2020届一轮复习人教版必修五Unit4Makingthenews单元教案（30页word版） 30页

‎2020届一轮复习人教版必修五Unit 4 Making the news单元教案 Ⅰ. 单元教学目标 技能目标Skill Goals ‎▲ Talk about the basic procedure of making a newspaper ‎▲ Talk about the basic qualities and skills a journalist should have ‎▲ Talk about jobs in a newspaper ‎▲ Learn how to make an appointment ‎▲ Learn how to use Inversion correctly ‎▲ Write a newspaper article Ⅱ. 目标语言 功 ‎ 能 ‎ 句 ‎ 式 Making appointments Shall we make an appointment? ‎ When are you free? ‎ Maybe we can meet at ...‎ Is it possible to...? ‎ Where is the best place? ‎ When do you think is convenient for you?‎ How about...? ‎ Which day would suit you best? ‎ Where would you like to meet? ‎ Please, can you tell me...?‎ I shall be busy at ... and ..., but I can be free at ... ‎ Perhaps we could ...‎ I would like to arrange ...‎ I suggest that we meet ...‎ I may be able to see you at ...‎ That will / won’t be convenient because ...‎ I can ／ can’t do that because ...‎ What time would be most convenient?‎ I look forward to seeing you. ‎ 词 汇 ‎1． 四会词汇 occupation, reporter, editor, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, trade, recorder, case, accuse, deliberately, guilty, section, technical, technically, thorough, gifted, defend, crime, normal, seldom, edition, department, task, accurate, employ, polish, note, chief, approve, process, intention, appointment, senior, assignment ‎2． 认读词汇 assignment, professional, accusation, bribe, deny, scoop, imaginative, concise, idiomatic, negative, hint ‎3． 词组 concentrate on, accuse ... of, so as to (do sth), defend against 语 法 Inversion Never will Zhou Yang forget his assignment at the office of China Daily.‎ Only when you have seen what he or she does, can you cover a story by yourself.‎ 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.‎ 重 点 句 子 ‎1. Can I go out on a story immediately? P26‎ ‎2. …so you may be possible for you to concentrate on that later on. P26‎ ‎3. Meanwhile you have to prepare the next question depending on what the person says. P26‎ ‎4. This is a trick of the trade. P26‎ ‎5. If the interviewee agrees, you can use a recorder to get the facts straight. P26‎ ‎6. Have you ever had a case where someone accused your journalists of getting the wrong end of the stick? P26‎ ‎7. This is how the story goes. P26‎ ‎8. A footballer was accused of taking money for deliberately not scoring goals so as to let the other team win. P26‎ Ⅲ. 教材分析与教材重组 ‎ 1. 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基本程序等。语言技能和语言知识主要围绕“新闻”这一中心话题进行设计。 ‎ ‎ 1.1 Warming Up 通过讨论引出报社工作人员的类别和职责。‎ ‎ 1.2 Pre-reading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；然后引导学生谈论他们的“第一次”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。‎ ‎ 1.3 Reading通过Zhou Yang，一名的新员工和他的上司Hu Xin，一位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以及采访时应该注意的要点等。‎ ‎ 1.4 Comprehending设计了四个教学活动来加深学生对Reading部分的理解。Ex. 1要求学生根据要求，阅读文章，获取所需信息；Ex. 2要求学生把阅读部分分成三个小节，并说明每小节的要点；Ex. 3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。‎ ‎ 1.5 Learning about Language部分归纳和运用了本单元的一些重点词汇和语法。‎ ‎ 1.6 Using Language部分涵盖了听、说、读、写四项语言基本技能。首先通过阅读GETTING THE “SCOOP”一文，介绍“新闻”写作的步骤和见报前的有关程序，并讨论文中这位“影星”可能说了什么谎话，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篮球明星姚明的采访录音，做听力练习；最后要求学生通过两人对话复习巩固有关交际功能“约会”的用语。‎ ‎ 1.7 SUMMING UP部分归纳了本单元的主要学习内容并让学生自我检测一下学习效果。‎ ‎ 1.8 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。‎ ‎ 2. 教材重组 ‎ 2.1 将Warming Up, Pre-reading, Reading与Comprehending整合成一节“精读课”。‎ ‎ 2.2 将Learning about Language中的 Discovering useful words and expressions与Workbook中的USING WORDS AND EXPRESSIONS整合成一节“词汇课”。‎ ‎ 2.3 将Learning about Language中的 Discovering structures与Workbook中的USING STRUC-TURES整合在一起，上一节“语法课”。‎ ‎ 2.4 将Using Language中的Reading和Workbook中的READING TASK整合成一节“泛读课”。 ‎ ‎ 2.5 将Using Language中的Listening and speaking 与Workbook中的LISTENING, TALKING以及LISTENING TASK整合成一节“听说课”。 ‎ ‎ 2.6 将Workbook中的SPEAKING TASK及WRITING TASK整合成一节“写作课”。‎ ‎ 3. 课型设计与课时分配 (经分析教材, 本单元可以用六课时完成。)‎ ‎ 1st Period Reading ‎ ‎ 2nd Period Vocabulary ‎ 3rd Period Grammar ‎ 4th Period Extensive ‎Reading ‎ 5th Period Listening and Speaking ‎ 6th Period Writing Ⅳ. 分课时教案 The First Period ‎Reading Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 occupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the trade ‎ b. 重点句式 （P26） ‎ Never will Zhou Yang forget...‎ Only when you have seen ..., can you cover a story...‎ Only if you ask ... will you acquire...‎ ‎2. Ability goals能力目标 Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview.‎ ‎3. Learning ability goals 学能目标 Help the students to talk about the qualities needed ‎ to be a good reporter and how to conduct a good interview.‎ Teaching important & difficult points 教学重难点 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 from accusation. ‎ Teaching methods 教学方法 ‎ Fast-reading method; task-based method.‎ Teaching aids 教具准备 A computer, a projector and a tape recorder.‎ Teaching procedures ＆ ways教学过程与方式 ‎ Step Ⅰ Lead-in Greet the whole class as usual. And then ask the students some questions about their future jobs.‎ T: Good morning / afternoon, everyone!‎ Ss: Good morning / afternoon, Ms / Mr...!‎ T: In this period, I’d like to know something about your future plans. What do you want to be in the future? And why? ‎ S: I want to be a scientist because I want to invent lots of new things that are useful for human beings.‎ S: I want to be a doctor because I want to help patients recover from their illnesses.‎ S: I want to be an sportsman like Liu Xiang. ‎ S: I want to be a teacher like you because teachers are the engineers of human souls.