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A: How do you spell it ?
B: W-A-T-C-H.
A: Is this your watch ?
B: Yes, it is.
Groupwork
A: What’s this?
B: It’s a notebook.
A: How do you spell it?
B: N-O-T-E-B-O-O-K
A: Is this your notebook?
B: No, it isn’t. It’s her notebook.
A to C: Is this your notebook ?
C : Yes, it is.
(三) Using the language 任务示范与讲解
In your daily life, you must have lost something or found something that doesn’t belong to you. Have you got it back or found the owner?
1. Sample
FOUND
Is this your watch ? (draw a picture)
Call John at
357- 1245
.
LOST
My key
My name is Steve
Please call 456-1478
2 Write your own bulletin board message
FOUND
LOST
四 Homework
1 Listening Section B 2a 2b
2 Finish 3a 3b
3 Use a photo to talk
1) A: Is this your uncle? B: Yes, he is.
2) A: Is this your brother? B: Yes, he is.
3) A: Is this your mother? B: No, she isn’t.
(The fourth period)
Teaching aims:
1. Learn to ask for something by using “Is this your …?”
2. Try to master such pronouns as my\your\her\his…
3. Learn to write an easy “Lost & Found” passage.
Teaching difficult and important points:
Develop the ability to make full use of the drills in daily
conversations.
Teaching method:
Task-teaching; Discussion-teaching
Teaching aids:
Cards; CAI; Real objects
Teaching period: One
Teaching process:
Step 1.Self check
1.The Ss are required to remember the words of unit7 as
quickly as they can in one minute.
2.Check the words they know in Part 1 on page 46 and
write out their Chinese meanings.
Step 2.New words
1. tennis ; 2. bookcase ; 3. soccer ; 4. club ; 5. star ;
6. lunch ; 7. T-shirt ; 8. pants ; 9. plaza ; 10.dollar ;
Step 3.Choice
Choose five new words you like and write them down
in Part 2 on Page 46.
Step 4.Oral exercise
Look at the picture in Part 3 and make up conversations
According to the following drills:
-Is this \that…?
-Yes,it is.\No,it isn’t.
Step5. Written work
Read the bulletin board notices on Page 45 and try to
write an easy “Lost & Found” passage.
Answers:
1. Lost:
My watch .
My name is Kate.
Please call 222-0909.
Found:
A watch.
Is this your watch?
Please call Peter .
Phone number:666-0808.
Step 6.Assignment
Read the drills and finish the exercise-book.
unit2
When I read the title of this article.[,] I know this article is about showing off. And I think the show off means people show their advantage or something what they better than others’ intentionally. Through the showing off people[showoffs] want to look down upon others satisfy their vanity. Everyone think this behavior is disgusting.
But when I read the paragraph 1-6, I felt this showing off is different form my opinion the shoeing[showing] off what the article said isn’t let us felt [doesn't make us feel]disgusting. For example, the young woman with blazing eyes and a throbbing voice is criticizing poverty, war, injustice and human suffering. Do you think it’s disgusting? I don’t think so. She point out the social’s problems. She shows off her opinion.
And the scholarly fellow has just used “angst”, “Kierkegaard” and “epistemology” in the same sentence. His behavior isn’t which I think. But what is the show off real mean? I hope I can get it in behind.
unit2(2)
A: How do you spell it ?
B: W-A-T-C-H.
A: Is this your watch ?
B: Yes, it is.
Groupwork
A: What’s this?
B: It’s a notebook.
A: How do you spell it?
B: N-O-T-E-B-O-O-K
A: Is this your notebook?
B: No, it isn’t. It’s her notebook.
A to C: Is this your notebook ?
C : Yes, it is.
(三) Using the language 任务示范与讲解
In your daily life, you must have lost something or found something that doesn’t belong to you. Have you got it back or found the owner?
1. Sample
FOUND
Is this your watch ? (draw a picture)
Call John at
357- 1245
.
LOST
My key
My name is Steve
Please call 456-1478
2 Write your own bulletin board message
FOUND
LOST
四 Homework
1 Listening Section B
2 Finish
3 Use a photo to talk
1) A: Is this your uncle? B: Yes, he is.
2) A: Is this your brother? B: Yes, he is.
3) A: Is this your mother? B: No, she isn’t.
(The fourth period)
Teaching aims:
1. Learn to ask for something by using “Is this your …?”
2. Try to master such pronouns as my\your\her\his…
3. Learn to write an easy “Lost & Found” passage.
Teaching difficult and important points:
Develop the ability to make full use of the drills in daily
conversations.
Teaching method:
Task-teaching; Discussion-teaching
Teaching aids:
Cards; CAI; Real objects
Teaching period: One
Teaching process:
Step 1.Self check
1.The Ss are required to remember the words of unit7 as
quickly as they can in one minute.
