教學設計本節(jié)課教學的整體思路是激趣導入——快速閱讀——形成篇章——細節(jié)閱讀——總結拓展——情感提升在Warming-up中，首先，利用圖片展示，讓學生們找到獲取消息的途徑，從而引發(fā)學生對新聞制作的興趣，也可以進一步拓展他們的詞匯量。然后，教師引導學生列舉制作新聞中不同的工作，像journalist,editor,designer,printer,painter,photographer…并利用圖片、視頻形象展示。這一環(huán)節(jié)的設計主要是利用直觀形象的方法將學生輕輕松松帶入課堂。1.SupposeyouweretobeajournalistforChinaDaily,doyouknowwhatkindofjobstheyhaveandhowanewspaperismade?2.Ifyouwanttobeajournalist,whatqualitiesdoyouthinkagoodnewsreporterneedstohave?在閱讀過程中，先讓學生快速默讀，通過瀏覽標題、課文第一段和ZhouYang提出的七個問題將課文分成3部分，歸納文章的主旨大意，指導學生閱讀技巧。FastReading:1.Fromthetitle,weknowthepassagewaswrittenbya_______________abouthis____________assignmentwhichwas___________.2.Fromthefirstparagraph,wecanknowthatthepassageismainlyaboutthediscussionbetween________andhisnewboss,whichwastostronglyinfluencehislifeasa__________.3.UnderlinethequestionsbroughtupbyZhouYangandthendividetheminto3parts:Section1(L3---L__________)Howto________________(Question__---Question_____)Section2(L_______---L_______)Howtogetan_____________story(Question__---Question_____)Section3(L_______---L_______)Howto__________astory_____accusation(Question__---Question_____)第二步，細讀。要求學生帶著問題大聲朗讀課文，完成學案的相關題目。學生完成后，將答案寫到黑板上展示。在核對答案過程中，要求學生朗讀section2的相關句子，注意里面的重點短語，并更正section3的錯誤。CarefulReading:Section1:1. Whencananewjournalistgooutonastory?2. Whatdoesheneedtotakewithhim?3. Whowillassisthim?Section2:Whatdoesajournalistneedtorememberwhengoingtocoverastory?1）Heneedstobe_____________.2)Agoodjournalistmusthavea“_________”forastorytotellifsomeoneistellingthetruth.3)Hehastolistentothe__________factsandpreparethenextquestion.4)Ifnecessary,hecanusea___________togetthefactsstraightandhavetheevidencetosupporthisstory.Section3:TrueorFalse()1.HuXineverhadacasewheresomebodyaccusedhisreportersofgettingthewrongendofthestick.()2.Thefootballerwasaccusedbecausehelostthegame.()3.Thefootballeradmittedintheinterviewthathehadtakensomemoneyfromtheman.()4.Thereportersdidn’tfindoutthetruthfromthefootballer’swords.然后，歸納拓展。教師提供重點詞匯、句型，讓學生小組內相互展示，然后小組分段展示，爭取讓每一個學生都動起來，參與其中。StepIII.ChallengeYourself:Makeasummaryaccordingtothesentences1.Toanewreporter,hisfirstjobwillbe…Hecan’t…untilheismore….Itisunnecessarytotake..…because……2.Whengoingouttocoverastory,heshouldbe……andhave…….What’smore,hemustuse……Inaddition,heshouldkeepalistofdosanddon’tsinmind.Don’t…,don’t…don’t…but…3.Atlast,listeningisimportantbecauseyouhaveto….Meanwhile,youhaveto……Iftheintervieweeagrees,youcan….It’susefulif….becauseyouhave…..最后，情感提升。教師給予2個話題，讓學生同桌間做采訪，過一把記者癮。StepIV.AnInterviewReporter:Youcanask4~5questionsInterviewee:TryyourbesttoanswerallquestionsTopic1:awomanwhohasreceivedthe2015NobelPrizeinphysiologyormedicineandbecomeoneofthe2015movedChinesecharactersTopic2:atopscorer(高考狀元）inthe2011CollegeEntranceExamination作業(yè)布置與所學課文密切相關，縮寫課文，回扣本節(jié)課所學知識。StepV.Homework1.Writeashortpassageafterclass.2.Trytogetmoreinformationabouttheprocessofmakinganewspaper.學情分析教學對象是高二年級的學生，經過高中一年的語言學習，初步掌握了閱讀文章的方法，已基本養(yǎng)成捕捉關鍵詞、概括主題、總結歸納整理的良好習慣，也具有一定的分析、概括能力，自主、自立、自學的意識逐漸增強，學生的英語基礎知識和基本技能處在一個逐步上升階段。加之，由于借班上課，導致老師與學生并不熟悉。因此，調動學生的學習興趣，并引導學生進行扎實有效的學習是課堂教學的關鍵。

