Unit 6 TV programmes Study skills 教学设计 2025-2026学年译林版九年级英语上册

Unit 6 TV programmes Study skills 教学设计 I. Teaching Objectives 1. Knowledge Objectives Students will master skills to read newspapers effectively, including skimming headlines and understanding the inverted pyramid structure (most to least important info). Students will recognize newspaper headline features (tense, omitted words) and apply them to decode content. 2. Ability Objectives Improve reading comprehension by using skimming and structural analysis to grasp newspaper articles. Enhance information extraction by identifying key elements (who, what, where, when, how) in news texts. 3. Affective Objectives Foster interest in news reading as a way to learn about current events and diverse topics. Build confidence in independently navigating newspaper texts for information. II. Language Knowledge 1. Key Words & Phrases Newspaper - related: headlines, inverted pyramid, skimming, omit, pass away Structural elements: who, what, where, when, how 2. Key Sentences “When you read a newspaper, you should skim the headlines first. They will tell you the topic of each article.” “Newspapers use a special style of writing. Usually the most important information—the who, what, where, when and how—comes first in an article.” 3. Key and Challenging Points Key Points: Skimming headlines for topic; understanding inverted pyramid structure to extract key info. Challenging Points: Decoding headline omissions and tense usage; prioritizing info by importance. III. Teaching Procedures (Total Duration: 45 Minutes) Step 1 Lead - in (6 Minutes) Show a newspaper front page (or image) and ask: “How do you usually read a newspaper? What catches your eye first?” (Guide to headlines). Introduce: “Today, we’ll learn skills to read newspapers better—skimming headlines and understanding article structure!” Step 2 Headline Analysis (12 Minutes) Headline Features (6 Minutes) Explain: Headlines use present tense for immediacy, omit words (a/an/the, be verbs) to save space. E.g., “Driver was killed” headline: “Driver killed”. Practice with Part A headlines: Students identify omitted words and tense, discussing what each headline is about. Skimming Practice (6 Minutes) Students skim Part A headlines, guess article topics, and share. Discuss how headlines preview content. Step 3 Inverted Pyramid Structure (15 Minutes) Structure Explanation (7 Minutes) Explain inverted pyramid: Most important info (who, what, where, when, how) first, then details from most to least important. Use the “Popular poet passes away” article to show: First paragraph has key info (Susan Hunter, died of cancer, London, Tuesday), then details. Info Extraction (8 Minutes) Students answer Part B questions about the poet article, using the inverted pyramid to find key elements (who: Susan Hunter; what: passed away; etc.). Step 4 Apply to New Articles (8 Minutes) Provide a short newspaper article (e.g., local event, sports, entertainment). Students skim headlines, identify structure, and extract key info (who, what, where, when, how). Step 5 Summary & Homework (4 Minutes) Summary (2 Minutes): Recap newspaper reading skills—skimming headlines, inverted pyramid structure, extracting key info. Homework (2 Minutes): Find a newspaper article (online/print). Skim headlines, identify key info using the inverted pyramid, and write a 3 - sentence summary. IV. Assessment of Teaching Effectiveness Check Part A for accurate headline decoding (omitted words, tense). Evaluate Part B for correct extraction of key info using inverted pyramid. Assess homework for proper application of reading skills to new articles. V. Design Purpose Lead - in: Connect to real - life newspaper reading habits to introduce skills. Explanation: Clear breakdown of headline and structure features for easy grasp. Practice: Apply to unit - related tasks (poet article) to reinforce skills. Application: Extend to new texts, promoting independent news reading. VI. Blackboard Design Unit 6 Study skills — Reading Newspapers Skills: 1. Skim headlines: preview topics, notice tense/omissions. 2. Inverted pyramid: key info (who, what, where, when, how) first. Homework: Analyze a newspaper article! VII. Teaching Reflection Strengths: Real - world newspaper context makes skills relevant; structure analysis helps prioritize info. Weaknesses: Some students may struggle with subtle headline omissions. Improvements: Add a “Headline Creation” activity: Write headlines for given scenarios, practicing tense and omissions. 学科网(北京)股份有限公司 $$