Unit4 全教案
人教新课标高一英语必修三教案：Unit4Astronomy全单元.docx
Unit 4 Astronomy: The Science of The StarsTeaching aims:1.Enable students to improve their listening skills and reading ability.2.Enable students to understand the development of gravity and how gravityaffects us in different times and places.3.Arouse students ’ interest to search for the mystery of space.Emphasis:1.Words and expressions: gravity, float, cheer up, now that, break out, etc2.Astronomic knowledge like gravity and black hole.Difficulties:1.Help the students to understand the development of gravity.2.Help the students to know how gravity influences us.Teaching methods:skimming, scanning, discussing.Teaching aids: tape recorder, a projector and a computer.Teaching procedures:Period one ReadingStep 1. PresentationT:Hello, everyone!odayT we ’ ll come to Unit 4 Astronomy. Before that I have a question: Where do we come from? Or we can say: Who are our ancestors?S1: Monkeys!S2: Beijing Ren who lived many years ago.S3: Reptiles.S4: Mammals.S5: Amphibians.S6: Dinosaurs.T: Very good! Can you put them in right order?S7: Amphibians, Reptiles, Dinosaurs, Mammals, Beijing Ren.T:Do you know what it was like before life appeared on earth?S8: It was full of water, perhaps.T: Before that, what was it like?S9: Sorry, I don’ t know.T: Do you want to get more information? Today we’ ll learn something about How Life Began the Earth. Turn to Page 25. Let’ s come to Warming up first.Step 2. Warming up1.Read the three questions, while the students listen and follow.2.Give the Ss several minutes to discuss the questions.3.Collect answers from the whole class.4.Check the answers while discussing.T:I ’ ll read the three questions for you. You should listen to me carefully. (If students don howto discuss, show them an example.) For example, medicine. When someone gets seriousillness, he will go to the hospital. The doctor will examine him. He will take his temperature, measurehis blood pressureand give him an X-ray, or a CT. For the whole process of the examination, what kind of science has been used?S1: Biology.S2: Chemistry.T:So we can say medicinecombinesbiologyand chemistry.What aboutbiochemistryand geophysics?S3: I think biochemistry combines biology and chemistry.S4: Geophysics combines geology and physics.T:What about astronomy?S5: Physics.S6: Mathematics.T:Very good. We should know that astronomy is a multidisciplinary subject and if we want todo some researchon it, we shouldknow many sciencesubjectsrelatedto it. Now discussthesecond question:Whatdo we mean when we say we are studying a subject scientifically? Or what’ s t attitude towards science?S7: We should be objective, not superstitious.T: What ’ s the correct way to prove a scientific idea?S8: We should design experiments to test it for several times.S9: Then we can analyze the results and draw a conclusion at last.T:Let ’ s sum up the answers. To study a subject scientifically, we must try to be objective. Inorder to test our idea, we shoulddesign experiments,then analyzethe results and draw a conclusion. Now let’ s talk about the third question.What are the most important skills we need to be real scientists?S10: We should be very careful.S11: Be objective and logical.S12: We should be wise enough to design an experiment and write the reports clearly.S13: We should be able to draw conclusions from the experiments and not imposeconclusions on the data.T: I think you have done great work. From the discussion we know that it’ s not e scientist. So you should work harder if you want to be a scientist.Step 3. Pre-readingGet the Ss to discuss the questions on Page 25 with their partners. Then ask the Ss to tell their stories. Encourage the Ss to tell different stories. If they don’ t know any, tell th T:Nowplease look at the slide show. And discuss these questions with your partners. ThenI ask some students to tell us their stories. Are you clear?Ss: Yes, Sir/Madam.1. Do you know each religion or culture has its own ideas about the beginning of the universe? Please give an example if you know.2. Do you know what a scientific idea is?After the Ss ’ discussion, teacher says the following.T:Now who ’ d like to tell us a story? Volunteer!S1: Let me try. In China, we all know that Pangu separates the sky from the earth.T:Can you describe the story in details?S1: Sorry, I can’ t remember clearly.T:Who can? Nobody? Now I ’ ll tell you. Look at the screen.Step 4. ReadingScanningGet the Ss to read the passage quickly and accurately and meanwhile helpSs thetoform agood habit of reading.Teachergives the Ss a coupleof minutesto look throughthe wholepassage. Tell the Ss to read the text silently and then ask some detailed questions aboutthe text on the slide show with their partners. Teacher shouldencourage the Ss to expresstheir ideas.T: We ’ re going to learn a passage about how life began on the earth. Now let ’ s show. Read the text quickly and find answers to the following questions. Show the questions on the screen.1.What was there on the earth before life could begin?2.Why do scientists think there has never been life on the moon?3.Why did animals first appear in the seas?4.Why did green plants help life to develop?5.Why were mammals different from other animals?T: Now who can answer the first one?S1: Water vapour, carbon dioxide, oxygen, nitrogen and other gases.T: What about the second one?S2: Because there is no water on the moon.T: What about the third one?S3: Because water allowed the earth to dissolve harmful gases into the oceans and seas.T: The fourth one?S4: Becausegreenplants can takecarbondioxidefrom the atmosphereand fill the airwith oxygen.T: What about the last one?S5: They were different because they produced their young from within their bodies.T: Well done! Now turn to Page 26 Comprehending1, I think you may continue to read it againto get more details.SkimmingIn this part, Ss will read the text again and then finish Part1, 2 and 3.T:Now please skim the passage fast to finish Part1. Then we will check the answer.Key to Part1: BCBBT:Skim Paragraph 2, 3 and 4, and finish Part 2 and 3.Key: DBIGEHACFJT:For Part 3, discuss them with your partner.T:Why is it wrong in films and stories to show dinosaurs and people together?S:Because dinosaurs died out long before human beings developed on the earth.T:Do you agree with him?S:Yes.T:What about the answer to the second question?S:They are the cleverest animals because they have larger brains than any other creatures on the earth so far.T:Excellent job! I ’ ll check how much you have learned about the passage. Step 5. ListeningListen to the tape for the students to follow and have further understanding of the passage. T:Read after the tape, then answer me some questions with your book closed.Play the tapeT:How did water come into being on the earth?If one student can’ t answer completely, ask two or three or more students.Ss: The explosion of the earth produced water vapor, which turned into water when the earth cooled down.T:Why is water important on the earth?Ss: Because water allowed the earth to dissolve harmful gases into the oceans and seas. T:No.3, finish the following form.1 small plants in2water3 green plants on land4insects(on land)576 forests89Key to the exercise:2.shellfish and all sorts of fish5.amphibian(on land and in water)7.reptiles (on land) 8.dinosaurs(on land) 9.mammals(on land)T: That’ s all for this passage. Now let’ s deal with some language points. ExplanationT: Turn to Page 25. Let’ s look at the sentences:1.It exploded loudly with fire and rock, which were in time to produce the water vapour. which leads non-restrictive attributive clause.in time: sooner or later;eventually I ’ ll see him in time.in time (for sth. /to do sth.): not lateShe will be back in time to prepare dinner.in / out of time: in/not in the correct time Theaudience clapped in time to the music.2.Nobody knew that it was going to be different from other planets going around the sun. be different from: not like someone or something else in one or more waysNote: We can use very, much, quite, entirely, totally to modifydifferent City life is quite different from country life.going around the sun is-ing form that serves as attributive.Men breaking the law will be punished.Can you see the girl dancing with your boyfriend?3.Whether life will continue on the earth for millions