高中英语_Book5 Unit4 Making the News教学设计学情分析教材分析课后反思

Unit 4 Making the News （Reading）教学设计
Teaching aims：
1. Language aims: To learn some new words, expressions and sentences relevant to making the news.
2. Ability aims:
(1) Enable the students to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.
(2) Enable the students to know what is needed to become a reporter and how to conduct an interview.
3. Emotion aims:
Enable the students to learn about the qualities and professionalism needed to be a reporter.
Teaching important and difficult points:
Help the students learn about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story form accusation.
Teaching methods:
Cooperative learning, task-based learning, discussion Teaching aids:
A multimedia equipment, a computer, a blackboard
Teaching procedures:
Step 1 Lead-in
1. Show a piece of news to the students.
2. Show pictures of some people on the screen and ask the students to guess the jobs of them. (journalist, photographer, editor, designer, printer)
3. Students turn their textbooks to page 26, read the title of the passage and find out the main characters quickly by scanning the passage.
Step 2 Skimming
Students skim the passage quickly and find out the main idea. (The qualities needed to become a good journalist.)
Step 3 Scanning
Students are divided into seven small groups, scan the passage and finish the “True or False” questions.
1. Zhou Yang needs a camera to become a good journalist. (F)
2. A journalist needs to be curious.(T)
3. A journalist shouldn’t be so talkative but should listen carefully.(T)
4. A journalist should listen carefully while taking notes.(T)
5. Zhou Yang has got a real scoop.(F)
Step 4 Detailed reading
1. Students read line 1-15 carefully and fill in the blanks.
(1)The first time he will be put as an assistant to an experienced journalist.
(2) There is no need for him to take a camera with him. He will have a professional photographer with him to take photographs.
2. Students read line 16-29 carefully and fill in the blanks.
(1) He needs to be curious.
(2) A good reporter must have a “nose” for a story.
(3) He has to listen for detailed facts.
(4) If the interviewee agrees, he can use a recorder to get the facts straight.
3. Students read line 30-41 carefully and finish the “True or False” questions.
(1) Hu Xin ever had a case where somebody accused his journalists of getting the wrong end of the stick.
(2) The footballer was accused because he lost the game. Step 5 Summary
Help the students to summarize the main idea of each part as well as the whole passage.
Part 1(line1-15): Welcome to work in a team
Part 2(line16-29): How to cover a story; dos &don’ts
Part 3(line30-41): How to protect a story from accusations
Step 6 Homework
1. Read the passage as fluently as you can, and practice reading it with your partner.
2. Write a short passage with the title of “What Makes a Good Journalist?” in about 100 words.
Reference words, expressions and sentences:
1. experienced
2. gifted
3. curious
4. professional
5. patient
6. creative
7. high level of education
8. work experience
9. good communication skills
10.enthusiasm for the job
11. prepared to work long hours
12. ability to work in a team
13. A good journalist need to be…
14. In order to get accurate news, a journalist should…
15. Only if you… can you…
16. One should keep in mind that…when going out to cover a
story.
学情分析：
1、教学班级是一个普通理科班，虽然已进入高二年级，有了一定的语言基础和认知能力，但是大部分学生英语基础一般，有些学生对英语学习具有恐惧感。

但是有一部分学生对英语学习的兴趣较为浓厚，对英语成绩的提升有追求，课上表现较为积极。

所以总体上而言，班内学生在英语学习上有着较为明显的分层现象，课程设计一方面需要完成整体目标，另一方面又需要兼顾不同水平学生的需求。

根据这些特点，教师可以采用与新课标要求相一致的新的教学方式,即活动式的教学法和小组合作式的教学法,这样就便于调动全班学生的积极性,让全员参与到活动中,在师生互动、生生互动的轻松教学模式中实现教学任务和目标,并建立起学生学习英语的兴趣和信心。

2、本单元的中心话题是“新闻”，内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。

这一话题较为贴近学生生活，学生通过日常观看新闻节目、浏览新闻报道，对此话题的背景知识有一定的了解。

因而课程伊始可以向学生展示一则新闻，比较自然地进入话题。

3、学生在此节阅读课之前，已经比较详细、系统的学习了本单
元的新词汇，为本节课的开展做好了词汇方面的基础准备。

效果分析：
1. 教学内容及目标达成：教学目标定位清晰准确，教学目标达成度高；围绕教学目标灵活地运用教材，根据学生的认知水平确定教学内容，信息量大。

学生掌握单词的词义、构词形式和基本用法，能够在日常学习及交往中能够准确的使用本单元词汇；理解世界文化的多样性，增强对本国传统特色文化的保护意识，增强跨文化交际能力。

