2012.10 听过的几节课：

  其中有顾校长和季仲平校长的课，不愧是特级教师候选人。都是大师级别的课。

 

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偶获当时评课现场照片，记得当时特级教师张淳老师在评课，印象深刻。

 

1.

Module 2 Unit 1 Reading I

Gu xiao Jing

 

Teaching objectives:

       1.    To help students read and understand a newspaper article about a missing boy.

2.    To develop students’ reading skills such as skimming, scanning, understanding the gist, understanding the major details and analyzing the writing style.

3.    To develop students’ reading strategy for reading a newspaper article.

4.    To develop students’ team spirit and communication skills in group work.

Teaching aids: computer, projector

Teaching procedures:

Step 1     Leading in

              Questions:      (1)   Do you often read newspapers?

(2)   How do you read a newspaper article to get a quick and general idea of what it is saying?

(By reading the title or subtitles, pictures and captions, if any.)

 

Step 2     Predicting

1.    Have students read the title and find out the features of the title of a newspaper article.

                     Question:        What words have been left out in the title?

(Boy missing, police puzzled→A boy is missing, and the police are puzzled.)

Conclusion:    The title of a newspaper article is usually incomplete, attractive, exact and direct. It tells readers about the main event described in the article.

2.    Have students read the pictures and captions and answer the following questions.

                     Questions:      (1) What’s the boy’s name?

(Justin Foster.)

                                          (2)   Who can have taken the boy away?

(A UFO.)

                                          (3)   Where can the boy have been taken away from?

                                                 (Perhaps from his bedroom.)

              3.    Have students predict what the article is mainly about.

                     Question:       What do you suppose this newspaper article will mainly tell you?

 

Step 3     Reading for gist

1.    Have students read quickly through the article to find out the main idea of the article.

Question:        What is the article mainly about?

              2.    Have students read the article again and answer the following questions:

Questions:      (1)   How old is Justin?

(2)   When and where did Justin go missing?

(3)   When was Justin last seen?

(4)   Who is supposed to have taken Justin away?

(5)   Who is in charge of the case?

3.    Have students fill in the blanks to get a clearer idea of the gist.

Justin Foster, aged (1) fifteen, went missing (2) three days ago in (3)Dover, New Hampshire. He was last seen (4) Friday night. (5) Aliens are supposed to have taken him away. Now (6) Detective Sam Peterson is in charge of the case.

              4.    Have students think about which paragraph gives the gist and the most important facts.

Question:        Which paragraph tells us what happened, who, when, and where?

                                          (The first paragraph.)

      

Step 4     Reading for important details

1.    Draw students’ attention to what happened before and when Justin disappeared according to the witnesses. Have them fill in the blanks with proper details.

 

 

2.    Draw students’ attention to what Kelly saw and heard that night and what other people said after Justin disappeared. Have them try to tell whether the following statements are true or false.

(1)   Kelly realized that she was woken up by the bright light of the full moon.        (False)

(2)   Kelly saw many strange creatures getting out of a large spaceship.                   (False)

(3)   The creatures with black skin and large white eyes looked frightening.            (False)

(4)   Kelly told Mr Foster that aliens took Justin but he didn't believe her.               (False)

(5)   Mr Foster called the police around lunchtime on Saturday.                                    (True)

(6)   Mrs Mayis Wood said she was returned home by aliens without being injured.        (True)

              3.    Have students find out what Detective Sam Peterson thinks about the evidence.

                     Questions:      (1)   What does Detective Sam Peterson think about the evidence?

(2)   What does the word “hard” mean in the sentence “There is no hard evidence that aliens took him.”? (D)

A. Causing unhappiness               B. Requiring great effort

C. Difficult to understand             D. True and convincing

(3)   What does the word “while” mean in the sentence “So, while we have not dismissed the idea, we are looking into other possibilities as well.”? (C)

A. But            B. When              C. Although          D. As long as        

 

Step 5     Analyzing writing style

              Have students think about the tone of the article.

