资源描述
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Period 1 Reading
Ⅰ. Teaching aims:
1. Target language
occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop
1) Not till you are more experienced!
2) You’ll find your colleagues very eager to assist you and if you are interested in photography, it may be possible for you to concentrate on that later on.
3) Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.
4) Only if you ask many questions will you acquire all the information you need to know.
5) We say a good reporter must have a “nose” for a story.
6) This is a trick of the trade.
7) Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?
8) Perhaps I too will get a scoop!
2. Ability goal
1) Enable the students to talk about qualities needed to be a good reporter and how to conduct a good interview
2) Train the students’ reading ability(skimming, detail reading)
Ⅱ. Teaching important points:
Help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.
Ⅲ. Teaching difficult points:
How to help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.
Ⅳ. Teaching methods:
Cooperative learning, task-based learning, fast-reading
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-record
Ⅵ. Teaching procedures:
StepⅠ Lead-in
1. Greeting
2. Ask Ss some questions about their future jobs.
1) Have you ever considered about your future job or occupation?
2) What kind of occupation would you like to take? / What’s your ideal of job in future? Why?
Step Ⅱ Warming-up
1. Ask Ss to look at newspapers previously prepared and guess what kind of jobs would be needed to produce newspaper articles.
2. Ask Ss to work in pairs and fill in the chart ( types of jobs, what each type of job involves)
Reference Chart:
Profession
What it involves
reporter/ journalist
Interview 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 opinion on plays and books
designer
lay out articles and photographs
foreign correspondent
reports form abroad
Step Ⅲ Pre-reading
1. Ask the Ss work in pairs to discuss the qualities need for a newspaper reporter and evaluate which qualities they consider are the most important, and they can also make some complements. Put all the qualities on the board in a list and alongside them put two columns: one for the most important ones and one for important qualities. Ask one from each pair to give their findings on (what they consider) very important and important qualities. Put a tick for each one in the correct column. Count up the ticks and write down the three most important qualities and the three important qualities.
2. Ask the Ss to work in pairs to discuss an occasion of this sort that they remember e.g. fist day at a new school, and ask them to consider why they remember it and especially how they felt. Then choose some of them to tell their experiences.
3. Discuss what all the experiences have in common and what they can do
l Make themselves feel better
l Make others feel better
Step Ⅳ Reading
1. Fast reading. Ask the Ss to go through the whole passage as fast as they can and try to find answers to the following questions.
(Shown on the blackboard)
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?
2. Ask the Ss to pay attention to the way the questions develop in the dialogue (Explain to them that all of these questions are finding out more about the qualities and skills needed for the job)
3. Ask the Ss to follow the tape and read the passage again and then do the Exercise in comprehending part together. (For detail, refer to the PPT)
Step Ⅴ Language points
Explain some difficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT)
Step Ⅵ Homework
1. Practice reading aloud the dialogue with your partner. Pay attention to the intonation and stress.
2. Read a newspaper and try to discover something to do with our topic about it.
Period 2 Learning about Language
Ⅰ. Teaching aims:
1. Target Language
untrained, fairly, technical, process, polish, concentrate on…; accuse …of …, approve of…, by accident, get absorbed in, defend against, break down
She does not get absorbed in…
The reporter went out with…
2. Ability goals
Enable the Ss to know how to use some expressions in an idiomatic way.
Enable the Ss to use the words and expressions more freely
Ⅱ. Teaching important points:
Get the Ss to practice the words and expressions more freely and correctly
Ⅲ. Teaching difficult points:
How to enable the Ss to use the words and expressions more freely and correctly
Ⅳ. Teaching methods:
Cooperative learning, task-based learning, explaining, discussion and practicing.
Ⅴ. Teaching aids:
A computer, a blackboard, a tape-recorded
Ⅵ. Teaching procedures:
StepⅠ Greetings
StepⅡ Revision
T: Yesterday 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 reporter should have. (Ask a Ss to share their knowledge with others)
StepⅢ Discovering useful words and expressions
1. Ex1 on page 28. Give Ss directions that they should find the idiomatic expressions used in the text to match with the expressions given in the Activity. Then check and make some necessary explanation.
2. Ex2 on page 28. Ask the Ss to finish Exercise 2 and then check the answer and make some explanation if needed.
StepⅣ Using words and expressions (P63)
1. First deal with Ex.1 on page 63.
“What happened when the General went to war?” Students can work in pairs to have a discussion, and then ask some students to give their answers.
A: The General went away to war. Meanwhile his advisers marked his progress on a map so as to be sure of knowing where he was.
B: Meanwhile the gardener planted new flowers in the flowerbeds so as to be able to make a beautiful garden for the General’s return.
Meanwhile the cook learned to make some new dishes so as to be able to prepare a special banquet when the General returned.
Meanwhile his wife made him some new clothes so as to be able to dress him smartly for the banquet on his return.
Meanwhile his children practiced some new songs and dances so as to be able to perform for the General when he returned.
2. If time permits, continue Exercises 2-4.
Step V. Homework
1. Review the words and expressions for this Unit.
2. Preview discovering useful structures.
Period 3 Grammar: Inversions
Ⅰ. Teaching aims:
1. Enable the students to use inverted sentences correctly
2. Help the students learn how to use Inversions correctly
Ⅱ. Teaching important points:
Help the students learn what Inversion is and how to use Inversions correctly
Ⅲ. Teaching difficult points:
How to help the students to apply the Inversions correctly in context
Ⅳ. Teaching methods:
Inductive and deductive methods, task-based learning and cooperative learning
Ⅴ. Teaching aids:
A computer, a projector
Ⅵ. Teaching procedures:
Step Ⅰ Presentation
1. Ask the Ss to find out the sentences of Inversion in the Reading. First explain what an inversion is.
“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.
