一、內(nèi)容：
本課內(nèi)容是全日制普通高級(jí)中學(xué)教科書英語(yǔ)第二冊(cè)（上）第二單元的閱讀文章 “Behind the Headlines”.本課主要是探討有關(guān)記者和報(bào)刊的問(wèn)題，使學(xué)生對(duì)與新聞制作，記者行業(yè)以及新聞媒體等有一定的了解。這是一堂閱讀課，突出閱讀能力的培養(yǎng)，同時(shí)也注重運(yùn)用整體法的手段，培養(yǎng)學(xué)生的聽說(shuō)讀等綜合語(yǔ)言技能。
二、教學(xué)目標(biāo)
1．知識(shí)目標(biāo)：讓學(xué)生了解更多的關(guān)于記者和報(bào)刊的知識(shí)。
2．技能目標(biāo)：培養(yǎng)學(xué)生的閱讀技能，尤其是推測(cè)、速讀、查讀以獲取相關(guān)信息的能力。
3．情感目標(biāo)：培養(yǎng)學(xué)生學(xué)習(xí)英語(yǔ)的濃厚興趣。
三、教學(xué)重點(diǎn)
幫助學(xué)生確切理解文章內(nèi)容。
四、教學(xué)難點(diǎn)
如何幫助學(xué)生了解更多的關(guān)于記者和報(bào)刊的知識(shí)。
五、教法概要
1．設(shè)計(jì)讀前猜測(cè)活動(dòng)，以發(fā)揮學(xué)生的想象能力。
2．通過(guò)快速閱讀活動(dòng)，培養(yǎng)學(xué)生迅速掌握文章大意的能力。
3．通過(guò)詳讀問(wèn)答法，幫助學(xué)生理解文章的細(xì)節(jié).
4．適當(dāng)?shù)剡\(yùn)用翻譯，可幫助學(xué)生理解文章的難點(diǎn).
5．設(shè)計(jì)討論并對(duì)話的活動(dòng),讓學(xué)生都得到一次口語(yǔ)訓(xùn)練的機(jī)會(huì)。
六、教學(xué)用具
錄音機(jī)、電腦、報(bào)紙等
七、教學(xué)環(huán)節(jié)：
Greetings→Revision and Lead in→Pre-reading and Fast Reading→ Careful Reading→Follow the Tape→Discussion→Summary and Homework
八、教學(xué)程序：
1、復(fù)習(xí)和導(dǎo)入（用時(shí)5分鐘）：
通過(guò)復(fù)習(xí)前面課中學(xué)過(guò)的有關(guān)news media 的內(nèi)容，使學(xué)生頭腦中呈現(xiàn)出相關(guān)的詞匯。這可以通過(guò)There are several kinds of news media, right? Can you tell me what they are? Which of them do you think is more convenient and cheaper? Do you agree that newspapers are more convenient and cheaper? And which kinds of newspapers do you often read? 等問(wèn)題來(lái)進(jìn)行復(fù)習(xí)。接著又通過(guò)In a newspaper, what do we call this, the heading printed in large letters? Who write the news we read in these newspapers? And how is the news made and written?等問(wèn)題一步步導(dǎo)入正課。
2、讀前猜測(cè)和快速閱讀（用時(shí)7分鐘）：
⑴．讓學(xué)生根據(jù)文章題目和三幅圖片，與同桌討論，猜測(cè)在課本pre-reading中列出的六個(gè)問(wèn)題里面有哪幾個(gè)問(wèn)題課文將會(huì)談及。接著提問(wèn)學(xué)生猜測(cè)的結(jié)果，但先不評(píng)價(jià)他們的答案。這樣既可以培養(yǎng)學(xué)生的想象力，給予學(xué)生自由想象的空間，又可以激發(fā)學(xué)生對(duì)學(xué)習(xí)本文的興趣與好奇心。
⑵．讓學(xué)生獨(dú)自快速閱讀文章，限時(shí)2分鐘，找出文章實(shí)際上談及了pre-reading中拿幾個(gè)問(wèn)題，然后提問(wèn)并校對(duì)正確答案，看學(xué)生們是否猜測(cè)正確。這樣可以培養(yǎng)學(xué)生快速閱讀，得出文章大意的能力。
3、詳讀課文并答題（用時(shí)18分鐘）
在這一環(huán)節(jié)，根據(jù)文章脈絡(luò)分明的特點(diǎn)，先讓學(xué)生將文章分成三個(gè)部分。接著每部分給予學(xué)生相應(yīng)的時(shí)間進(jìn)行詳細(xì)的閱讀并回答屏幕上的相關(guān)的問(wèn)題，從而培養(yǎng)學(xué)生通過(guò)閱讀獲取相關(guān)信息的技能。第一部分讓學(xué)生默讀1分鐘，回答兩個(gè)問(wèn)題（① Do newspapers and other media simply record what happens? What do experienced editors and reporters do？② Who were asked to be interviewed to tell us more about news and newspapers?）。第二部分讓學(xué)生默讀3分鐘，回答五個(gè)問(wèn)題（③ What is the editor’s job?④ Is interviewing someone difficult? What must a reporter know?⑤ Which article is Chen Ying’s favorite one?⑥ What would Zhu Lin like to write about?⑦ What is the basic task for a reporter?）。第一部分讓學(xué)生默讀1分鐘，回答兩個(gè)問(wèn)題（⑧ What is the topic sentence of the last paragraph?⑨ What result can TV programmes and printed articles bring to us?）。每一部分在校對(duì)答案時(shí)，注意解釋某些重難點(diǎn)和難句，并讓學(xué)生朗讀重點(diǎn)句子。
