学牛津版必修二Unit 1 Tales of the unexpainedReading教案 (1).doc

m2u1 reading boy missing, police puzzled江苏省锡山高级中学 朱津楠【teaching objectives】1. find out typical writing features about news articles and learn how to read them.2. obtain specific information of the story by applying some reading skills. 3. present an interview with the information and phrases theyve just learned.【teaching procedures】step 1 lead-in(aims: in order to introduce the topic of aliens and arouse students interest in it, the trailer of the movie mib is played at the beginning of the class.)t: have you ever watched the movie? what is it about?ss: yes.t: its about human beings and life from outer space living together on earth. and we call them aliens. what are aliens like in your mind?s1: strange.s2: ugly.s3: dangerous.t: then do you believe in their existence? (some say yes; others say no.)whether you believe it or not, we may see pictures concerning aliens taken by people and hear stories which can not be explained. and today were going to read a news article about a boy. step 2 pre-reading (aims: this part is aimed to introduce the features of news articles. students are expected to find the title is incomplete and the structure is different by looking at a page from the newspaper and reading the reading strategy part.)t: since its a news article, it is actually a little different. please take a look at a page from a news article, and tell me what impresses you most?ss: the title.t: is the title complete? can you complete it?s4: its incomplete. a boy is missing, and the police are puzzled.t: good job. and this is actually one of the features of a new article: the title is usually incomplete brief and attractive. and there is another feature, which you can find in reading strategy. now read it and find it out what the other feature is?ss: the first para. (lead) : the main idea and most important facts. the second para.: important facts the rest: new but less important info.t: very good. this is the second feature, which is about the structure of a news article. to be more specific what can we find in para 1?s5: who, what, when, where, why, how.t: now please complete the following sentence using the information._(who)_ who _(what)_(when)_, _(where)_might have been taken by_, which received great interest_(why)_.s6: .step 3 while-reading(aims: active reading is encouraged by putting students in the role of being detectives. with some tips given, students are asked not only to find some detailed information but also draw some conclusions from it, aiming to fully motive them to read efficiently and think carefully.) t: now lets skim and scan para. 2-9. while you are reading, try to be a detective and pay attention to the people mentioned, information they provided and conclusions that we can draw.tips: 1. number the paragraphs.2. circle the names of people mentioned.3. underline some key information.4. think about what conclusions you can draw.(students read the rest of the passage and look for important information.)para 2t: first tell me who are mentioned in the story?s7: friends, witnesses, kelly.t: what did they see respectively ?s8: .went to play baseball,. walked towards his house, . returned homet: when did all these happen?s9: at 8 pm; 10:45 pm; about 11 pmt: what conclusion can we draw from this information? you can discuss with your partner, if necessary.s10: justin did return home.t: thats right.para3-6 t: well, in fact, kelly knew a lot more than that. can you use the following key words to describe what she saw and heard? key words: hear sb. do; be woken up; see.flying.; standing inside were.; hear sb. do; disappears11: .t: what conclusion can we draw from this information? ss: justin might have been taken by aliens.para 7t: what did kelly do after seeing and hearing all these? did she go back to sleep?ss: no. she went to her mother.t: what did her parents do? try to use the following words to answer my question.assume that, send . back to bed, become worried, when.(not show up).s12: t: what conclusion can we draw from this information? s13: justin went missing.para 8t: actually, it is not the first time for this kind of thing to happen. who did it once happen to? ss: mavis wood.t: what was her experience like? find the missing word and complete the sentences.s14:the aliens also took her aboard the ufo so as to do research on her. luckily, they returned her home with no injuries.the whole experience was terrible!para 9t: now the police are looking into the case. what is detective petersons attitude towards this case?s15: when asked, the detective said that people sometimes made up amazing stories and there was no hard evidence of aliens taking justin away. while the police have not dismissed the idea, they are looking into other possibilities as well.step 4 post-reading (aims : to help students consolidate what they have learned, some tasks are prepared for them. using some good words and expressions are the focus of this part. they have to memorize them and then apply them in interview which is fun for them. meanwhile an oral presentation checklist is presented so as to help students to perform better and be able to evaluate others performance.)