2. 课堂教学活动：教学活动有明确的指向性，过渡与衔接合理自然，由浅入深，符合语言学习规律，课堂上创设合作学习与探究学习的机会，并有效的进行师生互动和生生互动，课堂气氛活跃。

教学过程中教师用表扬、鼓励，使学生保持学习的良好情绪和学习积极性,学生参与度高；学生出错误后，教师先进行引导或由同伴补充完善，再解释说明，帮助学生顺利掌握新知识。

通过开展小组活动以及提问讨论的方式，引导学生积极与人合作，相互学习，培养团队意识。

同时，提高语言表达能力，培养活学活用的能力。

3.课件的设计与演示：课件的内容选择教学目标一致，重点突出，信息量适度；画面色彩柔和，搭配合理，声音和动作搭配流畅和谐；运行快捷，操作简单灵活，有利于学生对新语言知识的学习。

教材分析：
本单元的中心话题是“新闻”，内容涉及新闻工作者应该具备的
素质和新闻采访的进本程序等。

语言技能和语言知识主要是围绕“新闻”这一中心话题进行设计的。

整个单元主要包含九个部分，具体如下：
“热身”（Warming Up）部分通过讨论来引出报社人员的工作类别和所负的责任。

关键在于What’s the job? 和 What it involves?
“读前”（Pre-reading）部分首先通关过一个调查问卷来引导学生去考虑一个优秀的记者应该具备的素质；然后引导学生谈他们难忘的经历和感受；最后通过一个“假设”为下一部分的学习做好准备。

“阅读”（Reading）部分通过Zhou Yang，一个跃跃欲试的新手和他的上司Hu Xin，一位经验丰富的资深记者之间的谈话引导学生了解新闻工作者应该具备的素质，新闻采访的基本程序及采访时应该注意的要点等。

