北京市2016-2017学年高二英语上册 Module 5 Unit 4 Making the news Period 6 Reading and writing（教学设计） Word版.docVIP

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北京市2016-2017学年高二英语上册 Module 5 Unit 4 Making the news Period 6 Reading and writing（教学设计） Word版.doc

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北京市2016-2017学年高二英语上册 Module 5 Unit 4 Making the news Period 6 Reading and writing（教学设计） Word版.doc

Period 6 Reading and Writing Teaching goals 教学目标 1. Target language 目标语言重点词汇和短语 eyewitness, opinion, information, stick to, rather than, account for 2. Ability goals能力目标 a. Enable the students to express opinions of their own and justify the situations according to different opinions. b. Enable the students to do news-writing. 3. Learning ability goals 学能目标 Help the students learn how to express their own opinions and find out truth through their own analysis. Teaching important difficult points 教学重难点 a. Help the students learn how to express their own opinions and find out truth through their own analysis. b. Guide the students to write the news clearly and pithily. Teaching methods 教学方法 Cooperative learning; task-based method. Teaching aids 教具准备 A computer and a projector. Teaching procedures ＆ ways教学过程与方式 Step Ⅰ Lead-in T: From the listening part we did yesterday we know there is something that is very important in finding out the truth. What is that? S: Eyewitness. T: Very good. Now imagine you are the organizer of a local fishing competition. A person tells you he / she had caught a fish which is the size of a small car. It will win him / her first prize at the competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman? Give your reason(s). I will give you eight minutes to think it over. Eight minutes later. T: OK. Time’s up. Who would like to represent your opinions? S: Let me try. If I am the organizer, I would find out the truth no matter what they say. I will go to the fish shop where the fisherman had bought the fish according to the eyewitness. This is the best way to find out the truth I think. ... Step Ⅱ Speaking Task Let the students work in groups of four to discuss the situation in Ex. 2 on page 67 and then fill in the chart below. After that, let them role-play the situation. A sample dialogue: TV — CCTV Newsman / Newswoman F — Fisherman R — Re