新编实用英语一册5单元教案
unit 5新编实用英语课堂设计
u n i t5新编实用英语课堂设计-CAL-FENGHAI.-(YICAI)-Company One1Unit Five Our Weather and ClimateClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast Why or why not2) What’s the use and importance of a weather forecast2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within fiveminutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to thepronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now le t’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It’ll get colder in the afternoon with a heavy snow.(2) In the evening there’s good chance that we’ll get some snow.(3) It’ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It’s going to warm up.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2)What’s the weather going to be like tomorrow?(3) What’s the weather report?(4) What’s the temperature?(5) What’s it like outside?(6) Will it be a nice day?(7) It’s nice to see the sun again.(8) Lovely day, isn’t it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people’s likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible…day!(2) The heat is killing me.(4) It’s all right, but it rains a lot.(5) A perfect day to play outside.(6) It’s cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast2) Do you know the differences between Celsius and Fahrenheit2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialoguesinto two groups.1) Sentences asking questions about the weather:(1) What’s the weather like today(2) Will it be a nice day?(3) How is the weather like there?(4) What’s the temperature(5) Is that about 10 ℃2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It’s 62 ℉ and there’s a chance of rain.(3) It is warm and sunny.(4) It is 50 ℉.(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions intheir hometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speakand Perform. There will be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give outthe reasons. There will be a group presentation in the next class period.3. Pay a visit to the website /show/HFh1mb5bGmCDn87W.html to watchthe video about weather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. Whilelistening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students torepeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questionsorally:1) What was held last night?2) Why didn’t Pat go to the party last night3) What did Li Hong suggest they should do that afternoon4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students totake notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurement units, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. make a difference: to have an effecte.g. As teachers, you must believe that you can make a difference to the lives of your students.2. through with: having finished or arrived at completione.g. You would be surprised to know the number of books he managed to get through with.3. take action: to do somethinge.g. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concernede.g. You are experienced in shopping online, and can you tell me what I should care about4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Thenthere will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judgewhether they are True or False.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. (True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or showsthem with PPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used, __________are put into the air. We can help save electricity by turning off the ________, the television and the ________, etc. When we leave our computer, we should put it on _______,because it will take ________ than shutting it down for _______ it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows itwith PPT. The students are asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources 3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correct hisor her pronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for twotimes and the students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the information inthe passage. The teacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is ________. (climate change)2) Greenhouse gases can make the Earth ________ . (even warmer)3) One of the effects of using electricity is to send _________ .(greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more,planting ________, recycling, and buying ________, etc. (trees, cold stuff)5) Learn more knowledge about ________ , and join an environmental group to fight the________.(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in daily life.Share your ideas with other groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain2. How do English people usually start their conversationsWhy?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teache r’s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar mannere.g. The Olympic athletes were similarly impressed. They spoke very highly of the challengingcourses．2. custom n.accepted or habitual practicee.g. She is very attached to old customs and habits.3. frequently ad.many times at short intervalse.g. