Teaching plan of UNIT5
新编实用英语教案unit5教学内容
新编实用英语教案u n i t5Unit 5 Our weather and ClimateI.Teaching objectives1.Enlarge vocabulary related to weather and climate.2.Get some tips about the use of basic sentence structures.3.Practice writing: describe the weather in form of weather forecast.4.Appreciate passages and complete exercises well.5.Practice to understand easy weather forecast.6.Practice to talk about the weather.II. Key points1.Master the vocabulary about weather and climate.2. Understand the passages3. Practice writing: describe the weather in form of forecast.4. Practice to talk about the weather and understand easy weather forecast.III. Difficult points1. Get some tips about the use of basic sentence structures.2. Practice writing a short weather forecast.3. Appreciate passages and complete exercises well.IV. Teaching methodology1.Task-based language teaching2.Direct methodV. Teaching proceduresSection I Talking Face to FaceImitating Mini-Talks1.Work in pairs. Practice the following mini-talks about greeting and introducing people.Acting out the Tasks2.Work in pairs and act out the tasks by following the above mini-talks.Key for reference:1.Task: Ask for Mark’s comments on the weather.2.Task: Ask about and describe the weather at this time of year.3.Task: Ask Mr. Green about the weather condition tomorrow and plan an activity.4.Task: Talk about the change of the weather from long rainy days.5.Task: Complain about a cold day.Studying Weather Forecasts3.A weather forecast id a statement that tells the public what the weather condition is going to be. We need to watch weather forecasts on TV or hear them over the radio every day.It is part of our life.Read the following samples of weather forecasts carefully and try to use the information to practice short dialogues.Following Sample Dialogues4.Read the following sample dialogues and try to perform your own tasks.Putting Language to Use5.Mr. Parks is talking about the weather of two places in the United States with her students.Read aloud the following dialogue with your partner by putting in the missing words.6.There is going to be s sports meet tomorrow.Bob is worried about the weather and you are talking about it. Fill in the blanks according to the clues given in the brackets. Then act it out with your partner.1.Listen to 10 sentences for workplace communication cross-referenced with their Chinese translations.Script: (e.g) 1. It look likes rain.2. Is it going to be fine this weekend?3. There is a chance of snow this evening.4. Today will be cool and partly cloudy, with a chance of rain this afternoon.5. What’s the temperature today?2.Listen to the following sentences for workplace communication in Column A and match each one with its Chinese version in Column B.3.Listen to 6 sentences for workplace communication and choose their right responses.Handling a Dialogue4.Listen to a dialogue and decode the message by finding out the correct choices in the brackets according to what you have heard.Understanding a Short Speech/Talk5.Now listen to a short speech/talk and fill up the blanks according to what you have heard.The words in brackets will give you some hints.6.Listen to the speech/talk again and complete the information in Column A with the right choices in Column B.Section III Trying Your HandPracticing Applied Writing1.Read the following two samples of weather report and learn to write your own.2.Translate the following weather forecast into Chinese, using the data bank in the Workbook for reference.3.Write an English weather report according to the information given in Chinese. Writing Sentences and Reviewing Grammar4. Analyze the following sentences to see what tense they belong to .5. Correct the errors in the following sentences.6. Translate the following sentences into English.Keys for the exercise:1)The weather was terrible yesterday. In fact, it has been awful.2)She has worked in this office for five years.3)I paid a visit to the Great Wall last year and had a very good time there.4)We have never spoken to each other since we quarreled last time.5)Turn down the TV a bit, the weather forecast hasn’t begun yet.Write and Describe a PictureWrite a short passage of about 100 words to tell a story or about an event related to the picture given below. Some useful words and phrases have been provided to help you.Section IV Maintaining a Sharp EyePassage onermation Related to the Reading Passagenguage Points:3.Explanation of Difficult Sentences1) (para.1) Climate change may be a big problem,but there are many little things we can do to make a difference.Analysis: May can be used to introduce concession in putting forward an argument. 2)(para.1) As we have learned, these greenhouse gases trap energy in the atmosphere and make the Earth warmer.Analysis:As is often used to introduce an indicator of the information source, such as as we have learned. Similar structure are:as the saying goes,as everyone knows, as you know,as you put it,etc.3)(para.3)By turning off lights, the television,and the computer when you are through with them, you can help a lot.Analysis: By is followed by a gerund, introducing a prepositional phrase of manner.Note,by is not necessarily always translated as “通过”.4)(para.8)One of the ways to reduce the amount of greenhouse gases that we put into th e air is to buy products that don’t use as much energy.Analysis:Two That-clauses are used to serve as post-modifiers of nouns:the first one is that we put into the air, modifying greenhouse gases;The second that-clause is that don’t use as much energy, modifying products. Note: In translation, the noun phrase products that use as much energ y can simply be translated into”节能产品”, instead of “不消耗那么多能量的产品”.B. Important Words1)trap:v store(energy, gas or water,etc.)so that it cannot escape.2)Stand-by:n. Readiness for duty.3)Absorb:v. Take in,sack up (liquid,heat,knowledge,etc.)4)Membership: n. Being a member of (an organization)5)Swell:v. (number or amounts) grow bigger; expand.4. Passage Translation5. Read and Think: Answer the following questions according to the passage.6. Read and Complete1)Complete each of the following statements with words or phrases from thepassage.2)Fill in the blanks with the proper words or expressions given below, changing the form if necessary.7. Read and Translate8. Read and SimulatePassage twoInformation Related to the Reading Passagenguage Points:A.Explanation of Difficult Sentences1)(para.1) The most important thing to remember about the weather in Britain is that it often changes.Analysis: To remember about ...is the post modifier of the sentence subject the most important thing, and that introduces the complement clause.2)(para.1) As it is not very common in Britain to have long periods when the weather stays the same day after day, the kind of weather you get will depend not only on the time of year, but also on the luck.Analysis: Within the as-clause of reason, there is a relative clause introduced by when and modifying periods. And in its main clause, there is another relative clause you get modifying weather, with the relative that omitted.3)(para.2) For example, the opportunities for people to meet outside depend a lot on the weather, so you won’t see people meeting or spending time together outdoors as much as you do in hotter countries.Analysis:for people to meet outside modifies opportunities.Both meeting or spending time together are the object complement of verb see, and do refers to see...4)(para.3) Foreigners are often amused that the British people spend so much time discussing the weather.Analysis:That is often used to introduce a clause which gives the cause or the effect of an adjective, just like amused in this case.5)(para.4) Another reason is that the British people are reluctant to converse about personal matters with people who are not friends.Analysis:Here that introduces a subject-complement clause, in which a relative who-clause modified people.6)(Para.4) A comment on a nice day or a personal complaint about the rain is an easy way to break the ice.Analysis:Note that when or is used to coordinate two subjects, the verb must agree with the subject after or. To break the ice is an infinitive clause modifying an easy way.B. Important Words1)depend: v. A.change according to(no passive)B. Need someone or something for help or to be able to live.2)opportunity:n. A favorable moment or occasion (for doing sth.)3)Outdoors:ad. In the open air4)Amuse:v. Make someone laugh;cause laughter in5)Climate: n. The average conditions at a particular place over a period of year.6)Discuss:v. Talk about7)Variable:a. Changeable, not steady8)Reluctant:a. Unwilling and therefore perhaps slow to act.9)Converse:v. Talk informally10)Personally:a. Belonging or relating to a particular person, not to others11)Social:a.relating to leisure activities that involve meeting other people12)Comment:v. Make a remark, give an opinion2.Passage Translation3.Read and Judge: True/False4.Read and Translate: Translate the following sentences into Chinese.1)the most important thing to remember about British is the weather.2)People in Britain can enjoy the lovely weather most of the year.3)British people tend to talk about weather quite a lot.4)It is quite common in Britain for people to comment on a rainy day or an lovely day at a bus stop.5)The eating habits of people in Britain have a lot to do with the weather conditions there.6)The best we may use to describe the weather in Britain is “predictable”.7)The variable weather explains why British people talk a lot about it.8)Talking about weather is an inoffensive way to begin a conversation with a stranger in Britain.Section V Appreciating Culture Tips(Open.)。
八上英语unit5教学设计
八上英语unit5教学设计English:In designing a teaching plan for Unit 5 of Grade 8 English, it's important to align with the curriculum objectives and cater to the needs of diverse learners. Unit 5 often focuses on themes like personal experiences, family, and relationships. The plan should start with a comprehensive overview of the unit's objectives, including language skills (listening, speaking, reading, and writing) and specific vocabulary related to the theme. Engaging activities such as group discussions, role plays, and multimedia presentations can be incorporated to enhance understanding and participation. It's crucial to integrate language practice with meaningful tasks that encourage students to apply what they've learned in real-life scenarios. Assessment strategies should include formative assessments during activities and summative assessments at the end of the unit to evaluate students' progress. Additionally, differentiation strategies should be employed to support students with varying abilities, including visual aids, modified tasks, and peer collaboration. Regular feedback and reflection sessions can also enhance learning outcomes and student motivation.中文翻译:在设计八年级英语第五单元的教学计划时，重要的是要与课程目标保持一致，满足不同学习者的需求。
全新大学英语第二版 BOOK1-UNIT 5 教案
