英语课堂上的news report
以任务为中心的英语课堂教学课例
以任务为中心的英语课堂教学课例在英语课堂教学中，设计一个好的“任务（Task）”是课堂教学取得成功的前提和关键。
而以建构主义为指导而设计并实施的任务教学，一个最突出的特点是，学生的学习方式发生了根本性的转变，由传统的接受式学习变成了体验式、发现式的学习，变成了完成任务、解决问题的学习，即由“看中学”（Learning by Seeing）和“听中学”（Learning by Listening）转变为了“做中学”（Learning by Doing）和“交际中学”（Learning by Communicating），语言知识的掌握是在交际的过程中实现的，语言运用能力的提高也是在交际的过程中实现的。
在这一过程中“情景、协作、会话、意义建构”得以踏实地落实，学生学会的不仅仅是语言的“知识”，还有交际（Communicate）的本领，及交际意义和文化意义的建构。
由于把学生的生活经验带入了学习任务之中，学习成了一种切实可感的直观地再现生活的过程，学习兴趣容易激发，学习的效益自然也就高了。
所以，任务教学是一种更为有效的语言教学方法，认真设计一个好的“任务（Task）”，学生在其中所获得的就不仅仅是语言了，这就是课堂教学模式的魅力所在。
课例一：教学内容：Inside Television （New Integrated English ）1.News report：Get Ss to share the latest news with the class.鼓励学生关注生活，激发学生用英语思维相关事物。
2.A short play：Three Ss give a performance on the arguments on watching TV.以具有与学习主题相关性的先行组织者性质的小品表演创设学习情景，使学生兴趣浓厚。
并为下一步的辩论做好铺垫。
3.A debate on pros &cons on watching TVDivide the class into 2 teams to have a debate on the pros &cons on watching TV with 2secretaries taking notes on Bb.两队进行熟悉话题的辩论，言之有物，利于学生语言的输出。
人教版(2019)必修第二册Unit 1 Cultural Heritage Read教学设计
Unit1 Reading for Writing课时内容Write a news report主题语境：人与社会子主题：文化遗产保护文本分析：主题群：历史、社会与文化语篇类型：新闻报道【What】本板块设计了读写结合的活动，主题是“写一篇新闻报道”。
阅读文本是一篇有关利用数字技术制作敦煌莫高窟文物图像的新闻报道。
通过这种方式，在世界范围内引起人们对中国历史、文化和传统的关注与了解，提高人们对保护文化遗产重要性的认识，从而更好地增进国际间的文化交流、理解与合作。
【Why】以读促写的目的是教学生如何写新闻报道，这一部分的主题是人与社会-文化遗产保护。
因此，选择关于文化遗产数字图像的新闻报道，为学生提供写作参考模板，把读和写结合起来，学生能够更好地解读文本、理解文化遗产保护的意义并更好地解构报道，了解报道的结构、层次，并实时地操练报道写作，启发学生思考文化遗产对人类社会的重要性。
【How】本节读写结合课的设计思路是“文本内容理解一文本结构和语言特征分析-写作情景设置一完成写作任务-展示写作成果”。
第一部分是阅读，属于语言输入部分。
这篇报道短小精悍、结构鲜明，具有比较典型的新闻内容和语言特征，为后面的写作活动提供写作范文。
课时目标学完本课后，学生能够：1. 顺利阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
2.准确把握主题，通过不同的阅读技巧，分析语篇的写作特点，在理解语篇的基础上，写一篇语言连贯、结构清晰的简短新闻报道。
3.了解敦煌莫高窟的背景知识，通过利用数字技术制作敦煌莫高窟文物图像，充分认识文化遗产的重要历史和文化价值。
4.通过阅读和写作任务，及时内化并初步运用新闻报道的结构，并尝试解构更为复杂的新闻报道，从而学会去编写新闻报道。
重点难点重点1.了解敦煌莫高窟的背景知识，认识文化遗产的重要历史和文化价值。
2.阅读新闻报道，掌握该类型语篇的常见结构和语言特征，运用比较专业的词汇来进行新闻报道。
英语报道格式及范文
英语报道格式及范文In today's fast-paced world, English reporting format plays a crucial role in effectively conveying information to a global audience. Today's news is instantly accessible to people from all corners of the world, and English is the universal language that enables this widespread communication. English reporting format is structured to provide clarity, coherence, and conciseness in delivering news stories to a diverse readership. It is essential for journalists and writers to follow established English reporting guidelines to ensure accuracy and professionalism in their work.在当今快节奏的世界中，英语报道格式在有效地向全球受众传达信息方面扮演着重要角色。
当今的新闻可以让世界各个角落的人们立即获取，而英语是实现这种广泛交流的通用语言。
英语报道格式的结构旨在为各种读者提供信息的清晰性、连贯性和简洁性。
对于记者和作家来说，遵循已建立的英语报道准则至关重要，以确保其工作的准确性和专业性。
English reporting format typically includes a headline, byline, lead paragraph, body paragraphs, and a conclusion. The headline serves as a brief yet catchy summary of the news story, capturing readers'attention and encouraging them to delve deeper into the article. The byline provides information about the author of the piece, establishing credibility and transparency for the readers. The lead paragraph, also known as the lede, presents the most essential information of the story in a concise and engaging manner. Subsequent body paragraphs expand upon the lead paragraph, offering additional details, quotes, and context to provide a comprehensive understanding of the news event.英语报道格式通常包括标题、作者署名、导语段、正文段落和结论。
参观希望小学新闻报道英语作文
Visiting Hope Primary School: A NewsReportOn a sunny morning, a group of journalists and volunteers from our newspaper were delighted to visit Hope Primary School, a rural school that serves the local community with dedication and enthusiasm. The school, located in a remote area, stands as a beacon of hope for the children of the surrounding villages, providing them with an education that they otherwise might not have access to.Upon arrival, we were warmly welcomed by the school principal and a group of enthusiastic students. The school, though small, was clean and well-organized, with bright colors painting the walls and a playground full of children playing and laughing. The principal shared with us the challenges they face, such as limited resources and infrastructure, but their unwavering commitment to providing quality education was evident in every corner of the school.Our group was then treated to a tour of the school facilities, including the classrooms, the library, and thescience lab. The classrooms were filled with eager students who were actively engaged in their lessons. The library, though small, was stocked with books that were carefully chosen to cater to the interests and ages of the students. The science lab was a particular highlight, as it provided the students with an opportunity to explore and experiment, fostering a sense of curiosity and wonder.During our visit, we also had the pleasure of interacting with some of the teachers. They shared their experiences and challenges,强调了他们对学生们的热爱和投入。