of years to come will depend on whether this problem can be solved.to come: serves as attributiveShe is the last person to do such a thing.depend on: something might only happen or be true if the circumstances are right for it Our success depends on whether everyone works hard or not.4. Walking does need a bit of practice now that gravity has changed.now that: because of the fact thatNow that I’ m free, I can enjoy music for a while.Nowthat you’ ve grown up you can decide it yourself.Passage AnalyzingChart of the textHow life began on the earthwater 1 small plants in water2 shellfish and all sorts of fish4 insects (on land)4 insects(on land)5 amphibians (on land and in5 amphibians(on land and inwater)7 reptiles (on land)8 dinosaurs (on land)9 mammals (on land)Text RetellingRetell the text using about 100 words.Step 6. HomeworkRetell the passage according to the form.Remember important language points.3 green plants on land6forests10.small clever animalswith hands and feet11.humanPeriod two Extensive reading Step 1Show some pictures of the astronauts in the spaceStep 2Read the passage and fill in the formStep 3 Language pointsst month I was lucky enough to have a chance to make a trip into space with my friend Li Yanping, an astronomer.He couldn ’ t run quickly enough to catch up with the cat.2. Then we were off.be off = set offI am off today.We are off today.3get close to靠近，接近，指动态变化be close to距 ......近，指状态4.But when I tried to step forward I found I was carried twice as far as on the earth andfell over.1). “ A + be倍数+ + as +形容词原级 + as + B ” .This tree is three times as tall as that one.2).“ A + be倍数+ +形容词比较级+ than + B”The number of students in our school is three times larger than that in theirs.3).“ A + be倍数+ + the +名词(size, length, amount) + of + B”The newly broadened square is four times the size of the previous one.6.We watched, amazed as fire broke out on the outside of the spaceship as theearth increased.break out1)战争爆发2)发生争吵3)(火灾 )发生7.cheer up; cheer sb. up感到高兴振奋8.masses of 许多，大量9.get the hang of熟悉 ,掌握 ,理解10.exhausting (sth); exhausted (sb)Step 4 HomeworkCollect passages about gravity.Prepare for speaking.Period three Language Study Step 1. RevisionTranslate the following sentences1.你迟早会成功的。
人教版九年级英语unit4全英文教案
Unit 4 what would you do?I. Analysis of the Teaching Material1. Status and FunctionIn this unit students learn to talk about imaginary situations. Such topic enables students to activate their imagination and raises learning interest of students.All the students are active in such activities.(1) The first period introduces the key vocabulary words and the target language in this unit. The topic, what would you do if you had a lot of money, makes the introduction easier.(2) In the second period, students will learn to give advice to someone who is in an embarrasing situation by listening and pairwork activities with the target language.(3)All the activities in the third period are designed to give students a reinforced practice in the use of the target language.(4)In the fourth period, the first part is a vocabulary expansion activity. The other activities provide students with much integrating practice using the old and new target language.(5) The fifth period provides students with much reading and writing practice. So it’s helpful to improve students’ reading and writing skills.(6)The Self check in the sixth period shows students what they have learned. The making sentences and writing an e-mail activities are used to train students’ ability of reading and writing.2. Teaching Aims and Demands(1)Knowledge ObjectsTo make students grasp how to talk about imaginary situations.To make students grasp how to give advice using the target language.(2) Ability ObjectsTo train students’ listening, speaking, reading and writing skills.To train students’ communicative competence.(3) Moral ObjectsImaginary situations are unreal. Do remember: it’s really cool to realize your dream through great efforts.Two heads are better than one. Be ready to help others.In the United States, teenagers get their pocket money by helping parents with housework. It is a little different from that in China.3. Teaching Key PointsTo learn the key vocabulary words and the target language.To make students use the target language to give advice.4. Teaching Difficult PointTo train students’ listening, speaking, reading and writing skills by many different kinds of activities.5. Studying WaysTeach students how to communicate with others.Teach students how to give advice when someone is in trouble.Ⅱ. Language FunctionTalk about imaginary situations.Ⅲ. Target Language1. What would you do if you won a million dollars?I’d give it to medical research.2.I can’t sleep the night before an exam.What should I do?If I were you, I’d take a long walk before going to bed.Ⅳ.Structures1. Second conditional2. Should for adviceⅤ. Vocabularylottery, million, pimple, energetic, confident, shirt, tie, medical researchⅥ. Recyclingcharity, present, fruit, vegetable, snack, shy, creative, outgoing, nervous, relax,late, tiredⅦ. Learning Strategies1. Matching9. Listening for key wordsⅧ. Teaching TimeSeven periodsThe First PeriodⅠ. Teaching Aims and Demands1.Knowledge Object(1) Key Vocabularylottery, million, medical, research(2) Target LanguageLook. This girl won a million dollars in the lottery.Wow! What would you do if you won a million dollars?I’d give it to medical research.(3)StructureI would/I’d do2. Ability Objects(1) Train students’ listening skill.(2) Train students’ communicative competence.3. Moral ObjectIf you won a million dollars, you’d buy a big house, buy a car and so forth. However do remember it’s really being cool to realize your dream through great efforts.Ⅱ.Teaching Key Points1. Target language2. The structure: I would/I’d doⅢ. Teaching Difficult PointThe structure: I would/I’d doⅣ. Teaching ProceduresStep ⅠRevisionReview the structure "should be allowed to" by asking students to make sentences about school rules. Step Ⅱ1aThis activity focuses on vocabulary and structures introduced in the unit.Read the instructions to the class.Call students’ attention to the words in the box. Ask a student to read them to the class.Say, What would you do if you had a lot of money? Add more ideas to the list.Then share your answers with other students.Get students to complete the task. First individually, then in groups.As they work, walk around the room checking progress and offering any help they may need. Collect answers from students on the blackboard.Answers will vary but should include a mixture of ideas for helping themselves and others.Step Ⅲ1bThis activity gives students practice understanding the target language in spoken conversation. Read the instructions to the class.Read the question in the speech bubble.Explain the word lottery to students.Say, You will hear teenagers talking about what they would do if they won the lottery.Point to the pictures. Ask students to describe them one by one.For example, for Picture One, a student might say, "If I won the lottery, I’d buy a big house."Point out the sample answer. Say, The first picture you will hear about has the number one on it.Play the recording for the first time. Students only listen.Play the recording again. This time students listen and number the pictures in the order they hear them.Check the answers. Answers:2,1,4,3Step Ⅳ1cThis activity provides oral practice using the target language.Read the instructions to the class.Call students’attention to the conversation in the box. Explain the vocabulary words million and medical research. Invite a pair of students to read it to the class.S A :Look! This girl won a million dollars in the lottery.S B: Wow ! What would you do if you won a million dollars?S A: I’d give it to medical research.Write it on the blackboard.Say, Pretend you are the people in the picture. Talk with your partner about what you would do if you won a million dollars.Get students to work in pairs. As they work in pairs together, walk around the room offering language support as needed.After students have had a chance to practice several exchanges, ask pairs to come to the front of the classroom and act out their conversations.Step ⅤSummaryIn this class, we’ve learned some vocabulary words and the target language what would you do if you won the lottery? I’d give it to medical research.Step ⅥHomeworkIf you had a large amount of money, e, g. ￥100,000 what would you buy? Please write down each item and its cost to see when you will spend the full amount. And bring your lists to class tomorrow. Step ⅦThe Second PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary tie(2) Target LanguageWhat would you do if you won a million dollars?I’d give it to charities.If I were you, I’d wear a shirt and tie.If I were you, I’d take an umbrella.2. Ability Objects(1)Train students’ listening skill. (2) Train students’ communicative competence.3. Moral ObjectTwo heads are better than one. Give some direction to those who are in trouble.