巩留县教师网络研修平台

Reading 1

Thoughts on the design:

本节课为阅读课的第一课时，主要是解决对课文内容的理解和学习有关阅读技巧。本文的体裁是新闻报道，采用新闻报告的常规要点为切入口，从title和五个“W”一个“H”这几个方面构画出新闻报道清晰的框架结构并教学生如何阅读此类文章，如何在此类文章中捕捉所需要的信息。教学方法还是通过预测、略读和寻读等常规技巧，帮助学生了解课文内容。、

After learning the passage, students will be able to know typical writing features in news articles and learn how to read a newspaper article and how to get the important information in it, thus reinforcing their reading abilities in reading this kind of material. Besides, students should be encouraged to express themselves in both written and oral English so that their language learning abilities can be enhanced.

Teaching procedures:

Step 1  Lead-in

● Warm-up questions:

1.        Do you often read newspapers? (often, seldom，usually,hardly ever andso on)

2.  How do you select the news you like to read, by taking a look at its title or by being attracted by its colorful pictures?

1.        

3.  Have you ever noticed there are differences in writing styles between newspaper articles and other kind of articles you read?

4.       Can you tell me the feature of a news title? Let’s take the passaffffge we’re going to learn as an example, the title is “Boy missing, police puzzled”, what’s special? (The title of a news story is usually incomplete, attractive, exact and direct …)

5.       Can you complete the title? (“A boy is missing, and the police are puzzled”)

6.       What information can you get from the title? (how/when/where was the boy missing?; why are the police puzzled?). Tell the students a news story will cover such details as what, when, where, who, how and why about a certain event.—PPT5

[设计说明]

通过问题的提出让学生对要学的文体特点先有个粗略的了解，同时希望能激发学生对马上要学的内容的兴趣。学会如何阅读

● Pair work: —PPT6

Now look at the pictures from our reading text and connect them with the topic “Boy missing, police puzzled”. Use your imagination and guess what happened in the story according to the information we get from the topic and the pictures. Work with your partner and then share your story with the rest of the class.

[设计说明]

鼓励学生发挥想象力，激发学生对要学内容的兴趣。

● Summary:

I’m sure you definitely want to know what really happened in the news story to check your imagination, but before reading the story, I should tell you how a news story is organized so that you may catch the important information in it more easily.

Step 2  Reading strategy: (PPT7-9)

Learn the structure of a news story and teach the reading skills of news stories.

1. The structure of a news story

● the title: to give a general idea of the news

● the first paragraph: to give the main topic and the most important facts like who, what,when，where、why and how about the event

● the second paragraph: to give more important facts

● the following paragraphs: to give detailed but less important background information

2.       The reading skills of news stories

● For general ideas, read the topic if any and the first one or two paragraphs; for details, read the rest of the story.

[设计说明]

在学习课文内容之前先教阅读策略与技巧，然后鼓励学生运用刚才学习的技巧去阅读，方便教师了解学生对该技巧的掌握情况.

Step 3  Skimming& Scanning

1. Tell the students it’s time for them to check their imagination of the story. Ask the whole class to skim and scan the passage, trying to find the answers to the following. (PPT10)

●  Boy missing, police puzzled It’s about ________

● the first paragraph: when______; where_______; who________; what________; how______; why________

●  the following paragraphs: evidence given by______________

2.Tell the students to attach importance to news titles if any while reading news stories.

[设计说明]

希望以此练习来帮助巩固前面所学的阅读技巧之一，即让学生明白如何捕捉新闻类文章的大意，那就是抓住文章开头，尤其是第一节。另外，要向学生强调新闻类文章标题的特点。

Step 4  Detailed reading

1. Since every new story will have details to support the main points in them. Get the students to read the passage carefully and find the supporting details. (PPT11)

● Read paragraph 2 and find the main idea as well as the supporting details:

Main idea:                                                     

Supporting details: who believed he was back?

                ____________

____________________________

_____________________________

● Read paragraphs 3--8 and find the main idea as well as the supporting details:(PPT12)

Main idea:                                                            

Supporting details: Justin’s friends said                                      

                Witnesses said                                          

                Justin _________________________________________________

                 Kelly saw ___________________________________________

                 Kelly heard                                              

(The police found that Justin returned home; that Justin went home after playing baseball with them; that they saw Justin walking towards his home at 10:45 p.m.; him put on his favourite CD after he went to his room.)

 Please rearrange the statements according to the order of time.

2. Find the best answers to the following questions: (PPT14-18)

（1）The reason why people were interested in the disappearance of the boy is that __C___.

A.     The lost boy was 15 years old.

B.      The police advised them to do so.

C.      The disappearance might have something to do with the UFO and the alien.

D.     All of the above.

（2）In the seventh paragraph, “show up” means _____A____.

A. arrive or appear

B. reach

C. disappear

D. reach for

（3）We can infer that the boy might go missing ___A______.

A. in his own room

B. on the playground

C. in Kelly’s room

D. in his brother’s room

[设计说明]

希望通过此环节让学生了解一下与此故事相关的一些细节，并学会如何根据细节来进行归纳、推断，培养学生的阅读理解能力。

Step 5  Consolidation

●1. Get the students to summarize the story they have just read by filling in the blanks.—ppt.19-21

    Justin Foster went      1    last Friday night. He didn’t    2      3  at the family lunch the next day.

    That evening, Justin      4       home after the game.        5         also said they saw Justin walking towards his home. Justin’s sister, Kelly      6   him              7     8  his      9       CD and she also saw a large spaceship    10    outside. She heard Justin    11   .

    Mavis Wood said that she was    12       13     by   14    . They did some             15           on her. The whole      16     . was terrible.

Police have not      17    18  the possibility that Justin was taken away by aliens. Detective Sam Peterson was  19       20     21    the case.

(missing; show up; returned; Witnesses; heard; put on; favorite; flying; shout; taken; away; aliens; research; experience;; found; in fact; ruled out; in charge of)

2. Group work: interview time: Work in groups of 4, one as the reporter and the rest act as Kelly, Mrs Marvis Wood and detective Sam Peterson, using the expressions on the screen to get the help.

[设计说明]

巩固所学故事的内容，培养学生的口头表达能力概括总结能力。

Step 6 Discussion

Students are encouraged to choose one of them to discuss it with their partners and then share their answers with the others.

1. Do you believe that Justin was really taken away by the aliens? Why or why not?

2. Suppose you were taken away by the aliens, what would you do?

[设计说明]:

培养学生的口头表达能力，培养他们的想象力。

Step 7  Assignment

1. Finish the rest exercises on pages 4-5 of books .

2. All  people are concerned about Justin’s disappearance. What do you think might have happened to him? 

Please give an ending to the story.