Teaching Plan of Unit 5, Book 1Work to Live or Live to WorkText A The Company ManTeaching Objectives:Students will be able to1.understand the main idea and structure of Text A ;2.Appreciate how the bitter and ironic tone of this text is mainly achieved (by choice of words andselection of details) and how emphasis and irony can be reached(by using some rhetorical device);3.learn to describe a person (A typical workaholic) by using some supporting details;4.master the key language points and grammatical structures in Text A and learn how to use them incontext;5.understand the cultural background related to the content;6.conduct a series of reading, speaking and writing activities centered upon the theme of the unit;7.Write a letter of condolence or sympathy letter in an appropriate way.Time Allotment: 4-5 class hoursTeaching Methodology: student-centered; group work, pair workTeaching Procedures:I. Pre-reading tasks1. Think- pair-share: Ask students to brainstorm proverbs about work.Suggested answers:1) All work and no play make Jack a dull boy; all play and no work makes Jack a mere boy. (English Proverb)2) Business sweetens pleasure, and labour sweetens rest.工作后消遣更愉快，劳动后休息更舒畅。
The Teaching Plan of Book1 Unit5 Nelson Mandela——A Modern HeroPeriod2 Reading Elias’ Story
（ ） 习 内容 与 学 习 任 务 说 明 二 学
Ｅｌａ ｉｓ’ Ｓｔ ｒ ｏ ｙ， ｔ ｅ ｅ ｄｉ ｇ ｅ ｔ ｉｓ ｔ ｕ — ｈ ｒ ａ ｎ ｔ ｘ ： ｔ ｓ ｒ ｃ
ｔｒ ｕ ｅ； ｔ ｅ ｈ ｍ ａ ｎ ｉ ｅ ａ ｈ ａ ａ ａ ｉ ｄ ａ ｏｆ ｅ ｃ ｐ ｒ ｇｒ ｐｈ； ｔ ｅ ｄｅ ｈ — ｔ ｉｓ ｏ ａ ｈ ｐａ ｔ ａｌ ｆｅ ｃ ｒ ． Ｎ ｅ ｗ ｏｒ ｓ ａ ｄ ｅ ｐｒ ｓ ｉ ｓ： ｌｗ ｙ ｒ，ｇｕ ｄ ｗ ｄ ｎ ｘ ｅ ｓｏｎ ａ ｅ ｉ—
关 键 词 ： 学模 式 ； 背 景 激 活 ； 阅读 策 略 ； 教 学设 计 教
＋
中 图 分类 号 ： ６ ３ ４ Ｇ ３．１
文 献 标 志 码 ： Ａ
文 章 编 号 ：０ ８ ９ ２ （ Ｏ ０ Ｓ — １ ２ ０ １ ０ — ３ ２ ２ １ ） １０ ３ —５
ｓ ｉｓ ｋｌ ． ｌ
Ｔ ｈ ｅ ｃ ｉ ｇ Ｐｌ ｎ ｏ ｏ ｎ ｔ ｅ ｓ ｎ Ｍ ａ ｄ ｌ ｅＴ ａ ｈ ｎ ａ ｆＢｏ ｋ１ Ｕ ｉ５ Ｎ ｌｏ ｎ ｅａ
Ａ ｏ ｅ ｎ Ｈ ｅ ｏ ｒｏ ２ Ｒｅ ｄ ｎ ｉ ’Ｓｔ ｒ Ｍ ｄ ｒ ｒ Ｐｅ ｉｄ ａ ｉ ｇ Ｅｌａｓ ｏｙ
２ Ｔｈ ｔ ｄ ｎ ｓ ｃ ｎ ｂ ａ ｉ ａ ｔ ｈ ｓ 、 ｅ ｓ ｕ ｅ ｔ ａ ｅ ｆ ｍ ｌ ｒ ｗｉｈ ｔ ｅ ｅ ｉ
ｎｅ ｗ ｏ ｄｓ ｎｄ ｘ ｅ ｓｏ ｗ ｒ ａ ｅ ｐｒ ｓ ｉ ｎｓ： ｌ ｗ ｙ ｒ ｇｕｄａ ｃ ， ａ ｅ， ｉ ｎ ｅ
一
、
教 材 内容
６、 ｉ ｕｌｔ ｔ ｅ ｔ ｄ ｎｔ Ｓｔｍ ａ ｅ ｈ ｓ ｕ ｅ ｓ’ ｒ ａ ｎ ｎｔ ｒ ｓ ｅ ｄｉ ｇ ｉ ｅ ｅ ｔ ｂｙ ｍ ａ ｅ ａ ｑ ｓ ｉ ｏｍ ｐｅ ｉｉ ｎ． ｋ ｕｅ ｔｏｎ ｃ ｔｔｏ
21世纪大学实用英语最新版
Time
Contents
Plan E. plays the second dialogue once, or twice if necessary, and then asks students to do the listening comprehension exercises; F. checks the answers in a meaningful way, e.g., making a list of the good characters mentioned in the dialogue.
Time 1 period
Contents Speaking
Plan
The teacher A. fully understands what the exercises are intended to do; B. in Ex. 1 asks 10 students to speak out the orders, respectively, before class as if they were in a real medical emergency, and then do the exercises as required; C. asks class to read loud the dialogue in Ex. 1 before doing the role-play either with the script or without it; D. in Ex. 2 takes this opportunity to restate the importance of remaining calm in a medical emergency, and then asks one student to read loud the example monologue before encouraging some students to carry out the task.
七年级英语下册Unit5教案
七年级英语下册Unit5教案 A Section A needs 1~2 periods. Section A需用1~2课时。
The main activities are 1a and 2a. 本课重点活动是1a和2a。
Ⅰ. Aims and demands目标要求1. (1)Learn days of the week:Monday, Tuesday, Wednesday, Thursday, Friday(2)Learn subjects:biology, geography, P.E. , art, math, science, history, politics(3)Learn other new words and phrases:today, meeting, outdoor activity, lesson, draw, learn2. Learn Wh-questions.What day is it today?What time does the class begin?3. Talk about subjects and timetables.They are having a music class.—What time is it over?—At a quarter to eleven.Ⅱ. Teaching aids 教具录音机/图片/小黑板/单词卡片Ⅲ. Five-finger Teaching Plan 五指教学方案Step 1 Review 第一步复习(时间:10分钟)通过复习, 导入1a。
1. (师生共同说唱, 复习现在进行时。
)T: Let’s chant“What are you doing?”What are you doing now?I’m singing now.What are you doing now?I’m dancing now.What are you doing now?I’m walking now.What are you doing now?I’m playing now.(一边唱, 一边做动作, 全班学生跟着唱, 一起做动作, 活跃课堂气氛, 激发学生学习兴趣。
七年级英语听力教案英文版5篇
七年级英语听力教案英文版5篇七年级英语听力教案英文版5篇教师要在自己钻研教材的基础上，广泛地涉猎多种教学参考资料，向有经验的老师请教，而不要照搬照抄，要汲取精华，去其糟粕，对别人的经验要经过一番思考、消化、吸收，独立思考，然后结合个人的教学体会，巧妙构思，精心安排，从而写出自己的教案。
以下是带来的七年级英语听力教案英文版内容，感谢您的阅读，希望能帮助到您!七年级英语听力教案英文版1unit 5 text awhat are friends for? teaching objectives:by the end of the unit, students will be better able to1.understand the varied parts friendship plays in ones life and be betterfriends themselves;e about 30 new words and 10 new phrases and expreions in briefconversations, translation and preliminary writing tasks;e the subjunctive mood with implied condition in real lifecommunication;4.read material of a similar topic and degree of difficulty;5.know how towrite concisely by avoidingoverstated, pompous words and redundant phrases.teaching methods:audio lingual method; presentation; discuion; question-answer.important/difficult points:new words and expreions: chat, turtle, modelpick up, happen to, cd player, out of touch, put in perspective, betrayedconfidence on the planet, get rid of, in good/bad shapesome sentences in the text are difficult to understand, such as i wasthinking about how everybody can’t be every thing to each other, but some peoplecan be something to each other, but some people can be something to each other;wherever, whenever, there’s that spark of recognition; they have beautiful homesfilled with special handmade things presented to them by villagers in the remoteareas they have visited in their extensive travels. teaching procedure:step 1.warming up (30 mints)1) work in pairs or groups, and discu the following questions.? 1.do you have different kinds of friends? how do youclaify them?? 2.what is so great about friends?? 3.under what circumstances can one lose a friend?? 4.is it poible to love and hate a friend at the same time? giveexamples.2) ask students to skim the text for the 8 kinds of friends mentioned inthe text.buddies/ relative friends/ work friends/ former friends/ friends you loveto hate/ hero friends/ new friends 3) introducing the main idea of thearticleit is said that friends are the best gift god has given us.now that we haveeight kinds of friends from the text, what kind of happine or benefit can eachof them bring us? that’s exactly what the text is about.step 2.new words and the notes (20 mints) learn new words and expreions oftext aexplain some important and difficult words and expreions. cement n.水泥，粘合剂v巩固，粘牢nostalgic a.—nostalgia n.—nostalgically ad. subdivision n.—subdividev.—divide v. inopportune a.—(opposite) opportune a. invisible a.—(opposite)visible a. look at the notes on page 1161.marion wink: poet, eayist, and regular commentator on national publicradio’s.the author made up the capitalized expreions in th e text such as“faraway friend,” “relative friend,” which would make no sense at all out ofcontext, with the latter in particular.2.you quit doing drugs, you’re not such good friends with your dealeranymore: this is not meant to be taken seriously.poeion or sale of illegal drugscan result in long prison terms.step 3.key points (60 minutes)? 1.cry on sb.’s shoulder: get sympathy from someone when you tell themyour problems 向某人诉苦以寻求安慰(或同情)e.g.at least she hadn’t cried on his shoulder again.if you ever need ashoulder to cry on, just call me.? 2.in return (for sth.): as payment or reward for something作为报答或回报e.g.he is always helping people without expecting anything in return.we offer an excellent all-round(全面的，多方面的) education to our students.inreturn, we expect students to work hard. ? 3.they hold out through innumerablecrisesbefore...: they are alwaysreliable(可靠的，可信信赖的) and nice when you are in difficult times even thoughthey don’t like what you are doing... ? 4.while so many family relationships aretinged with guilt andobligation:while so many people may feel something of a sense of guilt orresponsibility in dealing with family relationships...? pany goip, once an infallible(绝对可靠的) source ofentertainment, soon awkwardly accentuates the distance between you: officechat used to be an effective way of amusement for you; however, it makes youfeel uneasy since you do not work together anymore and therefore increases thefeeling of distance between you.? 6.work friends share certain memories which acquire a nostalgic glowafter about a decade:memories of your work friends makes you happy after ten years, so yousomehow wish that you could return to those days.? 7.dead end: a street with no way out at one end or a situation from whichnomore progre in poiblee.g.he realized that the job at which he had been aiming all theseyearsseemed to him to be a dead end. he thinks they have reached anevolutionary(逐渐发展的，演变的) dead end.? 8.when you feel you’ve hit a dead end, come to a confusing fork intheroad, or gotten lost in some cracker-box subdivision of your life:whenever you feel helple, confused or at a lo(困惑的，不知所措的) in the complicatedjourney of your life...notice that “cracker-box division” is not a general expreion, but is rathermade up by the author.cracker: 薄脆饼干;咸饼干sth.: formal owning or having obtainedsomething from somewhere 占有(或拥有)某物e.g.she was found in poeion of stolen goods.how did the painting come into your poeion (=how did you get it) ? ? 10.todeath: informal used to emphasize that a feeling or emotion is very strong? be bored / scared / frightened etc.to deathshe was scared to death of what might happen next.i’m absolutely sick to death of it (=very angry, bored, or unhappy aboutsomething) .? bore / scare / love etc.somebody to deathhe drove at a speed which frightened leonora to death.she used to worry meto death.? 11.make me/you sick: spoken a) make you feel very angrye.g.people like you make me sick!b) indicate a feeling of jealousy — used humorouslye.g.you make me sick with your “expenses paid” holidays!? 12.wherever, whenever, there’s that spark of recognition(认识):when you me et a “new friend” for the first time you instantly feel aconnection with each other. step 4.aignment (5 minutes)1.read the article repeatedly and try to remember the new words andexpreions in text a2.finish the study and practice on page 118-130.the teaching plan of unit 5 what are friends for?(college english 2)english department sun xiaofang【篇3：全英文英语阅读课教案模板】阅读课教案school__ number3 middle school____junior or senior section _junior__ cla____3____ grade _1_______size ______45__ time_40_______date __2009-12-28____ materials __go forit______type of leon _reading ____ contents: 1.vocabulary: some nouns aboutfurniture and some daily use things: table, bed, dreer, bookcase, sofa, chair,backpack, books, keys, baseball, drawer, plant. some prepositions of place: on,in, under2.structure: where is (where’s)…?it is (it’s) in/on/under…where are…?they are (they’re) in/on/under… where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are.3.1) dialogue: where’s thebag?i don’t know.is it on the dreer?no, it isn’t.where are my books?i don’t know.are they on the bed?no, they’re not.2)writing: ask, gue and write objectives:1.instructional objectives (language knowledge and language skills)1) to promote students’vocabulary development (table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer,plant.…)2) to promote students’reading skills a) prediction b) skimming3) to promote students’oral english4) to develop students’writing skill cational objectives (affect,learning strategy and cultural awarene)1) to develop students’ability to communicate with others to getinformation2) to build students’confidence3) to make students learn to cooperate with others 3.personalobjectives:1) to develop teacher’s ability of claroom management focal points: a: thenouns. b: prepositions of place c: where- question andd: answers to “is the… in/on/under the …?”;difficult points: a: use the prepositions to describe position ofthingsb: use the where-question and is it-/are they -question to ask things’positionaids: ppt, blackboard, chalk … procedures and time allotment1.getting students ready for learning( mins) 1) greetings: good morningeveryone! 