              Question:        What does the author think about the incident? (D)

                                   A.    The author believes aliens took Austin away.

                                   B.    He doesn't think aliens took Austin away.

                                   C.   He isn't sure whether aliens took Austin away.

                                   D.   The author's view is unknown.

Conclusion:    The tone of this newspaper article is objective.

 

Step 6     Developing reading strategy

              1.    Have students read the Reading Strategy and answer the following questions:

Questions:      (1)   Which paragraph gives the main idea?

(The first paragraph, or the lead.)

(2)   What information does the second paragraph give?

(It gives the important facts that are not included in the lead.)

(3)     What does the rest of the story introduce？

(New but less important background information.)

2.         Present the inverted pyramid structure of a newspaper article.

 

Step 7     Building integrated skills

Have students make up an interview in groups of four and then make a presentation. Get them to work in different roles and provide them with some supportive sentences for reference.

              1. Roles:         Member A: a reporter from Dover TV Station

                                   Member B: Kelly

                                   Member C: Mrs Foster

                                   Member D: Detective Sam Peterson

              2. Supportive sentences to help organize the interview:

l  A fifteen-year-old boy named Justin Foster strangely disappeared Friday night. To find out what happened, we’ve invited … to our program today. This is … Welcome to the program. …

l  Kelly, did you hear your brother return home that night? …

l  Mrs Foster, how did you feel when Kelly told you what she saw? …

l  Mr Peterson, is there any possibility that Justin was taken by aliens? …

l  Thanks for coming to the program. Hopefully, Justin will come back to us soon. …

      

Step 8     Summarizing

1.    Make a summary of the lesson.

Today we read a newspaper article about the strange disappearance of a boy named Justin Foster, who is supposed to have been taken away by aliens. Keep in mind how we shall read a newspaper article, especially where we can find its main idea. Besides, pay attention to the characteristics of its title and tone. Last but not least, do think about what we ourselves would do if one of our friends disappeared some day mysteriously. Never forget to lend a helping hand. Hopefully, Justin will come back to his family soon.

2.    Assign homework.

(1)   Do Parts A1 and A2 on Page 86 in the Workbook.

(2)   Do Parts A and B on Pages 90—91 in the Workbook.

 

Module 2 Unit 1 Reading I

JI ZHONG PING 

Objectives:

l  Ss learn how to read a news story: reading for the gist and for details.

l  Ss learn to make inferences and to comment on what they read.

l  Ss learn to discuss the topic by using the language learnt in this class.

 

Procedures:

I. Warming up

Self-introduction; getting to know some ss. Getting ss in the topic. Stating goals

 

II. Reading for the gist

1. introduction of strategy of reading a news story

2. title analysis

3. analysis of Para. 1

 

III. Reading for details

1. analysis of Para. 2

2. analysis of Para. 3 – Para. 8

3. analysis of Para. 9

 

IV. Making inferences

1. Text: I went to bed, and was woken up around midnight by a bright light outside the window.

Inference: ________________________________________________________.

2. Text: I pulled back the curtains and saw a large spaceship flying outside.

Inference: ________________________________________________________.

3. Text: There was a flash of light and I heard Justin shout, and then the UFO just disappeared. I haven’t seen Justin since. I’m sure the aliens took him.

Inference: ________________________________________________________.

4. Text: Kelly ran and woke up her mother. However, since Mrs. Foster thought that Justin was spending the night with a friend, she assumed that Kelly was having a bad dream, and sent her back to bed.

Inference: ________________________________________________________.

5. Text: It happened to me! The aliens took me aboard the UFO so that they could do research on me. Luckily, they returned me home without any injuries. The whole experience was terrible! …

Inference: ________________________________________________________.