4、跟讀錄音帶（用時(shí)4分鐘）
放錄音讓學(xué)生跟讀，訓(xùn)練學(xué)生的語(yǔ)音和聽力，同時(shí)加深對(duì)文章的理解。
5、討論（用時(shí)10分鐘）
讓學(xué)生圍繞問(wèn)題If you were a reporter, what would you like to write about? Why?與同桌展開討論，并創(chuàng)設(shè)對(duì)話，學(xué)生自由討論三分鐘之后，展示他們的對(duì)話。學(xué)生開始前，給他們看一個(gè)例子{Example:
Mary: Hi, Bill. If you were a reporter, what do you want to write about?
Bill: Oh, I want to write about animals.
Mary: Really? Why?
Bill: Because lots of animals are in danger. They are dying. How about you?…
Mary: …}這樣便可以給中下層的學(xué)生提供幫助。
6、小結(jié)并布置作業(yè)（用時(shí)1分鐘）
對(duì)本節(jié)課所學(xué)內(nèi)容進(jìn)行簡(jiǎn)單的回顧，讓學(xué)生印象更為深刻，最后布置作業(yè)。
九、板書設(shè)計(jì)：
Behind the Headlines
news media headline
radio the headlines
magazines journalists or reporters
newspapers more than
a website informed
TV programmes relate to
convenient on all sides
cheaper tolerate
十、詳細(xì)教案及課堂實(shí)錄
Unit2 News Media
Behind the Headlines
Teaching Aims:
1. Get the students to learn more about reporters and newspapers.
2. Develop the students’ reading ability.
3. Understand the passage exactly.
Teaching Methods:
fast reading; careful reading; individual and pair work
Teaching Aids: a recorder; a projector; newspapers
Time: 45 minutes
Teaching Procedures:
Step1: Greetings
Step2: Revision and Lead in (5mins)
1. Revise what was talked about news media in the last lesson
2. Lead in to the new passage
T: Well, you’ve learned something about news media. There are several kinds of news media, right? Can you tell me what they are? (Ss respond) Yeah, radio, TV programmes, magazines, newspapers, a website, and so on.
T: Good! All these news media help us learn about the world around us. Which of then do you think is more convenient and cheaper? (Ss respond) Do you agree that newspapers are more convenient and cheaper? We and just put a newspaper in our bag and take it everywhere,; we can read it when waiting for a bus…(Ss respond)
T: And which kinds of newspapers do you often read? (Ss respond.) The People’s Daily, The Chinese Youth Daily, Guangzhou Daily, and so on.
T: Now, look at this! In a newspaper, what do we call this, the heading printed in large letters? (Ss respond) Right! We call it a headline. And the headlines refer to the news or the main points of news. And who write the news we read in these newspapers? (Ss respond.) Yeah, very good! Journalists or reporters. And how is the news made and written? Anyone who knows? Nobody? Well, it doesn’t matter. Today, we will learn a new passage about reporters and newspapers. Two of China’s many talented journalists were asked to help us know about their work and how the news is made and written.
