The First Period Listening Teaching time : 10.18
Teaching goals教學(xué)目標(biāo)
1. Target language目標(biāo)語言
重點(diǎn)詞匯和短語 consist, powerful, state, confusing, mistaken
2. Ability goal能力目標(biāo)
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal學(xué)能目標(biāo)
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教學(xué)重點(diǎn)
Talk about news and media
Teaching difficult points 教學(xué)難點(diǎn)
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教學(xué)方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具準(zhǔn)備
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教學(xué)過程與方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收養(yǎng)). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words in the last step.
The Second Period Speaking Teaching time : Oct. 19
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目標(biāo)
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals學(xué)能目標(biāo)
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教學(xué)重點(diǎn)
Practice expressing opinions.
Teaching difficult points教學(xué)難點(diǎn)
How to express one’s opinion clearly and make oneself understood.
Teaching methods教學(xué)方法
Discussing and speaking
Teaching aids 教具準(zhǔn)備
A tape recorder, a projector and a computer
Teaching procedures && ways 教學(xué)過程與方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Oct. 20
Teaching goals 教學(xué)目標(biāo)
1. Target Language目標(biāo)語言
a. 重點(diǎn)詞匯和短語
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重點(diǎn)句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目標(biāo)
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 學(xué)能目標(biāo)
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教學(xué)重點(diǎn)
Talk about news and media.
Teaching difficult points教學(xué)難點(diǎn)
How to express oneself clearly and correctly.
Teaching methods教學(xué)方法
Listening, reading and discussing
Teaching aids 教具準(zhǔn)備
A tape recorder, a projector and a computer
Teaching procedures && ways 教學(xué)過程與方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn "Behind The Headlines". First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title "Behind the Headlines"?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Oct. 21
Teaching goals教學(xué)目標(biāo)
1．Target language目標(biāo)語言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals學(xué)能目標(biāo)
Let Ss learn how to use the expressions
Teaching important points教學(xué)重點(diǎn)
The use of the expressions.
Teaching difficult points教學(xué)難點(diǎn)
How to teach Ss to master the usage of the expressions
Teaching methods教學(xué)方法
Explanation, Practice
Teaching aids教具準(zhǔn)備 A computer A blackboard
Teaching procedures && ways教學(xué)過程與方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 課文注釋與疑難解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
為了讓我們了解他們的工作及我們看的新聞是如何產(chǎn)生的，這兩個記者這
次同意轉(zhuǎn)換角色，來做一次被采訪者而不是采訪者。
a. switch改變，變化；交換
He switched the conversation from one subject to another.
他轉(zhuǎn)變了話題。
I used to cook on electricity, but I’ve switched to gas.
我過去用電燒飯，但現(xiàn)已換成用煤氣了。
Let’s switch the discussion to another topic.
讓我們換一個討論題目。
（與on, off連用）開關(guān)（電器等設(shè)備）
Shall I switch the TV on? 我可以打開電視嗎？
Please switch the radio off.請關(guān)掉收音機(jī)。
b. rather than 勝于, 是…而不是…；與其說是…不如說是…
These shoes are comfortable rather than pretty.
這雙鞋不好看，但是舒服。
I would like soda rather than cola.
我喜歡喝蘇打水，而不是可樂。
American young people would rather get advice from strangers.
美國的年輕人寧可從陌生人那里獲取建議。
We would rather receive money than the usual gifts.
我們寧可接受錢，而不希望收到通常的禮物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
編輯的任務(wù)是保持報紙的均衡和趣味性。
keep the newspaper balanced and interesting為keep + 賓語+賓補(bǔ)結(jié)構(gòu)式 使人或物保持…狀態(tài)
賓補(bǔ)可以由介詞短語、形容詞、副詞和分詞短語充當(dāng)。
I always keep the key in my pocket.
我總是把鑰匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉讓你等了這么長時間。
Please keep the room clean.
請保持室內(nèi)清潔。
Keep him out.別讓他進(jìn)來。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
盡管我采訪過名人,但是我最喜歡的還是關(guān)于一個從國外學(xué)習(xí)歸來的普通女孩努力適應(yīng)新生活的故事。
此句中含有兩個定語從句。I like best 是the story 的定語從句, who tries to adapt to her new life after having studied abroad是the young woman 的定語從句
a. even though/if即使, 盡管用作連詞，引導(dǎo)讓步狀語從句。
Even if I have to walk all the way, I will get there.
即使我的一路走著去，我也要走到那里。
I like her even though she can be annoying.
盡管她有時很惱人，我還是喜歡她。
b. adapt to適合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子們很快適應(yīng)了變化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Oct. 22
Teaching goals 教學(xué)目標(biāo)
1. Target language目標(biāo)語言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目標(biāo)
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals學(xué)能目標(biāo)
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教學(xué)重點(diǎn)
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教學(xué)難點(diǎn)
Use the correct form of verbs to fill in blanks.
Teaching methods教學(xué)方法
Explaining and practicing
Teaching aids教具準(zhǔn)備
1. A projector 2. A computer
Teaching procedures && ways教學(xué)過程與方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time :Oct. 23
Teaching goals教學(xué)目標(biāo)
1. Target language目標(biāo)語言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目標(biāo)
Enable students to learn what facts are and what opinions are.
3. Learning ability goals學(xué)能目標(biāo)
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教學(xué)重點(diǎn)
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教學(xué)難點(diǎn)
How to write news stories.
Teaching methods教學(xué)方法
Task- based teaching, comparing, and speaking
Teaching aids教具準(zhǔn)備
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教學(xué)過程與方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Oct.24
Teaching Goals教學(xué)目標(biāo)
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教學(xué)重點(diǎn)和難點(diǎn)
How to write a better comparison paragraph
Teaching methods教學(xué)方法 Task-based method
Teaching aids教具準(zhǔn)備 projector, A computer
Teaching procedures && ways教學(xué)過程與方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to describe a landscape
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the "five Ws" to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
http://www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 1999.
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.