基于英语学习活动观的阅读教学活动设计
基于英语学习活动观的阅读教学活动设计作者：刘芳来源：《少年科普报（科教论坛）》2020年第21期摘要：教师在进行阅读教学设计时，可以通过对主题和内容的挖掘，为学生设计有情境、有层次、有实效的英语学习活动，以激发学生的学习兴趣和热情，让学生深度参与课堂，发展英语学科核心素养。
关键词：英语学习活动观;阅读教学活动;核心素养中图分类号：G4;文献标识码：A;文章编号：（2020）-21-344英语学科核心素养是学科育人价值的集中体现，是学生通过学科学习而逐步形成的正确价值观念、必备品格和关键能力。
英语学科核心素养主要包括语言能力、文化意识、思维品质和学习能力，其中语言能力是基础条件，文化意识是价值取向，思维品质是心智特征，学习能力是发展条件，各要素之间环环相扣，相互渗透。
阅读教学作为英语教学的重要组成部分，为培养学生的英语学科素养提供语言和知识素材，为其形成正确价值观，思维方式，文化意识提供依托。
以活动为载体的阅读教学是提高学生英语素养，提高教学有效性的重要手段。
在新时代背景下，高中英语阅读教学须以学生为主体，创新设计阅读教学活动形式，从教学和学生的实际出发，制订教学目标、活动程序，以令人耳目一新的活动促进学生乐学，进而全面提高教学有效性。
下面以人民教育出版2019年6月第1版高中英语新教材Module;2;Unit;1;Cultural;heritage–Reading;for;Writing教学设计为例，探讨如何通过主题和内容的挖掘，为学生设计有情境、有层次、有实效的英语阅读活动。
一、英语学习活动观的内涵《普通高中英语课程标准（2017年版）》提出了指向学科核心素养的英语学习活动观，即学生在主题意义引领下，以各种语篇为依托，通过学习理解、实践应用、迁移创新等一系列的英语学习活动，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断和学习策略运用。
基础篇B2-Unit1 教案上课讲义
基础篇B2-U n i t1教案教案河南大学大学外语教学部教案Unit 1 College CultureUnit overviewCampus traditions form college memories. They unite the students of past and present. They also create a strong connection to the campus for everyone who spent time there. Each college has its beloved culture and traditions that students kept alive through the years, or even through centuries. However, some are forbidden due to various reasons. After learning this unit, you will get to know your college from a new perspective.Lesson 1Agenda:1.Lead in (课程导入)2.Audio Studio (语音材料听力练习)3.Speaking Workshop (口语工作坊)4.Home Assignments （课下作业）Part I Lead-inTry to list as many mottos of Chinese universities as you can (both in Chinese and English). Part II Audio StudioListening PassageWord bank:undergraduate n. (尚未取得学位的)大学生participate v. 参加；参与Task 1 Multiple Choices1. A. Sydney, Madrid, Prague.B. Prague, Sydney, Madrid.C. Prague, Madrid, Sydney.D. Madrid, Sydney, Prague.2. A. She quite liked the study environment.B. She didn’t e njoy the study environment.C. She wanted a more independent study environment.D. She felt the study environment was not serious enough.3. A. Too serious.B. Too advanced.C. More teacher-centered.D. More student-centered.Task 2 Listen to the conversation again and fill in the blanks with what you hear.• 1 Prague had a very ___________ study environment, a lot of my classmates were a bit older and the study there was more like ____________ learning.• 2 I would have __________ a bit more help. But Sydney was __________, because there were so many international students.• 3 I guess it depends. Some were more __________ . You know, they wanted to experience studying abroad and expand their ____________.• 4 You might think that Spanish people are really __________ and open. However, it was quite difficult to get into the __________.Tape Script of audio task:Peter: So, Tina, you told me that you'd studied in three different countries.Tina: Yeah, that's right. I did my undergraduate in Prague and as part of that I joined an exchange program in Madrid for one semester and after that I moved to Sydney for my master’s degree. Peter: Wow, that sounds really interesting. I'm interested in the student life in these different countries. Do you think there are big differences?Tina: Yeah, they are quite different. Prague had a very serious study environment, a lot of my classmates were a bit older and the study there was more like independent learning.Peter: Right.Tina: So, at that time I didn't really enjoy that environment. I felt it was too advanced. I would have preferred a bit more help. But Sydney was different, because there were so many international students.Peter: How about Madrid?Tina: I felt in Madrid it was more teacher-centered style of teaching so students took notes and perhaps didn’t participate so much.Peter: I see. OK. Were students in Sydney more active than those in Madrid?Tina: I guess it depends. Some were more active. You know, they wanted to experience studying abroad and expand their world view.Peter: You said students in Prague were really serious. How about the students in Madrid?Tina: Right. Well, in Madrid I actually found it difficult to become friends with local students. You might think that Spanish people are really friendly and open. However, it was quite difficult to get into the local life. So, to be honest, most of my friends were other international students. PassageWord Bankcarnation n. 