Teaching Plan for Book 4 Unit4 Reading

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Unit4 Reading 教案新部编本

教师学科教案[ 20 – 20 学年度第__学期]任教学科：_____________任教年级：_____________任教老师：_____________xx市实验学校课题：Unit 4 Reading1: A Night The Earthquake Didn’t Sleep教案Teaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2.Ability goals 能力目标Train the students’ reading ability.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Step 1. Revision.Review the words.Step 2. Lead—in.Look at some pictures and then ask the students some questions.1. What happened on May 12, 2008?2. Do you know another big earthquake happened in china?Step 3. Prediction.Look at the title and predict what the passage tells.Step 4.Fast readingTask 1: Read the passage quickly and find out the main idea of the passage.Task 2: Match the main idea of each part.Step 5. Careful reading.Find out the details of each part and then fill in the blanks.Step 6. SummaryFill in the blanks and then retell the passage.Step 7. Homework。

Book 4 Unit 4 扩展阅读教案

School:Teacher: Class: 16, 24, Grade: 1Size: 60 students Time: 40 minutesDate: May 25th.2011 Material: Book 4 unit 4 Further ReadingType of lesson: Extensive reading Aids: multimedia, computer,Contents: The Three GorgesObjectives:1.instructional objectives:the main idea of the passage as well as some detailed information about the Three Gorges.cational objectives:By the end of this lesson, ss’s reading and speaking abilities can be developed.3.Personal objectives:to arouse ss’s patriotic emotion and the love for natureFocal points:The main idea of this passage and some detailed information.Difficult points:Ss can use the information they get from the passage to introduce the Three Gorges. Procedures and Time Allotment:Stage 1 getting ss. ready for learning (1min)Step1. GreetingsStage2 Lead in (arouse ss’ interest) (1min)Show the ss. some picture of the Three GorgesStage3Pre-reading (6mins)(get them ready for the reading task)Step1. Review the new words and expressions related to the text.Step2. Free-talkAsk the ss two questions:Q1: What are the Three Gorges?Q2: How did the Three Gorges get its name?Step3. Check their vocabularyHave the ss. speak out the Chinese meaning of “glacial marshland, Tibetanplateau, giant dragon, rhinoceros, and cultural relicsStage 4 While-stage (17mins)(to develop the ss’ fast-reading& careful-reading abilities) Step1.Fast-reading (7mins)Scan the article and find the exact figures for the following.1)The total length of the Yangtze River is ________.2)The Three Gorges extends totally ________long.3)Qutang Gorge is only _________in length.4)Wu Gorge is __________ long.5)Xiling Gorge covers ______________ in length.Check their answers: 6358 KM, 192 KM,8 KM, 44 KM, 66 KStep2. Careful-reading (10mins)Read the following statements and decide whether they are “T” or “F”.1)The Nile in Africa is the longest river in the world.2)The Yangtze River passes an area occupied by nearly half of the countrypopulation.3)Qutang Gorge is a part of Xiling Gorge.4)Shadow-play Gorge is a part of Xiling Gorge.5)At Wu Gorge you can see the shadow figure of the goddess.Check their answers: T, F, F, F, TStage5. Post-reading (13mins)(to check whether the ss have mastered the main idea of the text or not as well as to train their spoken & written English.)Invite the ss to introduce the Three Gorges with the information we get from the passage orally and write down the passage after class.Stage 6 Assigning Work (2min) Step1. ConclusionStep2. Homework1) Read the text after class and finish the excercises3, page 56.2) Underline what you think is difficult and important.3) Write a passage to introduce the Three Gorges.ReflectionEvaluation SheetPeriod 6长寿中学张佳School: Changshou Middle School Junior or senior section: seniorTeacher: Zhang Jia Class: 16, 24, Grade: 1Size: 60 students Time: 40 minutesDate: May 25th.2011 Material: Book 4 unit 4 Further ReadingType of lesson: Extensive reading Aids: multimedia, computer,Contents: The language points in the text The Three GorgesObjectives:1.instructional objectives:By the end of this lesson, ss can master the usage of the following words and phrases: wind, occupy, it is the + first +super-class of an adjective, pass through, extend, such as/for example/namely, admire2. Educational objectives:Focal points:The following words & phrases1.wind,2.occupy3.it is the + first +super-class of an adjective4.pass through5.extend6.such as/for example/namely, admireDifficult points:Ss can use the words and phrases taught in this passage.Procedures and Time Allotment:Stage 1 getting ss. ready for learning (1min)Step1. GreetingsStage 2 Review the main idea of the passage by inviting some ss to read out their short passage they write last class. (3mins)Stage 3 Read the passage and explain it paragraphs by paragraphs. And then point out the following language points & useful structures in this passage.(25mins)1. wind vt.1)蜿蜒；绕….弯曲前进；沿（曲折蜿蜒的路线）前行Eg：A path winds its way to the top of the mountains until we got to its top.2)缠绕；环绕Eg：She wound her injured leg with a bandage and continued her journey.3)给……上发条Eg：Don’t forget to wind the clock, or it won’t work.2.it is the + first +super-class of an adjective 表示第几长，宽….3.occupied by 在句中为过去分词作后置定语。

