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牛津高中英语教学设计单元： Unit 1 Tales of the unexplained板块： Reading 1Thoughts on the design:本 的第一 ， 主要是解决 文内容的理解和学 有关 技巧。 本文的体裁是新 道，采用新 告的常 要点 切入口，从 title 和五个“ W ”一个“ H” 几个方面构画出新 道清晰的框架 构并教学生如何 此 文章， 如何在此 文章中捕捉所需要的信息。 教学方法 是通 、 略 和 等常 技巧， 帮助学生了解 文内容。教学步 的 以培养 、 、写能力 主。Teaching aims: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 1Lead-in Warm-up questions:1. Do you often read newspapers? (often, seldom )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?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? Lets take the passage were going to learn as anexample, the title is “Boy missing, police puzzled ”, what s special? (The title of a news storyis 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?; whyare 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 明 通 的提出 学生 要学的文体特点先有个粗略的了解， 同 希望能激 学生 上要学的内容的 趣。 Pair work: PPT6Now 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 theinformation 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:Im 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 2Reading 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 when, where, who, what , why and how about the event; the second paragraph: to give more important facts the following paragraphs: to give detailed but less important background information2. The reading skills of news stories For general ideas, read the topic if any and the first one or two paragraphs; for details, read therest 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， 也有利于培养学生的阅读技巧和促进学生阅读理解能力的提高。Step 3Skimming& Scanning1. 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. Ask how many of the students guessed the story right at the beginning of the class. 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 4Detailed reading1. 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(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 appearB. reachC. disappearD. reach for（ 3） We can infer that the boy might go missing _A_.A. in his own roomB. on the playgroundC. in Kelly s roomD. in his brother s room（ 4） What is the attitude of the police to the disappearance of the boy? _D_A. They can tmake sure that Justin was taken away by aliens.B. They think it possible for some people to make up an amazing story.C. They are looking at other possibilities, such as murder.D. All of the above.（ 5） We can know _B_.A. The police have known the cause of the boy s disappearanceB. The police haven tfound convincing evidence about the boy s disappearanceC. The police will catch the aliens who took away the boyD. The police won tget any information about the boy s disappearance.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 5Consolidation 1. Get the students to summarize the story they have just read by filling in theblanks. ppt.19-21JustinFoster went1last Fridaynight. Hedidn t23atthefamilylunch the next day.That evening,Justin4homeafter thegame.5also saidtheysawJustinwalkingtowardshishome.Justin s sister,Kelly6him78his9CDand she alsosaw a large spaceship10outside. Sheheard Justin11 .MavisWoodsaid thatshe was1213by14. Theydidsome15on her. The whole16. was terrible.Police have not1718 the possibility that Justin was taken away by aliens. DetectiveSam Peterson was192021the 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 thehelp.设计说明 巩固所学故事的内容，培养学生的概括总结能力。Step 6 DiscussionStudents 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 7Assignment1. Finish the rest exercises on pages 4-5
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