6. What do you think of Mrs. Foster?

Inference: ________________________________________________________

7. What do you think of Sam Peterson?

Inference: ________________________________________________________

8. What do you think of Justin Foster?

Inference: ________________________________________________________

V. Discussion

1. Press conference practice.

2. Discussion

 

VI. Assignment

  Writing on Bb

 

Boy missing, police puzzled

 

 

Boy missing, police puzzled   gist                    curious predict                  hopeless inference                mysterious objective press conference

 

              

 

              JinSha Middle School of TongZhou District     JiZhongping

 

 

 

 

 

 

Module 2 Unit 1 Reading I

Gu yinyin

Teaching Aims:

Knowledge aims:

1. To enable students to read a newspaper article efficiently.

2. To enable students to master the key words, phrases, and sentence patterns.

Ability aims:

1. To train students’ autonomous learning ability, cooperative learning ability, and investigative learning ability.

2. To enhance students’ reading strategies, such as skimming, scanning, summarizing and making predictions.

Emotional aims:

1. To cultivate students’ spirit of team work by participating in groups of discussion

2. By discussion, cultivate students’ awareness of treating Aids patients equally.

Teaching Methods:

Task—based teaching methods; communicative teaching method and CAI.

Teaching emphasis and difficulties:

1. To train students reading skills, such as skimming, scanning, making predictions and draw inferences.

2. To enable students to use some mastery words, phrases and sentence patterns.

Teaching Aids: a computer, a blackboard, and some chalk

Teaching procedures:

Step 1: Lead- in

Present students with some newspaper articles and get them to answer one question: How do you select your favorite articles? 

The aim is to associate students’ acquired reading habits with the reading strategy they are about to learn.

Step 2: Before-reading

Predict the contents of the text according to the title and the captions of the pictures.

Boy missing, police puzzled--- A boy is missing and the police are puzzled

1.       From the title what information can we get?

2.       Can you predict what the news story will talk about?

This step is intended to cultivate students’ skill of making predictions.

Step 3: While-reading

Activity 1: scanning

Ask students to read the text quickly and finish the following tasks:

1. What is the article about?

2. Who is missing?

3. Do the police know what happened to Justin?

This step is designed to train students’ reading strategy—scanning, and the process lays a solid foundation for later comprehension.

Activity 2: reading strategy

Students are asked to read the reading strategy on page 3, and get the format of a newspaper article.

The aim of the activity is to get students understand the format of a newspaper article, which serves as a guidance to the understanding of the text.

Activity 3: skimming

Read the newspaper article quickly and talk about the structure of the article. In this activity, students get a chance to use the strategy they have just learnt.

The structure of the article:

Main idea                 para. 1

Supporting details           paras.2-7

Background information      paras.8-9

Activity 4: Careful reading

For Para1:

1. Read the lead (para.1) carefully and find out the following information:

Who:

What:

When:

Where:

Why:

2. Summarize the main idea.

    This activity is designed to train students ability to read for detailed information and develop the skill of summarizing.

For Paras2-7: Blank-filling exercise

Ask students read the part carefully and finish the exercises on page 4.

The purpose of the activity is enable students have a good understanding of Justin’s disappearance and learn to read between lines.

For Paras 8-9: Multiple choice

1. Why did Mavis Wood believe Justin was taken away by aliens?

   A. They could do research on human beings.

   B. They are interested in human beings.

   C. She had the similar experience.

   D. She got scared when she heard a plane fly over. 

2. From the last paragraph we can know that ______.

    A. the police have given up looking into the case

    B. the police didn't believe what Kelly and other people said at all

    C. the police will also try to find out some other possibilities

    D. the police have found out that someone made up the story of Justin’s missing

The purpose of the step is to enable students to think deeply and learn to find out as much information as possible in the text.

Conclusion: Task-based reading

 

 

Time &             Place	Last (1)_______ night in Dover, New Hampshire
Main character	A 15-year-old student called Justin Foster
Event	Justin went missing suddenly and the police were (2)________ about it.
The opinions of (3) __________	*His two friends said Justin went home after the (4)______ that night. *Kelly heard Justin (5)______ home at about 11pm and put on his favorite CD. *Kelly saw a large (6)__________ move around Justin’s bedroom and heard Justin (7)______. *Kelly was sure that it was the (8)_______ who took Justin.
The opinion of the police	*The police have not dismissed the (9)__________ that Justin was taken by aliens and are working on the case. *They won’t (10)_____ up until they find out the truth.