2. Ask the Ss to say the sentences, and then show the answers on the screen.
Never will Zhou Yang forget his first assignment at China daily.
Only when you have seen what he or she does, can you cover a story by yourself.
Only if you ask many different questions will you acquire the information you need to know
Step Ⅱ Explanation and Summary
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.
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 he 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 one 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 bell.
Often did we sit together without saying a word.
Step Ⅳ Further Explaining
全部倒装
1. 用于 there be 句型．
There are many students in the classroom
2. 用于“here (there, now, then) + 不及物动词 +
主语的句型中，或以out, in, up, down, away
等副词开头的句子里面，表示强调．
l Here comes the bus.
l There goes the bell.
l Now comes our turn.
l Out went the children.
代词作主语时，主谓语序不变．
Here it is.
In he comes.
3. 当句首状语是表示地点的介词词组时，
也常引起全部倒装．
South of the city lies a big steel factory.
From the valley came a frightening sound.
Under the tree stands a little boy.
4. 表语置于句首时，倒装结构采用“表语＋
连系动词＋主语”的结构
1) 形容词＋ 连系动词＋主语
Present at the meeting were Professor White, Professor Smith and many
other guests.
2) 过去分词＋连系动词＋主语
Gone are the days when they could do what they liked .
4) 介词＋连系动词＋主语
Among the goods are Christmas trees, flowers, candles and toys.
5. 为了保持句子结构平衡，或为了强调表语
或状语，或为了使上下文结构紧凑．
They arrived at a farmhouse, in front of which sat a small boy.
Inside the pyramids are the burial rooms for the kings and queens and long passages to these rooms.
部分倒装
1. 用于 疑问句．
Do you speak English?
2. 用于省略if 的虚拟条件句
Had you reviewed your lessons, you might have passed the examination.
3. 用于“形容词（或名词、动词）＋ as (though)”
引导的让步状语从句．
l Pretty as she is, she in not clever.
l Try as he would, he might fail again.
l Money as they had, they don’t know how to spend it.
4. 用于 no sooner than, hardly when 和 not until
的句型中
No sooner had she gone out than the class began.
Not until the teacher came did he finish his homework.
5. 用于 never, hardly, seldom, scarcely, little, at
no time, not only 等否定词开头的句子里．
l Never shall I do this again.
l At no time can you say “ no” to the order.
l Little do I dream I would see you here.
6. 用于 only 开头的句子（only位于句首，修饰副
词、介词短语或状语从句）
l Only in this way can you lean English well.
l Only when he told me did I realize what
trouble he was in.
7. 用于 so, nor, neither 开头的句子，表示重复的内容．此句谓语应与前句谓语的时态形式一致．
l He has been to Beijing. So have I.
l Jack can not answer the question. Neither can I.
8. 在 so / such that 的结构中，若so 置于句首，则
句子部分倒装
l So difficult a problem is it that I can’t work it out.
l Such a noble person is he that people all respect him.
9. 如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构．主语是代词时，一般不用倒装结构．
“Let’ go,” said the man / he said.
10. 用于 某些祝愿的句子．
May you succeed!
Step Ⅴ Consolidating and Applying the rule
Exercise to be shown on the PPT and one student at a time to do the exercise orally. (Multiple choices, E-C translation, using inversions)
Step Ⅵ Summary and Assignment
1. Make a summary of today’s task.
2. Ask Ss to write a short passage, and try to use as many as inversions in the passage.
Period 4 Using language
Ⅰ. Teaching aims:
Target language:
edition, department, accurate, concise, chief, employ, polish, note, chief, approve, negative, process, primary source, secondary source, present, investigate
Although he realized…, Zhou Yang knew he must not accuse him directly
Months of training had taught him to write with no wasted words or phrases.
One of the reasons… that is that they help us to decide what is… and what is…
Ability goals:
1. Enable the Ss to get some basic knowledge about the writing and printing process of an article
2. Enable the Ss know what is primary source and what is secondary source.
Ⅱ. Teaching important points:
Make Ss understand writing and printing process for an article and the primary and secondary source
Ⅲ. Teaching difficult points:
Make Ss understand writing and printing process for an article and the primary and secondary source
Ⅳ. Teaching methods:
Fast-reading method, task-based method
Ⅴ. Teaching aids:
A computer, a blackboard, a recorder
Ⅵ. Teaching procedures:
StepⅠLead-in
1. Greetings.
2. “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 everyday. Am I right?”
Using words above to lead in today’s topic and get Ss involved in their familiar media form, newspapers.
StepⅡ Reading
1. Ask Ss to go over the passage (Getting the “Scoop”) quickly and find the general idea of the text. (Answer: It introduces the process of writing and printing for a newspaper article.
2. Scanning: Ask Ss to read the passage again and try to answer the questions as listed on the screen.
Questions:
1) What is Zhou Yang’s first task? (Answer: His first task was to write his story)
2) How many people read his article before it was ready to be processed into film negatives? Who were they? (Answer: 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 new desk editor read his article.)
3. Then let the Ss make full use of their imagination to complete Ex2.
Step Ⅲ Extensive Reading (P 65)
1. Ask Ss to turn to page65 and read the passage as quickly as they can to get
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