Teaching Plan for Unit4 Green World,Reading 教案

Teaching Plan for Unit4 Green World,Reading江苏省淮安市清浦中学PrefaceThe topic of this unit is Green World, which concerns flower, grass, fruits and how to grow and classify them in terms of botany. The text in the reading part is about the science of botany. In NMET, from the five reading comprehension articles, we quite often find that at least one article is about science and students generally think them hard to understand. In fact, although there’re a few more new words in these articles, the passage and questions are not difficult to understand if we use proper methods to read them carefully. So how to help students understand these science articles in a limited time is very important.The reading text in this unit, the Birth of a Science, is also difficult for students to understand. However, if we can change our traditional teaching methods and help students to use efficient reading strategies, it’ll be much easier to master the text The teaching plan below is my attempt to solve such problem.Teaching PlanI. Teaching Aims:1.Train and improve the students reading methods and strategies.(Clue Reading)2.Enable the students to understand the text better.3.How to apply the reading strategies to practical reading, especially in the English examination.II. Teaching difficult points:1.How to improve the students’ reading in terest in science articles.2.How to increase the students’ reading speed.3.How to help the students master the main idea quickly in a limited time.III. Teaching methods:1.Group discussion to help the students to learn the style of the text and orders of the exposition.2.Scanning to make students find the information quickly.3.Questions-and-answering activity to help the students understand the text more deeply.4.Generalizing the content of the text according to time clue and character clue.IV. Teaching aids:1.Some pictures of plants and scientists.2. A tape recorder.3. A projector or multimedia.V. Teaching procedures:Step I. Greetings and revision(To greet the whole class as usual)T: Yesterday we have learned about many plants. Can you tell me the names of different plants as many as possible?S: I’ll try, roses, tea…. (Students are active in answering such question s.)T: Good, you’re doing fine. (Teacher can list the names on the screen.)Then, who can tell me how to grow plants at home? Let’s take s trawberries as anexample.S: Let me have a try. Take a pot that is big enough to grow a strawberry plant and….T: Well done.Note: In this step, teacher can dictate some new words or revise the student’s homework. It can varies.Step II. Lead-in(Teacher shows some pictures to the students.)Today we’ll learn the science of botany. Ask some questions:Can you classify them into groups?What do we call the persons doing the research on the plants? (Botanists)Do you know any botanists?How do scientists classify them in the past? What about now?Now, let’s come to the reading part, the Birth of a Science.Step III. Reading Tasks1.To explain the title: the Birth of a Science.①The meaning of the title is when and how was a science, botany born.②To guess the style of the text according to the title. (B)(记叙文)Present three styles of articles: (说明文)C. Argumentation (议论文)Note: If the students can’t understand the 3 styles in English, the teach er can explain them in Chinese for different students.2.Scanning and discussion: Students scan the text quickly and judge the order of the text.A. Time order （时间顺序）B. Space order （空间顺序）Four orders of exposition: C. Logical order （逻辑顺序）D. Cognitive order （认知顺序）3.Fast-reading 1: Read the text fast and find the details about development of botany according to the timeorder. (Also we can call it time clue.)①Before the eighteenth Century, botany was merely a branch of medicine.②In 1759, Daniel Solander traveled to England to promote the new system.③In 1761, Banks had an appetite for knowledge.④In 1766, Banks made a first journey to study wild plants.⑤In 1768, Banks joined the team of botanical explorers on the Endeavour.⑥In 1771, the Endeavour returned to England.⑦In 1778, Banks was elected president of the Royal Society.4.Fast-reading 2: Find the achievements and contributions of 3 famous scientists according to the characterclue of the text.①Carl Linnaeus: He developed the system how to classify plants into groups. His system conquered theworld.②Daniel Solander: He traveled to England to promote the new system and traveled on the Endeavor withJoseph Banks.③Joseph Banks: He made his first journey to study wild plants in 1766. His second expedition was the greatvoyage with James Cook to the Oceania. He supplied about 10,000 pounds. His three-year voyageachieved a lot on botany. He not only studied and described the new plants he found but also looked outfor new economic species. After his return, he helped develop the royal gardens at Kew into one of thegreat botanical gardens in the world and made it a center of scientific and economic research. 5.Listen to the tape and then do the true and false questions:①Before the 17th Century, botany was only a branch of medicine. (18th )②Banks made a first journey to study wild animals in 1766. (plants)③Captain Cook’s expedition to Tahiti had 3 goals. (T)④Joseph Banks borrowed much money to equip the expedition. (used his own money)⑤When Banks was elected president of the Royal Society, he was 36 years old. (35)6.Post-reading Exercise I. Choose the best answer. (DDBDC)7.Real practice of reading comprehension:In general , people talk about two groups of colors : warm colors and cool colors . Researchers in psychology think that there are also two groups of people : people who prefer warm colors and people who prefer cool colors .The warm colors are red , orange and yellow . Where there are warm colors and a lot of light , people usually want to be active . People think that red , for example , is exciting. Sociable people , those who like to be with others , like red . The cool colors are green , blue and violet . These colors , unlike warm colors are relaxing . Where there are cool colors , people are usually quiet . People who like to spend time alone often prefer blue .Red may be exciting , but one researcher says that time seems to pass more slowly in a room with warm colors than in a room with cool colors . He suggests that a warm color , such as red or orange is a good color for a living room or restaurant . People who are relaxing or eating do not want time to pass quickly . Cool colors are better for offices or factories if the people who are working there want time to pass quickly .Researchers do not know why people think some colors are warm and other colors are cool . However , almost everyone agrees that red , orange , and yellow are warm and that green , blue , and violet are cool . Perhaps warm colors remind people of warm days and the cool colors remind them of cool days . Because in the north the sun is higher during summer , the hot summer sunlight appears yellow .1．Which of the following colors belong to cool colors ?A．Yellow, green . B．Blue , violet . C．Black , blue . D．Brown , white .2．Which of the following statements is not true ?A．Sociable people like warm colors . B．Warm colors can make people excited .C．People who like to be with others don’t like red .D．Where there are warm colors , people want to be active .3．Which is the right color for different rooms ?A．Red or orange for offices . B．Orange for dining-rooms .C．Blue for bedrooms . D．Red for studies .4．What is the main idea of the last paragraph ?A．It shows the reason why people think some colors are warm and others are cool .B．Warm colors remind people of warm days . C．Cool colors remind people of cool days .D．People have an agreeable opinion of warm colors and cool colors .(Key: BCBA)Note: The clue of this passage is very clear: warm and cool. If students can consider this and read carefully according to this clue, it’ll be much easier and quicker to master the whole passage.8.Homework: Encourage students to find out some language points from the text by themselves and preparesome problems they cannot solve.VI. Evaluation:。

