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The article is a news story about a boy's strange disappearance. Though a lot of efforts have been made to investigate the case, it still remains a mystery. How to read a news article is designed and presented. All the activities are involved with checking and enhancing students' reading abilities. Students are expected to gain an overall understanding of the article and learn to read in different ways according to the type of the article.

Suggested teaching procedures

* Lead-in

Ask students the following questions by having them focus on the title of the article 'Boy missing, police puzzled'.

Does the title arouse your interest when you read it? Can you complete the title?

From the title what information can you get? And what else do you want to know? For example:

'boy missing' ( How / When / Where was the boy missing? )

'police puzzled' ( For what are they puzzled? / What are the police going to do with the boy's disappearance and how?)

Are you curious about why the writer uses a non-complete sentence as a title? Do you know it's a feature of a news title? What are the other features of a news title?

Can you guess what details may be covered in the following news story?

* Reading comprehension

1 Before asking students to skim the passage, let them look at the news photographs first and describe as much as possible what is happening in the photograph. And then let them find answers to the questions in A.

Answers 1 The article is about a missing boy / UFOs and aliens.

2 Justin Foster is missing. 3 No.

2 Ask students to recall the question in Lead-in and ask them if they have got specific answers to "How / When / Where was the boy missing?" The teacher can guide students to pay attention to the first paragraph, as all the relevant information is in the first paragraph. Tell them the first paragraph gives the main topic and most important facts. The followings are all covered.

When and where was the boy missing?

What caused the boy's sudden disappearance?

How old was the boy?

Why do people show interest in his disappearance?

3 Ask students to scan the article again and locate specific information according to C1 and C2. The first three questions in C1 check some background information about Justin while Questions 4 and 5 check students' comprehension about aliens. C2 requires students to identify some details to support the main points of the story. Ask students to complete the exercises individually and check them as a class. If there are disagreements, welcome them. The teacher can ask students to distinguish between facts and opinions about Justin Foster.

Answers C1 1 He lives in Dover, New Hampshire.

2 He plays basketball and baseball.

3 He has a sister.

4 They were white.

5 Mavis Wood has been taken.

6 Sam Peterson was in charge of the case.

C2

Main points

Supporting details

Justin Foster went missing.

Mrs Foster thought that Justin had stayed the night at a friend's house.

Mr Foster was surprised that his son did not tell anyone that he was staying out late.

Justin Foster did not show up at the family lunch the next day.

The police found that Justin returned home.

Justin's friends said that Justin headed home after playing basketball with them.

Witnesses said that they saw Justin walking towards his home at 10.45 p.m..

Kelly heard him put on his favourite CD.

The boy was taken away by aliens.

Kelly saw a large spaceship flying outside.

Kelly heard Justin shout.

Mavis Wood said that the aliens took her away so that they could do scientific research on her.

4 Ask students to self-evaluate how well they understand and comprehend the article with the following exercise. This step is optional and the teacher can conduct it flexibly.

Justin Foster

strange object (UFO)

5 Have students pay attention to the different features of each paragraph with the following activities.

a Ask students to conduct a discussion about how they usually choose whether the news article is worth reading or not and what methods they use in their reading. The following question can be used to begin with the activity first.