2) routine task: duty report2.revision: use some pictures to review the vocabulary ( table, bed, dreer,bookcase, sofa, chair, backpack, books, keys, baseball, drawer, plant, on, in,under) and sentence structure:where is (where’s)…?it is (it’s) in/on/underwhere are…?they are (they’re) in/on/under… 3.pre-reading :step1: vocabulary and some phrases learningtask: look at the conversation between them and gue the meaning of thesentences in red.( using the conversation between liu qian and a xin to showthose phrases to the students in order to learn them by the context; becausethesentence structure in the conversation is those they have learnt)(… mins)此步骤包括词汇、语法教学等 4.while-reading 5.post-reading(… mins)1) oral work 2) written work 6.aigning homework1) conclusion: a: vocabularyb: sentence patterns: where is (where’s)…?it is (it’s) in/on/under…wher e are…?they are (they’re) in/on/under…where’s/where’re…?i don’t know.is it /are they on/in/under… ?no, it isn’t./they aren’t./ yes, it is./they are. 2) homework: ask, gue andwritelet your partner to ask as well as gue where your things are in yourroom.write down your conversation by using the following sentence patterns:a: where’s/where’re your…? b: you can gue.a: i don’t know.is it /are they on/in/under… ?b: no, it isn’t./they aren’t.yes, it is./they are.…self-evaluation七年级英语听力教案英文版2Unit 16 Leon 63Hello, everyone.Today I’m very pleased to have an opportunity to talk aboutsome of my teaching ideas.My topic is life in the oceans taken from Leon 63 ofUnit 16 in SEFC(2).It is made up of four parts.Part 1 My understanding of this leonThe analysis of the teaching material：This leon is a reading paage.It plays a very important part in the Englishteaching of this unit.Leon 62 and Leon 63 are a whole unit.By studying Leon 63,Ss can improve their reading ability, learn more about the sea and the life inthe oceans.At the same time, we should get the students to understand somedifficult sentences to comprehend the paage better.The Ss should do somelistening, speaking and writing, too.Of course, the Ss should receive some moraleducation.Let the Ss understand the sea better, love the sea and save the seaand the life of the sea.Teaching aims：1.Knowledge aim：Understand the main idea of the text.2.Ability aim：Retell the text in their own words.3.Emotional aim：Make the Ss love the life of the sea and do something tostop it being polluted.Key points / Teaching important points：How to understand the text better.Teaching difficult points：e your own words to retell the text.2.Discu the pollution of the sea and how to save the sea.Something about the Ss：1.The Ss have known something about the sea and sea life through theInternet and other ways.2.They are lack of vocabulary.3.They don’t often use English to expre themselves and communicate withothers.4.Some Ss are not active in the cla because they are afraid of makingmistakes.Part 2 My teaching theories, methods and aidsBefore dealing with this leon, I’ll do my best to carry out the followingtheories：Make the Ss the real masters incla while the teacher himself acts asdirector; Combine the language structures with the language functions; Let thestudents receive some moral education while they are learning the Englishlanguage.Teaching method：Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discuion methodPair work or individual work methodTeaching aids：1.a projector2.a tape recorder3.multimedia4.the blackboardPart 3.Teaching steps / proceduresI have designed the following steps to train their ability of listening,speaking, reading and writing, especially reading ability.The entire steps are：Greetings, Revision, Lead-in and preparation for reading, Fastreading(scanning), Listening, Intensive reading,Preparation for details of thetext, Consolidation, Discuion, HomeworkStep 1 GreetingsGreet the whole cla as usual.Step 2.Revision1.Ask students some questions to revise the last leon(show them on thescreen).a.How much salt do the oceans contain per thousand parts of water?(35 partsof salt.3.5% by weight)b.What is coral? Why are corals not found in deep water?c.Why is the Dead Sea called the Dead Sea?2.Check the homework(made a survey about the sea or sea life by surfing theInternet or asking for help from other people).Through this part we canconsolidate what they studied yesterday, communicate with others about theirsurvery results and prepare for the new leon.Step 3.Lead-in and preparation for readingShow them some pictures and let them talk each other, and then use thepictures about sea and life in the oceans to learn new words, for example,Antarctica, huge whale, sperm whale, squid and so on.Purpose：Arouse the students’interest of study.Bring in new subject：Life in the oceans.Step 4.Fast readingRead the paage as quickly as they can.I show the questions on the screenand let them get the main idea of each paragraph：1.Why can living things live in such oceans around the Antarctica?2.What does the whale feed on?3.What is the difference between the sperm whale and other whales?Method：Read the text individually, use question—and—answer activity.Purpose：Improve the students’reading ability.Understand the general idea of each paragraph.Step 5.Listening(book closed)1.Listen to the tape then do an exercise(wb page 90, part 1)2.True or false exercise.(on the screen)Train the Ss’listening ability and prepare for later exercises.Step 6.Intensive readingRead the paage carefully again and answer some detailed questions on thescreen.1.How much does a whale eat at a time?2.Do all the whales feed on small fish?3.How deep can a sperm whale dive?It is also called depth reading or study reading.It means reading fordetailed information.Purpose：Further understand the text (Train further reading ability) tofind out some different sentences and details of the text.Step 7.Preparation for details of the text on the screen1....its heart slows to half its normal speed.slow-v.to become / make slower.ing sound wavePresent participle used as adverbial.3.provide sth.for sb.provide sb.with sth.4.at a time：each time5.grow to a length of...Purpose：Train the Ss’ability of understanding and using laguage.Step 8.Consolidation1.Find out the topic sentences.2.Retell the paage according to the topic sentences.Purpose：I want to know if my students understand the whole text really andif they master what I mean to tell them in this cla.What’s more, I want to letthem have the ability of introducing and analyzing expreion.At the same time, Iwill write down the topic sentences on the blackboard according to what thestudents find, so they can retell it easily.Step 9.DiscuionShow them some pictures about the polluted sea and many living things whichare in danger and ask them：What are their opinions about it? In order to letthem have free choice, I give them another topic：The sea is being polluted.Whatshould they do?Purpose：I mean to give them emotional education.I give them multi-mediapictures to arouse their interest of study and their love for life.I mean tomake them realize：The sea is in danger!I teach them to do their best to help it and do something from nowon.Everyone should do something to love and protect our home.Step 10.HomeworkWrite an article Saving the sea.I want to improve the ability of theirwriting.At the same time, train the ability of do-it-yourself and looking up theinformation by themseleves.Part 4.Blackboard designUnit 16 Leon 63Topic Sentences：1.Some living things can live in Antarctica.(what)2.The whale feeds on small fish.(what)3.The sperm whale feeds on squid.(difference)Discuion：1.The whales are in danger.What’s your opinion about it?2.The sea is being polluted.What should we do?In my opinion, the blackboard design can reflect the teacher’s ability ofmastering the text and leading the students to master the text easily.In this text, the design is not easy to write.I write the topic sentenceson the blackboard in order to tell the students that this is of the importancein this cla.The discuion is of the difficulty.I want to make the design inductive, instructive and artistic.七年级英语听力教案英文版3一、导入Presentation: 听一听：找出下列单词的发音A：cat bag rat sad apple B: set bed get wet red C: sit bigpig zip his 让学生找出每组单词中的相同发音，并将音标写在白板上进行一对一教学/æ/ /e/ /i/ Groupwork:让学生分组进行填空比赛cat /k___t/ bag /b___g/ map /m___p/ jam/dʒ___m/ fat /f___t/ yes/j___s/ red /r___d/ wet /w___t/ jet /dʒ___t/ pen /p___n/ sit /s___t/ big /b___g/zip /z___p/ fit /f___t/ him /h___m/二、交际用语/ 常用对话——问候、告别Lead in 老师设置场景进行场景交际用语的教授A: Hi!/ Hello!A: Good morning / afternoon / evening /night.A: How are you? / How are youdoing?A: Good-bye / Bye / Bye-bye.A: See you later / tomorrow / soon… A: Nice /Glad to meet you.A: Are you OK / all right? A: How is everything with you?How is it going?Group work: role-play三练习Practice 1.音标辨音B: Hi!/ Hello!B: Good morning / afternoon / evening /night.B: I’m fine / OK.Fine / Very well, thank you.Just so so.Not very good./ …B: Good-bye / Bye / Bye-bye.B: See you.B: Nice / Glad to meet you, too.B: Yes, I’m OK./ All right.B: Just soso.Very good./ Everything is going well.Listen to the teacher ,listen to thewords in the sentences and tell the teacher the sound of the word.e.g.”yesterday I was very sad” “it is a big dog” “I like color red”2.根据对话选出正确的答案：Set 1 () 1. Who is that girl? A.Lily B.Jeica C.Kate () 2. Where are they now? A.At home.B.In a shop.C.At school.() 3. Is the boy, Michael, a new student? A.Yes, he is.B.No, he isn’t.C.Heis a new student, too.Look at the questions and gue what is the dialogue about?And then listen to thetape and do the exercises.四、随堂检测Production 音标辨音选出正确的音标：() 1.A./æ/ () 2.A./е/ () 3.A./i/ () 4.A./æ/ () 5.A./æ/ () 6.A./е/ () 7.A./i/ () 8.A./æ/ () 9.A./i/ () 10.A./æ/听句选答根据录音选出正确的应答：() 1. A.I’m fine, thanks.() () () () () () () () () 2. A.Hi, every one.3. A.See you.4. A. Glad to meet you, too.5.A.Good-bye! 6. A.I’m fine, thanks.7. A.Please don’t go.8. A.Yes, I do.9. A.Verywell, thanks.10. A.It’s a dream.B.B.B.B.B.B.B.B.B.B./е/ /æ/ /æ/ /i/ /е/ /æ/ /æ/ /i/ /æ/ /i/C.C.C.C.C.C.C.C.C.C./i/ /i/ /е/ /е/ /i/ /i/ /е/ /е/ /е/ /е/B.How do you do? B. Good morning, teacher.B.Meet at 7:00 p.m.B. Nice tomeet you.B.Hi, Mary.B.How do you do?B.Good-bye! B.That’s all right.B.How do youdo? B.Good night.C.I’m seven years old.C. Nice to meet you! C.I’m fine.C. Hello, Sam.C.Howare you? C.I’m seven years old.C. See you at your home.C.I’m OK now.C.I’mfive.C.Good evening! Set 2 () 4.Who is Mr.Smith’s new friend? A.Lily B.Li Hua () 5. When is it now?C.Lin Lin A.In the afternoon.B.In the morning.() 6. How is Li Hua today? A.She’s fine.B.Not very good.Set 3 () 7. Is Tom in the dancing group? A.Yes, he is.B.No, he isn’t.() 8. What are Mary and Amy going to do? A.Play table tennis.B.Playsoccer.() 9. Does Tom go with them together? A.Yes, he does.B.He is not sosure.C.In the evening.C.Just so so.C.Mary is in the group.C.Play tennis.C.No, he doesn’t.七年级英语听力教案英文版4内容：Unit 1 《The new term》目的：听大意复述所听内容T: Now cla, we are going to listen to a dialogue you need to listencarefully ,because I need you to repeat the content you listen and tell me themain ideal at the first time.Understand? Ss:Yes ,We understand! T: Ok.Let’sstart.