Ⅱ.Teaching Key Points :1．Listening Practice 2．Target languageⅢ. Teaching Difficult Point :Train students’ ability to use the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Students talk about how to spend a large amount of money.Invite a student to come to the front of The class and ask, if you had 100,000 yuan, what would you buy? Students take turns answering his/her question.Step Ⅱ2aThis activity provides practice understanding the target language in spoken conversation.Focus attention on the picture. Ask students to describe it. Help students say that the boy is going to somewhere, but he doesn’t know what to wear. The girl is helping him to pick out clothes.Point to the list of reasons. Invite a student to read them to the class. Say, You are to listen to a conversation between Larry and the girl and circle the reasons. Play the recording the first time. Students only listen. Play the recording a second time. This time students listen and circle the reasons. Check the answers.Answers:Circle items:2,3,5Step Ⅲ2bThis activity provides listening practice using the target language.Read the instructions to the class.Point to the list of sentences. Invite a student to read them to the class.Say, You will listen to the same conversation again. This time you are to check the four things Larry’s sister says to him.Play the recording again. Students listen and check the things.Check the answers. Answers:Checked items: 1,2,4,5Step Ⅳ2cThis activity provides oral practice using the target language.Point to the list of Larry’s worries in the box. Invite a student to read them to the class.Ask students to look back at the list of checked sentences.Read the instructions to the class. Say,Please make conversations using information from Activities 2b and 2c.Ask a pair of students to demonstrate a conversation to the class.S A: I don’t know what to wear.S B: If I were you, I’d wear a shirt and tie.Get students to work in pairs. As the pairs work together, walk around the room listening in on various pairs and giving language and pronunciation support as needed.After all the students have a chance to play both parts, stop the activity. Ask different students to perform their conversations.Optional activity:Ask students to write down a problem they have on a piece of paper. Have students exchange papers with one another and read the one they receive. Then ask students to write two piecesof advice they would give the other student. Ask a student to read his/her advice to the class. The rest guess the problem.Step ⅤGrammar FocusAsk different students to read the question and answer and the statements to the class.Ask students questions pointing to the picture.T: Have you ever been in a lion’s cage?S s: No.T: That’s right. None of us has ever been in a lion’s cage. What would you do if you were in a lion’s cage? (Write the question on the blackboard.)S1:I’d call for help. (Write the sentence on the blackboard.)T: What about you?S1:I’d get out fast. (Write the sentence on the blackboard. )Get several more examples from other students.Say, When we talk about things that haven’t happened, we often use the word would (underline the word would in the question). Apostrophe’d is the abbreviation of the word would( underline the abbreviation ‘d in the answers).Then underline the word were in the two statements. Say, When you tell someone what you would do, you use the expression if I were you. Get all the students to read the target language on the blackboard.Pronunciation noteWhen saying the words would you in phrases such as what would you do…,English speakers often run the words together and pronounce these words as if they were spelled wudjuh.Step ⅥSummarySay, In this class, we’ve learned the target language I’d give it to charities and If I were you, I’d wear a shirt and tie. And we’ve also done much listening practice using the target language.Step ⅦHomeworkSay, If your teacher criticized you, but in fact it isn’t your fault, what would you do? Get students to make a list.StepⅧThe Third PeriodⅠ. Teaching Aims and Demands1.Knowledge Objects(1) Key Vocabulary: pimple, trouble(2) Target LanguageI can’t sleep the night before an exam.Then I’m too tired to do well. What should I do?If I were you, I’d take a long walk before going to bed.I really want a dog, but my parents won’t let me have one.Well, dogs can be a lot of trouble. Maybe you should get a small pet, like a goldfish.That’s a good idea.2. Ability Objects:(1) Train students’ reading skills. (2) Train students’ integrating skills.3. Moral ObjectEveryone may have some trouble. Don’t worry.Ⅱ.Teaching Key Points :1. Reading 2. Target languageⅢ. Teaching Difficult Point:Give advice using the target language.Ⅳ. Teaching ProceduresStep ⅠRevisionCheck homework. Get students to talk about what they would do if a teacher criticized them. For example, a student might say I’d explain to the teacher and so forth.Step Ⅱ3aThis activity provides reading practice using the target language. Point to the problems on the left. Ask different students to read them to the class.Point out the pieces of advice on the right. Get different students to read them to the class.Point out the sample answer. Invite a pair of students to read the problem and the piece of advice to the class.S A: I’m really shy and I just don’t enjoy parties. I don’t know what to say or do.S s: If I were you, I’d talk to someone who looks friendly. Then you won’t feel so shy.Say, Please match each problem on the left with the correct advice on the right.Get students to complete the activity on their own. As they work individually, move around the room answering any questions students raise and offering help as needed.Check the answers.Answers 1. c 2. a 3. bStep Ⅲ3bThis activity provides oral practice using the target language.Read the instructions to the class. Invite a pair of students to read the sample conversation.S A:I can’t sleep the night before an exam. Then I’m too tired to do well.What should I do?S B: If I were you, I’d take a long walk before going to bed. That should help you relax.Say, Please think of different advice for the problems in Activity 3a.Collect suggestions from students. For example, for the third problem, a student might say, If I were you, I’d watch TV to relax my mind.Ask students to make conversations with partners using new suggestions to each problem. As they work in pairs, walk around the room offering language support as needed.After each student has a chance to play both parts, stop the activity. Get several pairs of students to say their conversations.Step ⅣPart 4This activity provides writing, listening and speaking practice using the targetlanguage.Read the instructions to the class. Get a pair of students to say the sample conversation to the class.S A:I really want a dog, but my parents won’t let me have one.S B:Well, dogs can be a lot of trouble.Maybe you should get a small pet, like a goldfish.S A:That’s a good idea.Write the conversation on the blackboard.Point out the sample answers in the chart.Say, What problems do you have at home? At school? Make a list in the chart. Then ask your classmates for advice and write their advice in the chart too.Get students to complete the activity in groups of four. As the groups work together, move around the room to make sure students discuss the topic in English and know how to fill in the chart.Check the answers by asking different pairs of students to say their conversations to the class.Answers will vary.Optional activityAsk, What would you do if there were no classes tomorrow? Ask students to write as many answers as they can. Then get students to work in pairs. One ask the other the question and see how many new answers the other is able to think of.Step ⅤSummarySay, In this class, we’ve done a lot of reading, speaking and writing practice using the target language. Step ⅥHomework(1) Review the target language by reading the conversations in Activity 3a.