‎ S: I want to be a reporter because I am curious and I like writing and photography.‎ T: Wonderful ideas! I hope all your dreams will come true! But whatever you want to be, you need to know a lot about the occupations and prepare yourselves for them from now on. ‎ Step Ⅱ Warming Up ‎ T: Suppose you want to work for a newspaper and you are offered a chance for a job at China Daily. Do you know what kind of jobs they have at their office and what each job involves? Here is a list of different types of jobs at China Daily. ‎ Show the table on the screen.‎ Types of jobs at English newspaper journalist, editor, reporter, critic,‎ foreign correspondent, photographer, designer Ask the students the following questions one by one.‎ T: Which two words mean the same?‎ S: Journalist and reporter.‎ T: Very good. What does a journalist or a reporter do then? ‎ S: A journalist or a reporter interviews people or finds out events from onlookers and writes news stories.‎ T: Great! Next question, who gives opinions on plays and books?‎ S: A critic.‎ T: Quick response! Thank you. What does an editor do then?‎ S: An editor checks the writing and facts and makes changes if necessary.‎ T: What does a photographer do then?‎ S: A photographer takes photographs of important people or events.‎ T: Terrific! Who lays out articles and photographs?‎ S: A designer. ‎ T: Well done! Who reports from abroad?‎ S: A foreign correspondent.‎ Present the following chart to the students on the screen.‎ Types of jobs What it involves reporter / journalist interviews people or finds out events from onlookers and writes news stories editor checks the writing and facts and makes changes if necessary photographer takes photographs of important people or events critic gives opinions on plays and books designer lays out articles and photographs foreign correspondent reports from abroad Step Ⅲ Pre-reading T: Now if you want to be a good news reporter, what qualities do you think you need to have? ‎ S: A higher level of education, enthusiasm and good working skills.‎ T: Creative ideas! Any more?‎ S: The ability to work in a team.‎ T: Great idea! Here I have a list of qualities for you. Please open your books to page 25 and look at Exercise ‎1 in Pre-reading. Now discuss in groups of four. Tick the boxes you choose. Then add two more qualities you think are important and give your reasons.‎ Two minutes later.‎ T: Now I’d like to hear your voice. Which group would be the first?‎ S: Let me try. Our group agrees that a higher level of education, good communication skills and hard-working are very important qualities. The other three are important qualities. We also think the ability to work in a group and being ready to work irregular hours are important.‎ T: Excellent! Any different ideas?‎ S: We think a higher level of education, curious and active personality and enthusiasm for the job are very important qualities for a good news reporter. The rest are ‎ important. Besides, we agree good writing skills and being a good listener are also important.‎ T: Creative thinking! Everyone has unforgettable moments in his / her life. Think about your first day at school, being far away from home, your first day abroad .... Now discuss in groups what the first day would be like, and how you would feel if you were to work for China Daily.‎ Allow the students a few minutes to discuss.‎ T: Anyone would like to share your ideas with us?‎ S: My first day would be an exciting day because the job was what I had been looking forward to getting. So I would feel very excited and eager to start my work as a reporter and go out to interview different people. ‎ S: My feelings would be mixed because, on one hand, I would be excited; but on the other hand, I would feel a little nervous. Anyway, I was a green hand and I wasn’t sure about my capability of doing the work.‎ T: Don’t worry! Anyone has his or her first day at work. Just relax! I think as long as you are well prepared, you’ll do fine.‎ S: Thank you.‎ Step Ⅳ ‎Reading Get the students to do fast reading.‎ T: All right. In this period we are going to learn about a new reporter Zhou Yang who is on his first day of working at the office of a popular English newspaper. Please go through the whole passage as fast as you can and try to find answers to the following three questions.‎ ‎1. Could Zhou Yang go out on a story alone immediately? Why (not)?‎ ‎2. What mistakes must he avoid?‎ ‎3. How did Zhou Yang feel on his first day at work?‎ A couple of minutes later check the answers with the whole class.‎ T: OK. Let’s check the answers. Question 1. Any volunteers?‎ S: I’ll try. The answer is No, not until he was more experienced because there was a lot for him to learn and he must work in a team.‎ T: Correct. The next one, please.‎ S: He must avoid being rude and talking too much himself.‎ T: You got it. Question 3?‎ S: He felt excited and eager to go out on a story.‎ S: He is curious, too.‎ T: Smart conclusion.‎ Step Ⅴ Comprehending Get the students to carry out the tasks in this part.‎ Task 1 Reading for details and discussion T: Now there are some more tasks for you. Please read the instructions of Exercise 1 on page 27 and then discuss Zhou Yang’s notes. After that, please complete the chart. I will give you three minutes.‎ Three minutes later, check the answers.