(Plays the tape once)Well ,who can tell me the main ideal about the radio? Ss:It talk about thenew term.T:You are so clever! Now let us listen again !(Plays the tape again)T:Who can repeat ?Can you?(Ask a student) S:I’m sorry just a little.T:Ok, Thistime we listen sentence by sentence you can write down the sentence you arelistening.Ok? Ss:OK(play the tape the third time) T:Now who can repeat it?(asksome students to repeat) At last I will show you the content you can check youranswer!(listen the radio last time).七年级英语听力教案英文版51.unit 1 festivals around the world2.teaching aims of this unittalk about festivals and celebrationstalk about the ways to expre request and thanks learn to use modalverbswrite a similar story with a different ending 3.sentencepatterns:request:could/ would you please…?could i have…?could we look at…?i look forward to…may i see…? thanks:it?s very kind of you…thank you very much/ thanks a lot. i?d love to.it was a pleasure… don?t mention it.you are most welcome. 4.modal verbs:may might, can could will would must can the first period 1.teachingaims:could i have…?…?may i see…? we might take…teaching procedurest: everybody! welcome back to school! did you have a good time in yourwinter holidays? .yes.of course!t: when did you feel most happy and excited? : at the spring festival.t: who can tell us why? any volunteers?s1: because it is the most important festival in our country. s2: because igot a lot of lucky money from myparents. s3: because i needn?t study atfestivals and there was a lot of delicious food to eat. how great.s4: because i met my cousins and friends who i hadn?t seen for a longtime.t.very food! i am glad to hear that.today we will talk about festivals,which aremeant to celebrate important events.please think about some otherfestivals.can you name just a few?: new year, yuan xiao festival…:t: quite right.that?s called the lantern?s festival.how about some otherfestivals?: the army day, international labour?s day, national day, tomb sweepingfestival, dragon boat festival, mid-autumn day… t: you have done a goodjob, boys and girls! . s tep Ⅱwarming –up like best---the music, the things to see, the visits or the food? stepⅣaignment 1.consolidation2.listening to the material again after cla to be familiar with it.3.homework: collect as much information about festivals as poible.the second period reading teaching aims1.vocabulary: starve, starvation, plenty, satisfy ancestor lamps lead feastbone originin memory of dre up trick poet arrival national gain independencegather agricultural european custom awards watermelon handsomerooster admire look forward to religious as though have fun with daily2.to enable the students to know the earliest festivals with reasons forthem and four different kinds of festivals that occur in most parts of theworld3.to enable the students to master some english expreions and phrasesfestivals.4.teach the basic reading skills: skimming and scanning.5.try to compare and make conclusion s of different festivals. stepⅠrevision 1.greetings.2.review the new words of this part.3.check the students? homework---festivals step Ⅱreading 1.scanning( four minutes later, with the whole cla.show the suggested ( allow to readaloud and carefully this time to understand the main3.reading and discuiont: read the text a third time and then work impairs to do exercise 2 onpage 3.( let the students have enough time to read the paage carefully and discuthe chart with their partners.encourage them to expand their answers accordingto their own experiences.) 4.explanation(in this part try to help the students analyse the difficult, long andcomplex sentences and gue the meaning of the new words; ask them to deal withthe language points in the context.)t: now i will discu some important sentences and phrases in the paage.a.some festivals are held to honor the dead, or satisfy and please theancestors,who could return either to help or to do harm. b.in memory ofc.the leader who helped gain india?s independence from britain.d.a season of agricultural work is over.e.the end of winter and to the coming of spring.f.be covered with pinksnow. the suggested explanation: a.anattributive clause.dead or to make happy in case they might come back to do harm. b.(hoping) (defending)c.→energetic adj.( full of or done with energy) look forward to ( to is apreposition here.)devote to, be/get used to, get down to , stick to e.g.i?m looking forwardto hearing from you. step Ⅲ listening t: now i will play the tape for you.you can just listen with your booksclosed or look at your books or read in a low voice together with the tape.it?sup to you.after listening, please write down three things that most festivalsseem to have in common.( comprehending ex.3 on page 3). the third periodlearning about language teaching aims:1.let the students know the usage of modal verbs.2.enable the students torecognize the words and expreions in the reading paageaccording to what mean the same as them. step Ⅰ greeting and revision( ask some students to retell the text we learned .)stepⅡ.practicing the useful words and expreions t: as we know, there aretwo important kinds of and intransitiveverbs.but many intransitive verbsstructure on. the words given.s2: we are talking about verbs.s3: would you like to talk with me?step Ⅲ verbs form and try to explain their meanings.if you have anystepthe usage of modal verbs.i think it is not easy for you to master them,after cla you should review them. homework1.practice of wbp42ex.1,2,3.2.please find out10 sentences with modal verbs, and try to get theirmeanings.the fourth period listening。
实用英语2 Unit 5 At a restaurant
A Teaching Plan for Unit 5(In New Practical English Book 2)I. Teaching Aims:1. The students should know how to take order, order food, ask for recommendation, and make recommendation while having dinner at a restaurant.2. Train the students’ ability t o understand the cultural differences in ordering western and Chinese food3. The students should know the way to make a toast speech at a wedding4.Teach the students some practical writing skills.II. Teaching Contents:·SectionⅠTalking Face to Face·SectionⅡBeing All Ears·SectionⅢMaintaining a Sharp EyePassage I: Toledo: A Problem of MenusPassage II: Toast at a Wedding·SectionⅣTrying Y our HandIII. Teaching Time:Eight class hoursIV. Teaching Focal Points:1.Patterns those are appropriate for taking order, ordering food, asking forrecommendation, and making recommendation while having dinner at a restaurant 2. The way to make a toast speech at a weddingV. Teaching Difficult Points:1. Grammar---- Adverbial clauseVI. Teaching Methods:1. Interactive approach2. Situational teaching approach3. Teamwork method4. Task-based teaching methodⅦ. Teaching Aids:Tape-recorder, BlackboardⅧ. Teaching Procedure1. The first two-class-hour session for SectionⅠ Talking Face to Face.2. Next two-class-hour session for SectionⅡ Being All Ears.3. The next four-class-hour session for SectionⅢ Maintaining a Sharp Eye.4. The fifth two-class-hour session for Section ⅣTrying Your Hand. Section I T alking Face to Face（two-class-hour）1. Read the samplesFind out useful expressions in Dialogue 1 Are you ready to order?. Sentences used in taking order①.Are you ready to order now?②.How would you like that?③.Would you like a baked potato or French fries with that?④.What would you like to drink?⑤.What are you having?⑥.Anything to drink?Sentences used in ordering food①.I’ll have the New Y ork steak.②.What’s the soup of the day?③. I’ll have a cup of that.④. I’d also like a chef’s salad.⑤. Just water, please.Find out useful expressions in Dialogue 2 I want the steak dinner Sentences used in taking order①.May I take your order?②.What do you prefer, soup or salad?③. We have vegetable soup and onion soup.④.What would you like for dessert?Sentences used in ordering food①.I want the steak dinner.②.Bring me a bottle of wine and a glass of water.③. I order my steak rare or medium.④.May I have some more bread and some more water, please?⑤.Nothing, thank you.2. Act outRole playMake up dialogues for ordering some typical Chinese food for your foreign friend and asking to go Dutch with your friend who wants to pay the bill for both of you.Section II Being All Ears（two-class-hour）1. DialoguePre-listening taskRead the printed materials in Listen and Decode in ONE minute.While-listening task①. Listen to the tape WITHOUT looking at the book.②. Listen to the tape one sentence after another, taking notes during the pause.③. Repeat the sentences after the tape.Dialogue scriptKim: Where’s our food? The service in this place is really slow.Dan: They seem to be very busy today. I’m sure the waitress didn’t forget our order. Kim: I’ve got to ask her to hurry things up. I’m thinking of never coming to this restaurant again.Dan: Relax, Kim. We’re not in a hurry. Our food should be here soon.(A few minutes later)Kim: Waitress. What happened to our order?Waitress: It will be ready any minute, sir.Kim: What’s holding it up? I gave you our order over twenty minutes ago. Waitress: I’m sorry. We’re very busy.Kim: I hate to complain, but we’re on our lunch hour. Do you think you could speed things up?Waitress: I’ll do my best, sir.Post-listening taskDo the exercises in Listen and Decode and Listen and Respo2. PassagePre-listening taskRead the printed materials in Listen and Read in THREE minutes.While-listening task①. Listen to the tape and fill in the blanks.②. Listen again and check up the answers.Answers:1.follow2.catch3.poorly4.15 percent5.add6.table7.bag 8.home9.give the food 10.themselvesPost-listening taskDo the exercises in Listen and Match and Listen and Conclude.3. Assignments①. Pair work: Make up dialogues for make up dialogues about having dinner at a restaurant referring to the dialogues in the Workbook.②. Preview Passage I and do the exercises.Section III （four-class-hour）Passage I Toledo: A Problem of Menus1. W arm-up questions①.What kind of food do you like better, Chinese food or western food? References: Chinese food, I think Chinese food is more delicious than other food and it is healthy.②.What do you know about western table manners?References: Open2. Reading comprehensionA) Background Knowledge:Likes or dislikes with regard to food vary greatly from culture to culture. What is disgusting to one person can be a delicacy to another. Sometimes we need to change our eating habits. If we move or travel to a new place with a different culture, our favorite meat, fruit and vegetables may not be available to us. As a result, we have to eat what is different from the food we are used to. Slowly, this strange food may become familiar to us. Our tastes may change, too, and we begin to enjoy eating the food that used to seem unusual to us.B) Questions:Paras. 1-3: If customers make their order on the tourist menu, what will they have to pay?Paras. 4-6: Why did the Englishman call the waiter after his partridge was served? Paras. 7-12: In order to calm the Englishman, what did the author say and do? Para. 13: What’ the trouble with the author’s chicken?C) Summary:Suggested answers to questions:①.They will have to pay a surcharge.②.Becaouse he thought his partridge was rotten and uneatble.③.He tasted the partridge and said that there was nothing wrong with it,it just tasked like that.