康乃馨compulsory a. 强制的；强迫的Task 1 True or False1 The speaker likes the tradition of wearing examination carnations.2 Students prefer carnations to other flowers.3 Students wear carnations to show their preparedness for exams.4 Students must be given the flowers by someone else.Task 2 Filling blanks• 1 White carnations are worn for the first exam, ___________ carnations for the last and ___________ carnations for all the exams in between.• 2 They leave the exam halls through a special ___________, running into the arms of their friends. Their friends are quick to cover them in Prosecco and various other items to___________.• 3 It is so nice to see people all around town buying each other flowers, wishing ___________ luck and congratulating those wearing ___________.ScriptTraditions, traditions, Oxford is full of them, but the examination carnations are definitely one of my favorites. Carnations are worn during exam time to show how far along each student is with their exams. White carnations are worn for the first exam, red carnations for the last and pink carnations for all the exams in between. One suggested reason for this tradition is that students used to place a white carnation in their red ink-pots when taking exams, so by the last exam it was completely red.You can easily tell which students have finished their exams by the red carnations. They leave the exam halls through a special back door, running into the arms of their friends. The friends are quick to cover them in Prosecco and various other items to celebrate.Carnations are not compulsory, but tradition also states that students must be given the flowers by someone else. Whatever the reason, I hope that this is one tradition that is here to stay. It is so nice to see people all around town buying each other flowers, wishing strangers luck and congratulating those wearing red.News report 1Multiple Choices1. A. Chance to advertise the college’s arts festival brand.B. Chance to revive the long lost art tradition of the college.C. Chance to introduce up-to-date works of art out of campus.D. Chance to highlight those who work to enrich the college community.2. A. Once a month.B. Once a quarter.C. Once a semester.D. Once a year.3. A. For 5 days.B. For 8 days.C. For 10 days.D. For 12 days.ScriptStudents and teachers worked as partners across all areas of art at Amherst College to celebrate the Spring Arts Festival on campus.“We have a lively arts community that touches almost every corner of our campus,” says an assistant professor of music. Another profess or agrees: “The Spring Arts Festival is a chance to highlight some of the students, faculty and guests who work to enrich our community through their works of art, performances and discussion of the arts all year long.”Now an annual event, the 10-day Spring Arts Festival kicks off with an opening get-together and live jazz performance in the Arms Music Center. Each day there will be at least one event.News report 2Multiple Choices1. A. To promote tourism.B. To promote cooperation in trade.C. To enhance the exchange of knowledge.D. To propose new programs to study abroad.2. A. Chinese art.B. Chinese music.C. Chinese history.D. Chinese medicine.3. A. About 40.B. About 80.C. About 120.D. About 160.ScriptRecently, China and Denmark have entered into a range of agreements to partner in areas including research, innovation and higher education. The purpose is to enhance the exchange of knowledge between the two countries. Against this background, more Chinese and Danish higher institutions are setting up an increasing number of exchange programs.As a result of this, about 40 third-year students majoring in English, interpretation and translation, journalism, and Chinese literature from Beijing International Studies University (BISU) will study cross-cultural studies at the University of Copenhagen (UCPH) next year. At the same time, about 40 Danish students majoring in Chinese studies will come to BISU to learn Chinese history, literature, and language.The numbers of exchange students will double, year-on-year, going forward. Because of the partnership between BISU and UCPH, it will be an excellent opportunity for students to look into the differences in terms of lifestyles between Chinese and Danish university students.Part III Speaking workshopHave a discussion with your peers on the following Topics• 1 Do you know any other interesting traditions relating to exams? Share them with the class.