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Thenthere will be a group presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and thestudents write them down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for eachparagraph. There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: (Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.)Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it is interestingand changeable.)Para. 4: The topic sentence: (The last sentence)The main idea: (Talking about weather is an easy way for British people to begin theirconversations.)2. Complete the passage with the missing words. The first letter of each word is given to helpyou.The climate in Britain is very c_______. Sometimes it can be c_______, r________,w_______ and s______ all in the same day. Generally, it r_______ a lot, especially in the north and the west. Most of the time, the weather is quite m_______ never too h_______ nor tooc______. In summer, it is usually w______.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studying inChina about the weather conditions in Britain. The British student is happy to give theinformation.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you mostGive your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.11。
新编实用英语1-lesson 5
《新编实用英语》第 5 教案课题Unit 1 Hello, Hi!课时 2目的要求(知识目标、能力目标、素质目标) Teaching objectives:1) Train students' listening, speaking skills;2) Appreciating culture tips;3) Try the name the types of simple sentences.教学重点与难点Teaching focuses:1) Appreciating culture tips ;2) writing sentence and reviewing grammar; Teaching difficult points:Reviewing grammar.课堂整体设计思路Teaching procedures:Step 1 lead inStep 2 Speaking and discussion Step 3 Reviewing grammar Step 4 ExercisesStep 5 Homework教学反思教学过程教法学法及时间分配Teaching procedures:Step 1lead inHow was your national day holiday?Ask Ss to talk with their national day holiday.Step 2 Speaking and discussion1) Introduce the custom of National Day Holiday.3 changes in Beijing Tiananmen square.National Day parade2) Holiday celebration in Changsha cityPlaces of interests.Huangxin Pedestrian StreetDu Fujiang pavilionLieshi parkBBQ in Nanjiao Park3) Appreciating culture tips1. The double ninth festivalName definitionFestival IntroductionAccording to the I Ching(易经), nine is a yang number; the ninth day of the ninth lunar month (or double nine) has too much yang(阳)(a traditional Chinese spiritual concept) and is thus apotentially dangerous date.OriginOne day a man named Huan Jing believed that a monster bringing pestilence(瘟疫) was coming. He told his countrymen to hide ona hill while he went to defeat the monster. Later, peoplecelebrated Huan Jing’s defeat of the monster on the ninth day of 5 minutes speaking and singing30 minutes Explanation30 minutes listening and speakingthe ninth lunar month.The Double Ninth Festival is also the "Old Men Festival". Old people are especially meant to improve their health by taking partin the activities on the day of the festivalPoemDouble Ninth, Missing My Shandong BrothersAs a lonely stranger in a strange land,At every holiday my homesickness increases.Far away, I know my brothers have reached the peak，They are planting flowers, but one is not present.Ask Ss to memorize the poem and try to recite.2. Discussion:How to show respects and thanks to the elders?Step 3 Reviewing grammar1) Enlarging vocabularyData bankGeneral Manager 总经理Sales Manager 销售经理Marketing Manager 营销经理Director 主任，导演Vice Chairman 副主席Deputy Director 副主任Assistant Manager 经理助理Head of the Bureau 局长Reporter 记者Chief Engineer 总工程师Senior Engineer 高级工程师Dean （院系）主任10 minutes listeningEconomist 经济师Secretary-general 秘书长Section Chief 处长Minister 部长General Editor 总编辑Designer 设计师Accountant 会计师Official 公务员Working UnitsBureau 局Department 系;部Section 处；科Institute 所Office 室Agency 社Group Company 集团公司Newspaper Office 报社Broadcasting Station 电台TV Station 电视台OthersAddress 地址Email Address 电邮Tel.(Telephone) 电话Fax 传真P.C.(Post Code) 邮编Mobile Phone 手机5minutes summary2) Reviewing grammar句子成分分析：1.Plants need water.S+V+O ( 主+ 谓+ 宾 )2.The flower is so fresh.S +V +P (主 + 系 + 表)3.They work hard.S +V (主 + 谓 )4.He gives me some seeds.S +V +In O + DO (主 + 谓 + 直宾 + 间宾) 5.We should keep the plants in the shade.S+V +O +OC (主 + 谓 + 宾 + 宾补) 6.Many animals live in trees.S + V (主+ 谓)补充：各种词类及其在句子中的作用：1.名词(n.)2. 动词 (v.) （ vt. 及物动词 / vi. 不及物动词）rise； arrive； live； like；ignore3.代词（pron.) ：人称代词物主代词4.形容词 (adj.) ：clean kind healthy5. 副词 (adv.) ：now;yesterday;here;happily;always;very6. 数词 (num.) ：207. 冠词 (art.) ：a an the8.介词(prep.) （in, at, on, …)9. 连词 (conj.) ( and, or, but, so…)一般不构成成分，仅起连接作用10. 感叹词( interj.) (ah, oh, yeah…)一般不构成成分，起加强语气作用Step 4 ExercisesWorkbook page 13Step 5 HomeworkRecite paragraph 2 in passage I。
新编实用英语一册5单元教案
She is thinking about buying a new house as the child becomes older.
eg. The students have experienced similar problems.
She has experienced a lot in her 30 years of life.
7)turn tobecome sth different
eg. If you give more heat, the water will turn to steam.
The Celsius System is used in most countries. =centigrade
the Fahrenheit System is used in western countries.
0°C=32°F 100°C=212°F
2)some terms in weather reports
2)There is a cold front fromCanadamoving down through the western states.
There be+n. +participle phrase
The present participle phrase”moving down” is the post modifier of “a cold front”.