“理解”（Comprehending）部分设计了四个教学活动来加深学生对“阅读”（Reading）部分的理解和复习。

活动一要求学生通过阅读找到所需要的信息，重新组织后再呈现出来。

活动二要求学生把阅读部分分成三个小结，并说明每小节的要点。

活动三通过形容词归类进一步引导学生思考一个优秀的文字记者和摄影记者应该具备的素质。

活动四要求学生朗读后半部分对话，练习句子重音和语调。

“语言学习”（Learning about Language）部分分为词汇学习和语法学习两部分。

词汇学习部分设计了词汇替换、选词填空等活动；语法部分学习部分设计了句型转换、完成句子、编写小故事等活动。

通过这些语言练习和活动，引导学生发现并初步运用本单元的一些重
点词汇和语法。

“语言运用”（Using Language）部分有读、说、写和听、说两项活动。

第一部分学生首先通过阅读“获得’独家新闻’”一文，写出“新闻”报道的步骤和见报前的有关程序，然后讨论这位“影星”可能说了什么谎话。

最后，在阅读和讨论的基础上写出一份有关某“影星”的独家新闻。

第二部分学生首先听一段对篮球明星刘明的采访。

随后的练习设计侧重训练学生归纳要点和获取细节的能力。

最后要求学生通过开展两人对话活动引导学生正确运用有关交际能“约会”的习惯用语。

“小结”（Summing Up）部分归纳了本单元的主要学习内容并引导学生对学习效果进行自我检测。

“学习建议”（Learning Tip）部分建议学生尽可能多地阅读一些适合中学生的英文报纸。

“趣味阅读”（Reading for Fun）部分提供了一篇摘自英文报纸的趣闻。

教学内容重组及课时分配
Unit 4 Making the news 练习题
一、单选题
1. Only in this way ________to make improvement in the operating system.
A. they can
B. they could
C. were they able to
D. they were able to
【答案】C
2. I finally got the work I dreamed about. Never in all my life________ so happy!
A. did I feel
B. I felt
C. I had felt
D. had I felt
【答案】D
3. Not until I began to work ________how much time I had wasted.
A. didn't I realize
B. did I realize
C. I didn't realize
D. I realized
【答案】B
4. No sooner__________ than it began to rain heavily.
A. the game began
B. has the game begun
C. did the game begin
D. had the game begun
【答案】D
5. So difficult _____it to live in an English-speaking country that I was determined to learn English well.
A. I've felt
B. have I felt
C. I did feel
D. did I feel
【答案】D
6. ________, I have never seen anyone who's as capable as John.
A. As long as I have traveled
B. Now that I have traveled so much
C. Much as I have traveled
D. As I have traveled so much
【答案】C
7. Under a big tree ________, half asleep.
A. did sat a fat man
B. a fat man sat
C. did a fat man sat
D. sat a fat man
【答案】D
8. Hearing the dog barking fiercely, away _____.
A. fleeing the thief
B. was fleeing the thief
C. the thief was fleeing
D. fled the thief
【答案】D
9. For a moment nothing happened. Then ________ all shouting together.
A. voices had come
B. came voices
C. voices would come
D. did voices come
【答案】B
10. We failed to catch the train, ______________________.
A. so they did
B. so did they
C. neither they did
D. neither did they
【答案】B
二、任务型阅读
__1__We have already worked with a number of schools across the country，and just believe us，that there are many people asking this question！The discussion over uniforms in schools is complicated.__2__
Professional and Promotes Good Discipline：
Some people say that a kid in a uniform is much more likely to study seriously. Wearing the school uniform indicates child is attending school identical to dad dresses up when he goes to work. Schools state that when pupils dress in their “work clothes” more willingly than “play clothes” then they take
a serious approach to the process of studying.__3__It can also lessen the number of discipline problems. And the fact that children these days do not have self­discipline for the reason that parents do not want to discipline them. And this makes it much more difficult for the teacher that has to handle classes of 25～30 children at a time.__4__
Individuality：
__5__Educators state that a school program encouraging children to have individual thought is a great deal more significant than what they are dressed in. They inhibit inspiration and self­expression，making students conform.
A．The advantages of school uniforms seem to be more acceptable.
B．Every coin has two sides.
C．What are the advantages and disadvantages of school uniform? D．Most think that uniforms help to maintain school discipline. E．As a result we have to think about it from two sides.
F．Encouraging students’ individuality is probably the most frequently objection to uniforms in school.
G．Besides，schools inform that uniforms lessen fighting and violence.
1.__
2.__
3.__
4.__
5.__
【答案】C; E; D; G; F
案例教后反思
1．从总体方面讲：
（1）课前准备得较为充分，甚至有的东西准备的太多，哪一部分都不舍得删掉，以致课堂内容太多讲不完，原定的“role-play”没有时间完成。

（2）讲课时较为紧张，面部表情太严肃，整个教学过程语速较快，口语不够流畅、自然，偶有错误，学生理解起来较为吃力。

2.从教学环节讲：
（1）在整个阅读任务设置当中，任务设置形式较为单一，应多变换形式，如连线，选择等题型，使教学任务更显生动活泼。

（2）个别任务设置难度较大。

学生完成情况不太理想。

如在每次细读之后让学生概括本部分的大意，学生都觉得太难，无从思考。

可以换成连线形式，降低难度。

（3）学生口语表达机会较少，与时间安排不当有关，致使学生口
语表达环节没能如期完成。

3.对英语教学及课堂的一点思考：
（1）教师在课前要做好充分的准备，包括对提问的问题，提问的对象，学生如何作答，如何进一步地做好启发引导。

（2）提问的问题，要难易适中。

对于某些难度大的问题，要善于由浅入深，由易到难的逐步引导。

提出的问题要明确、鲜明，为学生所能理解。

（3）应鼓励与提倡学生解决问题策略的多样性，并引导学生学会交流、合作，鼓励学生尽可能的多说。

（4）时间的控制也很重要，对于重点问题要预留给学生足够的思考时间。

Unit 4 Making the News课标分析
高中英语课程的总目标分析：
高中阶段要着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别要提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力。

进一步拓展国际视野，增强爱国主义精神和民族使命感形成健全的情感、态度和价值观，为未来发展和终身学习奠定良好的基础。

高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式形成具有高中生特点的英语学习的过程和方法。

本单元课标分析：
1.知识目标：掌握与新闻话题相关的重点词汇、短语和句子
(1)重点词汇和短语
Journalist, editor, photographer, delighted, admirable, assist, profession, acquire, assess, meanwhile, demand, publish, gifted, accurate, senior, approve, appointment, accuse of, concentrate on, depend on, so as to, ahead of. (2)重点句子
Never will Zhou Yang forget his assignment at the office of a popular English newspaper.
Not only am I interested in photography, but…
Only if you ask many different questions will you acquire all the information you need to know.
2.能力目标
(1)使学生了解新闻报道环节中所需要的各种工作人员；
(2)使学生了解新闻记者应该具备的素质和新闻报道的方式、技巧。

3.情感目标
学习新闻工作者专业、灵活、执着的工作精神。