Book2_U1_教案課時2-Reading1

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1、 牛津高中英語教學設計 單 元： Unit 1 Tales of the unexplained 板 塊： Reading 1 Thoughts on the design: 本 的第一 ， 主要是解決 文內容的理解和學 有關 技巧。 本文的體裁是新 道，采用新 告的常 要點 切入口，從 title 和五個“ W ”一個“ H” 幾個方面構畫出新 道清晰的框架 構并教學生如何 此 文章， 如何在此 文章中捕捉所需要的信息。 教學方法 是通 、 略 和 等常 技巧， 幫助學生了解 文內容。教學步 的 以

2、培養(yǎng) 、 、寫能力 主。 Teaching aims: After learning the passage, students will be able to know typical writing features in news articles and learn how to read a newspaper article and how to get the important information in it, thus reinforcing their reading abilities in reading this kind of

3、 material. Besides, students should be encouraged to express themselves in both written and oral English so that their language learning abilities can be enhanced. Teaching procedures: Step 1 Lead-in ● Warm-up questions: 1. Do you often read newspapers? (often, seldom ? )

4、2. How do you select the news you like to read, by taking a look at its title or by being attracted by its colorful pictures? 3. Have you ever noticed there are differences in writing styles between newspaper articles and other kind of articles you read? 4. Can you tell me the feature of a ne

5、ws title? Let ’s take the passage we’re going to learn as an example, the title is “Boy missing, police puzzled ”, what ’s special? (The title of a news story is usually incomplete, attractive, exact and direct ?) 5. Can you complete the title? ( “A boy is missing, and the police are p

6、uzzled ) ” 6. What information can you get from the title? (how/when/where was the boy missing?; why are the police puzzled?). Tell the students a news story will cover such details as what, when, where, who, how and why about a certain event. — PPT5 [ 明 ] 通 的提出 學生 要學的文體特點先有個粗略的了解，

7、 同 希望能激 學生 上要學的內容的 趣。 ● Pair work: — PPT6 Now look at the pictures from our reading text and connect them with the topic “Boy missing, police puzzled”. Use your imagination and guess what happened in the story according to the information we get from the topic and the p

8、ictures. Work with your partner and then share your story with the rest of the class. [設計說明 ] 鼓勵學生發(fā)揮想象力，激發(fā)學生對要學內容的興趣。 ● Summary: I’m sure you definitely want to know what really happened in the news story to check your imagination, but before reading the story, I should tell you how

9、a news story is organized so that you may catch the important information in it more easily. Step 2 Reading strategy: (PPT7-9) Learn the structure of a news story and teach the reading skills of news stories. 1. The structure of a news story ● the title: to give a general idea of

10、 the news ● the first paragraph: to give the main topic and the most important facts like when, where, who, what , why and how about the event; ● the second paragraph: to give more important facts ● the following paragraphs: to give detailed but less important background information 2. T

11、he reading skills of news stories ● For general ideas, read the topic if any and the first one or two paragraphs; for details, read the rest of the story. [設計說明 ] 在學習課文內容之前先教閱讀策略與技巧，然后鼓勵學生運用剛才學習的技巧去閱讀，方便教師了解學生對該技巧的掌握情況， 也有利于培養(yǎng)學生的閱讀技巧和促進學生閱讀理解能力的提高。 Step 3 Skimming& Scanning

12、 1. Tell the students it ’s time for them to check their imagination of the story. Ask the whole class to skim and scan the passage, trying to find the answers to the following. (PPT10) ● Boy missing, police puzzled It ’s about ________ ● the first paragraph: when______; where_______; who_____

13、___; what________; how______; why________ ● the following paragraphs: evidence given by______________ 2. Ask how many of the students guessed the story right at the beginning of the class. Tell the students to attach importance to news titles if any while reading news stories. [設計說明 ]

14、 希望以此練習來幫助鞏固前面所學的閱讀技巧之一， 即讓學生明白如何捕捉新聞類文章的大意， 那就是抓住文章開頭， 尤其是第一節(jié)。 另外，要向學生強調新聞類文章標題的特點。 Step 4 Detailed reading 1. Since every new story will have details to support the main points in them. Get the students to read the passage carefully and find the supporting details. (PPT11) ●

15、 Read paragraph 2 and find the main idea as well as the supporting details: Main idea: Supporting details: who believed he was back? ____________ ____________________________ _____________________________ ● Read paragraphs 3--8 and find the main idea as well as the supporting d

16、etails:(PPT12) Main idea: Supporting details: Justin ’s friends said (The police found that Justin returned home; that Justin went home after playing baseball with them; that they saw Justin walking towards his home at 10:45 p.m.; him put on his favourite CD after he went to his room.)

17、 Please rearrange the statements according to the order of time. 2. Find the best answers to the following questions: (PPT14-18) （ 1） The reason why people were interested in the disappearance of the boy is that __C___. A. The lost boy was 15 years old. B. The police advised them to d

18、o so. C. The disappearance might have something to do with the UFO and the alien. D. All of the above. （ 2） In the seventh paragraph, “show up”means _____A____. A. arrive or appear B. reach C. disappear D. reach for （ 3） We can infer that the boy might go missing ___A______.

19、 A. in his own room B. on the playground C. in Kelly ’s room D. in his brother ’s room （ 4） What is the attitude of the police to the disappearance of the boy? ___D____ A. They can ’tmake sure that Justin was taken away by aliens. B. They think it possible for some people to make

20、 up an amazing story. C. They are looking at other possibilities, such as murder. D. All of the above. （ 5） We can know ___B____. A. The police have known the cause of the boy ’s disappearance B. The police haven ’tfound convincing evidence about the boy ’s disappearance C.

21、 The police will catch the aliens who took away the boy D. The police won ’tget any information about the boy ’s disappearance. [設計說明 ] 希望通過此環(huán)節(jié)讓學生了解一下與此故事相關的一些細節(jié)，并學會如何根據(jù)細節(jié)來進行歸納、推斷，培養(yǎng)學生的閱讀理解能力。 Step 5 Consolidation ● 1. Get the students to summarize the story they have just rea

22、d by filling in the blanks.— ppt.19-21 Justin Foster went 1 last Friday night. He didn ’t 2 3 at the family lunch the next day. That evening, Justin 4 home after the game. 5 also said they saw Justin walking t

23、owards his home. Justin ’ s sister, Kelly 6 him 7 8 his 9 CD and she also saw a large spaceship 10 outside. She heard Justin 11 . Mavis Wood said that she was 12 13 by 14 . They did some 15 on her. The whole 16 . was terribl

24、e. Police have not 17 18 the possibility that Justin was taken away by aliens. Detective Sam Peterson was 19 20 21 the case. (missing; show up; returned; Witnesses; heard; put on; favorite; flying; shout; taken; away; aliens; research; experience;; found; in fa

25、ct; ruled out; in charge of) 2. Group work: interview time: Work in groups of 4, one as the reporter and the rest act as Kelly, Mrs Marvis Wood and detective Sam Peterson, using the expressions on the screen to get the help. [設計說明 ] 鞏固所學故事的內容，培養(yǎng)學生的概括總結能力。 Step 6 Discussion St

26、udents are encouraged to choose one of them to discuss it with their partners and then share their answers with the others. 1. Do you believe that Justin was really taken away by the aliens? Why or why not? 2. Suppose you were taken away by the aliens, what would you do? [設計說明 ] 培養(yǎng)學生的口頭表達能力，培養(yǎng)他們的想象力。 Step 7 Assignment 1. Finish the rest exercises on pages 4-5