‎ Task 2 Reading for main idea ‎ T: All right. Now Li Lihong would like you to help her readers understand the duties of a reporter. Read the passage again and divide it into three sections, each of which looks at one duty of a reporter. Then write down the main idea of each section. I will give you two minutes.‎ Two minutes later, check the answers.‎ T: Well done! Now what does the whole passage tell us? What’s the main idea of the passage?‎ S: The passage tells us about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation.‎ T: Very good. You’ve got it. ‎ Task 3 Discussion Let the students work in pairs to discuss which adjectives in the box on page 27 can be used to best describe what is required for a reporter and a photographer respectively.‎ T: Now please turn to page 27 and look at the adjectives in the box. Please work in pairs to discuss which of them best describe what is required for a reporter and a ‎ photographer. Then complete the chart.‎ Five minutes later, check the answers.‎ T: Now we know the qualities for a good reporter and a good photographer. Can you make a good reporter or a good photographer? Why? Any volunteers?‎ S: I think a good reporter needs to be thorough, curious, careful and concise but a photographer needs to be creative, imaginative, technically good and gifted. They both need to be professional, well-organized and patient. I think I would make a good reporter because I am careful and curious.‎ T: Wonderful! You’ve done a good job.‎ Step Ⅵ Summary and Homework T: In this period we have talked about the qualities needed to be a good reporter and a good photographer, how to get an accurate story and how to protect a story from accusation. Now here’s homework for today:‎ ‎1. Read aloud the dialogue with your partners. Pay attention to the stress and intonation.‎ ‎2. Read 21st Century Teens for this week.‎ The Second Period Vocabulary Teaching goals 教学目标 ‎1. Target language 目标语言 a. 重点词汇和短语 ‎ technical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break down b. 重点句式 (P29)‎ She does not get absorbed in...‎ The reporter went out with...‎ ‎2. Ability goals 能力目标 ‎ Enable the students to know how to use some expressions in an idiomatic way.‎ ‎3. Learning ability goals学能目标 ‎ Help the students learn how to use the words and expressions more freely.‎ Teaching important points 教学重点 Get the students to practice the words and expressions.‎ Teaching difficult points教学难点 Help the students use the words and expressions correctly.‎ Teaching methods 教学方法 ‎ Task-based learning; explaining; discussing; practicing.‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures ＆ ways教学过程与方式 Step Ⅰ Revision ‎ T: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good reporter needs to have. Who’d like to try?‎ S: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.‎ T: Excellent! Then how can a good reporter get an accurate story?‎ S: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research. ‎ T: Great! How can a good reporter protect a story from accusation?‎ S: Use a small recorder during the interview to make sure of getting all the facts straight.‎ T: Wonderful!‎ Step Ⅱ Discovering useful words and expressions T: In the reading passage several expressions are used in an idiomatic way. The idiomatic meaning for each of the expressions has been given in Exercise 1 on page 28. Please find these expressions and fill in the chart. ‎ Allow the students a few minutes to finish the task. Then check the answers.‎ T: There are some other useful words and expressions in the reading passage. Look at Exercise 2 on pages 28. Complete Sentence B using a word or a phrase which has the ‎ opposite meaning to the word underlined in Sentence A. You are given a few minutes to do it then we’ll check the answers.‎ Allow the students a few minutes to finish the task. Then check the answers.‎ T: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.‎ Step III Summary and Homework T: In this period we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:‎ ‎1. Review the words and expressions for this unit.‎ ‎2. Preview Discovering useful structures.‎ The Third Period Grammar Teaching goals 教学目标 ‎1. Target language目标语言 重点句式 (P29)‎ Only after ... did sb...‎ Only by doing ... could sb...‎ Not only did...‎ Seldom have I...‎ ‎2. Ability goals能力目标 ‎ Enable the students to use inverted sentences correctly.‎ ‎3. Learning ability goals学能目标 ‎ Help the students learn how to use Inversion correctly.‎ Teaching important points 教学重点 Help the students use Inversion correctly.‎ Teaching difficult points教学难点 Guide the students to summarize the usage of Inversion.‎ Teaching methods 教学方法 ‎ Task-based learning; cooperative learning; practice. ‎ Teaching aids 教具准备 A computer and a projector. ‎ Teaching procedures ＆ ways教学过程与方式 Step Ⅰ Presentation Ask the students to find the sentences of Inversion in the Reading.‎ T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26.‎ In a while, get the students to say the sentences. Then show the answers on the screen.‎ Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.‎ Only when you have seen what he or she does, can you cover a story by yourself.‎ Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me. ‎ Only if you ask many different questions will you acquire all the information you need to know.‎ Step Ⅱ Explanation and Summary T: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements:‎ ‎1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc. ‎ The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than.‎ e.g. In no case can an exception be made.‎ Never have I seen such a stupid person.