Module2 Unit1 Reading
Shaxi Senior High School, Jiangsu
Li Jingyan
Lesson：
Boy missing, police puzzled Duration:
45mins Teaching aid:
Computer, projector and handout
Period: 1st period Class: Class7, Senior 1
Learning Objectives:
to learn some new words
to grasp the outline of the passage
to develop the students’ ability to collect and organize information in the process of reading
to cultivate the ability of making a newspaper article and giving a short oral presentation. Teaching Objectives:
to ensure that the instructions for each session are clear and that the students are motivated
to offer help and guidance when necessary
Content Purpose
Pre-task Brain Storm
1. present two short news reports
2. features of a newspaper title and article 1. to create the atmosphere that class begins.
2. to arouse the previous information on news.
While-task 1. complete the title
2. find out six features of this newspaper article
3. complete Table 1 and learn some new words and expressions
4. magic cube-to face the challenge in the cube (choose one word and answer the questions, then get proper points) 1. to know the title’s features
2. to develop the skimming and scanning abilities.
3. to help Ss draw the outline of the whole text and enlarge vocabulary and enhance the ability of guessing when they meet with some new words in reading
4. to cultivate their ability of facing a challenge and develop their practical ability
Post-task 1. team work: write an ending report to the news
1. to cultivate the team spirit and Ss’ imagination and practical ability.
Assignment 1. read the text several times and finish C1 and D on page4
2. write a short news report. 1. to consolidate the understanding of the text
2. to put theories into practice
教學(xué)說(shuō)明：本節課為新授第一課時(shí)，是導入及課文內容理解部分。以常用的任務(wù)型教學(xué)方法（Task-based Method）為中心，采用新聞報告的常規要點(diǎn)為切入口，從title和五個(gè)“W”一個(gè)“H”這幾個(gè)方面來(lái)理解本文內容并構畫(huà)出新聞報道清晰的框架結構。通過(guò)表格的形式來(lái)了解文章的outline并初涉課文新授詞匯。教學(xué)方法還是通過(guò)預測、略讀和尋讀等技巧了解課文內容。并以游戲的形式來(lái)深層了解和鞏固加強課文知識點(diǎn)并鍛煉學(xué)生對新聞報道信息的有效捕捉能力。最后為學(xué)生設計了一個(gè)任務(wù)，開(kāi)拓思維，鍛煉學(xué)生的預測能力，并對新聞報道進(jìn)行具體的實(shí)踐練習。
具體說(shuō)明：
1. 閱讀技巧的落實(shí)。
學(xué)生對于新聞報告的結構思路已有一定的認識，從新聞的基本特點(diǎn)引入，結合明確的閱讀任務(wù)，抓住該新聞的主要信息。使學(xué)生對新聞報道的結構認識能有深層次的寫(xiě)作意識。
2. 詞匯理解
由于是新授課，雖有學(xué)生對文章的預習，但是只停留在似懂非懂的基礎上，在學(xué)習課文的過(guò)程中必然會(huì )出現理解不到位或有偏差的現象，因此，新詞匯的正確理解是必要的，同時(shí)也是為后來(lái)的教學(xué)環(huán)節做準備。
3. 魔方
使用魔方形式，提高學(xué)生學(xué)習的趣味性，同時(shí)更主動(dòng)地記憶文本內容，使他們再完成魔方中問(wèn)題的同時(shí)，把課文的內容覆蓋，并實(shí)踐操練對新聞報道的信息捕捉，為他們后面的任務(wù)做了熱身活動(dòng)。
4. 任務(wù)設計
雖然以寫(xiě)結尾的方式來(lái)布置任務(wù)，實(shí)際就是要求學(xué)生寫(xiě)一篇簡(jiǎn)短的新聞后續報道。開(kāi)闊思路，卻又不松散而難度大。運用所學(xué)詞匯，結合文體特征，學(xué)以致用。
5. 作業(yè)
鞏固第一課時(shí)內容，為第二課時(shí)做準備。能看新聞了，也要會(huì )實(shí)踐寫(xiě)寫(xiě)新聞。所以最后布置一篇小練筆，主要體現新聞報告的要素特點(diǎn)，并結合學(xué)生實(shí)際，區別新聞和通知的寫(xiě)法。
Persons investigated Supporting details
Justin’s parents His mother thought…spending…；his father was …that…without telling anyone. They were…when Justin didn’t …at…the next day
Justin’s sister, Kelly She heard her brother…h(huán)ome and …h(huán)is favorite CD. At first, she thought the… light was that of the full moon, but then she…it was…and she saw a spaceship…outside and many…creatures with….then she heard Justin…UFO…it is not a…
Other witnesses
(two friends, some people in Dover) Friends said that Justin went home after the game at about 11 pm.
Someone said the…took Justin away so that they could …h(huán)im and such a …….had happened to himself. They show great … in humans.
Police’s conclusion Justin …in fact return home on Friday night.
The …that Justin was taken by…h(huán)asn’t been …out, but they are also……other…including…Peterson, who…the case said they would not …until they found…evidence.