2.Check the words they know in Part 1 on page 46 and
write out their Chinese meanings.
Step 2.New words
1. tennis ; 2. bookcase ; 3. soccer ; 4. club ; 5. star ;
6. lunch ; 7. T-shirt ; 8. pants ; 9. plaza ; 10.dollar ;
Step 3.Choice
Choose five new words you like and write them down
in Part 2 on Page 46.
Step 4.Oral exercise
Look at the picture in Part 3 and make up conversations
According to the following drills:
-Is this \that…?
-Yes,it is.\No,it isn’t.
Step5. Written work
Read the bulletin board notices on Page 45 and try to
write an easy “Lost & Found” passage.
Answers:
1. Lost:
My watch .
My name is Kate.
Please call 222-0909.
Found:
A watch.
Is this your watch?
Please call Peter .
Phone number:666-0808.
Step 6.Assignment
Read the drills and finish the exercise-book.
§2.1词句贯通
1.collision n.碰撞，冲突
a head-on collision正面冲突或相撞
He was killed in a car collision.
他在一次汽车相撞中死亡。
His car had a collision with a bus.
他的车与公交车相撞了。
A collision with Parliament could ruin the government’s plans.
与议会的冲突可能会破坏政府的计划。
be in collision (with)/come into collision (with)(与……)冲突，相撞，发生矛盾
The two ships came into collision.
那两只船相撞了。
People with revolutionary ideas may find themselves in collision with the forces of the law.
想革命的人会发现他们自己与法律的势力水火不相容。
2.permanent adj.永久的，固定的，长期不变的
permanent peace 长久的和平
a permanent job 固定的职业
The drug may cause permanent brain damage.
这种药可能会引起永久性的脑部伤害。
This is my permanent address.
这是我的固定居所。
After doing odd jobs for a week, he got a permanent job.
做了一个星期的零工后，他找到了一份固定工作。
3.voyage n.航海，航行
The ship set out on a long voyage.
那艘船出发进行长途航行。
The voyage to England took seven days.
这次去英国的航行时间是七天。
We made a voyage to Australia.
我们航行到了澳大利亚。
He is now on the voyage home.
他正在返航途中。
David went on a voyage around the world.
大卫作了环游世界的航行。
When I give up work I shall make/take a long sea voyage.
我离职后要作一次长途航海旅行。
4.aboard adv.在船(飞机、车)上，上船，上飞机
All aboard!各位请上船(飞机、车)!
Welcome aboard!欢迎大家乘船(飞机、车)!
All 257 aboard died in the airliner crash.
那次飞机失事中，机上的257名乘客全部遇难。
We got aboard though the boat was crowded.
虽然船上很拥挤，我们还是上了船。
He came running along and climbed aboard just as the train was to pull out.
就在火车即将开动时，他跑过来了并爬上了火车。
5.gentle adj.温和的，温柔的，有礼貌的，文雅的
Mothers are always gentle with their children.
母亲对待孩子总是温柔体贴。
My new teacher is both gentle and encouraging toward me.
我的新老师对我既温和又鼓励。
Mary is very gentle; she never talks roughly.
玛丽很文雅，她从来不说粗话。
She was small, and gentle in her voice and movements.
她小巧玲珑，声音温柔，动作文雅。
She gave the baby a gentle pat on the back.
她在小孩的背上轻轻地拍了一下。
6.throw light on/upon使……显得非常清楚
The modern scientific development has thrown light on this question.
现代科学的发展已使这个问题明朗化。
Can you throw any light on the problem?
你能把这个问题阐述清楚吗？
The information throws light upon the mystery of Dr Bake.
这个信息可以解开贝克医生之迷。
7.matter n.事情，问题[C]；物质，内容[U]
a private matter 私事
the matter under discussion 讨论中的问题
Political matters interest him greatly.
他对政治问题深感兴趣。
It’s no laughing matter.
这不是开玩笑的事。
The world is made up of matter.
世界是由物质组成的。
Matter exists in three states: solid, liquid and gas.
物质以三种形态存在，即固体、液体和气体。
The matter in your essay is excellent.
你文章的内容写得很好。
8.phenomena n.[pl.]现象，奇迹(单数形式是phenomenon)
Rain and snow are phenomena of the weather.
下雨和下雪是天气现象。
The phenomena were observed by astronomers throughout the world.
全世界的天文学家都观测到了这种现象。
That’s a natural phenomenon.
那是一种自然现象。
An eclipse is an interesting phenomenon.
日食是很有趣的现象。
Beethoven was a phenomenon among musicians.
贝多芬是音乐家中的奇才。
A child who can play the piano at the age of two would be called a phenomenon.