‎ Not until he loses all his money will he stop gambling.‎ Scarcely had he entered the room when he was knocked down by a stranger.‎ Not only is she beautiful, but she is also very intelligent.‎ I cannot attend the meeting tonight, and neither can my wife.‎ ‎2) Adverbial expressions with only e.g. Only after an operation will he be able to walk again.‎ Only once has he done such a thing.‎ ‎3) Adverbial expressions with so e.g. So greatly did he admire the beautiful actress he asked her to marry him.‎ The word order is also reversed after the conjunction so. ‎ e.g. I caught a cold, and so did my wife.‎ ‎4) Adverbial expressions of place e.g. There stood the tallest man he had ever seen.‎ Inside the room were a few pieces of furniture.‎ But when the subject is a pronoun instead of a noun, the order should not be inverted.‎ e.g. Here he comes.‎ Off he ran.‎ ‎5) Other adverbials in initial position e.g. Loud and clear rang the bells.‎ Often did we sit together without saying a word.‎ Step Ⅲ Practice T: To understand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2－4 on your own.‎ After the students finish, check the answers. Then deal with Exx. 1 ＆ 2 on page 64 and check the answers.‎ Step Ⅳ Consolidation Present the following exercises on the screen.‎ T: Now let’s do more exercises to see how well you have grasped Inversion.‎ ‎1. —Do you know Jim quarreled with his brother?‎ ‎ —I don’t know, ______.‎ ‎ A. nor don’t I care B. nor do I care ‎ C. I don’t care neither D. I don’t care also ‎2. Not until all the fish died in the river ______ how serious the pollution was. ‎ A. did the villagers realize B. the villagers realized C. the villagers did realize D. didn’t the villagers realize ‎3. Only in this way ______ do it well.‎ A. must we B. we could C. can we D. we can ‎4. Hardly ______ when it began to rain. ‎ A. had he arrived B. arrived he ‎ C. he had arrived D. did he arrive ‎5. Only when class began ______ that he had left his book at home.‎ A. will he realize B. he did realize C. did he realize D. should he realize ‎6. Not a single mistake ______ in the dictation yester-day.‎ A. did he make B. made by him C. he made D. he had made ‎7. No sooner _____ his talk than he _____ the workers.‎ A. he finished; surrounded all ‎ B. did he finish; did surround C. had he finished; was surrounded by ‎ D. after he finished; was surrounded near ‎8. Little ______ know about verbs, Franz ______ his head. ‎ A. did he; dared not lift ‎ B. he; dare not lift ‎ C. did he; dare not to lift ‎ D. doesn’t; doesn’t dare lift ‎9. Not only ______ a promise, but he also kept it.‎ A. had he made B. he had made ‎ C. did he make D. he makes Key: 1－5 BACAC 6-9 ACAA ‎ Step Ⅴ Homework Preview the reading passage in Using Language.‎ The Fourth Period Extensive ‎Reading Teaching goals 教学目标 ‎1.Target language 目标语言 a. 重点词汇和短语 ‎ edition, department, accurate, concise, chief, polish, note, chief, approve, negative, process b. 重点句式 Although he realized ..., Zhou Yang knew he must not accuse him directly. (P30)‎ Months of training had taught him to write with no wasted words or phrases. (P30)‎ ‎2. Ability goals能力目标 a. Enable the students to know writing and printing process for an article.‎ b. Enable the students know what is a primary source and what is a secondary source.‎ ‎3. Learning ability goals 学能目标 a. Help the students understand writing and printing process for an article.‎ b. Help the students know what is a primary source and what is a secondary source.‎ Teaching important & difficult points 教学重难点 How to understand writing and printing process for an article and the primary and secondary source. ‎ Teaching methods 教学方法 ‎ Fast-reading method; task-based method.‎ Teaching aids 教具准备 A computer, a projector and a tape recorder.‎ Teaching procedures & ways教学过程与方式 ‎ Step Ⅰ Lead-in T: Nowadays with the development of media, lots of information can be received by people all over the world soon everyday. And people can learn about news at home and abroad by watching TV, listening to radio, surfing the Internet, reading magazines ‎ and newspapers etc. Among these media, newspaper is one of the oldest. In China there are many kinds of newspapers. I believe all of you read some of them every day. Am I right?‎ Ss: Yes. Newspapers can bring a lot of information for us. Every day we read some newspapers to get the latest news around the world. This can enrich our knowledge. ‎ T: But have you ever thought about how complex it is to make news? It involves many kinds of labor, such as writing, interviewing, taking photos, etc. Now I have a question: If you have a chance to work in a newspaper, are you willing to take it?‎ S: I would like to. I want to be a reporter. I think the job is great and challenging.‎ T: Good. You have done a good job.‎ Step Ⅱ ‎Reading T: Did you preview the reading passage GETTING THE “SCOOP”?‎ Ss: Yes.‎ T: Then who would like to tell me the main idea of it?‎ S: Let me have a try. It introduces the process of writing and printing for a newspaper article.‎ T: Good. Please open your books to page 31 and do Exercise 1 which describes the detailed process.‎ After the students complete the chart, check the answers.‎ T: Now please read the passage again and answer the two questions on the screen.‎ Show the questions on the screen.‎ ‎1. What was Zhou Yang’s first task?‎ ‎2. How many people read his article before it was ready to be processed into film negative? Who were they?‎ Allow the students some time to work on them, then check the answers.