高中英语-Unit 4 Making the news教学设计学情分析教材分析课后反思

教学设计本节课教学的整体思路是激趣导入——快速阅读——形成篇章——细节阅读——总结拓展——情感提升在Warming-up中，首先，利用图片展示，让学生们找到获取消息的途径，从而引发学生对新闻制作的兴趣，也可以进一步拓展他们的词汇量。然后，教师引导学生列举制作新闻中不同的工作，像journalist,editor,designer,printer,painter,photographer…并利用图片、视频形象展示。这一环节的设计主要是利用直观形象的方法将学生轻轻松松带入课堂。1.SupposeyouweretobeajournalistforChinaDaily,doyouknowwhatkindofjobstheyhaveandhowanewspaperismade?2.Ifyouwanttobeajournalist,whatqualitiesdoyouthinkagoodnewsreporterneedstohave?在阅读过程中，先让学生快速默读，通过浏览标题、课文第一段和ZhouYang提出的七个问题将课文分成3部分，归纳文章的主旨大意，指导学生阅读技巧。FastReading:1.Fromthetitle,weknowthepassagewaswrittenbya_______________abouthis____________assignmentwhichwas___________.2.Fromthefirstparagraph,wecanknowthatthepassageismainlyaboutthediscussionbetween________andhisnewboss,whichwastostronglyinfluencehislifeasa__________.3.UnderlinethequestionsbroughtupbyZhouYangandthendividetheminto3parts:Section1(L3---L__________)Howto________________(Question__---Question_____)Section2(L_______---L_______)Howtogetan_____________story(Question__---Question_____)Section3(L_______---L_______)Howto__________astory_____accusation(Question__---Question_____)第二步，细读。要求学生带着问题大声朗读课文，完成学案的相关题目。学生完成后，将答案写到黑板上展示。在核对答案过程中，要求学生朗读section2的相关句子，注意里面的重点短语，并更正section3的错误。CarefulReading:Section1:1. Whencananewjournalistgooutonastory?2. Whatdoesheneedtotakewithhim?3. Whowillassisthim?Section2:Whatdoesajournalistneedtorememberwhengoingtocoverastory?1）Heneedstobe_____________.2)Agoodjournalistmusthavea“_________”forastorytotellifsomeoneistellingthetruth.3)Hehastolistentothe__________factsandpreparethenextquestion.4)Ifnecessary,hecanusea___________togetthefactsstraightandhavetheevidencetosupporthisstory.Section3:TrueorFalse()1.HuXineverhadacasewheresomebodyaccusedhisreportersofgettingthewrongendofthestick.()2.Thefootballerwasaccusedbecausehelostthegame.()3.Thefootballeradmittedintheinterviewthathehadtakensomemoneyfromtheman.()4.Thereportersdidn’tfindoutthetruthfromthefootballer’swords.然后，归纳拓展。教师提供重点词汇、句型，让学生小组内相互展示，然后小组分段展示，争取让每一个学生都动起来，参与其中。StepIII.ChallengeYourself:Makeasummaryaccordingtothesentences1.Toanewreporter,hisfirstjobwillbe…Hecan’t…untilheismore….Itisunnecessarytotake..…because……2.Whengoingouttocoverastory,heshouldbe……andhave…….What’smore,hemustuse……Inaddition,heshouldkeepalistofdosanddon’tsinmind.Don’t…,don’t…don’t…but…3.Atlast,listeningisimportantbecauseyouhaveto….Meanwhile,youhaveto……Iftheintervieweeagrees,youcan….It’susefulif….becauseyouhave…..最后，情感提升。教师给予2个话题，让学生同桌间做采访，过一把记者瘾。StepIV.AnInterviewReporter:Youcanask4~5questionsInterviewee:TryyourbesttoanswerallquestionsTopic1:awomanwhohasreceivedthe2015NobelPrizeinphysiologyormedicineandbecomeoneofthe2015movedChinesecharactersTopic2:atopscorer(高考状元）inthe2011CollegeEntranceExamination作业布置与所学课文密切相关，缩写课文，回扣本节课所学知识。StepV.Homework1.Writeashortpassageafterclass.2.Trytogetmoreinformationabouttheprocessofmakinganewspaper.学情分析教学对象是高二年级的学生，经过高中一年的语言学习，初步掌握了阅读文章的方法，已基本养成捕捉关键词、概括主题、总结归纳整理的良好习惯，也具有一定的分析、概括能力，自主、自立、自学的意识逐渐增强，学生的英语基础知识和基本技能处在一个逐步上升阶段。加之，由于借班上课，导致老师与学生并不熟悉。因此，调动学生的学习兴趣，并引导学生进行扎实有效的学习是课堂教学的关键。