• 2 What is your favorite college tradition? And why do you like it?Part IV Home Assignment1.Try to understand what is taught in class;2.Explain your university motto orally;3.Prepare for the new activities;5. Preview next lesson.教案Lesson 2Part I Lead-inTask 1 Explore campus life in different countriesTask II questions and answers✧What special classes or courses does your university have?✧Which aspects of your university’s PE class interest you the most? And which aspects do youthink need to be improved?Part II Videl StudioWord Bankinstructor n. 教练unique a. 独特的；独一无二的spiritual a. 精神(上)的；心灵的technical a. (尤指在音乐、艺术、体育运动等方面)技艺突出的Background InformationCornell University:Cornell is a privately endowed research university and a partner of the State University of New York. As the federal land-grant institution in New York State, we have a responsibility—unique within the Ivy League—to make contributions in all fields of knowledge in a manner that prioritizes public engagement to help improve the quality of life in our state, the nation, the world. Task 1 Viewing and understanding: Multiple Choices1 Why did Emily initially choose to attend Cornell University?A. Cornell University has high standard faculty.B. Cornell University has a tree climbing PE class.C. Cornell University is an Ivy League research university.D. Cornell University has a good reputation for academic research.2 According to Justin, how are the instructors like in the tree climbing class?A. Strict.B. Skillful.C. Helpful.D. Friendly.3 What do you really need before attending a Cornell Tree Climbing class?A. Tree climbing equipment.B. Tree climbing techniques.C. Physical and spiritual readiness.D. Clothing appropriate for the weather.Task 2 Viewing and understanding: MatchingTask 3 Thinking and Speaking✧Why do you think people attend college/university?✧What are the benefits and harms of club activities for college students?ScriptWelcome to Cornell University and the Cornell Tree Climbing (CTC). CTC supports safe and environmentally friendly tree climbing techniques for pleasure, education, and research. We offer tree climbing courses for all ages and experience levels both locally and internationally. We believe that people love being in trees. We have never offered a class which did not fill. Let’s hear from the instructors and students.Brian: We've had a group of six students and we've been teaching them how to climb these trees. Ibrahim: I didn’t notice how tall these trees are. It’s the tallest tree I probably see.Emily: One of the reasons I initially came to Cornell was cuz I saw they had a tree climbing PE class and I thought that was really pretty unique.Diana: It's hard, you know, it's hard like I was in a photograph.Justin: It works so hard you like to take a day and a half to get to the top and just … yeah we made it. We made it and the view is fantastic.Tammy: This is my third year and every year is just as exciting as the year before.Diana: It's, it's a gift to be able to make something fun and educational.Justin: All the instructors were really friendly. It's been fantastic and it's eye-opening because these are the largest trees in the world by mass. When you get to the top still you can't put your arms around them.精品文档Tammy: It's kind of like a spiritual thing for me when you get up in the tree like that. I, I don't know how to describe it but it's, it’s very peaceful and it's contentness.Jed: You need to have the technical skills and you need to be sure of yourself because when you look down it's a long way down.Emily: I went in pretty unsure about the different tree climbing techniques and pretty nervous but by the end of it I feel really, really confident in all the techniques which is awesome.Brian: This group of people there … they just loved tree climbing so much.Lessons are offered at any time, weekday or weekend, all year round, by arrangement. Find a time that works for you. Call us up and we’ll let you know if it is available. You need only bring clothing appropriate for the weather. Tough outside clothes and strong gloves are a good idea. We’ll provide all the climbing equipment. Don’t wait, join us.Home Assignment1.Try to understand what is taught in class;2. Practice I-enhance through U-campus;3. Prepare for the next unit;4. Finish the unit test.收集于网络，如有侵权请联系管理员删除。