Teaching plan of unit4

Teaching plan of unit4I have a pen palText book:pep book4 unit 4Period:the fourth period of unit 4 （part b: lets learn）教学目标：1. 能够听、说、读、写五个动词的第三人称单数形式：lives, teaches, goes, watches, reads。

2. 能够听、说、认读句子：Does your pen pal+动词原形?的句型并作出回答教学重难点：1.能够听、说、读、写掌握五个动词的第三人称单数形式。

2.能够掌握本课时的重点句型：Does your+动词原形? No, he doesn’t. He lives in Beijing.并能在现实生活中灵活运用，做到语调自然，语音准确。

3.让学生明确第三人称单数后缀s和es的区别。

4.培养学生积极主动地参与课堂活动，大胆开口，主动模仿，建立积极的情感态度Visual aids:教学挂图，PPT课件，课文录音，游戏道具Teaching procedures in details:Step 1:warming ur and revisionT:good morning ,boys and girlsT:how are today ?Ss:thank you.and you?T:I am find too>do you want to listen to an English song?Ss:yesT:now ，lets listen to the song “my pen pal”(放音乐，同时用PPT出示歌词)Ss:T:ok,what can you hear in the song?Ss: my pen palT:very good.we can hear n “my pen pal”.do you remember your homework lasi time?i ask you to write an email to your pen pal and write down some information of your pen pal.(上节课我叫你们写封邮件给你的笔友并写下一些你笔友的情况，还记得吗？) for example:your pen pal is a boy or girl?when does your pen pal go to school?Ss: yesT:now I want some students to tell us some information of your g pal. Any volunteer”?S1:my pen pal is a boy.he is XiaoMing .He likes making kites and running.he has a twin brother.they look the same,but they don’t like the same thing .we are good pen pals.t:good .how about you?S2:my pen pal is a girl.she is lili. She likes collecting stamps.we have the same hobby.i like her very much.T: you do a good jobStep2:lead-in and presentationT:well done. Now i know know some i formations of your pen pal.i have apen pal too.look,this is my pe pal.(打出一张老师的男性笔友的照片）look at my pen pal. What does he do?(出示它在坐公共汽车去上班的图片）Ss:上班T:good.he goes to work(板书goes to work.用红笔标出es) look at the picture again. How does he go to work?Ss: by busT: yes.he goes to work by bus. Look ,what else can you see?（出示更多的图片关于老师的笔友用其他交通工具去上班的图片）Ss:T:he sometimes goes to work by subway.(停顿一下）。

人教版英语八年级教案 Teaching plan for Unit 4

Teaching plan for Unit 4, J2 (A), Go for itThe planner：xxxUnit teaching aimsKnowledge objectives1.Learn and master the important words and expressions appear on this unit.2.Learn the special question introduced by “how”.3.Review and consolidate the present tense.Skill objectives1.Learn to talk about the transportation being used to a place, how far and how long it takes toa place.2.Learn to read the articles appear in this unit, can understand and answer the correspondingquestions.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Unit teaching content analysisUnit title: Unit 4 (Junior 2A, Go for it)Unit topic: How do you get to school?Main function: This unit mainly talks about how to get to a place related to transportation, how far and how long it takes.Main new words: Transportation words: subway, train, bicycle, car; Cardinal words: forty, fifty, sixty, seventy, eighty, ninety, hundred; Unit words: minute, kilometer, mile;and other vocabulary: take, quick, stop, transportation.Grammar structure: The special question introduced by “how”.Main sentence pattern: How does he get to school? He rides his bike. How long does it take? Ittakes about forty minutes. How far is it from his home to school? It takes25 minutes.Period One: Section A 1a – 2bTeaching aims：Knowledge objectives1.Learn and practice the transportation words subway, train, bicycle, car, etc. and thecollocation with verbs, e.g., take the subway, take the train, ride a bike, take the bus to take about the transportation being used to a place.2.Learn and practice the cardinal numbers forty, fifty, sixty, seventy, eighty, ninety, one hundredto describe how long it takes or how far is it to a place.3.Talk about the way someone get to school with the sentence pattern How does…get toschool?Skill objectives1.Learn to talk about how someone gets to school.2.Learn to read and write the cardinal numbers forty, fifty, sixty, seventy, etc.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Important and difficult points：1.To distinguish the collocation between the transportation words and verbs.2.To memorize the cardinal numbers.Teaching procedureStep 1: Greet the class as usual. (Talk about the weather. Use Present tense and Past tense. ) (two minutes)Step2: Presentation. (ten minutes)T presents the transportation words e.g.subway, train, bicycle, etc and the collocation with verbs, e.g.,take the train, take the subway, tide a bike, etc.Step3: Listening. (1b) (ten minutes)1. Ss listen to the tape once and write the numbers next to the correct students in the picture (1b).2. T makes a pause properly and asks, e.g. How does Bob get to school? How does Mary get toschool? .etc. in the second listening.3. Ss read the tapescript and the numbers they fill in the white box in the picture.Step4: Pairwork. (1c) (eight minutes)Step5: Cardinal numbers. (2a﹠2b) (nine minutes)1. Ss listen to the tape and repeat the numbers, e.g. thirty-two, forty, forty-one, etc.2. Ss do the exercise (2b) and check their answers in pairs.3. T gets some students to share their answers and write them down on the blackboard.Step6: Homework: Make a conversation and write it down (1c).教学反思：在完成《新目标英语》八年级下册第四单元的教学中，我是以新程理念为依据进行教学设计和课堂活动的。