两岁就能弹钢琴的小孩可称为奇才。
9.labour n.努力；劳动，劳动果实
mental labour 脑力劳动
physical labour 体力劳动
Workers are paid for their labour.
工人以劳动获得报酬。
His new book is the product of some three years’ labour.
这本新书是他大约三年努力的成果。
It is labour to read the Bible through.
读完圣经是件相当吃力的工作。
10.hesitate vi.犹豫，迟疑，踌躇
She hesitated before picking up the phone.
她在拿起听筒前犹豫了一下。
She’s still hesitating about sending her son to college.
她对于要不要送儿子进大学一事仍然犹豫不决。
We seldom hesitate about where to stay in Paris.
去巴黎要住哪儿，我们很少有拿不定主意的情况。
Don’t hesitate to tell me if you have any requests.
如果你有什么要求，请告诉我，不要犹豫。
I hesitate to ask you, but will you recommend me for the post?
向你提要求真不好意思，请你推荐我去担任那项职务好吗？
hesitation n.犹豫，踌躇
without hesitation毫不犹豫
I had no hesitation in telling the truth.
我毫不迟疑地说出了实情。
§2.2发散思维
1.distance n.距离
当询问距离是多少时，要用what提问。
What’s the distance to London?
到伦敦的距离是多少？
distance的修饰语常用some,good,great,long,short等。
It’s a good distance away.
离得很远。
The villagers have to walk a long distance to get water.
村民们要走很远去取水。
distance常构成下列短语：
within walking distance“在步行可及的地方，几步之遥”
The park is within (easy) walking distance of my house.
公园离我家只有几步之遥。
My parents live within walking distance of me.
我父母住在我家附近。
at/from a distance (of)“从远处”
This picture looks better at a distance.
从远处看，这张画更好看。
Now and then he stepped back to look at his work from a distance.
他不时地退后几步从远处看一看他的作品。
One can see the ancient ruins at/from a distance of 20 miles.
人们从20英里之处就能看到这个古迹。
in the distance“在远处，远方的”
A ship could be seen in the distance.
可以看到远方有一艘船。
I made out three figures moving in the distance.
我看到远处有三个黑影在活动。
keep sb.at a distance “与某人保持一段距离，不很亲密”
Mr.Smith is kind to the workers in his store, but after work he keeps them at a distance.
史密斯先生对他商店的工人很好，但下班后却与他们不很亲密。
It was difficult to get to know her because she always kept everyone at a distance.
很难搞懂她，因为她总是与人保持一定的距离。
2.attention n.注意力，注意，留心，关心
It is difficult to hold the students’ attention for more than an hour.
要让学生们持续集中注意力达一个小时以上，真是很难。
This matter requires our close attention.
这件事我们必须密切注意。
He drew attention to the rising unemployment.
失业率日渐升高引起了他的注意。
We listened with attention to what he said.
我们倾听他所说的话。
My grandfather is over eighty and needs a lot of attention.
我的祖父年过八十，需要经常照顾。
The patient needed immediate attention.
这位病人需要立即治疗。
常构成的短语：
pay/give attention to 注意
attract/catch/draw/get one’s attention 吸引某人的注意
focus one’s attention on 集中注意力于
devote one’s attention to 专心于
turn one’s attention to 将注意力转向
The First Period Listening Teaching time : Sep.9
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 media, reliable, fire, face, difficulty
2. Ability goal能力目标
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学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
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 (收养). 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, expressions & sentences
The Second Period Speaking Teaching time : Sep.13
Teaching goals 教学目标
1. Target Language目标语言
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能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
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教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
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 could only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Sep. 14
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
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. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
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教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
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
2. Write Exercise 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 : Sep. 15
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
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 课文注释与疑难解析
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.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
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.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
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 : Sep. 19
Teaching goals 教学目标
1. Target language目标语言
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 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
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.
过去分词具有动词的性质，同时兼有形容词或副词的性质，可以拥有自己的逻
主语和状语，在句中可以作表语、定语、状语和补足语。及物动词的过去分词
示“结束了的被动动作”或者没有一定的时间性,只表示“被动关系”。不及物
词的过去分词不表被动，只表示动作发生在谓语动词之前，含有“动作完成，
作结束”之含义。
1）作表语 表示主语的心理感觉或所处的状态。许多动词的过去分词已经被当作形容词使用。如：disappointed, excited, moved, puzzled, pleased, surprised, lost等。
The window is broken. 窗户碎了。
He’s gone. 他走了。
Don’t get so excited. 别这么激动。
2）作定语 单个的过去分词作定语一般放在名词的前面，过去分词短语作定语通常放在被修饰的词后面，相当于一个被动语态的定语从句。如：
There are many fallen leaves on the ground.