教学重点
1.Shortened sentences students meet when reading weather report.
unit 5新编实用英语课堂设计
Unit Five Our Weather and ClimateClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast? Why or why not?2) What’s the use and importance of a weather forecast?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them withinfive minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now le t’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It’ll get colder in the afternoon with a heavy snow.(2) In the evening there’s good chance that we’ll get some snow.(3) It’ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It’s going to warm up.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2)What’s the weather going to be like tomorrow?(3) What’s the weather report?(4) What’s the temperature?(5) What’s it like outside?(6) Will it be a nice day?(7) It’s nice to see the sun again.(8) Lovely day, isn’t it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people’s likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible…day!(2) The heat is killing me.(4) It’s all right, but it rains a lot.(5) A perfect day to play outside.(6) It’s cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast?2) Do you know the differences between Celsius and Fahrenheit?2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialoguesinto two groups.1) Sentences asking questions about the weather:(1) What’s the weather like today？(2) Will it be a nice day?(3) How is the weather like there?(4) What’s the temperature?(5) Is that about 10 ℃?2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It’s 62 ℉ and there’s a chance of rain.(3) It is warm and sunny.(4) It is 50 ℉.(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions in theirhometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks inSpeak and Perform. There will be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give outthe reasons. There will be a group presentation in the next class period.3. Pay a visit to the website to watch the video about weather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version.While listening to the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the studentsto repeat the sentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questionsorally:1) What was held last night?2) Why didn’t Pat go to the party last night?3) What did Li Hong suggest they should do that afternoon?4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the studentsto take notes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurement units, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. make a difference: to have an effect. As teachers, you must believe that you can make a difference to the lives of your students.2. through with: having finished or arrived at completion. You would be surprised to know the number of books he managed to get through with. 3. take action: to do something. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concerned. You are experienced in shopping online, and can you tell me what I should care about?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Thenthere will be a group presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judge whetherthey are True or False.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. (True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or showsthem with PPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used, __________are put into the air. We can help save electricity by turning off the ________, the television and the ________, etc. When we leave our computer, we should put it on _______,because it will take ________ than shutting it down for _______ it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows it withPPT. The students are asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources 3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for twotimes and the students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the informationin the passage. The teacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is ________. (climate change)2) Greenhouse gases can make the Earth ________ . (even warmer)3) One of the effects of using electricity is to send _________ .(greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more, planting________, recycling, and buying ________, etc. (trees, cold stuff)5) Learn more knowledge about ________ , and join an environmental group to fight the ________.(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage which they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they aregoing to use and then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in dailylife. Share your ideas with other groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain?2. How do English people usually start their conversations? Why?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar manner. The Olympic athletes were similarly impressed. They spoke very highly of the challenging courses．2. custom n.accepted or habitual practice. She is very attached to old customs and habits.3. frequently ad.many times at short intervals. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Thenthere will be a group presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and thestudents write them down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather?(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain?(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet?(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for eachparagraph. There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: (Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.) Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it isinteresting and changeable.)Para. 4: The topic sentence: (The last sentence)The main idea:(Talking about weather is an easy way for British people to begintheir conversations.)2. Complete the passage with the missing words. The first letter of each word is given tohelp you.The climate in Britain is very c_______. Sometimes it can be c_______, r________, w_______ and s______ all in the same day. Generally, it r_______ a lot, especially in the north and the west. Most of the time, the weather is quite m_______ never too h_______ nor too c______. In summer, it is usually w______.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studyingin China about the weather conditions in Britain. The British student is happy to give the information.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you most? Give your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.。