(2)Finish off the exercises on pages 11～12 of the workbook.StepThe Foruth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabulary:be strict with, take a test, pass a test, fail a test(2)Target LanguageI think Peter should be allowed to take the test later.I don’t agree.I think the school has to have rules.2. Ability Objects(1) Train students’ listening skill.(2) Train students’ ability to talk about agreement and disagreement.3. Moral Object: It’s good manners to be on time.Ⅱ.Teaching Key Points1.Review some key vocabulary words and target language.2.2. Talk about agreement and disagreement.Ⅲ. Teaching Difficult Point:Talk about agreement and disagreement.Ⅳ.Teaching ProceduresStep ⅠRevision(1)Check the homework.(2) Competition: Write "are allowed to" and "aren’t allowed to" on the blackboard, Divide the class into groups.Each group is asked to write down as many things as they can think of about what teenagers are or aren’t allowed to do. See which group can think of the most items for each category. StepⅡ1aThis activity reviews the use of always, sometimes, usually and never.Point to the picture. Ask students to describe what is happening in the picture.Help students to say, The boy is late for class. Invite a student to read the four questions in the box to the class.Read the instructions and remind students of the exact meanings of the adverbs of frequency.Say, Please write A after things you always do, U after things you usually do, S after things you sometimes do and N for things you never do.Get students to finish the task on their own.Answers to this activity will vary.Step ⅢlbThis activity provides oral practice using the target language.Point out the sample conversation. Ask a pair of students to say it to the class.S A: Do you ever get to class late?S B: Yes, I sometimes get to class late.Say, Talk with your partner about your answers in Activity 1a.As the pairs work together, walk around the room offering help if necessary.Ask several pairs to share their conversations with the class.Step Ⅳ2aThis activity provides practice in understanding the target language in spoken conversation. Point out the four items in Activity 1a.Say, You will listen to a conversation and circle the things on the list that you hear. Play the recording for the first time. Students only listen.Play the recording a second time. This time students listen and circle the things that they hear. Check the answers.AnswersCircled items: 1,4StepⅤ2bThis activity provides listening practice using the target language.Point to both the numbered and lettered lists of item in the box.Point out the sample answer. Read the sentence "Peter is going to fail a math test to the class."Say, I’ll play the same recording again.You are to match the sentence parts as you hear on the tape.Play the recording for students to do the activity.Check the answers.Answers1. c 2. e 3. a 4. b 5. dStep Ⅵ2cThis activity provides oral practice using the target language.Call students’ attention to the statements in the box. Say them to the class.Ask three students to read the sample conversation to the class, completing the sentences.S A:I think Peter should be allowed to take the test later.S B:I don’t agree.S C:I think the school has to have rules.Write the conversation on the blackboard.Divide the class into groups of four. Say,Now discuss the statements with your group.As the groups work together, walk around the room offering help as needed.Ask some groups to say a few lines of their conversations to the class.NotesParents should not be too strict with teenagers. Note the word be strict with.Generally speaking, we say be strict with sb. but be strict in sth. For example, Our teachers are strict with us. He is strict in his work.Step ⅦSummary and HomeworkSay, In this class, we’ve learned to talk about agreement and disagreement. And we’ve also reviewed adverbs of frequency. Have you ever been late for school?Write a passage to describe what was happening that day.Step ⅧBlackboard DesignThe Fifth PeriodⅠ. Teaching Aims and Demands1.knowledge Objects(1) Key Vocabularypretty, social, bother, slight, in the slightest, fairly, plenty, plenty, get along with, listener(2) Reading (3) Writing2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectsSometimes you might annoy people because you are so confident. In fact, being a good listener is an art.Ⅱ.Teaching Key Points:1. Reading 2. Writing 3. Key vocabularyⅢ. Teaching Difficult Point:1. Reading 2. WritingⅣ. Teaching ProceduresStep ⅠRevisionHold a quick survey around the class. Ask what would you do if…(1) the teacher asked you to give a speech in front of the whole school?(2) your brother borrowed your clothes without permission?(3) someone asked you to be in a movie?(4) you wanted to be friends with a new student? Encourage students to give different answers to each question.Step Ⅱ3aThis activity introduces key vocabulary words and provides reading practice using the targetpersonality survey results in the box. Set a time limit of two or three minutes. Have students read the three paragraphs silently. Mean while, write the new words on the blackboard. Ask students to look at the questions and answers on the survey in Activity 2a. Say, The letter a answers all describe one type of person. The letter b answers describe another and c still another type.Read the Activity 3a instructions to the class. Ask students to reread the personality survey results and decide which letter goes in each paragraph. Point out the sample answer.Get students to complete the activity on their own.Check the answers.Answers1. c 2. a 3. bStep Ⅲ3bThis activity provides reading and writing practice using the target language.Read the instructions to the class.Invite a student to say the example to the class.T: What kind of person is question a asking about? Ss: Outgoing.T: What about b? Ss: Shy. T: What about e? Ss: Pretty confident.Say, You are to write your own personality survey. You can write any questions you want, but each question must be about a different personality type.Give another example on the blackboard. If a friend misunderstood you, would you…a. tell him/her it is a misunderstanding at once?b. want to explain to him/her, but have no courage?c. invite him/her to dinner and explain?Get students to work individually. Remind them to use the ones in the book and on the blackboard as a model.As they work, move around the room checking their works and offering language support.Step ⅣPart 4This activity provides oral practice using the target language.Read the instructions to the class.Point out the sample conversation in the box. Invite a pail of students to read it to the class.Divide the class into groups of five. Ask students to give their survey to each person in their group, and circle the answers.Say, Having given your survey, talk about what you learned. Use the sample conversation in the box as a model. As the groups work together, walk around the room offering any help they may need.Ask several students to read his/her question and tell the class about the results. Optional activityDivide the class into groups and ask each group to write a question with three choices. Collect the results. After class, combine the survey questions into a new survey. Make a survey to the class tomorrow.Step ⅤSummarysay, In t his class, we’ve learned some new vocabulary words. And we’ve also done much reading and writing practice using the target language.Step ⅥHomeworkAsk students to reread the three paragraphs under the headline personality survey results for further comprehension.Step ⅦThe Sixth PeriodⅠ. Teaching Aims and Demands1. Knowledge Objects(1) Key Vocabularyrepresent, let…down, come up with(2)Fill in blanks and make sentences with the words nervous, shy, tired, terrible, friendly.(3)Read the email from Fran, and write a reply.2. Ability Objects(1) Train students’ ability of reading comprehension.(2) Train students’ ability of writing.3. Moral ObjectThe reason why you are shy may be that you are afraid of being laughed at. Encourage students to be confident.