④.It tasted just like the partridge and it was uneatble.3. Useful words and expressions①. escape v. get away from prison; get free temporarilye.g. The prisoners escaped by climbing over the wall.②. smell n.&v. to use the sense of nose; have an effect on the nosee.g. Now smell;what do you think this liquid is?③. whereupon ad.(at once) after thate.g. His department was shut down, whereupon he returned to London.④.mood n. a state of the feeling at a particular timee.g. The beautiful sunny morning put him in a happy mood.⑤. acknowledge v. to recognize; show that one is grateful fore.g. He was acknowledged as one of America’s finest writers.⑥.scene n. a view of something from a specific placee.g. They caused a scene at the supermarket.⑦.embarrass vt. cause to feel ashamed or shye.g. It embarrasses me even to think about it.4. Difficult Sentences①. I escaped but projected myself into an even worse situation.The manager escaped being dismissed but projected himself into an even more embarrassing situation.②. I ordered three dishes, each of which carried a surcharge.I reserved three rooms with the hotel, each of which had a different view of the scenery.③.The good-looking, red-faced Englishman in suit gave me the impression that he must at home have been a hunting man.Their appearance gave us the impression that they had been working for a long time.④.He had, as I suspected he might, ordered the partridge.We have, as the professor suspected we might, found the solution so easily.⑤. I was now in a relaxed mood and had no desire to see the Englishman make a foolof himself.The manager is now in a delighted mood and has no desire to see the customers turn away from his business.5. Assignments①. Prepare to retell the story told in Passage I in about 100 words.②. Preview Passage II and do exercises of Passage I.Passage II T oast at a Wedding1. W arm-up activityWeddings are a time for two people to come together in holy matrimony. It is also the time for dear ones to play their role - parents, friends, bridesmaids, the best man, and others. Make a wedding toast to express your hearty congratulations to the people involved.Given below is a top 5 list of wedding toasts.①Wedding Toast, from the Bride's Mother to the Groom: To the man who has conquered the bride's heart, and her mother's.②Wedding Toast, to the Bride and Groom. There is nothing nobler or more admirable than when two people who see eye to eye keep house as man and wife, confounding their enemies and delighting their friends.③Wedding Toast, to the Bride and Groom. Here’s to the groom with bride so fair, and here's to the bride with groom so rare!④Wedding Toast, to the Bride and Groom coming together is a beginning; keeping together is progress; working together is success.⑤Wedding Toast, to the Bride and Groom seek a happy marriage with wholeness of heart, but do not expect to reach the Promised Land without going through some wilderness together.2. Read the passage and do Exercise13. Useful words and expressions①.it’s with great pleasure that: do sth. With happiness or satisfactione.g.I t’s with great pleasure that we can meet our old friends in America.②. add joy to: put great happiness toe.g. The good news of his finding an ideal job added joy to the family gathering.③. bring back memories to one’s heart of: cause sb. to remember sth.e.g. What he said bring back memories to my heart of those difficult days.④.a toast to sb./sth.: suggest a drink to sb./sth.e.g.let’s drink a toast to our beloved uncle.⑤. with sb. all the happiness: hope sb. will be happy all the timee.g. People often write the words with you all the happiness on a Season’s Greetings Cards.4. AssignmentsDo the left exercises of Passage IISection IV Writing----Menu（two-class-hour）1. Sample analysisFood menu is used to provide customers with information about the food available at the restaurant. Y ou may find a separate catalogue of dishes, soup and drinks with prices on a menu. Only phrases are written on a menu and they are direct, concise and clear.2. Items included in a menuRoom Service MenuA Sandwiches & Burgers (汉堡包) To Place Orders, Ex 194(分机194)Breakfast 7:00 a.m.---10:00 a.m.(Served with French Fries) Lunch 11:30 a.m.--- 4:00 p.m.Dinner 4:00 a.m.---10:00 p.m. Roast Beef or Turkey (火鸡)……………………$ 7.25Anna’s Club Sandwich ………………………$ 6.95All-American Burger……………………………$ 5.25Anna’s Burger. …………………………………$ 6.50Bacon (熏肉) Cheeseburger …………………….$ 6.50(2 strips bacon with American Cheese)ROGER MILLER RESTAURANT MENU~ Breakfast ~New Y ork Steak & Eggs………………………………………………………..$ 9.95 Ham (火腿)、Bacon or Sausage (香肠) & Eggs……………………………….$ 6.95 CheeseOmelet(煎蛋)……………………………………………………………$ 5.95 Ham & Cheese Omelet…………………………………………………………..$ 6.75 Greek Omelet…………………………………………………………………….$ 6.95~ Lunch Special ~ $ 4.99Baked Turkey Wing (Served with one vegetable)Two All Beef Hot Dogs (Served with baked beans)Fried Chicken Leg (Served with one vegetable)Ham (Served with one vegetable)~ Dinner ~Please Ask Server about Our Chef’s Special for TodayTwoPork Chops……………………………………………………….$10.95 Southern Fried Chicken………………………………………………$ 8.95Two Fresh Ham Slices………………………………………………$ 8.95V egetable Plate (Choice of 3)……………………………………….$ 5.95All Dinner Served with Two V egetables and Bread3. AssignmentsFinish Simulate and Create exercises.Section V Grammar----Adverbial Clauses1. Sample analysisAn adverbial clause is a clause that has an adverb-like function in modifying another clause. It is also a dependent clause that does the same job as an adverb or an adverb phrase. Most adverbial clauses can be recognized because they are introduced by a particular word or phrase, such as when, where, why, how, because, as, though, in order that. Adverbial clauses are usually used to indicate place, time, cause, purpose, concession and condition.2. AssignmentsDo the grammar exercises in the Workbook.。
Unit 5 Do you want to watch a game show Section B 1a-1d教案及反思
Teaching Plan for Unit 5 Do you want to watch a game show?Period 3 (Section b 1a-1d)1．Teaching objects：(1). Different kinds of movies: comedy, cartoon, action movie, scary movie(2). Learn some description words: meaningless, enjoyable…(3). Learn to write movie reviews.2．Teaching difficult points：(1). Talk about different kinds of movies,e.g.. What do you think of scary moves? They are scary but exciting.(2). Learn to express personal ideas and attitude towards different movies by using “love, like, don’t like, don’t mind, can’t stand”.(3). Talk about movies and write movies reviews in a right way.3. Teaching procedureStep 1. Lead in: Show a part of movie---Hero(1).T: Do you like this movie? Who is the actor?Ss: Li Lianjie. (Jet Li)T: Yes, we know he is good at Chinese Kong fu. So what kind of movie is it? Is it an action movie?Ss: Yes, it is. (Learn the word “action movie”—action movies)In the similar way, learn other kinds of movies, like “a comedy-comedies, a cartoon-cartoons,a scary movie-scary movies”(2).Then do a guessing game.T: I will shows some pictures of TV shows and movies on the ppt quickly. Anyone who knows them can stand up and tell others the answer fast. His/ Her group can get one score. At last, let’s see which group is the winner.After the game, read the names of TV shows and movies together.Step 2. Ask and answerInvite one student to cooperate with the teacher, show others an example.T: What do you think of the scary movies?S1: I can’t stand them because they’re so scary. They may make kids cry. What about you?T: I don’t like them. They are meaningless.Show more description words, such as educational, enjoyable, serious, meaningless…Ask students to work in pairs and make up similar conversationse. g.. A: What do you think of ….?B: I think they’re/ it’s …What about you?A: …Step 3. Pair workAsk one student questions as follows:T: What do you want to watch tonight? A: I want to watch comedies.T: Why? A: Because they’re interesting and enjoyable. How about you? T: I want to watch comedies, too. Because they usually make me laugh.Then give Ss two minutes to practice in pairs.e.g.. A: What do you want to watch tonight?B: I want to watch ____(sitcoms, soap operas, game shows, talk shows, comedies, cartoons, scary movies, action movies, the news).A: Why?B: Because ______(they’re funny/ educational/ serious /wonderful /relaxing /enjoyable /exciting, I want to know what happens next, it’s a great way to relax, they’re interesting, I can learn something). How about you?A: I want to watch _____because_____.Step 4. Listening(1).T: John and Mary are talking about some movies and TV shows. Let’s Listen and circle thedescription words you hear in the box in 1a. Check the answers.(2).Listen again. Write down the John and Mary use to describe the TV shows or movies. Answerlike this: John/ Mary thinks … are ….(3).Read the listening materials after the tape on P.100Step 5. Blank-fillingT: We know what John and Mary think of different TV shows and movies. As for me, I like cartoons best. What about you? Do you like cartoons? Do you know Mulan? Can you say something about her?Show pictures of Mulan as tips, ask students to discuss in groups and talk something about Mulan e.g.. Mulan didn’t have any brothers.She took her father’s place to join the army.Mulan is brave.Mulan dressed up like a boy.Nobody knew she was a girl in the army.In this part, learn some new phrase like “take sb.’s place 代替某人，取代某人, join the army 参军,dress up 打扮”After that, let Ss fill in the blanks in the movie review. Use the words in the box on p.39, 3a. Check the answers sentence by sentence.Step 6. Writing(1).Write notes for your own movie review on P. 39, 3b. Take the Lion King as an example(2).Tell Ss how to write a movie review.写作指导：本文为写自己所喜欢的电影的剧情回顾，因此，时态应用一般现在时态与一般过去时态；首先，可介绍影片的类型，及主人公等；然后，介绍故事的梗概；最后，表达你对该影片的看法。
Teaching Plan unit 5
Teaching PlanBy Cole Topic: PEP B8Unit 5 My New Room Teaching contents:Part A Let’s learn Let’s play Teaching Aims and demandsA. Knowledge targets.1. Enable the Ss to master the Household products ―mirror，curtain，closet，end table，trash bin。
2. Enable the Ss to master the new words ―air-co nditioner3. Enable the Ss to master the sentence patterns:Is this your…? I have …B. Emotional targets.―The housing design‖ is always a useful,significant topic. Wherever we go, whatever we do, ―The housing design‖ is always the a common method to introduce oneself. Breed their Emotions for their Love life and Love the family. Teaching important pointsEnable the Ss to master the phrases and new wordsTeaching difficult pointsTo learn the pronunciation and writing of “air-conditioner”Teaching AidsTo prepare the word-cardsTo prepare the tape and power pointTo prepare the real objectsTeaching ProcedureWarm-up1.Let’s sing and dance after the tape (pay attention the left and right)2. Let’s play a game and make a chantI have a study，a bathroom，a bedroom，a living room and a kitchen.PreviewTo play the tape about pep4 ―let’s do ―bed，sofaTo spell the words quickly ―door，chair，window，desk，bed‖PresentationPart B------Let's learna. lead in ―mirror‖―curtain，closet，end table，trash bin，air-conditioner‖T show the CAI sbout ―mirror‖T show the real objects ―mirror‖T says―Look! This is my new room. I have a bed and a shelf. What else do I have? ‖―Do you have a mirror in your bedroom? ‖ ―Oh，you have a mirror in your bedroom.‖―Oh，sorry. You don’t have a mirror in your bedroom. Where is the mirror? ‖(Is the mirror in the bathroom?) To lead the Ss say―curtain，closet，end table，trash bin，air-conditioner‖b. T show the new words with CAIC. Play a game ---–―near or far‖New part Let’s chant.A To show the CAI with musicCloset，closet，open the closet!Curtain，curtain，close the curtain!Mirror，mirror，clean the mirror!Trash bin，trash bin，empty the trash bin!End table，end table，move the end table!Air-conditioner，air-conditioner，make me cool!B Practice the sentences structuresTo play the CAI ―conversation‖and practice structures.C. Play a gameSentence ChainA ―In my room I have a trash bin. ‖B ―In my room I have a trash bin and a mirror.‖A Free talk with the conversationsB Practice more and morePractice/Drill<1> Practice in various ways<2> Display the resultsConsolidation and extensionTask time ---make a dialogue and perform it.The promotion of the sceneFind the way to design the house .(real objects) The important sentences:―Is this your living room? Yes，it is. Come and look at my new sofa.‖。
