Unit 1 Tales of the unexplained
Period 2 Boy missing, police puzzled
By Xu Xiaoling Oct. 25th, 2007
Learning aims:
(1) To learn more about UFOs and the general idea of a news story
(2) To master how to read a newspaper article effectively
(3) To improve listening, reading, speaking and translating abilities
(4) To arouse interest in the unexplained world
The important point:
How to read a news story
The difficult point:
How to improve students’ integrating skills in foreign language learning
Teaching methods:
Question-and-answer, task-based activities, discussion and cooperation
Teaching aids:
A computer, projector, tape-recorder and blackboard
Teaching procedures:
1、Greet the whole class as usual
2、Brainstorming
(1)Appreciate some pictures (Pyramids in Egypt, UFOs, Stonehenge, Yetis and the Loch Ness Monster)
Question: Do the five pictures have something in common? (Give some adjectives to describe them: unexplained, unsolved, unknown and mysterious…)
(2)Deal with UFOs
Question 1: Do you know what the three letters UFO stand for?
Question 2: Have you ever had the chance to see a UFO?
Question 3: Do you think there are any creatures in UFOs?
Question 4: Where do you think the creatures come from?
3、Tasks
Task one: Skimming for general ideas
(1)Look at the title and the three photos first and then complete Part A on page 2
Question 1: What is the article about?
Question 2: Who is missing?
Question 3: Do the police know what happened to Justin?
(2)Read the first paragraph together and answer the questions below
Question 1: When and where was the boy missing?
Question 2: What caused the boy’s sudden disappearance?
Question 3: Why did people show interest in his disappearance?
Task two: Scanning for specific information
(1)Invite four students to read paragraphs 1-4. (Others can correct any mistake in it)
(2)Read paragraphs 5-7 together as loudly as possible
(3)Finish Part C1 on page 4
Task there: Studying new words
(1)Finish part D and check the answers between partners
(2)Complete some extra exercises
①We can’t rule out the possibility(排除这种可能性) that she was murdered.
②The police are convinced that they can find convincing evidence(他们能找到确凿的证据).
③Great changes have taken place in China(我们国家发生了巨大变化) in the past twenty years.
④The enemy was searching the boy for(搜身寻找) some maps of defense works.
⑤It is said that the wind has caused/caused the fire to(致使) grow stronger and stronger.
⑥His little brother shows great interest in(对……很有兴趣) drawing.
⑦A lot of students were late for school due to the storm (由于风暴的原因) .
⑧We will look into the matter(调查那件事情) together.
4、Summary
(1)Finish Part E on page 5
(2)Read the whole passage together
5、Discussion (Groups of three or four)
Topic: What do you think really happened to Justin Foster?
6、Assignments
(1)Read the text for three times
(2)Underline the important words and phrases
【教学反思】
前不久， 我校为促进我们新教师的专业成长，特举办了“创新杯”青
年教师课堂教学大赛。我们高一英语的课题是必修二Unit 1 Tales of the unexplained 的Period 2 Boy missing, police puzzled。我的教学反思归纳起来，主要体现在以下三个方面：
一、教学观念的反思
有很多老师认为，只有进行“应试教育”才能帮助学生考好试，进行“素质教育”就不能有针对性地应考。他们认为“素质教育”和“应试教育”是相互对立的。所谓“应试教育”，就是为了考试而进行的教学,即考什么就教什么，采取题海战术的教学方式。在这种模式下，教师教学的重点只放在“有希望”的学生身上。而“素质教育”就是全面培养学生技能，使学生的听、说、读、写、译各方面能力都能得到全面发展，每一个学生都被老师公平对待。 事实上，本人认为“素质教育”和“应试教育”不是相互对立的。
所以，就以上两种教育模式的各自特点，我在教学中进行了以下尝试：第一、开展形式多样的任务型教学，使每个层面的学生都有事可做。比如：在新课开始时，请学生们看图片与课文标题，回答几个很简单的问题、请学生阅读相关段落、为学生们创设情景开展小组讨论等等。这些活动的开展有利于调动所有的学生参与其中。第二、在教学目标的设计中，我就明确提出“To improve listening, reading, speaking and translating abilities”，旨在提高学生的听、说、读、写、译各方面能力。学生的这五种语言技能是相互影响的，任何一个方面发展不好都会影响其他几个方面的发展。
二、关于处理现行牛津版高中新教材的问题
自从使用新教材以来，师生普遍认为教材偏复杂。就是英语基础较好的学生也难掌握得很好。到底应该怎样处理才恰当? 我想这需要根据具体的情况而定。教师应该根据不同的情况适当降低教学难度，有选择性地使用教材内容，这应该是我们的共识。比如说，单词不一定要求学生都去记、有些活动不一定都要开展。总之，如果不顾学生的实际情况的话，最后只能是事倍功半，欲速则不达。
因此，教师应学会如何整合现行教材，使之更适用于我们当今的高中学生。故我在设计本课时，将Part C2的习题删去了。因为此题在文中答案完整集中，不能起到训练学生归纳性思维的作用。
三、英语教学中的“语言点”问题
目前英语教学中，很多老师运用“语言点”教学法，认为英语学习就是语法学习。没有把培养学生学习英语的良好习惯作为一项任务，从而把学生训练成“考试的工具”。常常听到老师抱怨：才讲的语言点学生又忘了，这个语言点讲过多少遍，结果还是记不住。这种现象非常普遍。一方面，讲得太多，学生无法全部记住。有时语言点多达几十个，而且好多语言点都是来自字典、资料，甚至连我们老师也无法记住，怎么可能要求学生记住呢？毕竟学生要学的不只是英语一门功课。另一方面，学了之后不用。老师讲解之后，只作为语言点来研究，而没有带头去运用它。课堂是英语教学的主战场，不通过听、说、读、写、译来巩固效果，是不能掌握所学知识的。
听了我这节课的老师不难发现，我在操练模块设计了八个句子翻译，但又不是单纯的翻译。我将词组汉字标出，训练学生在语境中填上词组的适当形式。我相信经过该题型的反复训练，学生定会牢记枯燥的语法点。
以上三大点是本人在“创新杯”英语教学中的一点小小反思，思考欠佳之处还请同仁们不吝赐教。
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