Ⅱ.Teaching Key Points1. Fill in blanks and make sentences with vocabulary words.2. Write a reply using the target language.Ⅲ. Teaching Difficult PointMake sentences with vocabulary words.Ⅳ. Teaching ProceduresStep ⅠRevisionGo on doing the optional activity last class.Show the personality survey made up of students’ questions on the screen by a projector. Ask students to choose an answer to each question. Discuss the personality survey results along with students. Vote on the most popular personality.Step ⅡPart 1This activity provides a comprehensive review of vocabulary presented in the unit.Focus attention on the box. Invite a student to read the vocabulary words at the top.Say, You are to fill in the blanks with the words. In some cases, you may need to use another form of the word, for example adjusting for tense or subject/verb agreement.Ask students to fill in the blanks on their own.Check the answers. Five students each read a sentence, filling in the blanks. The rest of students check their answers.Answers1. tired2. nervous3. friendly4. terrible5. shyAsk students to make their own sentences with the words, preferably sentences that are meaningful. Move around the room. Collect a few students’ answers with mistakes on the blackboard. Help correct the mistakes.Sample answers1. Are you tired?2. Don’t be nervous. It’s nothing serious.3. We must be friendly and patient to the old.4. --What’s wrong with you?--I’ve got a terrible headache.5. She is so shy a girl that she daren’t speak in public.Step ⅢPart 2This activity provides reading and writing practice using the target language.Read the instructions to the class. Teach students to practice the words represent, let…down and come up with.Read the e-mail from Fran to the class. Set a time limit of five minutes. Students read the email again carefully and discuss what they are going to write in the reply. Move around the room answering any questions students have in the reading.Get students to write a reply on their own. Say, Your reply will involve telling Mei not to be shy, explaining how she is the best person for the job and encouraging her to practice in various ways. As students do this, walk around the room offering any help they may need.Ask a few students to read their replies to the class and share their solutions.Answers to this activity will vary,A sample versionDear Fran,I’m very glad to hear that Mei is so good at English. In my opinion, she should take part in the contest. It is a chance to show herself and learn from others. She is very clever. She can speak English really well. And she always comes top in the school exam. So she is sure to win the contest. There is no need for her to be shy. Tell her that the teacher and the whole class will help her prepare for the contest and encourage her to practice in various ways. With the help of the teacher and the classmates, she will succeed. Do remember: Try, then you’ll make it.Step ⅣJust for Fun!This activity provides reading and speaking practice with the target language.Ask students to read the cartoon story in pairs. Ask, Why, is it funny? Help students to answer. The mouse can scare the kitten, but a big cat can scare the mouse.Step ⅤSummaryIn this class, we’ve done much reading and writing practic e using the key vocabulary words and the target language presented in this unit.Step VI Homework（1）Read the email from Fran again.（2）Finish off the workbook exercises on pages 12～14 of the workbook.Step ⅦReading: What would you do if ……The Seventh PeriodⅠ. Teaching Aims and Demands1.Knowledge ObjectsKey vocabularyShelf,come out, cover, ppress, deep, downstairs,hurt, knee, offer, refuse , helpful and so forth.Text: What would you do if ……2.Ability ObjectsTrain students’ ability of reading for special information.Train students’ ability of understanding words in context.Train students, writing skill.3. Moral ObjectBasketball is popular among people all over the world. Not only does it build our body, but it also brings us entertainment. Thank the inventor, James Naismith.Ⅱ.Teaching Key PointsKey vocabularyRead the text for special information.Read the text to understand words in context.Make a list of good things and difficult things about being a basketball player.Ⅲ. Teaching Difficult PointTrain students’ reading skill.Ⅳ. Teaching ProceduresStep I Key VocabularyThis activity introduces the key vocabulary words.Show the vocabulary on the screen by a projector.Have students repeat again and again until they can pronounce them fluently and accurately.Step ⅡPart 1This activity is designed to activate students’ background knowledge before attempting the reading. Read the title The history of basketball to the class. Ask, What do you think the article is about? Read the instructions to the class.Point to the four questions in the box.Say, Please discuss the questions with your partner to see how much you know about basketball. But don’t look at the reading. Instead, use your background knowledge.Get students to complete the task in pairs. As the pairs work together, walk around the room. Ensure that they are discussing the questions in English.When most students are finished, invite pairs of students to report their results.Don’t say yes or no to their answers.Step ⅢPart 2This activity provides practice in scanning for specific information. Look at the picture. Ask students to describe what is happening in the picture.Read the instructions and draw students’ attention to the chart. Get a student to say the sample answer using a complete sentence, e. g. Basketball’s inventor was born in 1861.Say, Please read through the article silently. Find information for the years in the chart. Remember to skim for the key ideas rather than read slowly.Get students to work on their own. As they are doing this, move around the classroom answering questions they may have and offering language support as needed.Check the answers.Step IV Part 3This activity encourages students to use the strategy of reading in context.。
新视野大学英语四unit4教案
一、教学目标1. 知识目标：（1）掌握本单元的核心词汇和短语；（2）理解并分析文章的主旨大意；（3）提高阅读理解能力，学会从文章中提取关键信息。
2. 能力目标：（1）提高学生的英语口语表达能力；（2）培养学生运用所学知识进行写作的能力；（3）提高学生的跨文化交际能力。
3. 情感目标：（1）激发学生对旅行文化的兴趣；（2）培养学生关注社会现象，思考人生价值。
二、教学内容1. 文章概述《Traveling for the Experience》2. 单元词汇和短语- travel experience- unique- fascinating- destination- memorable- authentic- cultural exchange- fulfill- indispensable- unconventional3. 写作技能- 描述旅行经历- 表达个人观点- 举例说明三、教学过程1. 导入（1）通过提问，引导学生思考旅行的意义；（2）播放一段旅行视频，激发学生对旅行的兴趣。
2. 阅读理解（1）让学生快速阅读文章，了解文章大意；（2）引导学生分析文章结构，找出文章的主旨大意；（3）讲解文章中的重点词汇和短语，如travel experience、unique、fascinating等；（4）让学生回答问题，检验阅读效果。
3. 口语练习（1）分组讨论，让学生分享自己的旅行经历；（2）设置情景，让学生模拟旅行中的对话，如询问景点、介绍文化等；（3）教师点评，纠正学生的发音和语法错误。
4. 写作训练（1）布置写作任务，要求学生描述自己的旅行经历；（2）讲解写作技巧，如开头、结尾、过渡等；（3）学生完成写作，教师批改并点评。
5. 总结（1）回顾本单元所学内容，总结旅行的重要性；（2）鼓励学生在生活中多关注旅行文化，提高自己的综合素质。
四、教学评价1. 阅读理解：通过课堂提问和课后作业，检验学生对文章内容的掌握程度。
新外研社高中英语必修一Unit4Friends forever整单元完整教案
新外研社（19）高中英语必修一Unit 4 Friends forever-Starting out教案Teaching objectives:1.Enable the students to read the poem and watch the video to learn about English poetry, experience the beauty of friendship in poetry, and try to talk about friendship in English.2.Lead the students to master the vocabulary related to friendship, understand what a true friend is, and try to talk about how to be a good friend in English.3.Guide the students to understand the main idea of the dialogue, choose the right answers and fill in the blanks involving the important details of the dialogue.4.Help the students to understand the meaning of friendship based on their real experiences, and talk about how to deal with the hard times with friends in English.Evaluation objectives:1.Understand the audio and video related to friendship.e the words and expressions you have learnt to talk about friendship or friends.3.Read the poems with feeling and rhythm.e the words and expressions you have learnt to write your understanding of friendship.Teaching key and difficult points:1.Deepen the students’ understanding of friendship by listening, speaking, reading, and watching. Master some vocabulary and expressions to talk about friendship and give advice.2.Lead the students to listen, speak, read, watch and think about the meaning of “friend”.Learn the vocabulary to describe friendship; grasp specific information in the process of listening to