Unit 4 Teaching plan

Unit 4 Teaching plan1, Teaching Aims and demands :1) Language skills :Ss learn to talk about kinds of transportation, and how long it takes to go places, and how far apart places are.2) Target Language : Words : how far , get to , bicycle , subway , bus stop, train station , minute, kilometer, mile , transportation , calendarSentences: How do you get to school ? / How long does it take ? / How far is it ?3) Moral object : Through learning this unit , Ss can enable them to care for each other whenever crossing the roads and pay attention to the sign of traffic.2, Analysis of the material:Students have learned the transportation before.. In this unit ,they need to learn more details about the transportation. At the same time ,th ey need to learn “How long and How far” and they can use them freely.3. Teaching methods:pairwork , groupwork ,listening and speaking, practicing4, learning strategies :Personalizing Inferring vocabulary5.Teaching aids:Tape recorder, a projector or a computer6.Teaching period:Four periods.The First PeriodAims and Demands:Key vocabulary, How do you get to school ? How does he get to school ? Teaching methods :Listening Writing PairworkTeaching Aids :A tape recorder.Step I Leading inT: Good morning, everyone! You know I live far away ,so I go to school by bus every day. What about you? David, “How often do you go to school?”S:--------T: So we will talk about how to get to places in this unit.Step IIN ow I will show you pictures and let’s review the transportations we know. Then we will learn more about it .(take the subway) Please open your books and finish 1a. Step III1. There are five names in 1b.Now they are in the picture. We should find them.2. Play the tape .They should listen carefully and find the persons .Write the numbers next to the correct students in the picture above. After listening , check the answers together ./search?q=%B0%CB%C4%EA%BC%B6%C9%CF%DStep IVPoint to the example in the box , ask two students to read it .then ask them to make up their conversations about how the people in the picture get to school .Teacher choose some pairs to act their conversations.Step VPracticing the listening :T: I will play two conversations The people are talking about how students get to school and how long it takes .The first time check the kinds of transportation that you hear. The second time match the time with the kinds of transportation activity 2a. /i?word=%BD%BB%CD%A8%B9%A4%BE%DF&opt- Step VI1. Pay attention to the picture and dialogue.2. Make your own dialogue into pairs.3. Act it in front of the students.Step VIISummary and homework: This class we have learnt some key vocabulary and the target language .I hope after class you can survey how does your friends get to school .and pre-revise the 3a,3b.Step VIII Blackboard Design。

Book 4 Unit 4 听说教案

(Speaking)
13 mins
Asking and Answering
1. Divide the students in pairs.
2.Iwill give student A a leaflet(on page105) and give student B another leaflet.
3. Ask student A to ask student B for information about Baidi City.
Presentation
1. Present the new words in listening comprehension.
1. Memorize the meaning of new words in listening comprehension.
1. To present the new words.
1.Look back to what they have learned in this lesson.
2. Memorize the important points.
1.Help students have a clear outline of this lesson.
2.Draw a conclusion and summerizing.
2. Correct the mistakes.
1.To develop the students’ ability of listening.
2. To train the students ability of grasp the details of listening.
Post-
listening
2.Play the tapetwice.

必修4 unit4 reading教学设计

Unit 4 Body languageWarming up and readingTeaching Aims and Demands 教学目标与要求Teaching key point 教学的重点Get students to read the passage and learn about cultural differences and intercultural communication.Improve the students’ reading ability by skimming-reading and scanning-reading.Teaching difficult point教学的难点1. To guide the students to understand the passage and know about cultural differences and intercultural communication.2. Get students to use different reading skills for different reading purposes.Teaching aims 教学目标Knowledge and ability aims1.Get students to learn some useful words and expressions in this part2.Get students to read the passage and learn about cultural differences and intercultural communication.3.Enable students to develop their reading ability and try to use some reading strategies such as guessing , key sentences, skimming, scanning and so on.Emotional aims1.Enable students to recognize different body language and try to use them correctly.2.Develop students’ sense of cooperative.Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionTeaching AidsThe multimedia and other normal teaching toolsTeaching ProceduresStep 1 Leading in and warming up1.If a person can not speak, how you can communicate with him or her.2.can you do some gestures?3.Can you do some movements with your partners to communicate? Step 2 Pre-readingLook the title and pictures of this reading passage, predict the main idea of the text,Step 3 ReadingSkimmingRead the text quickly and answer two questions.1. what did the author do yesterday?2. Did any students have the same greeting customs?Then read this text quickly again , finish the following exercise.Suggest answers:China Columbia Britain Canada Japan Jordan France Scanning1.Give students 5min to read this text carefully again, and finish thefollowing exercise.( according to 1-2-3para)Suggest answers1). Stood watching greet moved back2). approached touched kissed cheek3). Stepped surprised put up defence4). Reached his hand out5). Bowed6). Moved close came closer nodded7). Shook hands and kissed2.Ask students to read Paragraphs 4-5 and finish the following true or false exercises1).Englishmen often stand close to others or touch strangers as soon as they meet2).Most people around the world now greet each other by kissing3).Japanese will bow to others as greeting4).People from Jordan will move very close to you as you introduce yourself to them5).Some body language in some countries are good while some countries’ body languages are bad.Suggested answers 1. F 2. F 3. T 4.T 5. FStep4课堂检测连线Part1( para1) A. It mainly talks about the examples cultural“body language”Part2.(para2-3) B. It tells us that different peoples havedifferent body language.Part3(para4) C. It is the summary of body language.Part4( Para5) D. The main idea is that you are sent toCapital International Airport to meetstudents.Step5 SummaryToday we have learned a text about body language, It plays an important role in daily communication, so it is very important to understand and use it correctly.Step6 Homework1. Finish off page 27 exercises2. Preview the next lesson( Important language points)。