‎ Sample answers:‎ ‎1. His first task was to write his story.‎ ‎2. Before it was ready to be processed into film negative, an editor from his department, the copy-editor, the native speaker, the chief editor and the news desk editor read his article.‎ Then let the students make full use of their imaginations to complete Ex. 2.‎ Step Ⅲ Extensive Reading (P65)‎ T: Please turn to page 65 and now we’re going to learn this passage. Read it as quickly as you can to get the main idea.‎ A couple of minutes later.‎ T: Have you finished?‎ Ss: Yes. The passage tells us what a primary source and a secondary source are and the difference between them.‎ T: Good. Now please read it carefully and then judge the statements on the screen are true or false.‎ Show the statements on the screen.‎ ‎1. When we read about Jia Sixie in our textbook we are reading a primary source.‎ ‎2. As we watch the news on TV, the person presenting the programme in the studio is the secondary source. ‎ ‎3. Photographers sometimes are both primary and secondary sources.‎ ‎4. Knowing the difference of primary and secondary sources can help us decide what is a fact and what is an opinion.‎ ‎5. Often facts and opinions are mixed in any report.‎ A few minutes later ask some students to answer them and check the answers.‎ Key: FTFTT Then let the students do Exx. 2 ＆ 3 on page 66. Later, check the answers.‎ Step Ⅳ Summary and Homework T: Today we’ve learned writing and printing process for an article and what is a primary source and what is a secondary source. These are very important to you for your future work if you want to be a reporter. Today’s homework: Read the two materials again after class until you can retell them.‎ The Fifth Period Listening and Speaking Teaching goals 教学目标 ‎1. Target language 目标语言 重点句式 Shall we make an appointment? ‎ Maybe we can meet at... ‎ When do you think is convenient for you?‎ Which day would suit you best? ‎ Where would you like to meet? ‎ I shall be busy at ... and ..., but I can be free at...‎ I suggest that we meet... ‎ I may be able to see you at... ‎ That will / won’t be convenient because...‎ I look forward to seeing you.‎ ‎2. Ability goals能力目标 Enable the students to make appointments.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to make appointments.‎ Teaching important && difficult points 教学重难点 Guide the students to learn how to make appointments.‎ Teaching methods 教学方法 ‎ Listening; speaking; cooperative learning.‎ Teaching aids 教具准备 A computer, a projector and a tape recorder.‎ Teaching procedures ＆ ways教学过程与方式 ‎ Step Ⅰ Lead-in T: If you were a reporter, who would you want to interview most? Why?‎ S: I would want to interview Jackie Chen because I want to know more about his life and the key to success.‎ S: I would want to interview Yao Ming because he is the idol of many young people and I want to know about his life in America.‎ T: Great ideas! ‎ Step Ⅱ Listening Task 1 Deal with the listening part on page 31.‎ T: Open your books and turn to page 31. First go through the questions of Exercises 1 & ‎2 in Listening and Speaking and make sure what to do while listening. I will play the tape three times. For the first time, just listen for the main idea and do Exercise 1. For the second time, finish Exercise 2. And the last time, check your answers yourselves.‎ Play the tape three times, and then check the answers.‎ Task 2 Deal with LISTENING on page 62 and LISTENING TASK on page 66.‎ T: Now we’re going to do more listening practice.‎ Play the tape twice and then check the answers.‎ Step III Summary and Homework T: In this period we’ve done some listening practice. After class, please listen to the recording repeatedly and pay attention to the pronunciation.‎ The Sixth Period Writing Teaching goals 教学目标 ‎1. Target language 目标语言 重点词汇和短语 ‎ eyewitness, opinion, information, stick to, rather than, account for ‎2. Ability goals能力目标 a. Enable the students to express opinions of their own and justify the situations according to different opinions.‎ b. Enable the students to do news-writing.‎ ‎3. Learning ability goals 学能目标 Help the students learn how to express their own opinions and find out truth through their own analysis.‎ Teaching important & difficult points 教学重难点 a. Help the students learn how to express their own opinions and find out truth through their own analysis.‎ b. Guide the students to write the news clearly and pithily.‎ Teaching methods 教学方法 ‎ Cooperative learning; task-based method.‎ Teaching aids 教具准备 A computer and a projector.‎ Teaching procedures ＆ ways教学过程与方式 ‎ Step Ⅰ Lead-in T: From the listening part we did yesterday we know there is something that is very important in finding out the truth. What is that?‎ S: Eyewitness.‎ T: Very good. Now imagine you are the organizer of a local fishing competition. A person tells you he / she had caught a fish which is the size of a small car. It will win him / her first prize at the competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman? Give your reason(s). I will give you eight minutes to think it over.‎ Eight minutes later.‎ T: OK. Time’s up. Who would like to represent your opinions?‎ S: Let me try. If I am the organizer, I would find out the truth no matter what they say. I will go to the fish shop where the fisherman had bought the fish according to the eyewitness. This is the best way to find out the truth I think.‎ ‎...