湘教小学五年级下英语课本解读unit2
小学五年级英语下（湘教版）Unit 2 We’re going to do some research (教材P5—P8)课本解读【单词解析】[rɪ'sɜːtʃ]调查；研究例句：短语：近义词：拓展：巧记：[faɪnd]找到；发现例句：短语：形近词：同义词：联想：[ɪnfə'meɪʃ(ə)n] 信息发音：例句：短近义词：联想：注巧记：['stʌdɪ]学习；研究例句：短语：近义词：注意：拓展：[θɪŋk] 想；思考发音：例句：短语：形近词：近义词：[r ɪ'p ɔːt]报告例句：短语：形近词：近义词：联想：[ɑːsk]提问；询问例句：短语：形近词：近义词：联想：巧记：A Let ’s Listen and Say （教材第5页）B Let’s Learn（教材第6页）C Let’s Practise（教材第6页）D Let’s Read（教材第7页）【参考答案】：read the textbook, collect pictures, ask “Where do they live？”，find the places on the map, write a reportE Let’s Write（教材第8页）F Let’s Have Fun（教材第8页）课堂培优写作园地How to do some research about wild animalsI am going to do some research about wild animals in China. I am going to do these things.First, I am going to read some books about wild animals in China. Then I am going to find key information about them. Next, I am going to collect some pictures or photos of wild animals. Finally, I am going to write a report.I hope everything is going well.如何做一些关于野生动物的的研究我将做一些关于中国野生动物的研究。
新目标八年级unit3英语教案
一、整体设计思路、指导依据说明我国基础教育《英语课程标准》在其基本教学理念中倡导“让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。
”这要求英语教师从组织教学活动入手，加强对学生实际语言能力的培养。
因此，本节课主要借助多媒体手段，采用视听法、情景模拟、情感激励及任务型教学等相结合的方法，导入、练习、归纳过去进行时态的陈述句与疑问句，通过听说读写等多种语言实践活动交替进行，使学生认识到语言学习过程的多样性。
学生通过自主学习，角色扮演，实践体验，合作与互助等学习方式，来掌握本课的知识和技能，从而开发学生的思维能力，尊重学生的个性发展，使学生学习语言的过程同时成为学生形成积极的情感态度、主动思维、大胆实践的过程，使枯燥的语言变得丰富多彩，易于接受。
二、教学背景分析（一）教学内容分析注：含本课时在本单元的教学定位分析Unit3以“What were you doing when the UFO arrived”为课题，谈论过去其中一时刻正在发生的动作或状态。
如何在各项语言实践中正确使用过去进行时态是本单元的重、难点。
本课是Unit3的第一课时，围绕着UFO到达时人物在做什么这一话题展开，主要通过听说形式让学生初步学习、应用过去进行时态，让学生能使用这一时态表述在过去其中一时刻正在发生的事情或状态，从而为本单元接下来的语言教学打下基础。
本课教学内容容易激发学生学习兴趣，并贴近生活实际，易于引发学生使用目标语言进行简单的'交际与交流。
在学习活动中，通过观察***片、情景思维、俩俩对话，角色扮演等形式，使学生能够自主学习，合作交流，完成任务，培养学生的语言综合运用能力和实践能力。
（二）学生情况分析本课的主要目标是学习掌握过去进行时态的陈述句和疑问句，学会描述过去正在发生的事情或状态，它是在学生已经学习了现在进行时态和一般过去时态的基础上进行的。
对于八年级的学生来说，他们已经有了一定的词汇量，特别是对要用到的一些动词，大部分学生有了一定的基础，这样便于教学内容的突破。
新闻英语词汇-课堂用
accredited journalist n. 特派记者advertisement n．广告．advance n．预发消息；预写消息affair n．桃色新闻；绯闻anecdote n．趣闻轶事assignment n．采写任务attribution n. 消息出处，消息来源back alley news n. 小道消息backgrounding n．新闻背景Bad news travels quickly. 坏事传千里。
banner n．通栏标题beat n．采写范围blank vt. "开天窗"body n. 新闻正文boil vt．压缩(篇幅)box n. 花边新闻brief n. 简讯bulletin n．新闻简报byline n. 署名文章caption n．图片说明caricature n．漫画carry vt．刊登cartoon n．漫画censor vt. 审查(新闻稿件)，新闻审查chart n．每周流行音乐排行版clipping n．剪报column n．专栏；栏目columnist n．专栏作家continued story 连载故事;连载小说contributing editor 特约编辑contribution n．(投给报刊的)稿件;投稿contributor n．投稿人copy desk n．新闻编辑部copy editor n．文字编辑correction n．更正(启事)correspondence column读者来信专栏correspondent n.驻外记者；常驻外埠记者cover vt．采访;采写cover girl n. 封面女郎covert coverage 隐性采访;秘密采访crop vt．剪辑(图片)crusade n．宣传攻势cut n．插图vt．删减(字数)cut line n．插图说明daily n．日报dateline n．新闻电头deadline n．截稿时间dig vt．深入采访；追踪(新闻线索)；“挖”(新闻) digest n．文摘editorial n．社论editorial office 编辑部daily 日报morning edition 晨报evening edition 晚报quality paper 高级报纸popular paper 大众报纸evening paper 晚报government organ 官报party organ 党报trade paper 商界报纸Chinese paper 中文报纸English newspaper 英文报纸vernacular paper 本国文报纸Japanese paper 日文报纸political news 政治报纸Newspaper Week 新闻周刊the front page 头版，第一版bulldog edition 晨版article 记事headline 标题banner headline 头号大标题byline 标题下署名之行dateline 日期、发稿地之行big news 头条新闻hot news 最新新闻exclusive news 独家新闻scoop 特讯feature 特写，花絮criticism 评论editorial 社论review, comment 时评book review 书评topicality 时事问题city news 社会新闻column 栏letters 读者投书栏general news column 一般消息栏cartoon, comics 漫画cut 插图weather forecast 天气预报serial story 新闻小说obituary notice 讣闻public notice 公告advertisement 广告classified ad 分类广告flash-news 大新闻extra 号外the sports page 运动栏literary criticism 文艺评论Sunday features 周日特刊newsbeat 记者采访地区news blackout 新闻管制press ban 禁止刊行yellow sheet 低俗新闻tabloid 图片版新闻"Braille" edition 点字版newspaper office 报社publisher 发行人proprieter 社长bureau chief, copy chief 总编辑editor-in-chief 总主笔editor 编辑, 主笔newsman, newspaperman, journalist 新闻记者cub reporter 初任记者reporter 采访记者war correspondent, campaign badge 随军记者columnist 专栏记者star reporter 一流通讯员correspondent 通讯员special correspondent 特派员contributor 投稿家news source 新闻来源informed sources 消息来源newspaper campaign 新闻战free-lancer writer 自由招待会press box 记者席news conference, press conference 记者招待会International Press Association 国际新闻协会distribution 发行circulation 发行份数newsstand, kiosk 报摊newspaper agency 报纸代售处newsboy 报童subscription (rate) 报费newsprint 新闻用纸Fleet Street 舰队街hard news 硬新闻;纯消息headline n．新闻标题；内容提要hearsay n．小道消息highlights n. 要闻hot news 热点新闻human interest 人情味ib-depth reporting 深度报道insert n.& vt．插补段落;插稿interpretative reporting 解释性报道invasion of privacy 侵犯隐私(权)inverted pyramid 倒金字塔(写作结构)investigative reporting 调查性报道journaslism n．新闻业;新闻学Journalism is literature in a hurry 新闻是急就文学．journalist n．新闻记者kill vt．退弃(稿件)；枪毙(稿件)layout n．版面编排；版面设计lead n．导语libel n. 诽谤(罪)makeup n. 版面设计man of the year 年度新闻人物，年度风云人物mass communication 大众传播(学)mass media 大众传播媒介masterhead n．报头;报名media n.媒介，媒体Mere report is not enough to go upon．仅是传闻不足为凭．morgue n．报刊资料室news agency 通讯社news clue 新闻线索news peg 新闻线索，新闻电头newsprint n．新闻纸news value 新闻价值No news is good news．没有消息就是好消息；不闻凶讯便是吉。