Step 3: Pre-reading and fast reading (7 mins)
1. Ss guess the questions in the pre-reading from the title and the three pictures.
2. Ss read the text quickly to see whether they have guessed the right answer.
T: OK, turn to Page11. Let’s come to the new lesson “Behind the Headlines”. In the pre-reading, there are six questions, see it? Now, look at the title of the passage and the three pictures Try to guess which of the above six questions the text will answer. You can discuss with your partner. A minute for you.
(A minute later.)
T: Stop discussing, please! What is your opinion? (S1 responds.) Different opinions? (S2 responds.) Thanks for your opinions!
T: All right! Now please read the text quickly and find out the right answer. Let’s see whether you have guessed it right or not. I will give you tow minutes. Just glance over the text and get the main idea, you don’t need to understand every word of it.
(Two minutes later.)
T: OK, stop here! Have you find the right answer? (Ss respond.) Right, the first one and the last one. “How does a reporter decide what to write?” “How de newspapers help us understand the world?”
Step4: Careful Reading (18 mins)
1. Ss divide the text into three parts.
2. Ss read the first part and answer two questions.
3. Ss read the second part and answer five questions..
4. Ss read the last part and answer two questions.
T: Look at the text again. How many parts can we divide it into? (Ss respond.) Yeah, three parts. The 1st part is the 1st paragraph, the 3rd part is the last paragraph, and those paragraphs in the middle belong to the 2nd part.
T: Now, read the 1st part and answer the two questions on the screen. I will give you one minute.
①Do newspapers and other media simply record what happens? What do experienced editors and reporters do?
②Who were asked to be interviewed to tell us more about news and newspapers?
(A minute later, check the answers and explain some of the difficult points: “more than”, “make informed decisions”, “relate to”.)
T: OK, now read the 2nd part and answer the above five questions. Three minutes for you.
③ What is the editor’s job?
④ Is interviewing someone difficult? What must a reporter know?
⑤ Which article is Chen Ying’s favourite one?
⑥ What would Zhu Lin like to write about?
⑦ What is the basic task for a reporter?
(Three minutes later, check the answers and explain some of the difficult points: “spiritual fulfillment”, “truthfully”.)
T: Well done! Now read the last part and answer two more questions. I will give a minute.
⑧ What is the topic sentence of the last paragraph?
⑨ What result can TV programmes and printed articles bring to us?
(A minute later, check the answers and explain the last sentence of the last paragraph.)
Step5 Follow the Tape (4 mins)
T: OK, so much for the questions. Now, I will play the tape, Try to follow it and read aloud.
(Ss follow the tape.)
Step6: Discussion (10 mins)
1.Explain the task to the Ss and give them an example.
2.Ss discuss about the given topic and make a dialogue with their partners.
3.Ss show their dialogues.
T: Well, in the text, Zhu Lin says that he would like to write about music, art, nature and the importance of spiritual fulfillment, because he want to explore the mysteries in life. If I were a reporter, maybe I would like to write about love stories, because true love is very moving. How about you? If you were a reporter, what would you like to write about? And why? Now discuss this question with your partner and then make a dialogue. Here is an example for you.
Discussion
If you were a reporter, what would you like to write about? Why?
Example:
Mary: Hi, Bill. If you were a reporter, what do you want to write about?
Bill: Oh, I want to write about animals.
Mary: Really? Why?
Bill: Because lots of animals are in danger. They are dying. How about you?…
Mary: …
T: Think of what you would like to write about and tell your partner the reason in detail. I will give you three minutes. Clear? Begin now!
(Three minutes later.)
T: OK, time is limited. Are you ready? Who would like to show us the dialogue? You two, please!
( Ss act. )
T: Wonderful! Thanks very much! Ok, so much for the discussion. You can discuss more after class.
Step7 Summary and Homework ( 1min )
Sum up what has been learnt in this period and assign the homework.
T: Now, let’s look at what we’ve learnt in this period. From the passage “Behind the Headlines”, we’ve learnt more about reporters and newspapers. I believe some of you may become famous reporters in the future.
T: Homework for today! Review what we learnt today and recite the first paragraph.
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相關(guān)閱讀：：Unit4《Making the news》教案