‎ Step Ⅱ Speaking Task Let the students work in groups of four to discuss the situation in Ex. 2 on page 67 and then fill in the chart below. After that, let them role-play the situation. ‎ A sample dialogue:‎ TV — CCTV Newsman / Newswoman ‎ F — Fisherman ‎ R — Reporter of Local Evening News ‎ E — Eyewitness ‎ TV: Good evening. It is lovely to be with you and to-night we have a very special story. It’s about a very large and rare fish that was caught during a fishing competition.‎ ‎ And who is sitting here tonight is the fisherman who caught it. Good evening.‎ F: Good evening. ‎ TV: Can you tell your story to the audience?‎ F: OK. It was quite by accident. I went to the river early that morning. There was no one else. I threw my fishing line into the water and was amazed to find that immediately I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water quickly. ‎ TV: And was it the largest fish caught so far? ‎ F: Yes, indeed.‎ TV: But an eyewitness has said that he saw you buying this fish in a fish shop.‎ F: Well, I think that must have been a mistake. This is my fish. I caught it and it belongs to me. I can’t understand why someone would make up such a story.‎ TV: Well, we’ll see. Let’s go to our reporter. He’s talking to the eyewitness who saw the whole thing. ‎ R: Hello there. I’m right by the fish shop and with me is Zhang Xia who saw the fisherman buy the fish. Now please tell us what happened?‎ E: I saw the fisherman go into the shop and come out with this large, rare fish. When he went into the shop he had nothing at all. Really! ‎ R: Did you follow him?‎ E: Yes, because I thought it was a little strange. When I got close to the river I saw him showing his fish to the other fishermen. Then he went to the judges and they weighed his fish and told him it was the largest so far.‎ R: Goodness. So you think he cheated?‎ E: Yes, I think so.‎ R: Wow! I must return you to the studio.‎ TV: Well, what do you have to say about that? ‎ F: ... It’s a lie! He has a friend who’s also taking part in this competition. I think he just wants him to win. ‎ TV: We can settle this right away. All we have to do is to go to the fish shop and ask the shopkeeper if he recognizes you or not.‎ ‎...‎ Step Ⅲ Writing Task T: Now write the story as a newspaper article. List the facts and the opinions that go with them. Write about each fact and then write about the opinion. Try to follow the model on page 68 and make the news clear and pithy. At the same time please pay attention to the following: ‎ State the situation of the story in Paragraph 1; ‎ Set out what happened clearly in Paragraphs 2 and 3; ‎ State how the story ended and your opinion on what happened in Paragraph 4.‎ Allow the students enough time to work on their writing.‎ A sample version: ‎ Fish Story ‎ Today is the city’s annual Fathers’ Day Fishing Competition. Mr. Thompson took part in the fishing competition. He presented a very large and rare fish as big as a small car.‎ ‎ Mr. Thompson said, “It was quite by accident.” “I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water very quickly.” He added.‎ ‎ However, an eyewitness said he had seen Mr. Thompson earlier in the day buying fish at the fish market. He said, “I saw the fisherman go into the shop and come out with this large, rare fish.” “Then he went to the judges and they weighed his fish and told him it was the largest so far”, said the witness.‎ ‎ Mr. Thompson finally admitted he had bought the fish and had not caught it. He apologized in public and said that he only did it so his son would be proud of him as a fisherman. So it seems that it was Mr. Thompson who was the big fish!‎ Step Ⅳ Homework Review the whole unit and prepare for a test.‎ 附 件 文化背景知识 Newspaper interviewing tips ‎ The best thing to do when interviewing a source is to act naturally. An interview ‎ does not have to happen in a formal, suited atmosphere. An interview is just a talk with someone about a specific topic. But instead of merely hearing, the reporter is listening and writing down the pertinent details. Reporters must keep their opinions to themselves. ‎ Preparing for the interview ‎ Don’t go to an interview unprepared. Check newspaper files and the library for information on your subject or the topic. Have some information in your head before you start. For example, if you are interviewing a person who sells furs and is annoyed by animal rights pickets, it might be interesting to know if this person has a dog or a cat. ‎ ‎ Have your questions ready. Don’t expect your news source to tell you voluntarily what you want to know. Your questions, although you may stray from them, help you organize your thoughts. They also will remind you to get all the answers you want. ‎ ‎ Make an appointment. You can’t go into a busy official’s office and get 30 minutes of his or her time unless you first set up an appointment. Then make sure you arrive on time. ‎ ‎ Dress properly. Be prepared and show respect for the source. ‎ ‎ Take three things with you on every assignment: a pencil, a piece of paper and a grain of salt. Be a bit skeptical, don’t believe everything you’re told. ‎ Conducting the interview ‎ Introduce yourself and the publication for which you are writing. ‎ ‎ Look your subject in the eye. Don’t be so busy taking notes that all the source sees are your flying fingers and the top of your head. It makes some people nervous to see every word being written down. ‎ ‎ Often, the first question to ask is how to spell the individual’s name. Don’t rely on the spelling you’ve seen somewhere else because it could be