1、英语（选择性必修第二册）Unit 1 The mass mediaWelcome to the unit & Reading (I) 湖南省株洲市九方中学 周奇志I. Learning objectivesBy the end of the lesson, students will be able to:1. read the lecture transcript about genome editing and learn how the passage is organized；2. understand the main idea of each paragraph;3. improv
2、e the students critical thinking ability by answering some giving questions.II. Key competence focus1. Improve the students ability of reading comprehension;2. Improving the students critical thinking ability.III. Predicted area of difficulty1. Get the students to know why and how the news on the sa
3、me topic is organized differently.2. Discuss what we can do to be critical news readers.IV. Teaching proceduresStep 1 warm-up 1. T gets the students to watch a short video and finish the following questions in class. l What types of mess media are mentioned in the video?l What types of mess media do
4、 you usually rely on for information and entertainment? l Do you believe everything you read in a news report? Why or Why not?2. The students are allowed the different answers.【设计意图：阅读入情景。课前播放短视频，创设情景，引出课堂主题；激活学生已有的关于主题的认知和经验，理解关键词汇，激起全班学生的兴趣，迅速导入阅读环节。】Step 2 Reading1. T asks Ss to skim the two news
5、 reports and an article for general idea.Asks them (1) What is the two news reports about? A terrible fire (2) Why are the two news reports on the same topic but the different titles They may be written from various perspectives and at different stages2. T asks Ss to read them carefully, then comple
6、te the tables below.1.Time PlaceDeaths and injuries Rescue effortsCauses News reports 1Sunday nightHenderson Tower(1) Probably 5 dead(2) _News reports 24 confirmed dead and dozens of people injured (3) _Reading news criticallyWhy do news reports differ from or even contradict each otherl (4)_.l News
7、 reports may be written at different stages of an event.l (5) _.How can we be critical news readers l Read different news on the same event written from various perspectives and at different stages.l (6)_【设计意图：l略读得大意，寻读找细节。提取文本中的基本事实性信息，进一步梳理细节；信息慨括、整理文本内容。训练学生快速获取信息的能力。】Step 3 Further reading T ask
8、s the students to read the two news and the article again carefully and answer the following questions.1. How long did it take the firefighters to get the situation under control according to the first news reports?About one hour and fifteen minutes.2. How did Lisa feel about the fire according to t
9、he second news reports?She felt it was like an awful dream.3. What should we not do when we come across factual differences in different news reports?We should not rush to the conclusion that one of the news reports gives false information.4. What may different journalists do when an estimate of num
10、ber is given? They may choose to present the minimum, the maximum or something in between in their news reports.【设计意图：再次阅读求甚解。引到学生更深入地、全面地理解课文，并慨括和总结所学内容，培养学生语言能力。】Step 4 DiscussionT asks Ss to to discuss one of the following questions in groups. 1. Three texts are presented to encourage the reader
11、to read news critically. Why is the information organized this way? If you were to write on the same topic, what information would you choose to present and how would you organize the information?2. A British writer and journalist once said,” A community needs news, for the same reason that a man ne
12、eds eyes. It has to see where it is going.” How do you understand it?3. What else can we do to be critical news readers?【设计意图：体现迁移创新。通过提问让学生理性回答，运用阅读材料训练学生主动思考，巩固并整合语言知识和所学的内容，如何做一名批判性的新闻读者。培养和发展学生语言知识，思维品质和文化意识。】Step 5 Ending1. T leads Ss to read some key sentences and enjoy them.(1) The fire, whic
13、h is thought to have started from the 8th floor, spread quickly through the tower block on Sunday night.(2) A terrible fire broke out on Sunday night, leaving the Henderson Tower seriously damaged.(3) I was about to have a bath when I heard people screaming and dogs barking.(4) Therefore, checking d
14、ifferent sources enables us to draw a more informed conclusion.(5) With great discrimination, every one of us has the potential to be a critical news.(6) We rely on news to learn about what is happening in the world around us. However, we usually find that reports on the same events contain different or even contradictory information. 【设计意图：一堂课即将落幕。学生对教材的反复阅读和批判性思维的训练，再进行话题的讨论，达到了学习的高潮，最后让学生选出地道、优美、生动的描述性句子，让他们大声地朗读，学会赏析语言，也为读后续写积累语言素材。 】V. Homework1. Read the two news reports and the article again then pick out the key words and phrases 2. Write a piece of news happening in recent days.