develop listening skills; talk about friendship using the vocabulary learnt in the lesson.Teaching methods:Audio-visual Teaching Method; Communicative Teaching Method; Task-based Teaching Method教学设计：新外研社（19）高中英语必修一Unit 4 Friends Forever-Understanding ideas教案Teaching objectives:1.Enable the students to try to be familiar with the topic “make friends online” and grasp the words,phrases and sentences related to the topic.And master more knowledge of English syntax and use the knowledge in context.2.Guide the students to learn to form correct values and moral feelings about making friends online and build positive self-confidence and self-improvement.3.Lead the students to try to understand the reading passage and get what the author is trying to express and develop the dialectical thinking ability and finally establish correct views on making friends on the Internet.4.Encourage the students to try to improve the reading skills,such as skimming and scanning and practice to access learning resources from different channels. Evaluation objectives:1.Ask the students to talk about what kind of friends they like and the ways they use to make friends to find out if they can use some relevant expressions correctly.2.Ask the students to get some detailed information from the passage to find out ifthey can search for information quickly.3.Ask the students to find out how to keep safe in chatting online to find out if they can form correct views on making friends on the Internet.Teaching key points:1.Lead the students to understand the passage through reading.2.Get to know the main idea of each paragraph.3.Students learn about the stylistic features of argumentation.Teaching difficult points:1.Help the students sort out the relevant details of making friends online.2.Students get to know and judge the phenomenon of making online friends in a proper way.Teaching methods:Cooperative Teaching Method;Task-based Approach;Communicative Approach教学设计：Language points1.How would you feel if moving to a new town meant losing track of your friends?【翻译】________________________________________________________【知识链接】keep/lose track of:to have/not have information about what is happening or where sb/sth is了解/不了解……的动态;与……保持/失去联系track n.踪迹v. to follow or find someone or something by looking for evidence that shows where they have gone追踪【实战演练】翻译句子(1)It is important to keep track of current affairs.___________________________________________________________________ (2)modern methods of tracking polar bear populations...___________________________________________________________________2.What if the only way of getting news from faraway friends was writing letters...?【翻译】__________________________________________________________【知识链接】what if...?:what would happen if...?要是……怎么样?what about...?:used to make a suggestion=how about...?怎么样?【实战演练】完成句子(1)they talked a long time about a painting that you weren’t that interested in?(2018 天津阅读B)要是长时间谈论一幅你不那么感兴趣的画会怎么样?(2)having lunch at that new restaurant?去那家新餐厅吃中午饭怎么样?3....stay in touch with the people that we want to remain friends with.【翻译】【知识链接】stay/keep/be in touch with sb 和某人保持联系(状态)get in touch with sb 和某人取得联系(动作)lose touch with sb 和某人失去联系(动作)【实战演练】完成句子Even when the two girls went to different colleges at the age of 18,they through email and still stayed the best friends.甚至当这两个女孩18岁去了不同的大学时,她们还通过电子邮件保持联系,仍然是最好的朋友。
冀教版七年级英语下册Unit4全单元教案
Unit 4 After-School ActivitiesLesson 19 A dinner dateI Learning aims1 To learn the new words and phrases: activity, volleyball, practice, chess, club, both, nothing and come over, do well in.2 The mai n senten ce: How about…？ Would you like to …?3 Students can use“be going to ”structure.II Learning key points1The new words and phrases in this lesson.2 The mai n sentence structure: How about-? Would you like to …? 皿Difficult pointsThe usage of“be going to ”IV Learning tips（一）Self -earning1 Review（5min）1） _________________________ She is doing well. There is to worry about.A somethingB anythingC nothing Deve rything2） ____________ What about a rest?A to haveB hadC haveD having3）Would you like one of the moon cake?A Yes, pleaseB yes, I wouldC no, pleaseD no, I don't（二）Grammars （15min） be going to 结构：肯定句：主语+be +going to do sth 否定句：主语+be+ not +going to do sth 一般疑问句：Be +主语+ going to do sth ? 肯定答语：Yes, 主语+be.否定答语：No, 主语+be +not特殊疑问句：特殊疑问词+be+主语+ goi ng to do sth ?（三）Consolidations（15min）1 我们打算搬到纽约去。
四年级上册英语教案-Unit 4《How’s the weather today》(Lesson 2
四年级上册英语教案－Unit 4《How’s the weather today》（Lesson 24）| 人教（精通）
一、教学内容
本课程主要讲解天气状况的表达并学习相关问答句型。
二、教学目标
通过本课程的学习，学生将会：
1.能够正确的使用问答句型表达天气情况。
2.掌握英语中常用的天气词汇以及它们的用法。
3.培养学生的听、说、读、写的能力。
三、教学重点
1.学会正确表达天气情况的问答句型。
2.掌握英语中的天气词汇并在句子中正确使用。
四、教学难点
1.区分天气词汇在不同句子中的用法。
2.掌握英语中的表示天气的短语。
五、教学准备
1.教材：四年级上册英语《Go！Go！Go！》第四单元。
2.PPT课件：用于呈现单词和例句。
六、教学流程
1. Warming-up
1.大声读出播放天气预报的视频，并要求学生倾听。
2.在白板上展示相关图像或图片，询问学生当地的天气情况。
2. Presentation
1.展示并解释一些与天气相关的词汇，例如：sunny、windy、cloudy等。
2.与学生交流词汇的用法及它们的意思。
3.向学生介绍如何表述天气情况的常用问答句型。
3. Practice
1.写下一些简单的问题，例如：。
人教版(PEP)五年级英语上册Unit4 What Can You Do全单元教案
五年级英语上册U n i t4W h a t c a n y o u d o?课题U n i t4W h a t c a n y o u d o？课型新授课教学目标知识目标1.能够掌握A.B部分L e t’s l e a r n和L e t’s t a l k中的四会单词和句子。
2.能够了解A部分L e t’s s p e l l中所给单词字母组合“o o”的基本发音规律。
3.能够理解R e a d a n d w r i t e和s t o r y t i m e部分的主要内容。
能力目标1.能够简单介绍自己会的运动和特长。
2.能够询问别人能做什么。
3.能够听懂,会唱歌曲W h a t c a n y o u d o?情感目标1.培养学生养成热爱劳动的良好习惯。
2.教育学生要主动关心同学和朋友，互相学习。
教学准备教学重点1.掌握单词s i n g,s o n g,d a n c e,d r a w及词组s i n gE n g l i s h,d o k u n g f u,d r a w c a r t o o n s,p l a y t h e p i p a.2.掌握四会句型：Can you …? Yes, I can. /No, I can’t.3.了解字母发音规律，读出字母组合“oo”的正确发音，并且区分拼写相类似的单词。
4.认，读，说动词或动词词组：cook, make a puppet/robot,sing the birthday song, sing English songs, speakEnglish并在情景中运用。
教学难点正确书写四会单词、词组以及熟练运用句型W h a t c a n y o ud o?I c a n…进行回答教具课件，相应的教学磁带，录音机教学方法图示法情境教学法操练法课时分配第一课时：A部分L e t’s t r y L e t’s t a l k第二课时：A部分L e t’s l e a r n D o a s u r v e y第三课时：A部分L e t’s s p e l l第四课时：B部分L e t’s t r y L e t’s t a l k第五课时：B部分L e t’s l e a r n W r i t e a n d s a y第六课时：B部分R e a d a n d w r i t e L e t’s c h e c k L e t’sw r a p i t u p C部分S t o r y t i m e第一课时教学目标知识目标1.能够听，说，认读单词party、next、wonderful.2.能够听，说，读，写动词词组sing English songs、do someKung fu及句子What can you do for the party,children? I can sing English songs.3.能够听懂，说唱歌谣What can you do?并初步掌握句型：What can you do ? I can...能力目标能够运用所学句型W h a t c a n y o u d o?I c a n…进行作答。
新人教版初一下册英语 Unit4 单元全套教案(教学设计)
Unit 4 Don’t eat in class.Section A 1a-2c【课型】听说课学习目标1.能熟练掌握本课重点词汇:rule, arrive ,hall, listen, sorry, outside, fight ,wear。
能初步口头掌握祈使句Don’t run in the hallways.2.能基本听懂含有本课重点词汇和目标语言的听力材料。
初步了解听前预测的技巧,并在听的过程中做到有目的地获取有效信息。
3.能理解遵守规则是每个学生的义务,并掌握Don’t eat in the classroom./We can’t eat in the classroom. Don’t listen to music in class./We can’t listen to music in class.并能运用目标语言谈论校规。
学习过程【自主学习】请在课前会拼读下面的单词,并熟记。
rule, arrive, hall ,listen ,sorry ,outside, fight, wear【新课导入】Step 1:Free talkT: How to be a good student?What can we do at school or in the classroom?What can’t we do?...S: We can’t...S: We can...【新知呈现】Step 2:Presentation1.根据图片提示,学习本课新词汇和句型。
Don’t eat in the classroom.Don’t arrive late for class.Don’t run in the hallways.Don’t play sports in the classroom.Don’t fight.2.看1a中的图片,将数字写到图中学生旁边。
【新知学习】Step 3: Listening 1bBefore listeningWhere are the school rules? 看课本图片中方框里的校规。
Unit-4--Don't-eat-in-class-全单元教案
Unit 4 Don’t eat in class。
Step 4 listening （1b）Listen & put an for things Dave can't do ＆a for things He has to do.Rules Can’t Have to/must Whena go out On schoolnightssee friendsdo his homeworkPractice the guitarDo the dishesWatch TVHelp his mom make breakfastClean his roomPlay the recording, Ss listen ＆Check the answers。
Step5 （1c)Listen again。
Write when Dave has to follow the rules in the chart in （1b）. Choose from the phrases in the box。
Ss listen carefully；check the answers with the class.on school nights every Saturday before dinner in the eveningon school day after dinner after school every morningStep 6 Talk about the rules in Dave’s house。
(1d）eg：Can Dave go out on school nights?No, he can't. etc.Step 7 Report Dave’s rules。
See who is the best？He can’t go out o n school nights。
He can’t see his friends on school days。
中职英语教案：Unit4 Customer Service(全6课时)