wrong. A misspelled name is definitely the first way to lose credibility. ‎ ‎ Pronounce the name of the respondent correctly and use it from time to time during the interview. ‎ ‎ Double-check the dates and the spelling of names. Even a name like Smith can be ‎ spelled differently. Don’t ever be afraid to ask what you might fear is a silly question. ‎ ‎ Start with easy, sociable questions to relax the person you’re interviewing. Save the tough questions for later. Avoid questions that appear to have predetermined answers. Don’t let your opinions determine the focus of your questioning. ‎ ‎ Ask open-ended questions that invite a lengthy answer and can bring out anecdotes and opinions: “How did you react?” or “Why do you think that happened?” Try to take down as many direct quotes as possible. Don’t ask questions that let your source give one-word answers. ‎ ‎ Don’t ask negative questions. That is, don’t say, “No news, yet?” Don’t make it easy for your subject to say “no”.‎ ‎ Let the interviewee know you know something about him or her. This is called priming the interviewee. It goes like this: Mr. Jones, I understand you appeared in a movie about the takeover by people under 30. Do you believe this could actually happen? ‎ ‎ Accept all facts and other data professionally. Do not argue or show undue shock or surprise. ‎ ‎ Have a note-taking system. For example, write “rr” for railroad. ‎ ‎ Do not promise to let the interviewee read the story before it is published. ‎ ‎ Leave the door open for another talk. Ask the subject if he or she would mind if you made contact later personally or by phone for a follow-up. Get a phone number where the source can be reached later. End the interview by making sure you have a phone number to contact the source later for further facts or clarification. If you use a tape recorder, don’t depend on it. Batteries run down and tape recorders can malfunction. Take notes, even if you’re using a tape recorder. ‎ Taking notes ‎ Some kind of shorthand is a must. Most reporters use some form of shortened writing, such as “w/o” for without or “inc” for incomplete. Initials can stand for titles and symbols can be used to refer to organizations. ‎ ‎ Set apart direct quotes with circles, quotation marks, stars or underlining. Taking notes on one side of the paper or pad makes their rearrangement to fit story structure ‎ easier. ‎ ‎ Listen carefully. Don’t note unimportant details.‎ ‎ Ask for the spellings on all names and titles. It is better to ask now than to have to call back to get them. Or worse, to get them wrong in the story. ‎ ‎ Get direct quotations, especially on the main points. ‎ ‎ Observe details about your source and surroundings, and write down your impressions.‎ Concentrate on what you are seeing and hearing. Immediately after an interview, review and supplement your notes. Arrange your notes in order of importance. It is unnecessary to write complete sentences unless you wish to get a direct quote in its entirety. ‎ ‎ Write down specific information you cannot trust to memory: ages, names, addresses, statistics, sums of money. Try to get biographical information where needed and look for newspaper clips and other material which may be used for background information. ‎ ‎ Do not be afraid to double-check unclear information even if you must make a follow-up call to do so. ‎ ‎ Exciting writing is built on exciting anecdotes, so the interviewer is always listening for them. A really sharp interviewer also listens for clues to experiences that could make lively anecdotes. Then the interviewer directs the subject to “give me an example” or “tell me about a time when that actually happened.” ‎ Finding anecdotes ‎ An anecdote is a small story. So, anecdotes can become stories within your larger story. Often, an anecdote will illustrate something about the interviewee such as his or her loyalty, bravery, persistence or a quality which a “title story” can illustrate. These must be carefully "mined". Watch your subject.‎ ‎ Observe non-verbal — body gestures, facial expressions, paralanguage (the way something is said), artifacts (what the person is wearing), movement — of the interviewee. About 70 percent of total communication is non-verbal. Thus, if you are to tell the complete story, you must provide the reader with the complete story. ‎ Study the environment ‎ Bulletin boards, desktops, pictures on the wall, file cabinets, etc. How does the sunlight stream into the room? And how does all this relate to the interviewee? Avoid using description just for the sake of description. ‎ Post-interview ‎ Some interviewees are masters at “pulling the wool” over reporters’ eyes. So, be ready to check statements or figures with other sources. You should not take everything at face value. You should be a bit skeptical. Remember: “If your mother says she loves you, check it out!”‎ Newspaper writing tips Writing the story ‎ A story is much like a conversation. It begins with the most interesting piece of information or a summary of the highlights and works its way down to the least interesting facts. There are words or phrases that take you from one topic of conversation to another. Before you know it, you’ve finished.