广州初一英语下U5教案
国内双语班单元教学计划表Teaching plan for Unit 5 Poems about life班级( CLASS)：Class 4 & 5, Grade 7姓名:授课时间(PROPOSED TIME)：2 weeksTopic Poems about lifeTeaching aims Objectives1 To read about poems2 To learn about importance of poems in daily life3 To learn to skim and scan a poem and get the main idea of it.Analysis Who and whose possessive pronounsTeaching focus 1.Teaching emphasis⏹Words and phrase: 39 words and 26 phrases.⏹Useful expressions.2. Teaching difficulties✧Ss can finish all kinds of related tasks after practice.✧Ss know more about the background knowledgeabout how to write a poem.✧Some students can not follow the whole class.Teaching content Key words:interesting adj. 有趣的；有吸引力的Mile n. 英里* dull adj. 枯燥乏味的；无聊的lively adj. 活泼的；充满生气的hate v. 讨厌，厌恶bored adj. 无聊的，无趣的knock v. 敲whole n. 全部；整个* slam v. 砰地关上；发出砰声break v. （使）碎，裂bite v. 咬Ring n. 圈，环* mess n. 肮脏；杂乱；一团糟* din n. 吵闹声，嘈杂声signal n. 信号；暗号* typhoon n. 台风blow v. 吹；刮* tray n. 盘；托盘* hay n. 草料，干草* narrator n. 旁白员；幕后解说员present n. 礼物Prize n. 奖赏；奖金；奖品sharp adj. 锋利的boss n. 老板trip n. 旅行，旅游continent n. 大陆；陆地parrot n. 鹦鹉skin n. 皮肤* lizard n. 蜥蜴guide n. 向导；导游cheerful adj. 愉快的；高兴的generous adj. 慷慨的；大方的helpful adj. 愿意帮忙的；热心的successful adj. 成功的patient adj. 耐心的* verse n. 诗；韵文poem n. 诗；韵文silence interj. 安静；别出声attention n. 注意；留心puzzle v. 迷惑；使困惑cash n. 现金rudely adv 粗鲁地；无礼地crowd n. 人群；群众boring adj. 没趣的；无聊的super adj. 很棒的；顶呱呱的Phrasesfind … interesting 认为……很有趣all right 确实run in rings 绕圈跑stone deaf 完全聋的at work 在工作many a week 数周，很多个星期right now 马上live on 以……为生break the rules 违反规定；不守纪律Sentence structure:Thank goodness! 上帝保佑!How was your trip to …? 你去……的旅行怎么样？It was great. 棒极了。
Unit 5 Fourteen Steps Teaching plan综合教程二
Unit 5 Fourteen StepsTeaching objectivesStudents will be able to:1)master the key language points and grammatical structures in the text2)understand the main idea, structure of the text and the author’s writing style3)understand the significance of lifeTopics for discussion1)Can an invalid lead a happy life Please explain.2)How would you show your appreciation if somebody helps you when you are in trouble3)What is your ideal lifeCultural information1. QuotesI am quite often asked: How do you feel about having ALS The answer is, not a lot. I try to lead as normal a life as possible, and not think about my condition, or regret the things it prevents me from doing, which are not that many.— Stephen HawkingText IFourteen StepsHal ManwaringGlobal ReadingI. Main ideaIt is hard to imagine that a blind old man should be willing and able to fix a car for someone else on a dark stormy night. This happened to the author, a crippled man who was afflicted by a progressive disease and who took others’help for granted.Up to that day, the author had lived in disillusionment, self-pity, indifference and selfishness, as he was becoming increasingly feeble. He struggled to climb the fourteen steps every day only to hold on to his sanity, his wife, his home and his job. After he met the blind old man, it suddenly dawned on him that even a handicapped person was capable of performing an act of love for his fellow beings, and that was where the value of life lies.II. Structural analysis1.How many parts can the text be divided into and what’s the topic of each partAccording to the development of the story, the text could be divided into four parts, each of which focuses on one topic. Respectively, these topics are about the author’s first life, his second life, his third life and his reflection on the auto-repair incident.2.Summarize the main idea of each part by completing the table.Detailed ReadingParagraphs 1-2Questions:1. What can we infer about the author’s childhood (Paragraph 1)We can infer that he lived an unhappy and hard life in his childhood because of the early death of his father and the poor health of his mother.2. How did his second life begin (Paragraph 2)His second life began when he was afflicted with a slowly progressive disease of the motor nerves, affecting first his right arm and leg, and then his other side.Paragraphs 3-5Questions:1. What does the author mean by “I managed to keep my health and optimism, to adegree, because of 14 steps” (Paragraph 3)In a way, the daily exercise of climbing helped to keep his physical capability (health), which in turn made him optimistic that he could continue living. 2. Why does the author call these steps “14 miserable steps” (Paragraph 5) Because the fact that everything in his life (his home, his job, his wife and his sanity) seemed to totally depend on these 14 steps made him miserable.Paragraph 6Questions:Why did the author dismiss the thought at once that any passing motorist would offer help at the moment (Paragraph 6)Because he knew that he would not stop if he were a passing driver in that situation.Paragraph 7Questions:1. Was there any hint that indicates something unusual about the man (Paragraph 7)There were some indications: first, they were working awfully slow; second, the little girl obviously handed to the man something (the jack-handle) the man was unable to find.2. How did the author feel when the man and the little girl were working in the storm (Paragraph 7)The author first felt sorry that he sat in the car dry and comfortable, while they were working in the heavy rain. But his uneasiness was soon relieved by the thought that he would pay them.Paragraph 8Questions:1. Why did the old man refuse to accept the author’s paymentBecause the old man took it for granted that offering free help to disabled people is what everyone should do, especially when they are in trouble. He believed that the author would have done the same for others.2. When did the author realize that the old man was blindThe author did not realize it until the little girl explained to him “Grandpa can’t see it.”Paragraphs 9-10Questions:1. How did the author react to the girl’s words (Paragraph 9)On hearing the little girl’s words, the author was stunned for a few seconds, full of shame and horror, because as a handicapped man, he had taken others’help for granted and had never expected that a blind man would work on the dark stormynight for him out of pure warm-heartedness for a fellow human being. This contrasts his own selfishness and indifference to the needs of others before the incident.2. How did the author re-evaluate the 14 steps (Paragraph 10)The author came to be aware that some people who had the same or worse adversity were always ready to offer help. For him the 14 steps were not the whole thing in his life. There are other people he should give help to when he was struggling against his own adversity.Text IIThe Power of BeliefLead-in Questions1. Can you give one of your personal stories to illustrate the power of perseverance2. According to you, what can you do to foster perseveranceMain ideaIt is a simple story about how a woman who had a car accident managed to be able to walk again on her own. And this was all due to her firm belief that she could.Notes1.... I heard his words fall heavily on my ears, numbing my soul.(Paragraph 1): ... his wordsmade me aware of the seriousness of my injury, chilling my soul.2. my legs were my prime concern. (Paragraph 2): … the injuries of my legs were my first andforemost concern.3.“on the go” by nature (Paragraph 2): being active by nature4.… the implications of that were weighing heavily on his little shoulders.(Paragraph 3): …what it meant (to have a totally handicapped mother) worried my son.5. when adversity strikes(Paragraph 4): when one is suddenly attacked by misfortune or findshimself in a difficult situation6. I needed something besides my physical healing to sink my Irish stubbornnessinto … (Paragraph 4): Besides my healing, I needed to do something with the stubbornness by which we Irish people are characterized. Here “stubbornness”means perseverance.7. And being confined to a wheelchair the rest of my life didn’t fit into my plans.(Paragraph 5) : I didn’t intend to be confined to a wheelchair the rest of my life.8. I wondered if a conspiracy of silence had developed (Paragraph 7): A conspiracy of silence is a tacit agreement. Here the author means the nurses seemed to have agreed, tacitly, to keep silent about what she was doing.9.I would maneuver myself from my bed to the floor … (Paragraph 8): I would succeed in moving from my bed to the floor with care and skill …10. dodge ball(Paragraph 8) : a game in which several players form a ring and throwa large inflated ball at one or more players inside the ring who try to catchor dodge the ball11. My life has been blessed with many milestones and accomplishments (Paragraph10): “Be blessed with” means to be endowed with.Questions for discussion1. What do you think made the author stand up again2. Do you believe in the power of belief Please illustrate your point with examples.3. The author thinks the nurses must have noticed what she did in their absence,but they chose to be silent about it. Do you think it possible or not Give your reasons.Key to questions for discussion1. The author stood up again because of her love for her son and her will to face the challenges of life.2. The answer is yes. The power of belief is shown in innumerable examples, especially when human beings are faced with dreadful disasters, such as the earthquake in Wenchuan County of Sichuan Province in 2008.3. It is possible. If they did, it would be because they knew it would do her good in the long run.Memorable Quotes1. ’Tis not enough to help the feeble up,But to support him after.— William ShakespeareParaphrase: It is not enough to help the weak once or temporarily, but to support him after.2. If I can stop one Heart from breakingI shall not live in VainIf I can ease one life the AchingOr cool one PainOr help one fainting RobinUnto his nest againI shall not live in vain.— Emily DickinsonParaphrase: I will certainly make life meaningful if I can stop one from heartbreaking or reduce one’s suffering or pain in life or just help a Robin losing its consciousness back to its nest again.。
人教版5下英语单元教学计划
人教版5下英语单元教学计划Unit Teaching Plan for Unit 5 of Grade 5 English (People's Education Edition)。