中等专业学校2023-2024-1教案编号:中等专业学校2023-2024-1教案中等专业学校2023-2024-1教案教学内容Step 4 :Post-reading Analyze and discuss ：Underline the following key words, phrases and sentences on the product page, explain their meanings and main usages, and give complete the construction. Review the important words and expressions. How to reply a complaint letter?Ss read thepassageagain andunderline the key words, phrases and sentences.Ss learn theusages of theimportant wordsand phrases.中等专业学校2023-2024-1教案教学内容写作评价标准i.与消费者评价相关的词汇与句型是否使用正确？ii.表达是否清晰且符合逻辑？iii.语法运用是否正确？iv.单词拼写是否正确，标点符号使用是否规范？Step3:Culture UnderstandingRead and answer：1)Who do not like deadlines in business ?A.ChineseB.SpanishC.TurksD.Filipinos2)In which countries should we take care not toshare personal information?A.ChinaB.TurkeyC.GermanyD.FranceGroup TaskSurf the internet or access other resources toget to know different business cultures.Share them with your classmates.Evaluation:Learn the newwords andphrasesappearing in thepassage.中等专业学校2023-2024-1教案教学内容(2)Read and group：原因状语从句：since，because，as，for...让步状语从句：even if/though, though，although，while，as...目的状语从句：in order that, so that, in case...(3)Step 3: Presentation1.Read and underline.The teacher explains the basic grammar structureand application rules of attributive clauses.I got up early so that I could get to school on time. 目的状语从句Even though I got up early, I didn’t get to schoolon time.让步状语从句Since I got up early, I got to school on time. 原因状语从句Even if/though Since So that2 1,7 5,8Ss read thesentences andsummarize theusages ofgrammar.Ss learn thebasic forms ofattributive clauses中等专业学校2023-2024-1教案。
【人教版】八年级英语上册 Unit 4 全单元英文教案
Unit 4 What's the best movie theater?桥。
真正面向全体同学，创设轻松而和谐的氛围。
通过对身边事情的探讨，引发学生的讨论，有效氛围的营造等各方面。
mfortablymfortably because they have the biggest seats.list of real movie theaters.rter，comfortably，movie theater，clothes store，radio station，so far，no problemst quickly there. .quickly there.sly，for example，come trueds of，be up to，play a role，make upthe winner. And the winner always gets a very good prize. However，if you don't take ke their dreams come true.t them.at them. And make sure everyone knows the meanings.erybody pron.每人；example n．实例；poor adj.贫穷的；give v．提供，给；have...i n common eriously认真对待……ead students to learn the passage sentence by sentence. Pay attention to the key wordsd so on，all kinds of，be up to，play a role，make up，take...seriously，for example，pular city for visitors.Qingdao is the best city in China because it is the most beautiful. But I think Beijing hat，Let's first learn a new word “crowded” we will use.(Show the word on the screene School. Because it is the most beautiful school in my town. the sentences in the box.ar city for visitors.。
精选】人教版七年级下册英语Unit4第四单元优秀教案
精选】人教版七年级下册英语Unit4第四单元优秀教案Unit 4 Don't Eat in Classn A (1a-1c)XXX:1.Key words: rule。
arrive。
hallway。
hall。
listen。
fight。
sorry.2.Key phrases: in the dining hall。
listen to。
on time.3.Key sentence structures:What are the rules?Well。
we can't arrive late for school。
We must be on time.Don't listen to music in class.Focus of Learning:1.XXX.e of imperative sentences.Difficulties:Use of imperative sentences.Self-Study:1.Preview the new words on page 19 and memorize them。
Translate the following Chinese words into English:规定: rule到达: arrive走廊: XXX大厅: hall倾听: listen打架: fight抱歉的: sorry2.Carefully preview 1a。
1b。
and 1c and XXX:What are the rules?We can't arrive late for school!We must be on time!Don't listen to music in class!XXX.In-Class Guidance:Step 1: nShow the students a picture and ask them XXX of "What ishe/she doing?"XXX: Look at this girl。
2019统编人教版高中英语必修第一册unit 4《Natural disasters》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 4全单元备课教案教学设计Period 1 Reading for writing教学目标与核心素养：1. Get students to have a good understanding of how to write a summary about a news report.2. Enable students to use some writing skills flexibly.3. Develop students’ writing and cooperating abilities.4. Strengthen students’ great interest in writing discourses.教学重难点：1. How to enable students to have a good understanding of the skills of writing a suggestion letter.2. How to enable students to write a good recommendation letter using some writing skills properly.教学过程：Step 1: Lead inBegin the class with the lead-in questions:What is a tsunami?What causes it?Will it cause great damage to humans?Watch the video and express your ideas.It is strongly recommended that the teacher should ask students to discuss the topic freely with their partners and brainstorm some ideas concerning the topic. In this way, students can come up with more ideas and avoid being nervous at the beginning of the class.Step 2: Read to discover details concerning how to write a summary about a news reportThe teacher is expected to ask students to read a news report about a tsunami silently and then request students to discuss the questions below.In this step, what should be highlighted is that the teacher ought to give students enough time to read individually and think independently.In this period, the teacher uses when, what, why three questions to guide studentsto focus on details of a news report.1. When did the tsunami happen?2. What caused the tsunami?3. Why would it be difficult to deliver food and supplies?Step 3: Read to sum upAfter finishing the tasks above, the teacher leads students to figure out the summary of the news report.Check the main points it includes.On 26 December 2004, a tsunami killed more than 6,500 tourists，fishermen and many other locals in Southeast Asia. Thousands of people are missing and the number of deaths is expected to grow. The damage caused by the tsunami is making it difficult for rescue workers to help the survivors.1. Follow the steps below to write a summary for the first text called “the night the earth didn’t sleep.”Read the text and write a list of the main details.4. Get your drat back and revise it. Put up your summary in the classroom or read it to the classStep 4: Practice1. Use what you have learnt to write a news report台湾高雄于2016年2月6日发展8时57分发生了6.7级地爬，损失修重，请根据下表提供的信息，为某英语报社写一篇100词左右的新闻报道，报道的标题已给出。
明德大学英语unit4电子教案
课时：2课时教学目标：1. 理解课文内容，掌握重点词汇和句型。
2. 培养学生的阅读理解能力和口语表达能力。
3. 提高学生的跨文化交际意识。
教学重点：1. 课文内容理解2. 词汇和句型掌握3. 口语表达能力教学难点：1. 课文长句的理解2. 词汇的记忆和应用3. 口语表达的流利性和准确性教学过程：第一课时一、导入新课1. 引导学生回顾上节课的内容，检查学生的掌握情况。
2. 提出本节课的学习目标，让学生明确学习方向。
二、课文阅读1. 阅读课文，让学生了解文章大意。
2. 分析课文中的重点词汇和句型，讲解其用法。
3. 让学生朗读课文，注意语音、语调的准确性。
三、课堂讨论1. 提出与课文相关的问题，引导学生进行讨论。
2. 学生分组讨论，分享各自的观点。
3. 教师总结讨论结果，加深学生对课文内容的理解。
四、词汇练习1. 列举课文中的重点词汇，让学生造句。
2. 通过游戏、竞赛等形式，巩固学生对词汇的记忆。
五、课堂小结1. 回顾本节课所学内容，强调重点和难点。
2. 布置课后作业，巩固所学知识。
第二课时一、复习导入1. 复习上节课所学内容，检查学生的掌握情况。
2. 引导学生回顾课文中的重点词汇和句型。
二、口语表达1. 让学生根据课文内容，进行角色扮演。
2. 教师点评学生的口语表达，指出优点和不足。
3. 学生相互评价，共同提高。
三、语法讲解1. 分析课文中的语法结构，讲解其用法。
2. 让学生进行语法练习，巩固所学知识。
四、拓展阅读1. 引导学生阅读与课文内容相关的文章。
2. 让学生总结文章的主旨，提高阅读理解能力。
五、课堂小结1. 回顾本节课所学内容，强调重点和难点。
2. 布置课后作业，巩固所学知识。
教学反思：1. 关注学生的学习情况，及时调整教学策略。
2. 激发学生的学习兴趣，提高课堂氛围。
3. 注重学生的口语表达能力，培养学生的跨文化交际意识。
板书设计：一、导入新课1. 上节课回顾2. 本节课学习目标二、课文阅读1. 文章大意2. 重点词汇和句型三、课堂讨论1. 讨论问题2. 分组讨论3. 教师总结四、词汇练习1. 词汇造句2. 游戏竞赛五、课堂小结1. 重点和难点回顾2. 课后作业布置。
Unit4What’sthebestmovietheater全单元教案(5课时)
Unit 4 What’s the best movie theater?教学设计课题The 1st period (Section A 1a-2c)教学目标Knowledge aims:1. Vocabulary: popular, comfortable, worse, worst, biggest, closest, friendliest, funniest,cheapest, pretty, bad, service, part, price, screen, seat, song, DJ, choose, carefully, reporter, so far, fresh, service, menu, act, meal.2. Structures:--- Which is the worst clothes store in town?--- Dream Clothes. It’s worse than Blue Moon. It has the worst service.--- What do you think of 970AM?--- I think it’s pretty bad. It has the worst music.3. Target language:--- What’s the best cinema?--- Showtime Cinema. It’s the cheapest.Ability aims:1. Students will be able to discuss their preferences.3. Students will be able to make comparisons about stores or other things.3. Practice students’ listening skill.Emotional aims: Ss will learn to share their preferences to each other.重点难点Teaching important points:1. Ss can use the comparative and superlative to discuss their preferences.2. Ss can make comparisons about stores.Teaching difficult points:Students can use comparative and superlative forms correctly.