高一英语 Teaching plan for Unit 4

高一英语 Teaching plan for Unit4Teaching aims:1.To make students learn the natural atmosphere-earthquake2.To let students know the strange phenomena before the earthquakeand take measures to protect themselves3.To improve students’ reading skillTeaching difficulties1.To use the words to describe the events2.To know what measures should take to protect themselves Teaching importance1.To improve students’ skinning skill2.To let the students know the omens and the result of the earthquake Teaching proceduresStep 1 Revision (2’)T: Good morning, class!S: Good morning, Miss!T: Hello! What am I doing? (Shake your hand simultaneously asking Ss the question)Ss: You are shaking your hand.T: Yes. I am shaking my hand. “Shake” is the verb we learnt yesterday. Please read again.Ss: Shake.T: Please look at the screen and read the words for me.Step 2 Warming up (2’)Show them two pictures of San Francisco and Tangshan in the present day and ask them if they know anything about them. Maybe they will mention “earthquake”.T: Thank you. Now look at the screen, what can you see?Ss: A city.T: What is its name?Ss: San Francisco.T: Does anyone know something about it?S1: It is a clean city in the north of California surrounded by seas.S2: The climate is warm in winter and cool in summer.S3: It is one of the most popular cities by Americans in the U.S.A.T: There is another picture for you , look at it ,what is the city’s name? Ss: Tangshan.T: Does anyone know something about it?S1: It is a heavy industry city in Hebei province.S2: It is an important passage from North China to Northeast of China. S3: There had a big earthquake in 1976.Many people died at that time. T: Yes, there had a big earthquake in Tangshan. The two cities had a similarity-earthquake.Step 3 Lead in (2’)T: Look at this picture, the city looks very calm and peaceful, but there was an earthquake hiding in it. That’s no wander people say “It is always calm before a storm.”But, is it really calm? Are there any strange omens occurred before a storm. OK! Look at these pictures, what can you see?S1: The chickens and dogs are nervousS2: So do the fish.S3: We can see the bright light in the sky.S4: The walls had cracked.Step 4 Presentation1.(8’)T: Yes, we have seen four strange phenomena before the earthquake, but in this passage, how many strange phenomena described? Please turn to page26 and read first paragraph, find out the answer. I will give you three minutes.Ss: There are 9 strange phenomena in it.T: Can you read them out for me?Ss: Yes, …T: We know there are so many strange phenomena before the earthquake, but why was the number of dead so large?Ss: People didn’t know how these strange phenomena happened and go to bed as usual.2. (13’)T: People slept in the night, but the earth didn’t sleep. Yes? And it happened at an unexpected time, so we can imagine how serious thedamages are! Please look at these pictures, what can you see in it?S1: I can see the city had become ruins.S2: The road cracked, and there were big holes in it.S3: The buildings were destroyed.S4: The railway tracks became useless.S5: Many bridges were broken down.T: Great! The damages were so terrible, this time, read paras2-3, and check if the events you had seen will be described in the passage, I will give you 5 minutes.Are they mentioned in this paragraph?Ss: Yes!T: But in this paragraph, what happened to Tangshan? Please look at the screen, and let’s complete the sentences.Ss: …3. (8’)T: OK! We know the consequence of the quake, now we will come to para4, read it and pay attention to the important details.Look at the screen, let’s see the important details of each sentence.4. (4’)T: We have learnt the whole passage, and there are three parts of it, please read it again, try to divide it into three parts and write down the main idea of each part.S1: Part 1(para.1) Phenomena before the earthquakeS2: Part 2 (paras2-3) What had happened during the quake and the damagesS3: Part 3The rescue work after the quakeStep 5 Group work (5’)T: The consequence of the earthquake is horrible. Now, each group has one situation to discuss what measures you should take to protect yourselves during an earthquake. The situations are on the big screen. S1: When I am indoors, I will pick up safe place, and don’t be too close to the windows.S2: When I am outdoors, I should keep far away from the tall buildings, the power lines, and find a safe place to stay there until the quake stops.S3: When I am in the vehicle, I should stop and stay there tied myseatbelt till the quake stops.S4: When I am in the coastal area, I should leave farther as possible,and try to hind in a small house at the corner.T: Great, you all have yours own measures to protect yourselves, hereis my personal advice for you, please look at the big screen.Step 6 Homework (1’)T: Today we have learnt the natural atmosphere-earthquake, and knowthe phenomena before it and what happen during it, also we havediscussed the measures to protect ourselves when it occurs. This is thehomework for you. Finish page 27 comprehending and write acomposition about the measures you have discussed just now toprotect yourselves.Reflection成功之处：思路清晰，结构紧凑，符合逻辑性，教学方法较多样，效果较好。

