【正文】 speaking。 dare not lift C. did he。 practicing. Teaching aids 教具準備 A puter and a projector. Teaching procedures ＆ ways 教學過程與方式 Step Ⅰ Revision T: Good morning / afternoon, class. Last period 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 good reporter needs to have. Who’d like to try? S: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, wellanized and patient. T: Excellent! Then how can a good reporter get an accurate story? S: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research. T: Great! How can a good reporter protect a story from accusation? S: Use a small recorder during the interview to make sure of getting all the facts straight. T: Wonderful! Step Ⅱ Discovering useful words and expressions T: In the reading passage several expressions are used in an idiomatic way. The idiomatic meaning for each of the expressions has been given in Exercise 1 on page 28. Please find these expressions and fill in the chart. Allow the students a few minutes to finish the task. Then check the answers. T: There are some other useful words and expressions in the reading passage. Look at Exercise 2 on pages 28. Complete Sentence B using a word or a phrase which has the opposite meaning to the word underlined in Sentence A. You are given a few minutes to do it then we’ll check the answers. Allow the students a few minutes to finish the task. Then check the answers. T: In the reading there are some adjectives that e from nouns. please form them by adding al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers. Step III Summary and Homework T: In this period we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today: 1. Review the words and expressions for this unit. 2. Preview Discovering useful structures. The Third Period Grammar Teaching goals 教學目標 第 9 頁 共 21 頁 1. Target language 目標語言 重點句式 (P29) Only after ... did sb ... Only by doing ... could sb ... Not only did ... Seldom have I ... 2. Ability goals 能力目標 Enable the students to use inverted sentences correctly. 3. Learning ability goals 學能目標 Help the students learn how to use Inversion correctly. Teaching important points 教學重點 Help the students use Inversion correctly. Teaching difficult points 教學難點 Guide the students to summarize the usage of Inversion. Teaching methods 教學方法 Taskbased learning。 將 Workbook中的 SPEAKING TASK及 WRITING TASK整合成一節(jié) “寫作課 ”。首先通過閱讀 GETTING THE “SCOOP”一文，介紹 “新聞 ”寫作的步驟和見報前的有關(guān)程序，并討論文中這位 “影星 ”可能說了什么謊話，在閱讀和討論的基礎(chǔ)上寫出一條有關(guān)某 “影星 ”的獨家新聞；然后要求學生聽一段對籃球明星姚明的采訪錄音，做聽力練習；最后要求學生通過兩人對話復(fù)習鞏固 有關(guān)交際功能 “約會 ”的用語。語言技能和語言知識主要圍繞 “新聞 ”這一中心話題進行設(shè)計。 Ex. 1要求學生根據(jù)要求，閱讀文章，獲取所需信息； Ex. 2要求學生把閱讀部分分成三個小節(jié)，并說明每小節(jié)的要點； Ex. 3通過形容詞歸類進一步引導(dǎo)學生思考 一個優(yōu)秀的文字記者和攝影記者應(yīng)該具備的素質(zhì)。 將 Learning about Language中的 Discovering structures 與 Workbook中的USING STRUCTURES整合在一起，上一節(jié) “語法課 ”。 but on the other hand, I would feel a little nervous. Anyway, I was a green hand and I wasn’t sure about my capability of doing the work. T: Don’t worry! Anyone has his or her first day at work. Just relax! I think as long as you are well prepared, you’ll do fine. S: Thank you. Step Ⅳ Reading Get the students to do fast reading. T: All right. In this period we are going to learn about a new reporter Zhou Yang who is on his first day of working at the office of a popular English newspaper. Please go through the whole passage as fast as you can and try to find answers to the following three questions. 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? A couple of minutes later check the answers with the whole class. T: OK. Let’s check the answers. Question 1. Any volunteers? S: I’ll try. The answer is No, not until he was more experienced because there was a lot for him to learn and he must work in a team. T: Correct. The next one, please. S: He must avoid being rude and talking too much himself. T: You got it. Question 3? S: He felt excited and eager to go out on a story. S: He is curious, too. T: Smart conclusion. Step Ⅴ Comprehending Get the students to carry out the tasks in this part. Task 1 Reading for details and discussion T: Now there are some more tasks for you. Please read the instructions of Exercise 1 on page 27 and then discuss Zhou Yang’s notes. After that, please plete the chart. I will give you three minutes. Three minutes later, check the answers. Task 2 Reading for main idea T: All right. Now Li Lihong would like you to help her readers understand the duties of a reporter. Read the passage again and divide it into three sections, each of which looks at one duty of a reporter. Then write down the main idea of each section. I will give you two minutes. Two minutes later, check the answers. T: Well done! Now what does the whole passage tell us? What’s the main idea of the passage? 第 7 頁 共 21 頁 S: The passage tells us about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. T: Very good. You’ve got it. Task 3 Discussion Let the students work in pairs to discuss which adjectives in the box on page 27 can be used to best describe what is required for a reporter and a photographer respectively. T: Now please turn to page 27 and look at the adjectives in the box. Please work in pairs to discuss which of them best describe what is required for a reporter and a photographer. Then plete the chart. Five minutes