unit5新编实用英语课堂设计
Unit Five Our Weather and ClimateClass Work Design: [Three Sessions - Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast? Why or why not?2) What's the use and importance of a weather forecast?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutes in pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequently used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now let 's look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It' ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It' ll get colder in the afternoon with a heavy snow.(2) In the evening there 's good chance that we ' ll get some snow.(3) It' ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It's going to warm up.3) Sentences about weather for starting a conversation:(1) What's the weather like today?(2) What 's the weather going to be like tomorrow?(3) What's the weather report?(4) What's the temperature?(5) What's it like outside?(6) Will it be a nice day?(7) It's nice to see the sun again.(8) Lovely day, isn 't it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people 's likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible •--day!(2) The heat is killing me.(4) It's all right, but it rains a lot.(5) A perfect day to play outside.(6) It's cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast?2) Do you know the differences between Celsius and Fahrenheit?2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher'spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues into twogroups.1) Sentences asking questions about the weather:(1) What's the weather like today ?(2) Will it be a nice day?(3) How is the weather like there?(4) What 's the temperature?(5) Is that about 10 C ?2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It 's 62 F and there 's a chance of rain.(3) It is warm and sunny.(4) It is 50 F .(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions in theirhometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speak and Perform. Therewill be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give out the reasons. There willbe a group presentation in the next class period.3. Pay a visit to the website http://v.ku6./show/HFh1mb5bGmCDn87W.html to watch the videoabout weather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. While listening to the Englishsentences, the students try to remember the meaning of each of the sentences theyhave heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to repeat the sentenceduring the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) What was held last night?2) Why didn 't Pat go to the party last night?3) What did Li Hong suggest they should do that afternoon?4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tape simultaneously andtrying to catch up the speed and simulate the speakers ' tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to take notes of the keywords.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurement units, graphics, weather terms, and broken short passages are often used to forecast weather conditions.In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher's pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students ' pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressionsin the whole passage which they don't understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher s Book, the following points are encouraged to be chosen and practiced on.1. make a difference : to have an effecte.g. As teachers, you must believe that you can make a difference to the lives of your students.2. through with : having finished or arrived at completione.g. You would be surprised to know the number of books he managed to get through with.3. take action : to do somethinge.g. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concernede.g. You are experienced in shopping online, and can you tell me what I should care about?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there will be agroup presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judge whether they are True orFalse.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. ( True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or shows them withPPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used,are put into the air. We can help save electricity by turning off the , the television and the, etc. When we leave our computer, we should put it on because it will take than shutting it down for it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows it with PPT. The studentsare asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for two times andthe students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the information in the passage. Theteacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is. (climate change)2) Greenhouse gases can make the Earth _______ . (even warmer)3) One of the effects of using electricity is to send. (greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more, planting, recycling, and buying, etc(trees, cold stuff)5) Learn more knowledge about _______ , and join an environmental group to fight the ____________ .