高二上人教版Unit2Newsmedia

1、高二上人教版Unit2NewsmediaUnit2NewsmediaI. 单元教学目标技能目标GoalsTalkaboutnewsandthemediaPractiseexpressingLearnaboutthePastParticiple(1)：usedasAttributeandPredicativeWriteacomparisonparagraphII. 目标语言功能句式PractiseexpressingWhatdoyou?What'syou?Whydoyou?Perhaant.IwouldraIdon'weshouldaybeitwouldbeburreadersw

2、awabout.词汇1. 四会词汇media,reliablace,difficulty,edason,elure,bore,Davidfallheadld,relate,talented,swlual,AIDS,seldom,addal,ignore,aview,tolerate,affalegralete,attitude,disaguardlluter,arm,update2. 认读词汇Gray,rumouviewviewer,truthfully,paulfilal,source,cuutral,locate,overseas,Beckham,TigerWoods,troublemab

3、le,caring,demonstraalist3. 词组goup,burndowbeaddictedto,evdrawaallsides,changeone'smind,currentaffairs,lookupto,inlovewith4重点词汇reliablace,difficulty,elud,relate,swlldomaddict,affair,bore,disaupdate语法过去分词作定语和表语重点八、句子1Theeditor'sjobwspaperbalancedandgaders.2. Therudeandnoisygroupmadeitdifficulwg

4、a教材分析与教材重组1. 教材分析本单元以Media为话题，旨在通过单元教学使学生认识了解新闻媒体以及新闻故事的产生过程。学会表达自己的观点。了解什么是正面报导，什么是负面报导。学会比较事情的异同，并知道通过比较，可以让读者更容易明白你的写作意图。1.1WARMINGUP旨在引导学生结合自己的体验和认识，了解哪种媒体更可*并掌握有关媒体的词汇。1.2LISTENING是一个采访录音和一段对话。通过听这些材料帮助学生认识到描述事情的方式不同，所产生的效果也不同。1.3 SPEAKINGS个任务型教学活动。要求同学们从发生的10件事情中选择5件登在报纸上，并且说明选择该事件的理由。此练习旨在锻炼学

5、生表达观点的能力，同时也为READING做好铺垫。1.4 PRE-READING是READING勺热身活动。旨在激发学生的兴趣，让学生了解传媒的有关知识。1.5 READING是关于新闻背后的故事。文中通过对两名记者的采访，介绍了新闻故事的产生过程。1.6 POST-READIN第一个题是PRE-READING勺延续；第二题是在理解课文的基础上，结合本单元所学知识，设计的开放性问题；第三题是训练学生正确看待媒体的能力，培养学生的是非判断能力；第四题是训练学生的开放性思维，要求学生能够把课本知识与社会生活知识联系起来，就社会热点问题-公众人物的影响力这一话题用英语表达自己的观点，是SPEAKIN

6、（部分的功能与本单元话题结合的很好例证。1.7 LANGUAGSTUDY分词汇和语法两部分。其中，Wordstudy第一题是用动词的正确形式填空，第二题判断形容词是具有积极意义，消极意义还是中性意义。词汇练习是为学生学习描述人和物打基础的。Grammar在引导学生体验、探究、归纳过去分词做定语和表语功能的基础上，进行任务型巩固训练。Part1是判断13页的8个句子中的过去分词是做定语还是做表语；Part2则是把过去分词作定语改写成定语从句；Part3是把定语从句改写为过去分词，Part4是根据句意改写成过去分词作定语结构；Part5是用动词的正确形式填空，主要练习过去分词作表语。1.8 INT

7、EGRATINGSKILLS中的Speaking,Writing,andReporting是本单元内容的综合。涉及到LISTENING,SPEAKING和READING教学活动。文中举例同一事件，记者的立场不同，看问题的角度不同，所作的报导不同，所产生的效果自然也不相同。就这一案例，通过讨论和辩论活动，引导学生在描述人或物时，要有正确的态度，明确立场。写作部分(Writing)要求同学们练习描述不同媒体的异同。2. 教材重组2.1 把WARMINGU和LISTENING放在一起，为学习主课文作好铺垫。2.2 SPEAKING独上一节课，培养学生的表达能力，学会正确的表述自己的观点。2.3 将P

8、RE-READINGREADING和POST-READIN整合在一起上一节“阅读课”。2.4 将INTEGRATINGSKILLS设计为一节“综合实践课”。2.5 将GRAMMARWORKBOOK的语法练习题整合在一起上一节“语法课”。3. 课型设计与课时分配(经教材分析，本单元可以用5课时教完)dWarmingupListening2ndperiodSpeaking3rdperiodReadingdIntegratingSkilldGrammarIV.分课时教案TheFirstPeriodListeningTeachinggoals教学目标1. Targetlanguage目标语言重点词汇和