Teaching plan of Unit4单元复习教案新课标人教版

Teaching plan of Unit4Wildlife protectionTeaching aims:1. TopicWildlife protection: the importance of wildlife protection, ways to protect wild plants and animals.2. Useful words and expressions:wild wildlife protection enemy loss reserve area hunt zone peace fur stomach apply suggest thick rub mosquito insect contain powerful drug affect attention whale bite effect butterfly dust recently fierce unkind lazyas a result die out in peace in dangerprotect… from pay attention to come into being3. Functional items:I. Intentions and purposeI’m going to do…I feel like doing..I would rather not…I intend/ mean/ plan to do…I’d like to do…I will do…I’m ready to do….II. ApologiesI’m so sorry that..I’m afraid that ….Thank you very much but..It’s a shame that …It was very nice of you but…4. StructuresThe present continuous passive voiceAnimals are being hunted and killed.The environment is being destroyed.Teaching proceduresPeriod 1. Speaking and listeningStep 1. Leading in1. Show Ss a video about some animals in danger.2. Show Ss some picture of some rare animals in China.Step 2. Warming up1. Ss read the passage quickly and find out:Why did so many wild animals die out?2. Ss talk about the form on page 25 and then discuss the following questions in pairs.1). What other endangered species do you know?2). Why are they in danger of disappearing?3). Do you know any wildlife that has disappeared?Step 3. Listening and talking (page 62)1. Ss look through the questions on page 62, and then listen to the tape.2. First listening: Ss listen and grasp the key words and get the main idea.3. Second listening: Ss listen and answer the questions.4. Third listening: Ss listen and write down the main idea of the passage.5. Talking: Ss read the topics on page 62 and discuss in pairs. While they are talking, try to use the following sentences:I’m so sorry that…I’m afraid that…Thank you very much but…I hate to have to say this but…The problem is….It was very nice of you but…It’s a shame that …Why didn’t you tell me that..?Homework1. Collect as much information about endangered wildlife as possible.2. Preview the next part—readingPeriod 2. ReadingStep 1. RevisionAsk: What do you think of wildlife protection today?What’s the passage about? Have you previewed it?Step 2. Pre-readingSs in groups discuss the following questions:1. Why should you worry about this?2. What do you think we should do to protect wildlife?Step 3. Reading1. Scanning: Ss read the passage quickly to get the main idea and complete the table on page 27.2. Intensive reading: Ss read the passage again and answer the questions on page 27.Step 4. Explanation1. as a result of2. die out3. rise (v)4. affect5. prevent …from6. She turned round and there was an antelope with a sad face looking at her.7. In three years they may all be gone!8. But what an experience!Homework1. Recite the key sentences in the text.2. Write a summary of the text.Period 3. Extensive readingStep 1. RevisionSs completer the summary of the text.One day, Daisy _____ a strange dream. She flew in a wonderful ______ to _____ with an _______ in Tibet. The antelope told her they were hunted because of their_____ which can be usedto make ______ like hers. In three years they may all be ______ . Later, she _____ to Zimbabwe where she talked with an ______ and got to know the farmers there no longer ______ them. That’s because the _______ decided to help and the farmers finally made a lot of ______ . At last she _____ at the thick rain _____ where a monkey told her “ No rain forest, no ____ and no ____.” Although finally everything was _____, she had _____ so much!Answers:dreamed, chair, talk, antelope, fur, sweaters, gone, flew, elephant, hunted, government, money, arrived, forest, animals , drugs, gone, learnedStep 2. Pre-reading1. Ss talk about what they know about the animals.2. Ss read the passage and get the main idea.Step 3. Reading (page 30)1. Check Ss’ answer.The main idea is species and the reasons for dinosaurs’ dying out.2. Ss read again and find out answers to the following questions:1). When did the dinosaurs live?2). What’s the rare new species dinosaur?3). Why did the dinosaur die out?Step 4. Reading task (page 65)1. Ss read the passage on page 65 and try to collect information for research into Milu deer.2. Ss discuss the information collected with their partner and then check them with the whole class.HomeworkDescribe dinosaurs and Milu deer in your own words.Period 4.Learning about languageStep 1. RevisionSs try to say something about dinosaurs and Milu deer in their own words.Step 2. Practicing the useful words and expressions1. Ss finish Ex 1 and 2 on page 28.2. Check the answers with the whole class and talk about the important phrases.1). apply for sth. /apply to do sth2). Bite-bit-bitten3). Have an good/bad/no effect on …= affect4). Pay attention to : “to” is a prep. Here.Step 3. Structure learning: the present continuous passive voice1. Ss read the following sentences and try to find the rules1). Out fur is being used to make sweaters like yours.2). The environment is being destroyed.2. Ss finish Ex 2 on page 29.3. Play a game.Step 4. Practicing (page 63)1. Ss finish Ex 1 and2.2. Check the answers with the whole class.Step 5. Using structures1. Ss do Ex 1 on page 64 and pay attention to the structures of the present continuous passive voice.2. Tell Ss to remember the following expressions;…is under repair = …is being repaired…is under discussion=…is being discussedHomework1. Review what they have learnt about the present continuous passive voice.2. Finish Wb Ex 2 on page 64.Period 5. Using languageStep 1. RevisionCheck Ss’ homework.Step 2. Listening (page 30)1. Ss listen to the tape about a disappearing animal. Go through Ex 1 before listening.2. Play the tape again and check the answers.Step 3.Speaking (page 31)1. Ss talk in pairs about what they can do to help the lovely dodo.Step 4. WritingSs write the letter independently.Some writing tips:1. Collect your idea for the letter. Write an outline of your ways to help it.2. Decide the intention and the purpose of each of your ways.3. Begin your letter with your address and the solution. Then write the ways as the body of the letter.4. Finish the letter with your best wished and your signature.HomeworkSum up what you have learnt in this unit.Period 6. Integrating skillsStep 1. RevisionReview what they have learnt in this unit.Step 2. Listening (page 66)Ss listen to three letters and see if they can help to answer them. While listening, fill in the boxed on page 66.Step 3. SpeakingWork in pairs and try to talk about what advice you might give to one of the three writers. Tips:1. Look through the three problems and decide which one to answer.2. Write notes of your idea.3. Give reasons for your idea.4. Talk about them with your partners and then share your opinions with the whole class.Step 4. Writing (page 67)Ss write down their ideas in the form of a letter. Make each idea into one paragraph. And then exchange the letters with their partners to check.Step 5. Project (page 67)1. Ask the Ss to read the directions.2. Direct the Ss to prepare a project.As a student, what will you do to improve the environment?HomeworkFinish the project on page 67.Period sevenTeachers can use this period freely.Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。

Book 4 Unit 4 阅读教案 (3)