(assessment 1 ) clozejustin foster went _1_ last friday in dover, new hampshire. his friends said justin went home. _2_ also said they saw him walking home. his sister, kelly saw lots of strange-looking _3_ in a spaceship and heard justin _4_ before the ufo disappeared. she was sure the _5_ took him. justin didnt _6_ at the family lunch the next day. police were _7_ other possibilities, and tried to find some _8_ evidence. (assessment 2 ) make up an interviewmake up an interview among a journalist from china daily, detective, kelly and mrs. mavis wood. oral presentation checklist 1. fluency 2. facial expressions 3. eye contact 4. a clear and loud voicesample:j: last night. kelly, can you .?k: hear sb. put on , see.flying, standing inside were.; frightened, .j: did you tell your mum about it? k: wake.up, assume, show up, .j: mrs. mavis wood, .m: aboard; do research on ; .j: detective, what do you think of the case?d: make up, no hard evidence, dismiss, .j: thank you, detective. by now, the police .and well continue to give our concern to this case. step 5 discussion :(as an extension and revision of the class, three questions are designed for the students to discuss.)1.suppose justine suddenly returned home, can you make your wild guess what could have happened to him?2. if you are going to write a news article about it, what would be the title?3. how to read a newspaper article?step 6 homework:write the first paragraph of a news article about the return of the missing boy.【comments from colleagues】1. overall affirmation of the classcolleagues all gave positive comments on the teachers overall qualities, teaching interaction, the design and the effectiveness of the class, and the students performance as well. with a natural and vital atmosphere built in class, students can fully participate in the activities, which contributed to their good performance.2. highlights of the classl emphasis on the application of reading killsit is self-evident that reading skills are quiet important in students reading. since the passage is a news article, introducing the students its features and how to read it is a must. and in class, the reading strategy introduced first is applied to their reading, which obviously ensures the students reading efficiency. also before students start to read, some hints are provided. in this way, students are very clear about what to read and how to read it. while they are reading, different approaches are used to check their comprehension of each part, which keeps students from feeling bored.l various activitiesto arouse students interest and consolidate what theyve learnt, based on the features of this passage, a variety of activities are designed for students including an interview (group work) and putting an end to the story (pair work). the former one requires students to make up an interview covering some important information from the article with the help of some key words provided. this not only helps them to review the details, but also makes them focus on vocabulary. the latter one provides students with more space to imagine and a chance to integrate what theyve learnt. and more importantly, it is a great fun for them. l evaluation diversitystudents performance evaluations are conducted in the forms of teacher-student evaluation and student student evaluation. in the class, the teacher comments on students performance and correct their mistakes when necessary. and it would be better to give as specific comment as possible, for example: everything covered; clear and loud; almost correct but there is something you need to.; right to the point. while in student-student evaluation, to help students complete the task better and comment on others performance, an oral presentation checklist is presented as a standard which not only can guide students in how to make a good interview, but also give them the chance to judge others. this actually plays an important part in students development of cognition structure.3. some suggestions in the part of interview making, a lot of words provided mean too much control which may restrict students freedom. and when a student is not prepared for an answer to a question, the teacher should give him or her enough time to think. dont hurry to give the answer at once.【reflections】 after giving this lesson, ive realized the good effects that situational teaching, task-based teaching, and student-centered approach have on an english class. the setting of a real situation can attract students attention and stimulate students interest. as a result, students can practice in an authentic situation so as to effectively promote their ability of comprehension and language using. in the process of reading, students are asked to read for details and use the information to deduce some conclusions as detectives. from students reaction i can see that their interest is stimulated in a certain extent and their reasoning is promoted at the same time. another example is a television interview which is designed to let the students use the information and vocabulary by making up a dialogue. although the activity is not new to them but their enthusiasm for this task is obviously high. at the end of the class, students are asked to put an end to the story and encouraged to use their imagination to full play. one student gives three versions, which shows that the activity has reached its expected results. and all these are good proof for the good effect of situational teaching.student-centered approach is now widely accepted and used. in this class, i try to give students as many chances to speak as possible by using q & a, retelling, interv