 

Step 4: After-reading

Get the student review the structure of a newspaper article and conclude the reading skills for newspaper articles.

For general ideas, read the title and the first one or two paragraphs.

For details, read the rest of the article.

Step 5: Group work

1.       Watch a video clip about the experience of a woman who had been taken away by aliens by later returned.

2.       Justin returned and held a press conference. Suppose you were reporters from different media, you would interview Justin to solve the puzzlement.

Step 6: Homework

1. Write a news story according to the interview with Justin.

2. Finish the exercises on page 91 in your textbook.

 

 

 

 

Module 2 Unit 1 Tales of the unexplained

Reading Boy missing, police puzzled

Jing wenxia

 

教学设计表
章节名称			M2 Unit1 Reading(1) Boy missing, police puzzled				计划学时		1
教案背景以及教学内容分析			第一，体裁:它是一篇新闻报道，所以指导学生了解该类文章的特点并掌握其阅读策略就显得相当重要。 第二，内容:它报道的是一个男孩神秘失踪的事件，其失踪原因可能与外星人有关，因此在教学中让学生了解这些人类未知的事情并展开讨论和活动会激发学生的想象力和探索精神。 第三，结构:文章段落清晰，具有新闻报道典型的写作顺序和特点，所以在教学过程中应引导学生体会并借鉴这种典型结构，为学生将来的写作打下基础。
学习者分析			这堂课的教学对象是高一年级学生，英语基本功不够扎实，而且对英语学习的兴趣不是很浓，因此调动学生的学习兴趣，并引导学生掌握一些阅读策略是课堂的关键。另外，他们虽然已经掌握了一定的词汇量，但是还不是很多，所以有的单词对他们来说还是生词，这需要我们去扫清词汇障碍，但同时又要着重培养学生的理解能力和用英语描述行动的能力。
教学目标			课程标准：提高学生的听、说、读、写能力以及思维能力，培养他们英语应用能力。
			知识与技能： 1. To enable students to understand the passage better. 2. To develop students’ reading and thinking ability. 3. To help students to learn how to read and write a news article.
			过程与方法：遵循学生阅读认知规律循序渐进；运用Pair work, group work, cooperation, discussion and task-based approaches.
			情感、态度与价值观：激发学生的兴趣，培养探索精神。
教学重点及解决措施			Help students to learn how to read a news article by teaching them the reading strategies.
教学难点及解决措施			Help students to gain an overall understanding of the article. Individual, pair or group work and topic discussions.
教学设计思路			此教学设计的思路是遵循学习认知规律，运用现代教学技术，以电脑多媒体辅助教学为基本的教学手段，创设生动有趣的语言教学情景，在尊重学生个性发展,面向全体学生基础上，唤醒学生的主体意识， 培养他们的听、说、读、写能力，思维能力和判断能力；同时培养他们的合作能力。
教学过程
教学环节		教学内容		时间	教师活动	学生活动		设计意图
Step1. Lead-in		Video		2’	Show a video	Talk about the Video		To arouse students’ interest
Step2. Pre-reading		Prediction and reading strategy		7’	Guiding and monitoring	Think and answer		To get the method
Step3. Careful -reading and reading comprehension		The news article		30’	Guiding and instructing	Read, think, answer, group work and present		To get some details and understand further
Step4. Post-reading		Further discussion		5’	Organizing and helping	Practice and think		To consolidate
Step5. Assignment		Write en ending		1’	Instructing	Individual work		To promote
课 堂 教 学 流 程 图	Step1. Lead-in Step 5. Assignment: Write an ending. Predict the content   Step3. Careful -reading   Detailed information   Reading comprehension Reading strategy   Step2. Pre-reading and Predicting Structure   Interview Step4. Post reading Further discussion

 

 

 

 

 

 

M2 Unit1 Reading

Boy missing, police puzzled

The analysis of the reading material:

The reading text is a news article about a boy, whose disappearance was thought to be connected with a UFO. Though a lot of effort has been made to investigate the case, it still remains a mystery.