9、短语media,reliablace,difficulty2. Abilitygoal能力目标LadialogueanddialoguuduldhaveaatpeoplewillhavedaboutthesameevLearningabilitygoal学能目标Ladialogueandbeabletoex'apositiveornegativeway.Teachingimporta教学重点TalkaboutnewsandmediaTeachingdifficul教学难点Howvestudents'listeningabilityandteaxTeachingmethods教学

10、方法1.Listeningape(individuals).2.Discussionafterlisteningaterials.Teachingaids教具准备1.Arecorder2.AAcomputerTeachingproceduresways教学过程与方式StepILeadinginT:Goodmorning,boysandgirls!Look,whaand?Ss:Anewspaper.T:Whatcanweganewspaper?Ss:Wecanlearnwhathashappenedappeninghomeandabroad.T:Good.Doyoureadnewspaperse

11、veryday?S1:No,IsuIularandconvenientwau2:Iwouldliketoladio.S3:IwatchTVeveryday.S4:Iadmagazines.Thereaagazines.TheyarepleasingAndlpustounderstandthearticles.T:Quitegood.I'mverygladyouknowmanykindsofnewsmedia.Nowlet'stalkmoreabouwsmedianWarmingupFacherwillshowstudentsdwsmedia.Thentalkaboutthema

12、ndcompawsmedia.T:Boysandgirls,pleaselookatthequPowerPoint.I'dlikeyoutodiscuwithyourpautes.ThenIwillaskyoutospeakoutyouAfterstudentsexwbleanswPowerPoint.Possibleanswers:1. IthinkTVliablenewsmedia.Becausewecanseewblws.2. Webupdatingthenewwebucanalwayslearnthelatestnewvenwithaudioandvideo.FromTVyou

13、canseebbroadcasterandvideos.Fromradioyoucanonlyhearthevoicewithoutseeingucanreadnewspapereverywhere.ItiseasytogetmagazinesandwecantakelongadItrustTV,leadingpapersandimportantradiostaNo.5.magawspaper,radio,TV,website,broadcast,editor,edit,editorials,facts,headlview,journalliablueand川Pre-listeningAsks

14、tudlookatthetwopicturesonPage10.TalkaboutthetwopictuAskstuduaginationanddescribTasmanywordsaspossibletodescribepeoplIVListeningPlaythetaudents.Afterlisteninguduldaanhearineachpart.Thenplaythetapeagain.TudentswillanswdquPage10.Agtheanswers,dxVDescribingpeopleShowthefollowingpassagudents.Aadthepassage

15、sandspeakoutwhalegivAdescribedinapositivewayoranegativeway?T:Ok.Boysandgirls.Lookatthetwassages.TrytojudgewaredescribedinapositivewaTrussellMylittleb(Idon'tcarethathe'sfouryearsolderthanme.)Ineverhadabrotherbefore,buthe'sthebIthinkImayeverhavewhobringleasureofadopting（收养）.Iallthepainthaa

16、sionallygugh,Ihavbearitwithpatienceandcalm,anddohisbakecertainthalsewashurtbgwwnpain.IlatIwillneverllittlebuckTetzlaffHeisveryfunny,overworked,anddmanI'veevermetwhocalymakemeunabllaughing.AtthesaIwillgbutthatwillprobablybeaworkingP:Theyaredescribedinapositiveway.T:Readthefollowingpassage.Trytoju

17、dgetheman'sattitudetowardslife.IwawaydownanelevatorattheHiltoninArlington,Texas,readytobeginaseminaronhowtodevelveteamrelaIsharedthatridewithamanwhosefacebwnlinesthatevidencedaless-than-positiveattitude.Hd,“I'ureaboulevator.”“Oh?Whynot?”Iasked.“Itwasslowgettingtous,anditsoundsfunny.”“I'm

18、surewe'llmakeit,”Iencouragedhim.“Idon'tknow.Younevercantellabougs.”Whenwearrivedaloor,Isaid,“Well,wemadeit!”Ud,heanswered,“Yeah,butthedoor'”Ss:Theman'sattitudeisnegative.T:uarequiteright.Beingpositivemakeslable.Readthefollowing.Itwillhelpyoutobve.ChangingnegativethouguationNegativethougxplanationsGettingcriticalfeedbackforanessayIamstupid.Ididn'thavemudaytheworkloadhasbeenveryheavly.Idgsaswell.Thewupposedtobechallenginguctivlve.I'vedonewellast,wwsIcandowellddwaght.Theydon'tcareaboutmeaTheysaidtheyhadtowght-likelytrue.Wesaweaattheweekendand