英语初级听力教案
英语初级听力教案前言：英语初级听力是针对英语专业一年级学生开设的英语专业基础课，所选用的主要教材是《英语初级听力》，由何其莘等主编，由外语教学与研究出版社出版。
按照课程安排和计划以及听力技巧的培养，我们将中级阶段的听说课程的进程分为6个单元，依托于课本内容，具体的6个单元的安排如下Lesson 1学习目的、任务1.学习如何收听理解电视台、电台的英文访谈节目2.学习在听音过程中如何进行预测✧预测的重要性✧如何预测✧如何评估你的预测的合理性3. 学习段落听写的技巧和方法4. 篇内容长度约为4分钟/篇的电台访谈节目录音，练习如何预测，练习段落听写学习内容及时间分配难点1.收听电台访谈节目中很多口语化的词汇2.多个人同时说话时的交叉部分的收听3.有背景音乐或噪音干扰情况下的听力理解4.对“预测“技巧的理解和掌握重点1.介绍电台访谈节目的特点2.口语化很强的英语的特点3.“预测“学习策略的介绍听力学习技巧……………………………教学活动Section IPre-listening activities--oral practice (related topic )(pair work)学生两两一组谈论所观看过的或收听过的电视或电台访谈节目，并对节目的开办情况进行评论，并涉及该类节目录制过程中的准备工作。
（5 minutes）--单词的复习--Listen to task one : This is your life--Feedback (学生的理解，问题，疑难点，相应的练习)--Post-listening(role –play)四人一组组织一次访谈节目：一人做主持，其他为嘉宾Presentation:挑选一组做代表，进行汇报，其他同学进行评述，并提出意见或提问问题。
--讨论关于“interview‖的听音技巧（pair work）--收听task two: What are your ambitions?--feedback--Post-Listening: Oral practice (relevant topic-- What is your ambition)Section II--Pre-listening1.today‘s topic: describe one of your favorite TV/radioprogrammes(选一个同学讲述，其他同学可以提问、评述)2.News report（选两个同学汇报最近听过或阅读的英语新闻）3.new words for the new task of today--while listening✧提醒同学在收听的时候尽可能尝试用预测的方法来猜测未听的信息✧brief questions ：提问针对这个故事的概括性的问题eg: what does the programme require the guest do?What do you think of Trever‘s story?Can you retell the story briefly?✧Listen to it again for specific information✧Discussion about the different points in the listening of thestory--post-listening: oral practice✧Develop a story with the beginning like ―One day when I waswalking on the street , I found a foreigner was surrounding bya group of people…..‖✧Presentation :3人叙述故事，其他同学评论或提问问题，评选出最佳的故事Section III1.About how to predict✧Examples✧分析学生预测中出现错误的原因2.Paragraph dictation方法：段落听写一般要听音3-4遍。
15个创意的英语课堂活动
15个创意的英语课堂活动1. Role Play: Famous Historical Figures这个活动可以帮助学生更好地理解历史事件和人物。
每个学生将被要求扮演一个著名的历史人物，然后在课堂上以角色扮演的方式进行对话和互动。
学生们可以从自己的角度出发，讨论他们对历史事件的观点和决策。
2. Vocabulary Auction这个活动可以培养学生的词汇记忆和竞争意识。
将课堂上学过的生词写在小纸条上，然后学生们可以用虚拟的金币进行竞拍。
最终，拍得最多词汇的学生将获胜。
3. News Report这个活动可以提高学生的口语表达和听力技巧。
在课堂上，学生们可以模拟新闻报道的环境，分组选择不同的新闻事件，并在限定时间内准备和呈现一份新闻报告。
4. Debate这个活动可以帮助学生提高辩论技巧和批判性思维。
在课堂上，可以就一些相关话题组织小组辩论，让学生们就不同立场发表观点，并尝试说服对方。
5. Guess the Word这个活动有助于学生扩展词汇量和提高词汇应用能力。
在课堂上，教师可以画一个与当前学习的单词有关的图画，然后让学生猜测这个单词是什么。
学生也可以轮流画图给其他同学猜。
6. Storytelling with Pictures这个活动可以激发学生的创造力和口头表达能力。
给学生们分发一些图片或提供一幅插图，然后让他们根据图片编写一个故事，并在课堂上分享。
7. Crossword Puzzle这个活动可以提高学生的词汇记忆和语境运用能力。
教师可以准备一些填字游戏题目，学生们需要根据提示填写正确的单词，并用这些单词填满整个方格。
8. Song Lyrics Word Scramble这个活动可以增加学生对歌词的理解和词汇记忆。
教师可以选取一些流行歌曲的歌词，将其中的单词打乱顺序，学生们需要重新排列单词组成正确的歌词。
这个活动可以以个人或小组竞赛的形式进行。
9. Alphabet Story这个活动有助于学生扩展词汇量和提高语法运用能力。
英语课堂用语400句,英语老师必看
英语课堂用语400句CONTENTS目录一、Getting the pupils ready for class组织教学二、Revision复习三、Presentation介绍四、Drill操练五、Practice练习六、Consolidation巩固一、Getting the pupils ready for class组织教学1。
It’s time for class.上课时间到了.2.Let's begin our lesson.我们开始上课。
3。
Stand up，please!请起立!4。
Good morning,boys and girls！大家早上好！5。
I will teach you English this term.这学期将由我教你们英语。
6.I am a teacher trainee.我是一位实习老师。
7。
Good morning,teacher!老师早上好！8.Good afternoon，class！同学们下午好！9。
Good afternoon，teacher!老师，下午好！10.Sit down，please。
请坐。
11.Have you got anything to report to the class,monitor?班长，你有什么向班级汇报的吗？12.Who is absent today?今天谁缺席了?13.Zhang Ming is absent.张明缺席了。
14.Is everyone here?都出席了吗15.Everyone is here except Li Ning。
除了李宁，全都到了。
16.Why is he absent?他为什么缺席？17.He is ill. He has asked for sick leave.他病了，他已请了病假.18.Are you a new pupil?你是新同学吗？19。
Allow me to introduce myself,please.请允许我自我介绍一下.20.Where are you from?你从那里来？21.I am from Beijing。
高中英语新课程标准解读课件(2)
与他人交往时，与他人交往 通过使用一些 时，通过表 特定的语言和 达自己的情 行为来达到特 感状态来影 定的交际目的 响对方的情 （借助语音语 感态度 调、手势等） （主动、积
极学习态度， 英语学习兴 趣；）
五、学业质量（academic quality）
(一) 学业质量内涵
(五) 语言技能
专项训练 综合训练
听、说、读、看、写
培养兴趣 指点方法 提供示范 训练思维
看、听、说
听、读、看
听 力口： 语阅： 读阅： 读：
说、写
综合语言运用活动 由浅入深、由易到难
看、读、写 看、读、说、写
听、说、读、写
看、听、读、写 识别主旨、细节、意图、态度等
发起交谈、维持交际、转移话题等 预测、略读、扫读、猜词义等技能 构思、写提纲、修改等技能
（一）、凝练了学科核心素养
知识与技能 过程与方法 情感态度与价值观