   The reading strategy of this unit enables students to become familiar with typical writing features in news articles and acquaint themselves with effective ways of reading those articles.

Teaching objectives:

1. Read a news story about a missing boy.

2. Master effective ways of reading news articles and learn typical writing features of news articles.

3. Improve the abilities to listen, speak, read and write.

Teaching focus and difficult points:

1. Help students to learn how to read a news article.

2. Help the students improve their reading ability and understand the passage better.

Teaching methods:

1.      Pair work  2. Group work  3.Cooperation  4.Discussion

Teaching aids: Multimedia

Teaching procedures:

Step1 Lead-in                                            

Show students a video about UFO. Ask students to guess what that object may be.

A toy? A lamp? A satellite? Can’ t tell? That’ s why it is called a UFO!

Step2 Pre-reading

1. Ask Ss to describe the pictures before reading.

2. Raise the question:

According to these pictures, can you guess what the story is about?

3. Talk about the title.

 Ask students to answer:

 According to the title, where is the passage probably taken from?

4. Reading strategy

 Ask students to grasp the strategy.

Step3 Careful reading

A. The structure of the passage

 Try to analyze the structure of the news article according to the reading strategy.

B. Detailed reading

 Deal with the article in detail.

 Para. 1: Answer who, what, when, where.

 Paras 2- 9: 1) What happened to Justin?

          2) Finish the task based- reading according to this part.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

   (Keys: 1. hearing  2. woken       3. light          4. spaceship  5. creatures

 6. terrible    7. research    8. injured      9. believe      10. worried

3) Tick the true statements about the police:

       1. Detective Sam Peterson are responsible for the case.

       2. The police think it impossible that the boy was taken away by aliens                 because people like to make up stories.

       3. The police don’ t rule out the possibility that the UFO took Justin.

       4. The police will continue to look into the case.

   (Keys: 134)

 C. Interview

  Work in groups of 4. One acts as Smith. The others choose 3 out of the 5 persons:     Mr Foster, Mrs Foster, Kelly, Mrs Mavis Wood and the detective.

  Introduce what the reporter Aaron Smith should say:

   Beginning: A brief introduction to the incident.

   Ending: Conclusion

   This is BBC news, and I’m Aaron Smith. Thanks for watching.

  Give students 3 minutes to prepare and then make presentations.

 D. Reading comprehension

  Do some further exercises.

  1. The reason why people are interested in the disappearance of the child is        that________.

  A. the lost boy is only 15 years old

  B. the police advise them to do so

  C. the disappearance might have something to do with a UFO and aliens

  D. all of the above

  2. According to the passage, we can infer(推断) that _______.

  A. Aliens took Justin away

  B. Some people in Dover also say that they saw aliens that night

  C. The boy might go missing in his own room

  D. Mrs Foster was worried when Kelly told her about the spaceship

  3. The attitude of the police is _______.

  A. Cautious(谨慎的)                         B. Worried

  C. Indifferent(冷漠的)                      D. Optimistic(乐观的)

  4. The attitude of the author is _______.

  A. Doubtful                                       B. Worried

  C. Objective(客观的)                        D. Optimistic

  5. Which of the following can be used as the title? _______.

  A. UFO took boy?                             B. Strange thing happened in Dover

  C. Justin’ s experience                        D. Parents worried about missing boy

(Keys: CCACA)

Step4 Post reading

  Activity 1: Further discussion

  Do you believe that Justin was really taken away by the aliens?

  Ask students to share their opinions with their partner.

  Ask 2 students to report.

 Activity 2: Give a possible ending to the story.

Step 5 Assignment

1. Write an ending to the story.

2. Review the reading strategy and finish Part E on page 5--- a piece of Alien news.

Layout of the Blackboard Writing

 

Module 2 Unit 1 Tales of the unexplained              Boy missing, police puzzled