(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from the passage which theythink are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to useand then write out their translation. Afterwards they check up each other's work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in daily life. Share your ideas withother groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain?2. How do English people usually start their conversations? Why?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher's pronunciation and intonation, and then read it in class individually. The teacher should pay attention tocorrecting the students ' pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressionsin the passage which they don't understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentenceswith them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher' s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar mannere.g. The Olympic athletes were similarly impressed. They spoke very highly of the challenging courses2. custom n. accepted or habitual practicee.g. She is very attached to old customs and habits.3. frequently ad. many times at short intervalse.g. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there will be agroup presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and the students writethem down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather?(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain?(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet?(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for each paragraph.There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: ( Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.)Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it is interestingand changeable.)Para. 4: The topic sentence: (The last sentence)The main idea: (Talking about weather is an easy way for British people to begin theirconversations.)2. Complete the passage with the missing words. The first letter of each word is given to help you.The climate in Britain is very c. Sometimes it can be c, r, w and s allin the same day. Generally, it r a lot, especially in the north and the west. Most of the time, theweather is quite m never too h nor too c. In summer, it is usually w.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studying in China about theweather conditions in Britain. The British student is happy to give the information.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you most? Give your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.。
《新编实用英语综合教程》第五单元教学设计
《新编实用英语综合教程》第五单元教学设计一、基本信息本单元课程标题：Unit Five Brands and Advertisements教学目标：1．能力目标：（1）对第五单元课文I中难度较大的词以及重点词、句的讲解与分析，帮助学生理解课文，培养学生正确翻译文章段落的能力；（2）培养学生独立完成课后练习的能力；（3）掌握正确的写作技巧。
（4）掌握从句的语序2．知识目标：（1）词汇方面，从词性、词义、用法、搭配、构词等方面对课文中部分常用词做全面介绍；（2）语法方面：介词短语的构成、作用及相关搭配（3）写作方面：邀请函、请柬的格式及表达二、能力训练设计：1．训练任务：通过本单元课后相关练习完成下列任务：（1）对课文细节理解的选择练习；（2）从词性、词义、用法、搭配、构词等方面的练习着手，拓展学生的词汇；（3）从单词的拼写方面入手，加强学生记忆单词和正确使用单词的能力；（4）对已学语法规则的应用；（5）翻译句子；（6）写作训练。
2．训练方式：提问、讨论、比较、总结三、课时分配设计：本单元用6学时完成，具体分配为：2学时学习课文I生词、短语及该文章的讲解、翻译；2学时完成课文I后相关练习；2学时完成写作部分的讲解及语法部分的相关练习；第一次课第一节教学设计方案（2学时）1．课程目标：学习重点单词、短语及课文I的讲解2．课程内容：生词、短语及课文I的讲解3．能力目标：读、写、译4．知识目标：加强重点词汇和语法句型的理解和运用重点：掌握重点词汇、固定短语的搭配及语法的使用，完成相关练习。
难点：正确运用词汇和短语造句，理解课文段落间的语法逻辑关系，掌握英语写作技巧。
一、组织教学I. Introduction:1. Everyday, we can see many kinds of advertisements, including some English advertisements. on thenewspapers, books TV, etc. We have to read them correctly in order to get necessary information.Therefore, we should have the ability to read them.2. When we need to sell something or have some information to release, the most effective way is towrite an advertisement. So, we need to master how to write advertisement.II: Recognize some famous brands and trademarks.Key: 1.Nike 耐克a famous sports cloth company2.NBA 美国职业篮球联赛National Basketball Association3.Montagut 梦特娇a famous shoes brand4.FedEx 联邦快递公司Federal Express5.Audi 奥迪Germany car6.P&G 宝洁公司a big company of washing material二、开始新课：Passage One Elsie the CowI. Important Words1.present v. give or hand over sth to sb 献给，送e.g.: (1) We presented our teacher with a bunch of flower/presented a bunch of flower to our teacher.(2) The school authorities presented the outstanding students with honorary certificates.2.recognize v. be able to identify (so/sth that one has seen, heard, etc before)认出，识别e.g.: (1) I recognized my former classmate immediately though we have been separated for a long time.(2) Mothers possess the instinct to recognize their babies.3.represent v. stand for, to be a symbol or equivalent of sb/sth 代表，象征e.g.: (1) The pigeon represents peace.(2) What does X represen t in this equation?4.amuse v. make laugh or smile.逗某人发笑e.g.: (1) We were all amused by the joke.(2) He has tried every way to amuse that poor girl.5.soar v. go up high quickly 急速上升e.g.: (1)The fighter soared into the air with a loud noise.(2)Prices began to soar at the news that the war was coming.6. promote v publicize (sth) in order to sell it 促销e.g. (1) TV ads are one of the most effective ways to promote new products.(2) Nowadays college students must learn how to promote themselves.,7. require v. call for as obligatory or appropriate, demand 要求e.g.: (1) All passengers are required to show their tickets.(2) The rules requires us all to be present.8. appear v. come into sight; be seen; seem, look 出现，看起来，似乎e.g. (1) A car appeared over the bill.（2）He appears well this morning.(3) It appears that he will win.II. Explanation of Difficult Sentences.1.(Para 2)To celebrate Elsie’s 60th birthday, Manhattan will be the site of the celebration, complete with a barn, white picket fence, hay and of course, the world’s most popular cow, Elsie.Analysis: To celebrate Elsie’s 60th birthday is an infinitive phrase to express the purpose of the sentence. complete with is a prepositional phrase to modify the site of the celebrationTranslation: 为了庆祝埃尔西的60岁生日，蔓哈顿将作为庆典现场，有牛舍，白色的栅栏，干草，当然还有全世界最受人喜爱的奶牛----- 埃尔西。
