天津市武清区杨村第五中学八年级英语下册《Module 3 On the radio Period 2 Reading and writing》教案 外研版.doc

Period 2 Reading and writing
Language goals 语言目标
1. Key vocabulary 重点词汇
explain voice seem weekly article glass sound check

Enable students to write a passage describing an important event in the past and some background information.
Teaching important/difficult points教学重难点
How to write a passage describing an important event in the past and some background information.
Teaching methods 教学方法
Reading and writing.
Teaching aids 教具准备
A projector and a computer.
Teaching procedures and ways 教学过程与方式

Step I Revision and lead-in
Check the homework.
T: Last period we learnt how a radio program works. What is the first step of making the program？
S: Collecting the latest news and writing the reports.
T: What should we do then?
S: Then we decide what to listen to … and what to see.
T: Good. To do a radio program everyone in the station needs to speak English well. So we can see English is so important that we must work hard and study it well. And what do you think you should have if you want a job in radio?
S: We should have good voice.
T: Right. It is a very important quality for a radio presenter. Today we’ll read a story about a teenager’s early career. Before that, look at the picture on the top right of page 20. What does the picture show us?
S: It shows us a working scene of workers on a radio program.
S: Someone is reporting the news. And some are discussing.
…

Step II Reading
In this step, students will read the passage and learn how to describe things in the past.
T: Do any of us like to work on a radio program?
S: Yes, I’d like if I could.
T: Can you tell us the reason(s)?
S: Yes. I love the radio. I often learn to make recordings of myself in my free time, and by doing this, I learn to improve my spoken English and my voice of speaking English.
T: Very good. Good English and good voice are both important. Next please read the passage and answer the questions in activity 2.
Ask some students to answer the questions after reading.
Sample answers:
1. A fifteen-year-old teenager.
2. The story is about the how the writer’s career in radio begins.
3. Maybe he wrote it for a memory.
Then discuss the story with students to make sure they understand the order of the events.
T: What is the writer doing in the story?
S: The writer is asking for a job in radio.
T: But the writer stops the story suddenly when he / she begins recalling his / her story in the earlier past. What did the writer tell us? Now read the following paragraphs and find out.
After several minutes.
T: From the story, we know the writer has always loved the radio. What did the writer say about his / her love for radio?
S: From very young, the writer began sitting close to the radio in the living room, listening to favorite programmes and to the voices of favorite presenters.
S: Then the writer asked for jobs in small radio stations.
S: The writer learnt to play music from computer to listeners, talked about life at school.
S: Then together with friends, they prepared the weekly programmes, articles about music, sports news, jokes and the weather report.
T: Then the story went on. And the writer won the job finally. What do you think is the most important reason for the writer to get the job?
S: The writer’s true love for radio.
S: Maybe the writer has a good voice.
…
T: In the story of his asking for the job in WXBN, the writer puts in a long description of his / her earlier past story. Do you think it necessary? Why did the writer write the story this way?
S: Yes, it’s necessary. The long description explains why the writer asks for the job instead of staying at school.
S: By writing this way, the story is more interesting.
After this, ask students to read the story (aloud) and finish activities 3 and 4.
Sample answers to activity 4:
1. Because the writer thinks the question is difficult to answer. It is true that a teenager of fifteen-year-old should be at school, but it is not true to the writer. He / she loves the radio from very young. He / she wants to work on the radio at such a school age. He / She finds it difficult to tell the manager the real reason.
2. His friends helped him.
3. The writer prepared programmes about the weather by looking out of the window.

Step III Writing
Ask students to read the passage again to tell “events” from “background information”, and learn to write a story about past.
T: Just as the writer did in the story, we need to put in the story some background information to make the story clear. Now read the passage again and find sentences which show more about the more important event in the past and background information.
Sample sentences:
More about important events:
I sat down in the studio, in front of a microphone. He was in another room, behind the glass wall.
All radio presenters begin work with the same question.
Background information:
At the age of nine, I asked for jobs in small radio stations.
As I grew older, my interest in radio grew.
I did this by looking out the window.
After this, ask students to write a passage modeled after the text.
Sample version:
A lot of things happened in the past, and all of them seemed as if they just happened yesterday.
I could still remember clearly this summer I spent in Beijing where I touched weapons in the Military Museum and talked with foreigners on the Tian'anmen Square; the moment I watched the World Cup on TV and saw Zinedine Zidane hit an Italian player with his head just to receive a red card; the time my Mum asked me to stop playing football after my failure of the mid-term.
All what happened really made me happy, sad, cheer, silent or regret. However, they have
become my memory and will not return forever. I can't change them at all. 2006 is over, symbolizing an end, as well as a beginning. For 2007 is coming. It's a new and hopeful year, standing for a gate of success. However long and hard the road may be, I won't shrink from it. I welcome it. The energy, the faith, the devotion which I bring to this endeavor will truly light the road.

Step IV Homework
Ask students to finish activities 5—9 on pages 105 and 106.