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类型unit11 lesson 1《World News》教案2(北师大版必修4).doc

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    1、第十一单元 The Media 教学设计Lesson 1 World News教材分析本课是第11单元的第1课。本课的语篇是两条新闻。学生将在本课了解媒体的各种形式,解读世界要点新闻。学习有关媒体形式的词汇,理解文章大意,使用略读、细读等阅读策略。学生要能运用阅读策略skimming,通过图片、新闻标题获取文章内容信息,把握主旨大意。本课的语法是复习被动语态。学生在初中阶段已经学过被动语态的基本用法,本课的重点是体验和归纳各个主要时态的被动语态形式。学生要能够在语篇中识别、在语境中运用被动语态。本课计划按两课时完成:第一课时重点是阅读第一篇文章(Africa on G8 Agenda):1.

    2、让学生了解八国集团(G8),了解他们的主要议题,使用略读和细读等阅读策略,从文章中提取信息,处理信息;2. 利用文章中的语句,复习被动语态的几种形式,并在语境中恰当使用。第二课时阅读第二篇文章(London Wins),从文章语句中归纳出被动语态在其它几个时态中的形式、并在语境中恰当地使用被动语态。教学内容话题: 1. 非洲问题摆上八国首脑峰会议题;2. 伦敦赢了 (阅读)词汇: 重点词汇: be made up of, demand, cancel, escape, host, cheer, delight, prevent from, announce 相关词汇: wealthy, pol

    3、itical, major, historical, painful, powerful, widespread, poverty, electricity, health care administration, reform, belief, debt, Olympic Games, International Olympic Committee, crowd, the rush hour, evidence, incident, attack, explanation语法:被动语态第二课时Second period教学目标在本课学习结束时,学生能够:1. 提取、整理新闻London Wi

    4、ns中的信息;2. 了解新闻结构;3. 谈论新闻内容;4. 练习使用被动语态。教学过程注: IP=Interactive Pattern; T=Teacher; Ss=Students; CW=Class Work; IW=Individual Work; PW= Pair Work; GW=Group Work步骤Steps 教学活动Activities设计意图Intentions互动模式和时间IP & TimeReviewStep 1 T provides a short paragraph with some blanks for the Ss to go over what they

    5、learned in the first period.T checks the answers after the Ss discussion. (PPT 3-4)帮助学生使用上节课所学词汇和获得的信息,以及被动语态,完成段落。CW4Lead-inStep 2 T says to Ss, “The news about Africa on G8 agenda was reported on July 5, 2005. On the following day, July 6, do you know what happened?”Then T shows a picture and asks

    6、 Ss what they can get from the picture. (PPT 5)引出话题,激活学生的背景知识,为后面的阅读做准备。CW3Pre-readingStep 3 T shows some pictures and elicits from Ss the following words: announce, celebrate, crowds, cheering people, look forward to. If necessary, T gives hints to help Ss guess the words. (PPT 6-8)While eliciting

    7、the expressions, T demonstrates the pronunciations and Ss practice reading them aloud after T.T goes over the pictures again and asks Ss to say the words from their memory.在语境中呈现单词,帮助学生理解、记忆生词, 为阅读做好准备。在语境中再现生词,强化学生的瞬时记忆。渗透词汇学习策略:根据图片、按照动词短语或搭配学习、记忆词汇。CW3While-readingStep 4 First reading: Ss read th

    8、e news “London wins” and match the headings with the paragraphs. T shows the structure of the news.(PPT 9-13)了解段落大意以及新闻的结构。IW CW5Step 5 Second reading: T asks Ss to read the news quickly with the questions 6, 7 & 8 in Ex. 2. Ss find out the answers and check the information they get from the news. (

    9、PPT 14-16)T checks the answers with the whole class.提取和整理课文信息。 IW PW CW 5Step 6 Third reading: Ss read the news to find out the problems and try to deal 1. 在语境中学习词汇。 IW GW CW 8with them in groups.T walks around and then gives instructions to the whole class.(PPT 17-20)2. 先让学生自己找问题,然后在小组中解决,培养学生自主学习的

    10、意识和习惯。Post-readingStep 7 Grammar review:T asks Ss to pick out all the sentences with the Passive Voice and put them into the suitable place in the table. (PPT 21)让学生自己总结、归纳被动语态在各个时态中的结构,培养他们的自主学习能力。IW PW CW 5Step 8 Ss listen to the tape and read aloud after the tape.有声输入,整体感知,培养学生语感。CW2Step 9 Practi

    11、ce: Ss rewrite the newspaper report using the Passive where possible. (Ex. 6)(PPT 22-23)Or: Ss write the news they have prepared in English. Then each of them exchanges the news with the partner and rewrites the sentences using the Passive where possible.T collects several Ss handouts and shows them to the whole class.Ss evaluate the writing.尝试在语境中正确使用被动语态。IW CW10HomeworkDo Ex. 5 on p. 23.

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