1. Unit Overview.This unit aims to develop students' listening, speaking, reading, and writing skills in the context of "Festivals Around the World." Students will learn about different festivals celebrated in various countries, their traditions, and their cultural significance.2. Learning Objectives.By the end of this unit, students should be able to:Understand and respond to oral and writtendescriptions of festivals.Identify and describe key features of differentfestivals.Express their own opinions and feelings aboutfestivals.Write informative texts about festivals.3. Instructional Materials.Textbook: Unit 5 of Grade 5 English (People'sEducation Edition)。
Supplementary materials (e.g., videos, audio recordings, pictures)。
Unit 5 Lifelong Education Teaching plan大学体验英语三
Unit 5 Lifelong EducationListen and talk1. Listen to a passage about lifelong education.2. Listen and read the dialogue samples: who needs continuing education & a freshman at 76Step 1Get familiar with the new words.Training session; polish up; initiativeGeometry; intellectualStep 2Listen to the following passage about lifelong education and try to fill the blanks: Keys: employment market; handle the changes; concluded; very nature; builds on; involved in; at various stagesStep 31. Listen and read the samples carefully and then complete the communicative tasks that follow.Dialogue One & Dialogue Two2.Practice the two dialoguesRead the dialogue in pairsStep 4 Communicative tasksWork with your partner and take turns to start the conversationsTips: One is never too old to learn.…to use 99% rather than 60% of one’s potential.She doesn’t want to die doing only this.Topics:What way do you choose if you continue learning after graduationLearning by way of practice?Going back to campus for another degree?Read and ExplorePassage A Tong-tied1.learn to use the key words and expressions in this unit2.master some translating skills3.understand the whole passage and can use some words and phrasesStep 1 Cultural BackgroundProverbs: A blind man will not thank you for a looking-glassA friend to all is a friend to none.To talk without thinking is to shoot without aiming.Man is the head of the family, woman the neck that turns the head.Idioms: lion’s share---the greatest or best partAx to grind---a selfish or subjective aimFollow nose—to be guided by instinctOn a limb—in a difficult, awkward or vulnerable positionHelp (oneself) to—to serve or provide oneself withStep 2 Language PointsKey words: resort; vague; proverb; idioms, rack one’s brains, qualify, qualification, mislead, assume, assumption, retreat, enthrallStep 3 Sentence ExplanationHe looked confused; a reminder that clever’s not clever if it doesn’t communicate.…and that he figures out that, no matter what his passengers may say, haste doesn’t always make waste at the graper’s clock.Step 4 Language points (useful words and expressions)Key words: resort; vague; proverb; idiomsKey sentences:A blind man will not thank you for a looking-glass.A friend to all is a friend to none.To talk without thinking is to shoot without aiming.A closed mouth catches no flies.Assignments:Finish the exercise on pages from 109 to 111Write a summary of Passage ARevision of passage A and exercise practice1.Know how to summarize the learned passage and organize the summary in ones’own words.2.Get familiar with the lifelong education3.Finish the exerciseStep 1 Post-reading Tasks (individual work)1. Listen to Passage A againAsk students to listen to the passage again and pay attention to the speaking tones and emphasis. Then stimulate reading the passage.2.Summarize the passageStep 2 explain the exercise from page 109 to page 111Importance on :Ex6 (read and complete) and Ex8 (read and translate)Keys for Ex6: qualify; committed; hint; assume; vague; peculiar; retreat; puzzled;misleading; confusedKeys for Ex8:1. it’s on thing to understand the principle, it’s another to put it into pract ice2. it’s reported that jogging makes you three times less likely to suffer from a heart attack.3. almost half of the British people have no idea what the euro is worth in relation to the pound, according to the latest survey.4. the area should have been made into a park for everyone to enjoy but now some apartment buildings stand there.5. I’m wondering whether all the related information could add up to a clear picture of him.Assignments: dictation of the words in Unit 5Write and produceStep 1 General WritingWrite and apply--rearrange the following sentences in logical order to form a coherent paragraph. The topic sentence and the last sentence have been marked out for you--write a short passage on one of the following topics“A Lot Can be Learned from Traveling”Step2 Practical WritingSimulate and createGeneral WritingWrite and apply--rearrange the following sentences in logical order to form a coherent paragraph. The topic sentence and the last sentence have been marked out for you--write a short passage on one of the following topics“A Lot Can be Learned from Traveling”Listening and Speaking1.Master listening and speaking skills2.Improve listening abilities and express one’s idea freely3.Get to know pros and cons of biotechnology through reading and listeningStep 1 Listening Tasks1. Listening skills explanation1)听前先浏览所听材料，熟悉相关内容。
全新版大学英语第二册第5单元教案
Teaching plan of Unit 5, Book 2Unit 5 Overcoming ObstaclesText A True HeightTeaching Objectives:Students will be able to:1.understand the maid idea ( dreaming and hard work helped Michael Stone on his way tosuccess ) and structure of the text ( narration with flashback);2.appreciate certain narrative skills (using details to bring out character; a surprise ending; use ofpuns);3.grasp the key language points in Text A and learn how to use them in context;4.understand the cultural background related to the content;5.express themselves more freely on the theme of overcoming obstacles after doing a series oftheme-related reading, listening, speaking, and writing activities;6.write a personal description with the focus on characteristic featuresTime Allotment: 5-6 periodsTeaching Method: Interactive, communicativeTeaching Procedures:I.Warming up1.Watch a part of video about a disabled person, Nick Vujicic2.More stories about overcoming obstaclesRead the stories about some figures in history to see how they overcame their obstacles, and guess who they are. ( See PPT Warm-up Exercises )3. Discuss the following questions in groupsA. what have you learned from these disabled people whom you’ve just learned from the video and the stories;B. what are the obstacles that you have been faced with in your life.C. the ways in which you overcame such difficulties4. After discussion, T may give Ss some suggestions on Overcoming Obstacles1)Get started.Often, once you begin, you'll find the task is easier than you expect.2)Break your task into smaller tasks.Take one big task and break it into smaller tasks. For instance, do part of your assignment each time rather than the entire one.3) Work with the time you have.Don't wait until you have time to do the entire thing. Instead, even if you only have five minutes, get started.4) Set small deadlines.After meeting each deadline, give yourself a reward. For example, play video games when you finish an hour of studying.5)Set anti-deadlines.If you don't finish your homework by 8:00, you can't watch your favorite TV program.6)Eliminate distractions.Turn off the TV. Don't answer the phone.7) Ask for help.Sometimes, the reason you don't start is because you don't know what to do. If that's the case, ask for help.8) Begin now.What one thing can you do right now that will move you closer to your goal.* Background InformationOlympicsOrganized and governed by the International Olympic Committee (IOC), the Olympic Games are the most important international sports event in the world held every four years.1. Olympic symbol: five interlocking red, blue, yellow, black, and green circles on a whitefield—represents the continents of the world joined in friendship2. Olympic motto: swifter, Higher, Stronger.3. Olympic Offices: Lausanne, Switzerland.4. Main events in Olympic history:--776 B.C.~392 A.D. Ancient Olympic Games were held in Olympia.--1896~now Modern Games began.--1912 Women are allowed to compete in the Games.--1924 Winter sports has been added to the Games.--2008 Beijing hosted the 29th Olympic Games.II. Global ReadingQuestions about the text1. What does the text title “True Height” mean?It has more than one meaning. It may refer to:1) the new bar heights that Michael cleared one after another;2) the tremendous obstacles Michael had overcome in attaining his goal.2. As the text consists of the main story and a flashback, can you figure out the flashback?The flashback is from Para. 3~5* Part Division of the TextParts Paragraphs Main Ideas1 Paras.1-2 Michael faced the most challenging competition in hispole-vaulting career.2 Paras.3-5 Michael’s childhood was marked with dreams and toughtraining.3 Paras.6-12 Michael topped his personal best, won the championship and seta new world record.4 Paras.13 What was most unusual about Michael’s victory was that he wasblind.* Scanning practice:Scan the whole text to find out all the words and phrases that are related to sports or stadium. And think about their Chinese equivalents. (For more details, see ppt.)III. Detailed ReadingFurther UnderstandingFor Part 1Description : Use your own words to draw a picture of the stadium on that day, including the weather, Michael’s appearance and inner feeling, the audience’s response, etc.For Part 2Questions and Answers1.From the description of Michael’ parents, what can you learn about his parents?(Michael’s mother is romantic and passionate, while his father is a hard-core realist.)2．What personality traits are attributed to Michael’s success?(He is diligent, perseverant, optimistic, ambitious, etc.)For Part 3Compare Michael’s reaction before and after he cleared the bar at different height of the pole ( See PPT : Global Reading Chart Completion )For Part 4Discussion1.Why does the author keep the secret about Michael’s blindness until the last sentence?2.Who would you admire better, a Michael Stone with a sound body or a blind Michael Stone?*Key words:. sweat, fantasy, numerous, passion, coincide, alternate, vain, startle, in one’s mind’s eye* Writing SkillsAs the text consists of the main story and a flashback, the narration has to switch from the ongoing competition to earlier events and then return to the ongoing competition. How does the author manage to make these parts in the text flow smoothly?1.One way is to repeat a key word in the last sentence of a paragraph in the first sentence of thenext paragraph, e.g.It also has the element of flying, and the thought of flying as high as a two-story building is a mere fantasy to anyone watching such an event.As long as Michael could remember he had always dreamed of flying.2.Another way is to pick up a key idea from a previous paragraph and repeat it in the sentenceintroducing the next paragraph, e.g.All of Michael’s vaults today seemed to be the reward for his hard work.IV. After Reading* DictationDictate the following proverbs to students and translate them into Chinese1. Where there’s a will, there’s a way. 有志者事竟成。
21世纪大学实用英语(全新版)教学参考书1-U5
master the useful sentence structures and words and expressions found in the two texts’ follow-up exercises; 4. memorize the useful sentences in the texts and be able to reproduce them when needed;