地上有许多落叶。
Some of them, born and brought up in rural villages, had never been to Beijing.
他们中的一些人，在农村出生并长大，从没去过北京。
过去分词作定语也可用作非限制性定语，前后用逗号隔开。如：
The books, written by Guo Jingming, are very popular with teenagers.
这些书是郭敬明写的，深受青少年的喜爱。
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 : Sep. 20
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
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?
S1: 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 : Sep. 21
Teaching Goals教学目标
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教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
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 Write a Good News Story!
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?
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 .
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.
教师的备课重难点突出，层次性强，知识挖掘的有广度、有深度、有梯度。下面我想谈谈这节课的优点：
一、教师素养
王老师教学基本功扎实，能够正确使用英语进行教学，语言清晰，表达准确。教学态度真诚，师生关系融洽。在教学内容方面，也比较丰富，尝试以学生为主体，寓学于乐。有自己的独到之处，让学生或老师们记忆深刻，久久不忘。
二、教学特色
老师执教的这一堂课是一堂清晰实在，扎实系统，动静结合的英语课。教师以新的`课程理念为指导，充分考虑初二学生的特点，在本课的教学设计和组织上注重了以下几个方面：
1、教学创情景，激励促参与
本课学习比较级，用学生喜爱的明星进行比较，充分调动学生学习的积极性，激发他们学习英语的兴趣，帮助他们建立学习的成就感和自信心
2、依靠多媒体技术，整合教学资源。充分运用电脑及网络资源，开发英语教学资源，拓宽学生学习渠道，改进学生学习方式，提高教学效果。将网络提供的丰富的教学资源，融入到英语教学中。
3、课堂设计新颖，任务性强。《课程标准》中指出，本课程倡导任务型的教学模式，让学生在教师的指导下，通过感知、体验、实践、参与和合作等方式，实现任务的目标，感受成功。与传统的方法相比，充分发挥学生的主体作用。这堂课是一节不错的任务型教学的尝试。
我认为这节课的不足之处是：学生在口语练习句型时，若能板书这个句型，降低难度，增加学生信心会更好。
lesson plan (join in
unit 2 numbers
teaching aims:
1 进一步学习1-6 六个数字，并且能辨认小孩气球上的数字；
2 认识toby 的五个朋友，并且能准确认读名字；
3 会打着节拍唱老师编的童谣；
main points:
1 认识五个人物rita/ pat/ pit/ sandra/ lisa；
2 认，读，拼新单词 balloon ；
3 和着节拍唱童谣；
teaching aids: 录音机 卡片 课件 气球
difficult points:
1 (toby’ s) balloon is number 6；
2 balloon的发音
teaching procedures:
step 1: warming up
sing the song –numbers
step 2: ask and answer:
t: how many frogs?
ss: one frog
t: spell it. o-n-e
ss: o- n -e
………………………
step 3: new structure learning
1 introduce the title to the class –unit 2 numbers
2 study the new word –balloon
t: look at my classroom, it is beautiful. do you know what is happening? toby’s birthday today. (ppt) look! here are the balloons. do you like the balloon?
t/ss: yes! i like the balloon.
引导出了新单词，然后把新单词放在句子中进行认读与拼读。
t: here you are.
t: you like the balloon, i like the balloon. （…）likes the balloon, too.
（打着节拍来学习）
ss: you like the balloon, i like the balloon. …likes the balloon, too.
t: just remind of you. （……’s） balloon is number 2. remember, please. we are going to play a game named a memory test.
运用此方法来学习新句型 ,（…..’s ）balloon is number 2 .（打节拍）
3 game—a memory test
t: can you tell me whose balloon is number 2.
s1: (….’s) balloon is number 2.
…………….
4 introduce the toby’s friend to the class.
t: are you happy?
ss: yes, i am.
t: i can tell by your face that you are happy. toby is happy too. his friends are joining in the party. let’s listen, who is coming? (ppt)
引出toby 的好朋友，并且识别和认读名字rita/ pat/ pit/ sandra/ lisa
step 4: practicing
1 toby stands here and warmly welcomes his friends; everybody has got a balloon .do you know whose balloon is number 1. let’s listen,then write down the number on children’s balloons.
2 let’s check.(ppt)
3 sing the happy birthday song to toby.(ppt)
4 let’s say the chant—balloon (ppt)
balloon, balloon, pat’s balloon is number 1 .
balloon, balloon, lisa’s balloon is number 2
balloon, balloon, sandra’s balloon is number 3
balloon, balloon, rita’s balloon is number 4
balloon, balloon, pit’s balloon is number 5
balloon, balloon, toby’s balloon is number 6
step 5 homework:
say the chant
★ Unit 26
★ Unit 7
