Warm-up

Step 1

T introduces his or her daily life related to the media, e.g. In the morning on my way to school, I often listen to the CRI news on the radio. i seldom watch TV because I have to help my son go over his lessons. But my favorite TV programme is sports.

教師通過(guò)介紹自己的日常生活，可以吸引學(xué)生的注意力，引起他們的興趣。

CW

1’

Step 2

T asks Ss to tell their partners about themselves according to the questions on the screen. (PPT 3)

幫助學(xué)生創(chuàng)設(shè)語(yǔ)境并在語(yǔ)境中回憶與媒體有關(guān)的詞匯。

PW

2’

Step 3

Ss brainstorm as many words related to the media as possible.

(PPT 4-6)

歸納、總結(jié)媒體詞匯，為后面的話題做鋪墊。

GW -- CW

2’

Lead-in

Step 1

T shows some pictures and asks, “Where do we get news from?” and “What areas of the world are often in the news at the moment? Why?” (PPT 7-8)

引出話題，激活學(xué)生的背景知識(shí)。

CW

2’

Pre-reading

Step 2

T asks Ss to predict what will be talked about in the news based on the title, the picture.(PPT 9-10)

根據(jù)標(biāo)題、圖片和已獲得信息預(yù)測(cè)閱讀內(nèi)容，幫助學(xué)生理解課文，培養(yǎng)學(xué)生利用背景知識(shí)進(jìn)行閱讀的策略。

IW

2’

While-reading

Step 3

First reading: Ss skim the news and check their prediction. ( The topic on the agenda this week in ____ among the G8 leaders is how to _________. )  (PPT 11)

核對(duì)預(yù)測(cè)信息，了解新聞大意。

IW – PW

3’

Step 4

Second reading: Ss read the news once again with the questions 3 – 5 in Ex. 2.

Ss work in pairs and check the information they get from the news. Then T gets the feedback from the whole class. (PPT 12-13)

提取和整理課文細(xì)節(jié)信息。

IW – PW – CW

6’

Step 5

Third reading: Ss read the news in detail and find some specification information about G8 and then fill in the blanks.? (PPT 14-16)

提取和整理課文細(xì)節(jié)信息。

IW – GW – CW

6’

Step 6

Ss read the news once again to find out the problems and try to deal with them in groups.

T walks around and then gives instructions to the whole class.

(PPT 17-19)

1. 講解語(yǔ)言點(diǎn)，以便更好地理解課文內(nèi)容。

2. 先讓學(xué)生自己找問(wèn)題，然后在小組中解決，培養(yǎng)學(xué)生自主學(xué)習(xí)的意識(shí)和習(xí)慣。

IW – GW – CW

6’

Post-reading

Step 7

Grammar review:

T takes the first sentence in the news as an example to review the Passive Voice. Then Ss pick out all the sentences with the Passive Voice and put them into the suitable places in the table.

(PPT 20)

T summarizes the structure and the usage of the Passive Voice.

被動(dòng)語(yǔ)態(tài)在初中已學(xué)過(guò)，讓學(xué)生自己總結(jié)、歸納，培養(yǎng)他們的自主學(xué)習(xí)能力。

IW – PW – CW

6’

Step 8

Ss listen to the tape and read aloud after the tape.

有聲輸入，整體感知，培養(yǎng)學(xué)生語(yǔ)感。

CW

1’

Step 9

Ss make up their own sentences with the Passive of different tenses. (PPT 21)

T collects several Ss’ handout and shows them to the whole class.

Ss evaluate the writing.

仿照例句自己造句，幫助學(xué)生掌握被動(dòng)語(yǔ)態(tài)的用法。

IW – CW

8’

Homework

Ss listen to a piece of news and note it down.

附：

One of the biggest issues on the agenda this week in Germany among the G8 leaders is how to tackle climate change.? And one of the groups involved with the G8 on this issue is the International Energy Agency.