效果分析在授課過程中，通過圖片展示激發(fā)了學生學習的興趣；通過頭腦風暴讓學生了解了新聞人的優(yōu)秀品質。學生也在學習過程中通過自主學習掌握了閱讀技能，通過合作學習、自我展示不斷體驗成功的喜悅，發(fā)揮了主觀能動性，從而也調動了學生學習英語的積極性。教材分析單元背景分析人們的生活離不開新聞，每天我們可以通過電視，報紙，雜志或者網絡來獲得新聞。知道新聞是一件很簡單的事，但是制作新聞是一件不容易的事。通過本單元的學習，我們可以獲知作為一個新聞工作者應該具備那些素質以及新聞采訪的基本程序等。本單元的語言技能和語言知識主要圍繞“新聞”這一中心話題進行設計。

二、教材內容分析

本課時是高二必修5Unit4Making

the

news里的Warming

Up、Pre-reading和Reading，出自人民教育出版社出版的高中英語學生用書。本部分內容從26頁到28頁。本課時主要分為兩大部分：1）warming

up

(熱身)部分通過討論來引出報紙工作人員的工作類別和所負的責任。2）Pre-reading

(讀前)部分通過一個問題“What

are

a

good

journalist

needs

to

have?”來引導學生去考慮一個優(yōu)秀的記者應該具備的素質，然后通過說一個“假設”為下一部分的學習做好準備。

3）Reading是一篇以My

FirstWorkAssignment“Unforgettable”，saysnewjournalist為題的閱讀材料。本課是一篇對話體記敘文，通過ZhouYang，一名ChinaDaily的新員工和他的上司HuXin,一名資深記者的談話引導學生了解新聞工作者的基本素質，新聞采訪的基本程序以及采訪時應該注意的要點等。本篇課文是不但訓練學生的閱讀能力，理解文章整體篇章結構的能力，也培養(yǎng)學生綜合運用語言的能力。通過學生閱讀文章，深刻理解記者這一行業(yè)所必需的品質。Book5Unit4Makingthenews閱讀學案編寫：教師寄語：Therearenosecretstosuccess.Itistheresultofpreparation,hardworkandlearningfromfailure.LearningAims:1.ToknowaboutZhouYang’sfirstworkassignmentandgetthemainideaofeachsection;2.Toretellthepassage;3.Tomakeupaninterview.StepI:Warming-up1.SupposeyouweretobeajournalistforChinaDaily,doyouknowwhatkindofjobstheyhaveandhowanewspaperismade?____________________________________________________________________2.Ifyouwanttobeajournalist,whatqualitiesdoyouthinkagoodnewsreporterneedstohave?____________________________________________________________________StepII:ReadingFastReading:1.Fromthetitle,weknowthepassagewaswrittenbya_______________abouthis____________assignmentwhichwas___________.2.Fromthefirstparagraph,wecanknowthatthepassageismainlyaboutthediscussionbetween________andhisnewboss,whichwastostronglyinfluencehislifeasa__________.3.UnderlinethequestionsbroughtupbyZhouYangandthendividetheminto3parts:Section1(L3---L__________)Howto________________(Question__---Question_____)Section2(L_______---L_______)Howtogetan_____________story(Question__---Question_____)Section3(L_______---L_______)Howto__________astory_____accusation(Question__---Question_____)CarefulReading:Section1:1. Whencananewjournalistgooutonastory?____________________________________________________________________2. Whatdoesheneedtotakewithhim?____________________________________________________________________3. Whowillassisthim?____________________________________________________________________Section2:Whatdoesajournalistneedtorememberwhengoingtocoverastory?1）Heneedstobe_____________.2)Agoodjournalistmusthavea“_________”forastorytotellifsomeoneistellingthetruth.3)Hehastolistentothe__________factsandpreparethenextquestion.4)Ifnecessary,hecanusea___________togetthefactsstraightandhavetheevidencetosupporthisstory.Section3:TrueorFalse()1.HuXineverhadacasewheresomebodyaccusedhisreportersofgettingthewrongendofthestick.()2.Thefootballerwasaccusedbecausehelostthegame.()3.Thefootballeradmittedintheinterviewthathehadtakensomemoneyfromtheman.()4.Thereportersdidn’tfindoutthetruthfromthefootballer’swords.StepIII.ChallengeYourself:Makeasummaryaccordingtothesentences1.Toanewreporter,hisfirstjobwillbe…Hecan’t…untilheismore….Itisunnecessarytotake..…because……2.Whengoingouttocoverastory,heshouldbe……andhave…….What’smore,hemustuse……Inaddition,heshouldkeepalistofdosanddon’tsinmind.Don’t…,don’t…don’t…but…3.Atlast,listeningisimportantbecauseyouhaveto….Meanwhile,youhaveto……Iftheintervieweeagrees,youcan….It’susefulif….becauseyouhave…..StepIV.AnInterviewReporter:Youcanask4~5questionsInterviewee:TryyourbesttoanswerallquestionsTopic1:awomanwhohasreceivedthe2015NobelPrizeinphysiologyormedicineandbecomeoneofthe2015movedChinesecharactersTopic2:atopscorer(高考狀元）inthe2011CollegeEntranceExaminationStepV.Homework1.Writeashortpassageafterclass.2.Trytogetmoreinformationabouttheprocessofmakinganewspaper.課后反思在設計本課時，我著重引導學生從結構和意義方面讀懂課文、摘記要點、深層拓展突出了讓學