unit5新编实用英语课堂设计
Unit Five Our Weather and ClimateClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast? Why or why not?2) What’s the use and importance of a weather forecast?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutesin pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now let’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It’ll get colder in the afternoon with a heavy snow.(2) In the evening there’s good chance that we’ll get some snow.(3) It’ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It’s going to warm up.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2)What’s the weather going to be like tomorrow?(3) What’s the weather report?(4) What’s the temperature?(5) What’s it like outside?(6) Will it be a nice day?(7) It’s nice to see the sun again.(8) Lovely day, isn’t it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people’s likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible…day!(2) The heat is killing me.(4) It’s all right, but it rains a lot.(5) A perfect day to play outside.(6) It’s cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast?2) Do you know the differences between Celsius and Fahrenheit?2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues into twogroups.1) Sentences asking questions about the weather:(1) What’s the weather like today？(2) Will it be a nice day?(3) How is the weather like there?(4) What’s the temperature?(5) Is that about 10 ℃?2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It’s 62 ℉ and there’s a chance of rain.(3) It is warm and sunny.(4) It is 50 ℉.(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions in theirhometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speak andPerform. There will be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give out thereasons. There will be a group presentation in the next class period.3. Pay a visit to the website v.ku6./show/HFh1mb5bGmCDn87W.html to watch the video aboutweather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. While listeningto the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to repeat thesentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) What was held last night?2) Why didn’t Pat go to the party last night?3) What did Li Hong suggest they should do that afternoon?4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to take notesof the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures,measurement units, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. make a difference: to have an effecte.g. As teachers, you must believe that you can make a difference to the lives of your students.2. through with: having finished or arrived at completione.g. You would be surprised to know the number of books he managed to get through with.3. take action: to do somethinge.g. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concernede.g. You are experienced in shopping online, and can you tell me what I should care about?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then therewill be a group presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judge whether theyare True or False.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. (True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or shows themwith PPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used, __________are put into the air. We can help save electricity by turning off the ________, the television and the ________, etc. When we leave our computer, we should put it on _______,because it will take ________ than shutting it down for _______ it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows it with PPT.The students are asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources 3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for two times andthe students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the information in thepassage. The teacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is ________. (climate change)2) Greenhouse gases can make the Earth ________ . (even warmer)3) One of the effects of using electricity is to send _________ .(greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more, planting________, recycling, and buying ________, etc. (trees, cold stuff)5) Learn more knowledge about ________ , and join an environmental group to fight the ________.(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from the passagewhich they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to useand then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in daily life. Shareyour ideas with other groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain?2. How do English people usually start their conversations? Why?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention tocorrecting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar mannere.g. The Olympic athletes were similarly impressed. They spoke very highly of the challengingcourses．2. custom n.accepted or habitual practicee.g. She is very attached to old customs and habits.3. frequently ad.many times at short intervalse.g. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then therewill be a group presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and the students writethem down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather?(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain?(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet?(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for each paragraph.There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: (Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.)Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it is interestingand changeable.)Para. 4: The topic sentence: (The last sentence)The main idea: (Talking about weather is an easy way for British people to begin theirconversations.)2. Complete the passage with the missing words. The first letter of each word is given to help you.The climate in Britain is very c_______. Sometimes it can be c_______, r________, w_______ and s______ all in the same day. Generally, it r_______ a lot, especially in the north and the west. Most of the time, the weather is quite m_______ never too h_______ nor too c______. In summer, it is usually w______.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studying in Chinaabout the weather conditions in Britain. The British student is happy to give the information.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you most? Give your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.。