语言能力 文化意识 思维品质 学习能力
（二）、更新了教学内容 以主题为引领，内容情境化，落实核心素养
修订变化之处：
（三）、研制了学业质量标准
关注 培养 提高
育人目的 核心素养 解决问题能力
教、学、考 有机衔接
（四）、增强了指导性 每个模块由“内容要求”、“教学提示”、“学业要求”组成
语音知识 词汇知识 语法知识
人与自我 人与社会 人与自然
语篇知识 语用知识
元认识策略 认知策略 交际策略 情感策略
听、说、读、 看、写、
中外优秀人文 和科学知识
口语、书面语；应用文、 记叙文、议论文、说明
文、新媒体语篇 六要素整合的英语课程内容图示
四、课程内容（curriculum contents）
以学生为中心的《综合英语》课堂教学模式探索
2012年第10期吉林省教育学院学报No.10，2012第28卷JOURNAL OF EDUCATIONAL INSTITUTE OF JILIN PROVINCEVol .28（总286期）Total No .286收稿日期：2012—06—11作者简介：赵培允（1979—），女，河南驻马店人，南阳师范学院外国语学院，讲师，硕士。
研究方向：应用语言学及教学法。
项目简介：该文为南阳师范学院2009年校级教学研究项目《综合英语课堂教学模式改革》研究成果。
“以学生为中心”的《综合英语》课堂教学模式探索赵培允(南阳师范学院外国语学院，河南南阳473061)摘要：建构主义学习理论提倡在教师指导下的、以学生为中心的学习。
运用SPICM 综合英语教学模式，以学生为中心，以指导学生进行课题研究为主导，以提高综合技能为主线，以培养文化素养为基点，以多媒体教学为辅助，让学生学会学习。
关键词：以学生为中心;文化素养;多媒体;教学模式中图分类号：G642文献标识码：A文章编号：1671—1580(2012)10—0064—03作为英语专业主干课程的《综合英语》，根据2000年3月的《高等学校英语专业英语教学大纲》的解释，其在基础阶段的主要目的是培养和提高学生英语的综合运用能力。
高级阶段则要通过广泛的阅读涉及诸如政治、经济、社会、语言、文学、教育、哲学等方面的名家作品，扩大学生知识面，加深学生对社会和人生的理解，培养学生分析能力、逻辑思维与独立思考能力，从而巩固和提高学生语言技能。
而上述这些都需要通过教学方法和教学手段的改革才能得以实现。
对于教学方法和教学手段《大纲》也有明确规定：课堂教学应以学生为主体、教师为主导，改变过去以教师为中心的教学模式，注重培养学生的学习能力和研究能力，在教学中要多开展以任务为中心的、形式多样的教学活动。
在加强基础训练的同时，采用启发式、讨论式、发现式和研究式的教学方法，充分调动学生学习的积极性，激发学生的学习动机，最大限度地让学生参与学习的全过程。
英语人教版高中必修一(新课标)教案Unit 4 Reading for Writing 教案
Unit 4 Natural Disasters Period 5Reading for Writing教材分析该板块的活动主题是“写摘要”(Write a summary)。
要求学生在读完关于海啸的新闻报道之后，为单元主篇阅读编写摘要。
阅读文本是一则专题新闻。
文本语言属于即时性的新闻报道，表达准确、简明扼要，只讲述事实，不带感情色彩。
文章标题醒目，直接说明事件。
与简短的新闻报道不同的是，专题报道的文本更加丰富，如加入了当地居民和官员的话语，加强了真实感。
教学目标1. 能正确理解使用下列词汇与海啸新闻报道相关的表达。
2. 掌握新闻报道的摘要的语篇特征。
3. 学会写纪实性新闻报道的摘要。
教学重难点【教学重点】帮助学生掌握新闻摘要的写作特点和语言特色，完成摘要写作任务。
【教学难点】掌握新闻摘要的既高度凝练又表达有力的语言特色。
教学过程Step 1 Warming-upStudents watch the video Tsunami: Killer Wave. Then answer the following questions:(1)What is a tsunami?(2)What causes it?(3)Will it cause great damage to human beings？Step 2 Pre-writing1. Work on Activity 1. Read the news report released the day after a tsunami and answer the questions:(1) When did the tsunami happen?(2) What caused the tsunami?(3) Why would it be difficult to deliver food and supplies?2. Work on Activity 2. Read the summary of the news report. Then check the main points it includes.设计意图：复现有助于加深记忆。
牛津译林版英语九年级上册Unit6《TVprogrammes.》说课稿2
牛津译林版英语九年级上册 Unit 6 《TV programmes.》说课稿2一. 教材分析《牛津译林版英语九年级上册 Unit 6 TV programmes》是九年级学生学习英语的一个重要单元。
本单元的主要话题是电视节目，通过学习本单元，学生可以了解不同类型的电视节目以及电视节目的特点。
教材以贴近学生生活实际的方式，引发学生对电视节目的关注，提高学生的学习兴趣。
教材内容丰富，既有听力练习，又有阅读理解，还有口语表达和写作训练，能全面提高学生的英语综合运用能力。
二. 学情分析九年级的学生已经具备了一定的英语基础，他们能够理解和运用一些基本的英语语法和词汇。
但是，他们的英语听说能力还有待提高，特别是在真实的语境中运用英语进行交际的能力。
此外，对于电视节目这一话题，学生可能有自己的喜好和看法，但是他们的电视节目知识有限，需要通过学习来拓展。
三. 说教学目标1.知识目标：学生能够掌握本单元的生词和短语，理解电视节目的不同类型及特点。
2.能力目标：学生能够运用所学知识进行听力理解、阅读理解、口语表达和写作训练。
3.情感目标：学生能够培养对电视节目的兴趣，提高审美观。
四. 说教学重难点1.重点：学生能够掌握本单元的生词和短语，理解电视节目的不同类型及特点。
2.难点：学生能够在真实的语境中运用英语进行关于电视节目的交际。
五. 说教学方法与手段1.教学方法：采用任务型教学法，让学生在完成任务的过程中学习英语，提高他们的英语运用能力。
2.教学手段：利用多媒体教学设备，如电视、电脑等，播放相关电视节目，让学生在真实语境中学习英语。
六. 说教学过程1.导入：通过播放一个热门电视节目的片段，引发学生对电视节目的兴趣，导入新课。
2.呈现：展示本节课的主要内容，让学生了解本节课的学习目标。
3.practice: 通过听力练习、阅读理解、口语表达和写作训练，让学生在实践中掌握所学知识。
4.巩固：通过小组讨论，让学生分享自己对电视节目的看法，巩固所学知识。
大学校园新闻报道英语作文
The Vibrant Life of a University Campus: ANews ReportAs the sun rises over the bustling university campus, a new day unfolds with a blend of excitement, learning, and discovery. The campus, a hive of activity, comes alive with the sounds of laughter, conversation, and the shuffle offeet as students make their way to their respective classes. The morning classes are abuzz with activity. Professors engage their students with lively discussions andinteractive sessions, while students ask questions, share ideas, and participate actively. The atmosphere is filled with a sense of curiosity and enthusiasm as studentseagerly absorb knowledge and skills that will shape their futures.As the day progresses, the campus transforms into a vibrant hub of extracurricular activities. Students participate in a range of clubs and organizations, from academic societies to sports teams. The sports fields are abuzz with the sounds of competition as students engage in various sports activities, building team spirit andphysical fitness.The library, a sanctuary of silence, is a haven for students seeking knowledge. Rows of books lining the shelves offer a wealth of information, and students can be found lost in the pages of their favorite books or deep in study sessions for their upcoming exams.The evening brings a different kind of energy to the campus. Cultural events, concerts, and performances fill the air with music and laughter. Students gather to enjoy these events, which not only provide entertainment but also serve as a platform for them to showcase their talents and creativity.The campus life, filled with diverse experiences and opportunities, is an essential part of the educational journey. It fosters growth, learning, and discovery in a supportive and inclusive environment. As the sun sets over the campus, leaving a trail of golden light across the quadrangle, students return to their dormitories,reflecting on the day's events and looking forward to what the next day will bring.**大学校园的活力生活：新闻报道**随着太阳在大学校园上空升起，新的一天充满了激动、学习和发现的气息。