效果分析在授课过程中，通过图片展示激发了学生学习的兴趣；通过头脑风暴让学生了解了新闻人的优秀品质。学生也在学习过程中通过自主学习掌握了阅读技能，通过合作学习、自我展示不断体验成功的喜悦，发挥了主观能动性，从而也调动了学生学习英语的积极性。教材分析单元背景分析人们的生活离不开新闻，每天我们可以通过电视，报纸，杂志或者网络来获得新闻。知道新闻是一件很简单的事，但是制作新闻是一件不容易的事。通过本单元的学习，我们可以获知作为一个新闻工作者应该具备那些素质以及新闻采访的基本程序等。本单元的语言技能和语言知识主要围绕“新闻”这一中心话题进行设计。

二、教材内容分析

本课时是高二必修5Unit4Making

the

news里的Warming

Up、Pre-reading和Reading，出自人民教育出版社出版的高中英语学生用书。本部分内容从26页到28页。本课时主要分为两大部分：1）warming

up

(热身)部分通过讨论来引出报纸工作人员的工作类别和所负的责任。2）Pre-reading

(读前)部分通过一个问题“What

are

a

good

journalist

needs

to

have?”来引导学生去考虑一个优秀的记者应该具备的素质，然后通过说一个“假设”为下一部分的学习做好准备。

3）Reading是一篇以My

FirstWorkAssignment“Unforgettable”，saysnewjournalist为题的阅读材料。本课是一篇对话体记叙文，通过ZhouYang，一名ChinaDaily的新员工和他的上司HuXin,一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。本篇课文是不但训练学生的阅读能力，理解文章整体篇章结构的能力，也培养学生综合运用语言的能力。通过学生阅读文章，深刻理解记者这一行业所必需的品质。Book5Unit4Makingthenews阅读学案编写：教师寄语：Therearenosecretstosuccess.Itistheresultofpreparation,hardworkandlearningfromfailure.LearningAims:1.ToknowaboutZhouYang’sfirstworkassignmentandgetthemainideaofeachsection;2.Toretellthepassage;3.Tomakeupaninterview.StepI:Warming-up1.SupposeyouweretobeajournalistforChinaDaily,doyouknowwhatkindofjobstheyhaveandhowanewspaperismade?____________________________________________________________________2.Ifyouwanttobeajournalist,whatqualitiesdoyouthinkagoodnewsreporterneedstohave?____________________________________________________________________StepII:ReadingFastReading:1.Fromthetitle,weknowthepassagewaswrittenbya_______________abouthis____________assignmentwhichwas___________.2.Fromthefirstparagraph,wecanknowthatthepassageismainlyaboutthediscussionbetween________andhisnewboss,whichwastostronglyinfluencehislifeasa__________.3.UnderlinethequestionsbroughtupbyZhouYangandthendividetheminto3parts:Section1(L3---L__________)Howto________________(Question__---Question_____)Section2(L_______---L_______)Howtogetan_____________story(Question__---Question_____)Section3(L_______---L_______)Howto__________astory_____accusation(Question__---Question_____)CarefulReading:Section1:1. Whencananewjournalistgooutonastory?____________________________________________________________________2. Whatdoesheneedtotakewithhim?____________________________________________________________________3. Whowillassisthim?____________________________________________________________________Section2:Whatdoesajournalistneedtorememberwhengoingtocoverastory?1）Heneedstobe_____________.2)Agoodjournalistmusthavea“_________”forastorytotellifsomeoneistellingthetruth.3)Hehastolistentothe__________factsandpreparethenextquestion.4)Ifnecessary,hecanusea___________togetthefactsstraightandhavetheevidencetosupporthisstory.Section3:TrueorFalse()1.HuXineverhadacasewheresomebodyaccusedhisreportersofgettingthewrongendofthestick.()2.Thefootballerwasaccusedbecausehelostthegame.()3.Thefootballeradmittedintheinterviewthathehadtakensomemoneyfromtheman.()4.Thereportersdidn’tfindoutthetruthfromthefootballer’swords.StepIII.ChallengeYourself:Makeasummaryaccordingtothesentences1.Toanewreporter,hisfirstjobwillbe…Hecan’t…untilheismore….Itisunnecessarytotake..…because……2.Whengoingouttocoverastory,heshouldbe……andhave…….What’smore,hemustuse……Inaddition,heshouldkeepalistofdosanddon’tsinmind.Don’t…,don’t…don’t…but…3.Atlast,listeningisimportantbecauseyouhaveto….Meanwhile,youhaveto……Iftheintervieweeagrees,youcan….It’susefulif….becauseyouhave…..StepIV.AnInterviewReporter:Youcanask4~5questionsInterviewee:TryyourbesttoanswerallquestionsTopic1:awomanwhohasreceivedthe2015NobelPrizeinphysiologyormedicineandbecomeoneofthe2015movedChinesecharactersTopic2:atopscorer(高考状元）inthe2011CollegeEntranceExaminationStepV.Homework1.Writeashortpassageafterclass.2.Trytogetmoreinformationabouttheprocessofmakinganewspaper.课后反思在设计本课时，我着重引导学生从结构和意义方面读懂课文、摘记要点、深层拓展突出了让学