人教版高中英语必修五：Unit+4教案+

人教版高中英语必修

五：U n i t+4教案+ -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

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

2．语言技能

3．学习策略

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

Ⅰ. Teaching aims:

1. Target language

occupatio n, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop

1)Not till you are more experienced!

2)You’ll 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 it’s

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 mus t 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 goal

1)Enable the students to talk about qualities needed to be a good reporter and how to

conduct a good interview

2)Train the students’ reading ability(skimming, detail reading)

Ⅱ. 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.

Ⅲ. 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.

Ⅳ. Teaching methods:

Cooperative learning, task-based learning, fast-reading

Ⅴ. Teaching aids:

A computer, a blackboard, a tape-record

Ⅵ. Teaching procedures:

StepⅠ Lead-in

1.Greeting

2.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 / What’s your ideal of job in

future Why

Step Ⅱ Warming-up

1.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:

StepⅢ Pre-reading

1.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 do

●Make themselves feel better

●Make others feel better

Step Ⅳ Reading

1.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)