牛津译林版英语九年级上册 Unit 6 《TV programmes.》 说课稿5
牛津译林版英语九年级上册 Unit 6 《TV programmes.》说课稿5一. 教材分析《牛津译林版英语九年级上册 Unit 6 TV programmes》是一篇关于电视节目的文章，主要介绍了不同类型的电视节目以及观看电视节目的好处。
本课内容与学生的生活息息相关，有利于激发学生的学习兴趣。
教材通过丰富的语言材料，提高了学生的英语听说读写能力，培养了学生的跨文化交际意识。
二. 学情分析九年级的学生已经具备了一定的英语基础，对于日常生活中的电视节目有所了解。
但部分学生对于电视节目的分类及特点还不够清晰，对于英语表达电视节目的词汇和句型还不够熟练。
因此，在教学过程中，需要关注学生的个体差异，针对不同学生的学习需求进行引导和帮助。
三. 说教学目标1.知识目标：让学生掌握电视节目的分类及特点，学会用英语表达电视节目的名称、类型和观看好处。
2.能力目标：提高学生的英语听说读写能力，培养学生的跨文化交际意识。
3.情感目标：培养学生热爱生活、关注社会、积极向上的生活态度。
四. 说教学重难点1.重点：电视节目的分类及特点，用英语表达电视节目的名称、类型和观看好处。
2.难点：电视节目相关词汇和句型的运用，以及对电视节目的评价和看法。
五. 说教学方法与手段1.教学方法：任务型教学法、情境教学法、合作学习法。
2.教学手段：多媒体课件、电视节目素材、图片、卡片等。
六. 说教学过程1.导入：通过谈论学生喜欢的电视节目，激发学生的学习兴趣，引出本课内容。
2.呈现：展示电视节目素材，让学生了解不同类型的电视节目及观看好处。
3.实践：分组讨论，让学生用英语表达电视节目的名称、类型和观看好处。
4.运用：通过角色扮演、小组活动等形式，让学生运用电视节目相关词汇和句型。
5.巩固：进行听力、阅读、写作等练习，巩固所学内容。
6.总结：对本课内容进行总结，引导学生关注电视节目的好处，培养良好的观看习惯。
七. 说板书设计板书设计如下：电视节目好处新闻类了解时事娱乐类放松心情教育类增长知识纪录片了解世界八. 说教学评价1.课堂参与度：观察学生在课堂上的发言、讨论和活动情况，评价学生的参与度。
初一下册英语报道,作文
初一下册英语报道,作文English:In the first semester of the first year of junior high school, we were tasked with writing a news report in our English class. The topic was free to choose, so I decided to report on an environmental initiative happening in our community. I conducted interviews with local volunteers, spoke to experts in the field, and gathered information on the positive impact the initiative was having on our surroundings.I also included quotes from community members who were benefitting from the project. Writing the news report helped me improve my English writing skills, as I had to organize the information in a clear and concise manner. It also made me more aware of the importance of taking care of our environment and inspired me to take action in my own community.中文翻译:在初中一年级的第一学期，我们在英语课上被要求写一篇新闻报道。
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First
“occurred at a township”
Government consolidate many schools into the one,students have to go to the central schools far away from home. This is the basic cause,but not the possible way that we can think about. .
News Report
By
Bob z Jefferey Wen
On Nov.21st,2014
国际新闻 国内新闻 校内新闻 时事评论 天气预报
目 录
International News
North Korea Responds to UN with Nuclear Test Threat
North Korea has threatened to conduct a nuclear test in response to a United Nations move towards a probe into the country's human rights violations.
Shang Aiyuan bursts into tears
China's 4G users top 50 million！
China Mobile, said that it had passed its annual target and had more than 50 million fourthgeneration (4G) clients as of the end of October.
Era of 4G to bring changes to China
China Mobile's 4G experience center
Brain: Why exercise boosts IQ?
If you want your mind to be sharper, the evidence suggests you should visit the gym. But how can exercising your muscles boost your brain power?
Second
“the eight-seater van the 15 children were in”
Without the subsidy of the government and money from other social capital,schools can not afford the schoolbus , neither can the students.
Third “without the qualification of schoolbus and trainned drivers"
The schoolbus safety regulation has been issued in 2012.4.But a series of relevant supporting policies still can not be assured,the schoolbus does'nt have some essencial differences.
Compus News
Changsha National Supercomputing Center in HNU
The center in HNU was approved by the Ministry of Science and Technology in October 2010, and has become the third National Supercomputing center after Tianjin and trial for Man Wrongly Executed
Eighteen years after a convict was executed for murder, the highest local court in Inner Mongolia autonomous region has decided to retrial the case.
News Coments
11 Kindergarten Pupils Die as van, Truck Collide
Eleven kindergarten children were killed on Wednesday when the eight-seater van they were in collided with a truck loaded with sand on Wednesday in Shandong province.