分的功能與本單元話題結(jié)合的很好例證。

1.7 LANGUAGE STUDY 分詞匯和語法兩部分。其中，Word study 第一題是用動詞的正確形式填空，第二題判斷形容詞是具有積極意義，消極意義還是中性意義。詞匯練習是為學生學習描述人和物打基礎(chǔ)的。Grammar 在引導(dǎo)學生體驗、探究、歸納過去分詞做定語和表語功能的基礎(chǔ)上，進行任務(wù)型鞏固訓練。 Part 1是判斷13頁的8個句子中的過去分詞是做定語還是做表語；Part 2則是把過去分詞作定語改寫成定語從句； Part3是把定語從句改寫為過去分詞，Part4是根據(jù)句意改寫成過去分詞作定語結(jié)構(gòu)；Part5是用動詞的正確形式填空，主要練習過去分詞作表語。

1.8 INTEGRATING SKILLS中的Speaking, Writing, and Reporting是本單元內(nèi)容的綜合。涉及到LISTENING, SPEAKING 和 READING教學活動。文中舉例同一事件，記者的立場不同，看問題的角度不同，所作的報導(dǎo)不同，所產(chǎn)生的效果自然也不相同。就這一案例，通過討論和辯論活動，引導(dǎo)學生在描述人或物時，要有正確的態(tài)度，明確立場。寫作部分 (Writing) 要求同學們練習描述不同媒體的異同。

2. 教材重組

2.1 把WARMING UP 和LISTENING放在一起，為學習主課文作好鋪墊。

2.2 SPEAKING單獨上一節(jié)課，培養(yǎng)學生的表達能力，學會正確的表述自己的觀點。

2.3 將PRE-READING，READING和POST-READING整合在一起上一節(jié)“閱讀課”。

2.4 將INTEGRATING SKILLS 設(shè)計為一節(jié)“綜合實踐課”。

2.5 將GRAMMAR與WORKBOOK中的語法練習題整合在一起上一節(jié)“語法課”。

3. 課型設(shè)計與課時分配 （經(jīng)教材分析，本單元可以用5課時教完）

1st period Warming up &&Listening

2nd period Speaking

3rd period Reading

4th period Integrating Skills

5th period Grammar

Ⅳ. 分課時教案

The First Period Listening

Teaching goals教學目標

1. Target language目標語言

重點詞匯和短語 media, reliable, fire, face, difficulty

2. Ability goal能力目標

Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.

3. Learning ability goal學能目標

Listen to a dialogue and be able to express one’s opinion in a positive or negative way.

Teaching important points教學重點

Talk about news and media

Teaching difficult points 教學難點

How to improve students’ listening ability and teach them

to express opinions.

Teaching methods 教學方法

1. Listening to the tape (individuals).

2. Discussion after listening to the materials.

Teaching aids 教具準備

1. A recorder

2. A projector

3. A computer

Teaching procedures && ways 教學過程與方式

Step I Leading in

T: Good morning, boys and girls! Look, what is in my hand?

Ss: A newspaper.

T: What can we get from a newspaper?

Ss: We can learn what has happened or is happening home and abroad.

T: Good. Do you read newspapers every day?

S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.

S2: I would like to listen to radio.

S3: I watch TV every day.

S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.

T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.

Step Ⅱ Warming up

First the teacher will show students different news media. Then talk about them and compare these news media.

T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your

opinions.

After students express their opinions, show the possible answers on the PowerPoint.

Possible answers:

1. I think TV is the most reliable news media. Because we can see who is responsible for the news.

2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.

From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.

3. I trust TV, leading papers and important radio stations.

4. No.

5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.

Step Ⅲ Pre-listening

Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.

Step Ⅳ Listening

Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.

Step Ⅴ Describing people

Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?

T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.

John Trussell

My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收養(yǎng)). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.

Chuck Tetzlaff

He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.

Ss: They are described in a positive way.

T: Read the following passage. Try to judge the man’s attitude towards life.

I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.

He commented, “I’m not so sure about this elevator.”

“Oh? Why not?” I asked.

“It was slow getting to us, and it sounds funny.”

“I’m sure we’ll make it,” I encouraged him.

“I don’t know. You never can tell about these things.”

When we arrived at the first floor, I said, “Well, we made it!”

Unimpressed, he answered, “Yeah, but the door’s not open yet.”

Ss: The man’s attitude is negative.

T: Yes, you are quite right. Being positive makes life enjoyable.

Read the following. It will help you to become positive.

Changing negative thoughts

Situation Negative

thoughts Other explanations

Getting critical

feedback for

an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.

My friend does

not want to see

me tonight. They don’t

care about

me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.

T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you

are familiar with in a negative way and then in a positive way.

Step Ⅵ Homework

1. Finish the listening exercises on Page88.

2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.