‎ Inverted pyramid ‎ ‎ You should be very familiar with the inverted pyramid style of writing. You’ll likely use it every day. For example, when you call a friend to tell him or her about a big date, you begin by telling the most interesting and important things first. The least important information is saved for the end of the conversation, and depending on how much time you have to talk, that information may not get into the conversation. ‎ ‎ That concept also applies to news stories. The lead is the first paragraph of a news story. Usually, the lead is one sentence long and summarizes the facts of the news story in order of most newsworthy to least news-worthy. The reader should know at first glance what the story is about and what its emphasis is. ‎ Here is an example: ‎ ‎ Bargainers from General Motors and UAW Local 160 will resume talks in Warren this morning seeking to end a day-old strike over the transfer of jobs from unionized employees to less costly contract workers. ‎ The five Ws and an H ‎ ‎ Depending on the elements of news value, the summary news lead emphasizes and includes some or all of the five Ws and an H. ‎ ‎ Who names the subject(s) of the story. The who, a noun, can refer to a person, a group, a building, an institution, a concept — anything about which a story can be written. ‎ ‎ The who in the lead above are the bargainers from General Motors and the UAW. ‎ ‎ The what is the action taking place. It is a verb that tells what the who is doing. Reporters should always use active voice and action verbs for the what because they make the wording direct and lively. ‎ ‎ What are the bargainers doing? The lead says they will resume talks. ‎ ‎ When tells the time the action is happening. It is an adverb or an adverb phrase. ‎ ‎ When will the bargainers resume talks? This morning. ‎ ‎ Where is the place the action is happening? Again, it is an adverb or adverb phrase. In our story, the where is Warren. ‎ ‎ Why, another adverb, explains the action in the lead. The bargainers are meeting to discuss the transfer of jobs. ‎ ‎ How usually describes the manner in which action occurs. ‎ The lead ‎ The lead sets the structure for the rest of the story. If the lead is good, the rest of the story comes together easily. Many reporters spend half their writing time on the lead alone. One guiding principle behind story organization is: The structure of the story can help the reader understand what you are writing about. The structure should lead the reader from idea to idea simply and clearly. The object is to give readers information, and wow them with convoluted style. ‎ News lead ‎ In one of their bloodiest raids into Lebanon in years, Israeli warplanes killed dozens of Muslim guerrillas with rockets and machine-gun fire Thursday as they pounded a training camp of the pro-Aranian party of God.‎ Quote lead ‎ ‎ I have the worst job in the Army. ‎ ‎ This is an example of a good quote lead because the reader asks, “What could that possibly be?”‎ Description lead ‎ ‎ Penciled sketches of an air strike, complete with renderings of F14s and Patriot missiles. And on the ground, tiny people run for cover. That’s how 8-year-old Jimmy Zayas pictures war in the Middle East ...‎ ‎ Like a beauty pageant entrant, Donald Hofeditz struts his vital statistics. He curls his thumb in his waistband to show he’s a size 36, down from 40. He pats his stomach where 50 pounds used to rest. And he rubs his chest about his now healthy cholesterol level of 177. ‎ ‎ Hofeditz even relishes showing his “before” pictures. The pot-bellied 70-year-old in the early 1980s was unable to cut his backyard grass because of the cumbersome weight. ‎ Bad lead ‎ A reminder to those who enjoy good new records. The library has 22 new records which it is willing to loan out! The students are invited to come and look them over! ‎ ‎ In the first place, the opening sentence isn’t even a sentence. There are times when sentence fragments are acceptable if you use them effectively, but that first sentence isn’t one of them. Is it news that the library is willing to “loan out” materials? That’s what libraries are for. The word “out” is unnecessary. And “loan” is an adjective or a noun, not a verb. Make it “lend”. A better way to express the thoughts in this lead would be: Twenty-two new records have been placed in the school’s lending library, the head librarian announced. ‎ Transitions ‎ With one-sentence paragraphs consisting of only one idea — block paragraphs — it would be easy for a story to appear as a series of statements without any smooth flow from one idea to the next. Block paragraphing makes the use of effective transitions important. Transitions are words or phrases that link two ideas, making the movement from one to the other clear and easy. Obvious transitional phrases are: thus, therefore, on the other hand, next, then, and so on. ‎ Transitions in news stories are generally done by repeating a word or phrase or using a synonym for a key word in the preceding paragraph. Think of block graphs as islands tied together with transition bridges of repeated words or phrases. ‎ Direct quotes ‎ You should use direct quotes: ‎ ‎ If a source’s language is particularly colorful or picturesque. ‎ ‎ When it is important for written information — especially official information — to come from an obviously authoritative voice to answer the questions “why, how, who or what?”‎ ‎ Use a direct quote after a summary statement that needs amplification, verification or example. Remember, a direct quote repeats exactly what the interviewee said. If you don’t have a person’s exact words, you can paraphrase, but you cannot change the meaning of a person’s words. And when you paraphrase, you must never use quotation marks.‎