Review
A. First, briefly review what students learned in the first period;
B. Next, raise various questions with the students to facilitate review and enhance communication.
Unit 5 Green Living
I. Objectives
From studying this unit, students are expected to
1. realize the importance of being friendly to environment ; 2. gain ease and familiarity with the theme-related
能源的新黎明虽然很多专家说以更清洁的能源取代石油和煤是困难的但别的一些专家却说对环境的种种好处再困难也是值得的
Unit 5 Green Living
Unit5 Going Shopping教学设计
Unit 5 Going Shopping本课的教学内容是牛津初中英语教材7A的第五单元Going Shopping的第二课时Reading. 本课的教学目标：增强学生对语篇的理解。
通过教学情境帮助学生把握生词的含义和关键词猜测让学生把所掌握的关于购物的具体信息运用到实际生活中，培养学生的语言迁移能力，体现时代精神。
本课的教学重点是如何在不同的情境下进行购物，教学难点是如何将语言知识成为真实、有趣的实践活动，“学中用，用中学”养成良好的生活习惯和生活能力，为终身学习打下基础，真正体现素质教育的思想。
在处理这节课时，主要遵循了新课程标准积极提倡的任务型教学原则，让学生通过体验、实践、参与、讨论、交流、合作与探究的方式，学习和运用英语，完成教学任务，在课堂教学中主要采取了以下几点的教学方法：1、设计了旨在培养学生听、说、读、写四方面的教学环节。
2、采取了形式多样的活动，激发学生的学习热情。
3、创设语言情境，让学生在模拟购物环节中培养学生运用语言的能力。
同时，想通过这节课的教学，试图解决让学生在不同的情境下如何购物的问题。
同时，在本节课又设计了如何支配零花钱的问题，从而对学生进行了正确的引导和思想渗透。
教会他们学会学习，学会生存，认识社会，学会生活。
教学流程：（一）Free talk: 通过与学生的简单交流，让学生逐步进入语境，营造英语语言环境。
（二）Revision: 通过设计Simon过生日，如何购买生日礼物环节，活跃学生的思维，同时又复习了第一课时所授内容，从而自然地导入购物的话题。
（三）Video通过一段录像，为学生创设了一个现实购物情境，让学生对现实生活有一种体验。
（四）Video通过复播录像，同时加入文字说明，让学生更直观地感受了如何购物，让课堂和现实生活紧密地结合在一起。
（五）V ocabulary通过录像中的shopkeeper，设计了生词教学，在这个环节注意把生词进行了整合，让学生在一个整体结构中去认知生词，运用生词，同时为学生输送了一些关于购物的有用信息。
人教PEP版五年级英语上册《Unit5》精品教案教学设计小学优秀公开课50
1.Who's the memory king?
Teacher shows two pictures, but each of them only appears for 5 seconds. After it disappears, let students retell what they can remember. The student who says the most things can get one star for his/her group.
1.Learn new words
T: Pay attention! Look at the big screen. There are so many interesting things on it.
Let students look at the big screen carefully, at the same time, pay attention to the pronunciation of each word.
3.Design your dreamy room and introduce it with complete sentences.
Step6: Reflection
1.在游戏教学过程中，不可回避的如 何对待优中差生。我设计的游戏要注 重面向全体学生，难度适中，让大家 都参与。可以根据学生的个人素质， 性格特点，记忆力反应速度等，因材 施教。
2.Group work
Let students introduce their room to their desk mate. T gives 5 minutes for students to discuss with each other. T invites some students to present then elicit students to describe their rooms in
高三英语Teachingplan教案
高三英语Teaching planTeaching material N: SEC Book 5 Unit 5 Fist Aid ListeningTeaching aims and demands:1. Words and expressions: bleeding, choking, bite, bruise, sprain ankle2. Improve the students listening skill.3. Enable the students to listen for details and catch the specific information of first aid asmuch as possible.Teaching important points:Improve the students listening skill.Teaching difficult points:Listen to a dialogue about some knowledge of first aid, and then write down the instructions for each situation.Teaching procedures and ways:Step I . Revision:Do the first aid quiz first.T: In the last period, we have learned some knowledge of first aid. Now le'ts do a quiz about first aid and see how much you know about it.First Aid Quiz1. Which person would you help first?A. Li Yan who has cut her foot on glass. C. Gao Yuan who is on the ground not breathing.B. Xue Jin whose nose is bleeding. D. Wang Feng who has broken her arm.2. When you are carrying out rescue breathing, where do you check for a pulse? A. the neck B. the wrist C. the foot D. the chest3. What is the most serious type of burn?A. first degreeB. third degreeC. second degreeD. all burns are serious4. A friend took a hot pan off the fire with her bare hands. Her fingers are red and blistered and extremely painful. What should you do for her?A. tell her to put her fingers in her month.B. take her to the doctor.C. put butter on her fingers and wrap them in bandages.D. put her burned fingers under cool water.5. How would you stop severe bleeding?A. cover the wound with plastic C. do nothing as the bleeding will stop byitselfB. wash the wound D. put a bandage over the wound andthen press on it6. In a medical emergency what telephone number would you call?A. 110B. 114C. 120D. 119Ask some students to answer the questions.S1: I would choose C. Because Gao Yuan is in the most dangerous situation. Not breathing will lead to death.S2: I would choose A. Because the carotid arteries is the easiest place to check for a pulse, and they run down both sides of the neck.S3: I would choose B. Because the third degree burns affect all three layers of skin. S4: D. Cool water stops the burning process, stops the pains and reduces swelling. S5: D. If you don 'tdo anything, the person could bleed to death. Put a bandage to prevent infection. Apply pressure to reduce the bleeding.S6: C. 120 is the emergency phone number for ambulance. 110 is for the police station. 114 is for some telephone numbers. 119 is for the fire station.T: Well done. So much for the quiz.Step II. Pre-reading:T: Now please open your books on Page 39. L'esttalk about the pictures in Ex.2 first.S7: The boy has sprained his ankle.S8: The boy's clothes are on fire.S9: The girl has a bloody nose.S10: The boy is choking.T: Look at the pictures carefully. What kind of first aid treatment are they performing?S11: The man has put some ice on his ankle to reduce the swelling and is bandaging his ankle now.S12: The girl is wrapping him up tightly in a piece of cloth.S13: Bend forward and squeeze his nose.S14: The man is patting the boy's back.Step III: Listening:Task 1Learn some new words in the listening material before listening.T: Ok. It's time to do the listening exercises. The first aid teacher is testing her students'knowledge of first aid. Let 's listen to the dialogue and finish Ex.1and Ex. 2. While you listen to it, you don 't need to catch each detail. Only concentrate on the questions the teacher asks.Check the answers with the class by playing the tape again and stop it after each question the teacher asks.Sample keys:Ex.1: 1. nose bleeds 2. burning clothes 3. choking 4. sprained ankle5. sn ake bitesEx.2: 1. spra ined an kle 2. burning clothes 3. nose bleedi ng 4. chok ingTask 2T: What kind of first aid instructions should you give for each situation? Let'listen to the tape again and get the details. After listening, please fill in the blanks.believe you all know how to help the pers ons in these situati ons.Step IV. Homework:T: We have learnt a little about some first aid treatments in this unit, but we face all kinds of accidents in our daily life, so we are going to write a letter to our principal and request that he/she organize a first aid courses for us. You can fellow the instructions next to the letter to complete the letter. Do you know what such a letter would in clude?S: The letter should:say we have done a unit on first aidsay why the unit was usefulexplain the importance of doing a first aid coursesay what we would like the prin cipal to doAsk the stude nts write the letter as homework.。
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Teaching plan
Teacher: Zhang Min
Class: 1101
Time: Oct.20. 2011
Title: Unit5 Listening and Speaking
Project:
This class is the listening and speaking part of unit 5.The teacher will design some tasks and mini-tasks according to the requirements of the task-based listening. The students will find the effective information through listening. Then the students will be inspired to talk about sports with the expressions they’ve learned in groups. We arouse students’ interest as well as the sense of success by means of multimedia, discussion and further discussion.
Teaching aims and objects:
1.Knowledge object: Master some important words and expressions, such as
basketball, volleyball, badminton, tennis, etc.
2.Ability object: 1）Students can make conversations about sports.
2）Students can ask for other’s suggestions correctly.
3.Emotion aim: Let the students willing to talk in class and to present their own
opinions.
Teaching method:Exploratory and task-based listening; the teachers and students interact.
Teaching means:Multimedia
Teaching procedures:
Step 1 Free talk
1、T-S talk
What day is it today?What date is it today?
Do you like sports?
Do you know any famous events happened in China about sports?
Step2 Presentation
1.Show a picture of 2008 Olympic Games and ask the Ss:
When and where did China hold the Olympic Games?
How many Games had been hold before China’s?
2.Tell the students some kinds of sports we have during Olympic Games.
Swimming Shooting Cycling Diving Weightlifting ------do alone
Table tennis Badminton Boxing Tennis-----do with a partner
Baseball Volleyball Football Basketball-----do with a team
3.Ask the students some questions:
What sport do you like best?
How often do you do sports?
Where do you usually do sports?
Step 3: Task-based listening 1
1、According to the students’ answers, the teacher ask the students to guess.
Does Billy like sports? ----Yes, he does.\ No, he doesn’t.
Does Billy do sports a lot? ----Yes, he does.\ No, he doesn’t.
According to the context we can know that Billy like sports but he doesn’t do sports a lot.
2、Make a conclusion of useful expressions
What sport do you like best? I like … best.
What’s your favorite sport? I like to play…
When do you usually … In the afternoon. / At 4 o’clock .
How often do you … Three times a week.
Step 4: Task-based listening 2
1、Listen and circle the best answer.
1) Marie .
a. often exercises
b. hardly ever exercises
c. loves exercising
2) Running is for Marie.
a. much fun
b. too hard
c. a little boring
3) Marie will this weekend.
a. do some fast walking
b. go shopping
c. go to the tennis club
2. Find the answers in the listening script.
1) I hardly ever exercise
2) walking and running sound a little boring to me
3) do some shopping this weekend.
Step5: Group work
1．Give the students the topic: School sports meeting.
Time: On October 20th,2011
Place: On the playground
Sports:100-meter race 、400-meter race、800-meter race、
1500-meter race、4×100-meter race. 、high jump 、long jump
2．Role-playing
A: Hello!
B: Hello!
A: Do you like…?
B: Yes, I like…
A: Which sport will you take part in?
B: I want to be in…
A: Are you ready for it?
B: …
.3．Make a survey about which sport your classmates will you take part in.
The teacher show a chart to help the students complete this task.
Step6: Homework
Write a report about which sport your classmates will take part in.。