教学方法任务型教学、模仿示范法、情景教学和合作学习法学习方法课前预习、课堂内外练习、听说读写结合主案副案Step 1 Warming up and reviewShow the pictures, and say about the things using comparative and superlativeforms.Step 2 Words PresentationLearn the new words.Step 3 Work on 1a1. How do you choose which movie theater to go to? Write the things in the教学过程box under “Important” or “Unimportant”.2. Ss discuss with their partners and write the words in the box in the chart.3. Show the pictures and learn the language.Step 4 Work on 1b1. Point to the list of Movie theaters in the instructions and the blank lines under the Movie theater heading.2. Play the recording the first time for the students to listen, then play it again for the students to write the names of each movie theater on the blank line.3. Check the answers.Step 5 Pair work1. Ask students to look at the pictures in activity 1a. Then ask them to read the sample conversations in activity 1c.2. Students work in pairs and make their own conversations about the movie theater in the picture.3. Ask some pairs to present one or more of their conversations to the class. Step 6 PresentationPresent some pictures and get Ss to learn the new words and phrases, then try to answer the questions.What are they? What kind of clothes store do you like to go to?What do you think is a good clothes store?Step 7 PracticeT: There are three clothes stores, which one is the best?Present pictures of different stores, ask Ss to make comparisons about the quality, service and price.Step 8 Discussion and listening1. T: What do you think is a good radio station? There are 3 radio stations, 970AM, 97.9FM, 107.9FM, which one is the best?2. Get Ss to listen to the tapes and do 2a, 2b.Step 9 Pair workGet Ss to work in pairs and make conversations like this.A: Hello. I’m a reporter. Can I ask you some questions?B: Sure.A: What’s the best clothes store in town?B: I think Miller’s is the best.A: Why do you think so?B: Well, Miller’s has …Step 10 Summarize --- superlative forms家庭作业1. Remember the vocabulary and the target language.2. Review the superlative degree of adjectives.板书设计Unit 4 What’s the best m ovie theater?The 1st Period (Section A 1a-2c)--- Which is the worst clothes store in town?--- Dream Clothes. It’s worse than Blue Moon. It has the worst service. --- What do you think of 970AM?--- I think it’s pretty bad. It has the worst music.课题The 2nd Period (Section A 2d-3c)教学目标Knowledge aims:1. Vocabulary: worse; service; pretty; menu; act; meal.2. Structures:Superlatives with –(i)est, the mostIrregular comparisons good, better, the best, bad, worse, the worst3. Target language:--- Which is the worst clothes store in town?--- Dream Clothes. It’s worse than Blue Moon, it has the worst service. --- What do you think of 970 AM?--- I think 970 AM is pretty bad. It has the worst music.Ability aims:1. Students will be able to discuss their preferences.2. Students will be able to make comparisons about stores or other things. Emotional aims: Ss will learn to share their preferences to each other.重点难点Teaching important points:1. Ss can use the comparative and superlative to discuss their preferences..2. Ss can make comparisons about stores.Teaching difficult points: Students can use comparative and superlative forms correctly.教学方法任务型教学、模仿示范法、和合作学习法学习方法课前预习、课堂内外练习、听说读写结合主案副案教学过程Step1 Warm up.1. Free talk.2. Show the words, write the superlative forms.3. Summarize the structures:A + be + the 形容词最高级+ 表示范围的介词词组A + 动词+ (the) 副词最高级+（表示范围的介词词组）Step 2 ReadingGet Ss to read 2d and answer the questions.1. Is Greg new in town?2. Where is the best supermarket? What can you buy there?3. Which cinema is the newest? What does Helen think of it?Step 3 Role-playAsk Ss to role-play the conversation and then act in front of others.Step 4 Grammar focus.1. Let the students read the sentences in the box. Pay attention to the use of the following sentences: Which is the worst clothes store in town? Dream Clothes. It’s worse than Blue Moon. It has the worst service.What do you think of 970AM?2. 学生阅读Grammar Focus中的句子，然后做填空练习。
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Unit 4 Food 主备人：张锡斌教案本单元要学习和复习各种各样的食物名称。
了解不同的饮食习惯以及它与健康之间的关系。
在学习本单元内容的同时，让同学们对照自己，谈论如何拥有一些平衡的饮食结构以保持身体匀称，健康。
通过语言技能的训练达到本单元的各学习目标：听：1、Guess the meaning of new words by looking at a questionnaire.（看调查问卷，猜测生词含义。
）2、Develop effective listening skills to extract specific information.（培养有效的听力技能，获取具体信息。
）说：1、Formulate questions about diets and respond appropriately.（练习说关于食物的问句并给以适当的回答。
）2、Ask“wh—”questions with the right intonation.（用恰当的语调练习wh—问句）3、Read one's own article to a classmate and check for mistakes.（读一篇文章给一位同班同学听，以检查错误。
）读：1、Guess general meanings of words from the context.（根据上下文猜词义。
）2、Identify specific meanings.（找出词的特定含义。
）3、Practise intensive reading.（练习精读。
）写：1、Express factual information about diets and lifestyles based on the model article.（以范文为例，表达有关食物和生活方式的实际信息。
）2、Select appropriate vocabulary and sentence constructions to write about personal details.（选择适当的词汇和句式，提供个人的具体信息。
）单元要点：1、Express likes and dislikes.（表达个人喜恶。
）e.g.I like rice. I dislike hamburgers.2、Use adverbs of frequency.（使用频率副词。
）e.g.I usually have fish and vegetables.3、Differentiate between countable and uncountable nouns.（区分可数名词与不可数名词。
）e.g. Some rice, two apples.4、Understand and use the indefinite articles,“a”and“an”.（理解并使用不定冠词a和an。
）I want to buy a book.I want to buy an e-dog.5、词组：a lot of be good/bad for Mid—Autumn Festival after class/school a top student play basketball play computer games a glass of milk chat with sb. walk to fast food try to do not…any more stay healthy twice a day get fat need to do not…at all want to do get tired more/less than go roller skating6、句型：Let's…I always eat/have an apple for breakfast.Once/twice a day.How often do you do exercise？Good luck with your new diet.It takes half an hour to cook.It's important for sb to do sth.第一课时(The first period)课前准备：1、让同学们查询有关食物的词汇，越多越好。
2、让同学们带食物的图片或实物。
教学目标：1、To revise old vocabulary and learn new vocabulary about food.（复习旧单词并学习有关食物的新词汇。
）2、To talk about likes and dislikes with regard to food.（讨论喜欢的和不喜欢的食物。
）3、To use adjectives to describe different tastes.（用形容词描述不同的味道。
）教学要点：词汇rice, hamburgers, chicken, fish, apples, oranges, vegetables, cakes, coke, chocolate, tea, mooncake, lemon, vinegar, hotpot, sugar, sandwich, sweet, sour, salty, spicy句型：1、What food do you like？What food does he/she likes？2、How does it taste？It tastes sweet/sour/salty/spicy.语言功能：Talk about different food.学习策略：1、To develop students to look at the same thing in many ways.（培养学生对同一事物要有不同看法。
）2、To develop students' ability to classify what they have learned.（培养学生对所学知识分类能力。
）智能培养：Make a chart and talk about it.教学设计：Food1、Talk about food for three meals and snacks.2、Talk about food for meals one likes and dislikes.3、Talk about food by the table.4、Describe different tastes about food.教学步骤：Task Ⅰ1、Talk about food for three meals and snacks. This is a fun activity to learn and revise vocabulary and spelling.2、Of all the food and snacks, get students to work in groups to make a table by asking：What do you like/dislike？Name Love Like DislikeS1:S2:S3:TaskⅡ1、Ask Ss to look at different kinds of food in Part A. Go through the words and make sure that they can pronounce them well and understand their meanings.2、Ask Ss to tick the boxes according to their own likes and dislikes.3、Ask some students to present their answers and say something about their likes and dislikes.4、Ask Ss to report their classmates' likes and dislikes according to the table in Part 1.5、If there is time, ask Ss to talk about their family as well.Task Ⅲ1、Try to bring some pictures of different kinds of food with strong tastes. Get Ss to know themeanings of "sweet, sour, spicy and salty".2、Ask Ss to think of other foods that are salty, sour, spicy or sweet.3、Look at P59 in the textbook and finish them.Task ⅣExercises.教学反思：我采取了五个步骤： 1.巧设情景, 自然导入2.变换情景, 口头操练3.侧重归纳, 适当检测4.结合实际,综合运用5.多种形式, 巩固所学。
并注意加大信息密度，拓宽知识广度和深度。
第二课时(The second period)课前准备：1、预习阅读资料，查出生词或新语言点。
2、查阅相关资料,了解如何饮食和运动，保持身体匀称健康。
教学目标：1、To revise and expand vocabulary about food and lifestyles.（复习并扩展有关食物和生活方式的词汇。
）2、To learn about the relationship between diet and overall health.（学习饮食结构与身体健康之间的关系。
）3、To practise the technique of skimming for overall comprehension and scanning for detail. （练习快速阅读了解总体大意，快速浏览查找细节的阅读技巧。
）教学要点：词汇before, diet, energy, exercise, fast food, healthy, important, lifestyle, seldom, tired, top, dancer, change, fruit, sweet, often, bread, meet, juice, person句型1、Before, I seldom ate fruit and vegetables.Now I always eat an apple for breakfast and I often drink some milk.2、I swim twice a week.3、I do not eat fast food any more.学习策略：The technique of skimming.（快速阅读技巧。