Lesson PlanSchool Junior or Senior Section SeniorTeacher Class 12 Grade 1Size 54 Time 8:00a.m.Material Chongqing University Press Senior English for Schools Student’s Book 4 Type of lesson Reading Aids blackboard, PPT.Contents: 1.V ocabulary: settle, resettle, etc. committee, flood, arrival, pepper, drum, liner, firecracker, hostess, production, gorge, closure, etc.2. Structure Pre-stage, while-stage, post-stage3. Dialogue or Reading Resettlement of the PeopleObjectives: After this class, students will be able to:1. Instructional objectives1) recognize some new words such as flood, migrants, arrival, drum, etc in reading;2) enlarge vocabulary related to the Three Gorges Project;3) infer the meaning according to some suffixes as –ess, -er, -tion;4) talk about the two stages of the Three Gorges Migration5) read figures.6) use scanning and skimming to find out information needed2. Educational objectives1) be moved by the spirits of the migration;2) improve their understanding of the migration …Focal points:V ocabulary learning, reading skills improvingDifficult points:Reading for structureProcedures and Time AllotmentStage 1 Getting students ready for learning ( 1 mins)GreetingsStage 2 Pre-stage ( 10 mins)Step 1 V ocabulary presentation and practice1)March the pictures with their paraphrases which include newwords.2)Expand a word adding suffixes and prefixes.3)Practice.AIM: Change the words into pictures can arouse Ss’ interest, leavethem a deeper impression, and improve their ability of guessing wordsaccording to the context as well. Using the roots, suffixes and prefixesis also a good way to simplify the vocabulary learning at the same timestudents can learn by analogy. No doubt, practice is of great importancein vocabulary learning. With these steps, students will be well preparedfor the reading in words.Step 2 PredictionAsk Ss to look at the map on P45 and read the title of the reading on P46- Resettlement of the People.Q: Why would the people resettle?Q: Fill in the blanks:Because of the Three Gorges Dum, the people there had to leave __________ (where) and resettle ___________(where).AIM: Train the students’ predi ction ability with a picture and the title.The following blank filling task aims to set up clear backgroundinformation which will help them understand the article better.Stage 3 While-stage (20 mins)Step 1. Read for main idea.First provide the main ideas to the students, then they are expected to find out which paragraphs tell the main ideas.Q: When moving into a new house, how would you feel?AIM: Train the Ss to read for structure rather than pay to much attention to every single word or sentence.Step2. Read for specific information part by part1)Para.1 Q: Where would they resettle in?2)Para.2 Background information of the Three Gorges Project. Findout some numbers.3)Para.3-5 Q: Who did the actions? The migrants or the hostvillagers?4)Para.6 How would their future be like?Other Qs: How long had they lived there?Do they know much about their new hometown?What will you consider if you are moving to another province?AIM: Train Ss’ ability of reading for detailed information, and theway of reading figures. The questions are carefully chosen toencourage the Ss to think about the migrants’ situation. In this way, itwill be naturally for the Ss to understand the spirits of the ThreeGorges Project.Stage 4 Post-stage (8 mins)Step 1. When Li Chaohua said this sentence before he arrived in the new county, how would he feel?Step 2. Enjoy a video which tells something about the migrants.Step 3. Pair workAn old man, Zhang Hong, doesn’t want to resettle in another totallystrange place. How would you persuade him?AIM: The video is used to conclude and sublime the theme of thisarticle which will help achieve the educational objectives efficiently.Meanwhile, the Ss will be more willing to take part in the comingactivity which is a pair work that is a role play including two persons.One doesn’t want to resettle and another person who will try to persuadehim.Stage 5 Assigning homeworkStep 1. HomeworkPractice reading figures of question 4 on P47 and finish the word。

英语教学 Unit4Reading 教学设计

To lead them to know more about seasons.
To learn about the features of seasons, the activities and Festivals in Canberra.
Practice reading.
IIL
Post-reading 14'
To cultivate students to be aware of making summary after they learned something.
V.
Homework r
1:Describe the seasons of the city your group choose.
2:Write down your favourite season and why.
1. Group work
Talk about the seasons of the city your group choose.
1: Talk about the seasons of the city your group choose.
To encourage students to output after inputting.
Teaching Aids
PPT and Blackboard.
Step
Teaching activity
Students' activities
Purposes
I.
Lead-in
4，
1.Sing the song of seasons in the sun.
2.Bingo game
1:Sing a song
To check what the students read and their reading abilities.

新人教版X4U4 Reading and Thinking教学设计

新人教版X4U4 Reading and Thinking教学设计2019 新人教X4U4SharingReading and ThinkingTeaching aims:By the end of this period, students will be able to:1.figure out the main structure of the blog entries by classifying and organising the key information.2.learn about the volunteer work at home and abroad3.talk about the story and build up confidence in our own country.4.know the measures to do volunteer work.Teaching key points:1.Learn about the difficulties and the significance of being a volunteer.2.Enhance social responsibility and form an optimistic concept of helping people in need.Teaching difficult points:1.Learn the reasons that made Jo’s feeling change.2.V oice your opinions about volunteering and sharing.Teaching procedures:Step1 Discuss the picturesOverview the Opening Page of the unit and answer the questions below.What do you see from the photo?What do you think is happening in the photo? How do the boys feel?Where might be the photo taken?Suggested answers:The Africans are using water.The Africans are using water and they are happy.It might be taken in Africa.StepⅡ While-readingActivity 1 Predict what will be talked about in the text.Before your reading, list details in the first two columns. Fill in the last column after reading.Help the needyWhat I Know (K)What I Want to Know (W)What I Have Learnt (L)Suggested answers:Help the needyWhat I Know (K)What I Want to Know (W)What I Have Learnt (L)Help the needy is good.I want to know more details of the sharing.Look at the title “Help the needy” and the two pictures on Pages 38-39,answer the following questions1.What does the “needy” mean?2.Who are the needy? What do they need?3.Why should we help them?4.What can you see in the pictures?Activity2Readingforthestructure.Read the blog entries and choose the main idea of each part.Paragraph 1Paragraphs 2-3Paragraphs 4-7Paragraph 8A. Jo was excited about the parcel she got from home.B. An unforgettable visit to a student’s home in a remote village.C. Leaving the village: tired but happy.D.The poor materials and teaching conditions in the bush school and the introduction of the students there.Suggested answers:Paragraph 1: AParagraphs 2-3: DParagraphs 4-7: BParagraph 8: CActivity3Readingfordetails.Read Paragraph 1 of the blog entries and answer the question.What can we infer from the sentence “I’ve been dying to have some of my favourite sweets, and it’s always nice to get mail!”?Suggested answer:She can’t buy her favourite sweets there and the communication conditions are poor.Activity4Readingfordetails.Read Paragraphs 2-3 of the blog entries and complete the table.Activity5Readingfordetails.Read Paragraphs 4-7.Write T(true) or F(false) and correct the false statement(s).1.Jo and another teacher took the bus to get Tombe’s village.2.There was a comfortable bed for Jenny and Jo to sleep on.3.The possessions in the hut were one broom, a few saucers, a kettle, cups, pans, and a couple of jars.4.Tombe’s family were talking in English during the meal.Suggested answers:1.F Jo and another teacher walked for two and a half hours to get Tombe’s village.2.F There was a platform for Jenny and Jo to sleep on.3.T4.F Tomb’s family were talking in their language during the meal.Activity6Readingforfeelingsandattitudes.StepⅢPost-readingpare our school with the one described in the text, and then fill in the tablebelow.AspectThe bush schoolOur schoolTeaching buildingClassroomDining hallCurriculum...2.Ask students to discuss these questions in groups.(1)Jo felt it was a privilege to have spent a day with Tombe’s family. If you were Jo, how do you think you would have felt?(2)Why do you feel it?(3)Would you like to become a volunteer teacher? Why or why not?Step HomeworkFinish what you have learnt in the last column of KWL chart.Suggested answer:I have learnt many useful words and expressions to describe the volunteer job and I will find out more measures to do volunteer work.。

Book 4 Unit 4 阅读教案5

Format of Lesson PlanningIn listening, reading and writing classes we use the three-stage framework, that is pre-stage, while-stage and post-stage.School___Qinghua Middle School__ Senior Section______ Teacher ___陈思颖_______________ Class _17______, Grade____1____Size _________ Time ________Date ______ Material ________Type of lesson__Reading____ Aids_______Contents: 1. VocabularyScenic deposit magnificence giant impressive be known as at the top of be composed of……2. StructureReading3. Dialogue or Reading(给出具体题目)The Three Gorges(reading)Objectives:1. Instructional objectives (language knowledge andlanguage skills)1) Review the grammar__Infinitive2) learn some new words and phrases to describe natural scenic spots2. Educational objectives (affect, learning strategy and cultural awareness)1) After this class, students should manage the ability of skimming and scanning2) Students can know more about the natural beautiful scenery in China3. Personal objectivesStudents should improve the awareness of protecting environment of the Three GorgesFocal points: A basic introduction on scenic spots and characteristics of the Three GorgesDifficult points: Lead students to do an oral presentation about the Three Gorges in their own wordsProcedures and Time AllotmentStage 1 Getting students ready for learning ( … mins)Step 1. GreetingsStep 2. Routine taskStage 2 Revision ( … mins)Stage 3 Pre-stage (… mins)Step 1 Vocabulary presentation and practiceStep 2 Structure presentation and practice (not always)Step 3 PredictionStage 4 While-stageDeveloping different skills through tasksStage 5 Post-stage (… mins)Step 1. Oral workStep2. Written workStage 6 Assigning homeworkStep 1. ConclusionFormat of Lesson PlanningProcedures and Time AllotmentStage one: Lead_inStep 1: Play a video of the Three GorgesStep 2: Present a map on Yangtze River’ valley, then mark the location of the Three GorgesStage two: Analysis of whole textStep 1: read the Part One(para1_para3)Step 2: complete a passageStep 3: read the next partStep 4: introduce the scenic spots of the Three Gorges in a flash program Step 5: ask students to use some adjectives to describe every gorges Step 6: do the true or false questionsStage three: Optional activitiesStep 1: The teacher sets an example of being a tourist guide to introduce the Three GorgesStep 2: Students introduce the Three Gorges based on the article with a voiceless video( in order to improve students’ ability of making an oral conclusion and help them learn more about the scenic spots of the Three Gorges)Step 3: Present some pictures of polluted Three Gorges and have a discussion on its reasons and solutions( in order to realize the importance of protecting the environment of the Three Gorges)。

Book 4 Unit 4 阅读教案4

School Chang shou Experimental School Senior SectionTeacher ：all the English teachers in Senior OneType of lesson : Reading Material : Challenging Yourself 2 Book 4 Contents: 1.V ocabulary: words on the word list2. Structre: as a result arrive at make inquiries be delighted toOn condition that in advance day and night at nightfrom time to time in the daytime in a low voiceso long as go through not so …as3. Further Reading: Traveling around by Grayhound Objectives :1.Instructional objectives :1).Learn and master useful words and expressions .2).Train the students reading skill : using different skills tocomprehend the passage .guessing the meaning of some new words.2. Educational objectives:1).Make the students interested in learning English.3. Personal objectives:1). Know something about the advantages and disadvantages of differentkinds of transportation vehicles2). Know about cultures in America.Focal points:1).Talk about different means of transportation..2).learn some words and useful expressions.3).Write about one’s favorite cityDifficult points:Train the students’ reading skills and make the students know what states does America consist of...Procedures and time Allotment:Stage 1. Getting students ready for learning (6ms)Step 1. GreetingStep 2. Routine task : complete Parts 1, 2and 3.Stage 2. While-stage (15ms)Step 1. Scan the passage to complete Part 1 on Page 63Step 2. Caréful-reading to finish Part 2and Part 3 on Page 63Stage 3. Post-reading (10ms)Step 1. Oral work :Write a short passage according the text.Stage 4. Language Focus (10ms)Stage 5. Assigning homework (5ms)。