新编实用英语综合教程1-5教案
教 案 首 页教案序次 17 课 题 Unit 5 Talking About the Weather (1) 课 型 □ 理论 □ 讨论 □ 习题 □ 实验 ■ 技能训练 □ 设计 □ 实习 授课班级 周次 星期 节次 日 期 教学效果授课时间 教学 学会用英语表达天气预报；能谈论天气变化；能流利地读出两个主题对话。
目 能评论天气状况，发表自己的观点，了解美国人口头表达上述情景的方式。
标 学习正确的语音语调。
设计本次课为第五单元第一次课---- 听说课 。
对话中涵概了谈论天气情景时常用的交际 语 。
听力短文为一篇与天气有关的文章， 四个朋友在谈论一年四季， 各自表达自己 喜欢的季节。
参看学生练习册 (Workbook P60,70 ), 计划 2 学时完成。
互动教学法(听与说的互动)；角色表演法 Interactive Teaching Method; role-play 1. Understanding the forecast of global or local weather conditions 2. Talking about weather changes (temperature, wind, rain, snow, etc.) 3. Talking about the weather to start a conversation 4. Making comments on weather conditions and showing your likes or dislikes 5. Key words and expressions: weather report, a chance of, get cooler, changeable, clear and lively, quite a warm day, temperature, take an umbrella with Tape-recorder/Multi-medium/Language Lab.学 生 基 础 分 析 教材分析教法选择重点难点分析教具选用课 堂 组 织 Unit FiveSection Ⅰ& Section Ⅱ Language Points: 1. Centigrade / Celsius / Fahrenheit 2. forecast n./v. predict —prediction —predictable —predictably 3. improve —improvement 4. weather / climate 5. variable —various —vary —variety 6. suffer from 7. show--shower序号 ◆ Pre-teaching 知识点 时间 12’ Review ---- Unit 4 Lead-in ---- weather forecast ◆ While-teaching Follow the Samples ---- Talking About the Weather Today Talking About the Weather in New York Being all ears ---- Dialogue & Passage ◆ Post-teaching 75’ 2’ Summary Homework---P72. Put in Use 计划布置 Ex.1-3， P72. 实际布置 Ex.3， P72. 课 后 自评作 业 布 置 知识点及时间分配主板书设计教案内容备课内容(教学设计、知识点、课堂组织、教学方法等)Unit Five: Talking About the Weather (1)(Note：★ ---focal point，▲ --- difficult point)Ⅰ . IntroductionThe topic area of Talking Face to Face in this unit is to talk about the weather. The focus is on the patterns that are appropriate for getting or giving information about weather conditions for the daily activities or arrangements.Ⅱ . Lead-in: business cards1. Warm-up questions◇Do you often listen to a weather forecast? Why or why not?◇What’s the use and importance of a weather forecast?2. Students read and translate the business cards under the guidance of the teacher.Ⅲ . Sample Dialogues1. Warm-up questions◇Do you often talk ab out the weather and the weather forecast? ◇Do you know how to describe the weather in English?2. Students read the sample dialogues after the teacher and try to find out the useful sentences and expressions for talking about the weather in the dialogues.3. Students practice the dialogues in groups.4. Give students several minutes to prepare short conversations in pairs by simulating the five small dialogues.5. Students role-play the similar situations they create consulting the five small dialogues, first in groups, and then in front of the class.Ⅳ . Assignments for this section:﹡ Pair work: Talk about/Describe the weather conditions in your hometown to other members of the group.﹡ Students do Put-in-Use exercises in groups in groups by reading out loud all the three dialogues they have completed.Section ⅡBeing All Ears Ⅴ . Listening Practice1． Give the students a few minutes to read through the printed materials for each listening item.2． Listen to the tape for the first time without looking at the book. 3． Play the tape with a pause after each sentence for the second time and ask the students to take notes of the key words.教学提示Section ⅠTalking Face toFace参看学学·练练·考考(WorkbookP60,P70)4． Play the tape for the third time, and ask the students to simultaneously repeat while they are listening.5． Do all the exercises in this section.Ⅵ .ScriptDialogue(Pat Alex comes by to see Li Hong. They talk about the party last night and about theweather.)Li Hong: Hi, Pat! Why didn't you go to the party last night?Pat: Because it was so cold and rainy.Li Hong: That's too bad! It was a really good party. Hey, why don't wego for a walk this afternoon, Pat? I need some exercise.Pat: Go for a walk? But it's so cold out.Li Hong:Cold out? What's the temperature?Pat:About 13 °C.Li Hong:13 °C That's not cold. Just wait until winter.Pat:Why?Li Hong: Well ... it snows a lot and sometimes it's very cold. Last winterit was 7 degrees below zero for three weeks. And it was windy, too.Pat:That sounds awful!Li Hong: It wasn't all that bad. The sun was out almost every day.The GeneralIdea of thePassagekey play in the fresh air, aummer vacation, hot and unconfortable, in summertime, go skating on the ice, begin to grow, a new year begins, arechanging color, fall from the trees, in the air教 案 首 页教案序次 18 课 题 Unit 5 Talking About the WEather(2) 课 型 ■ 理论 □ 讨论 □ 习题 □ 实验 □ 技能训练 □ 设计 □ 实习授课班级 周次 星期 节次 日 期 教学效果·牢记 Passage 1 中所出现的生词和短语， 理解课文大意， 学会用英语表述天气状况。
(完整版)第一册Unit5新编实用英语教程第4版高教社教案
Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1. Understand weather forecasts;2. Talk about weather;3. Write a weather report;4. Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1. Warm-up questions:1) do you often listen to a weather forecast? Why or why not?2) What is the use and importance of a weather report?2. Class Activities:1).Read the mini-talks,try to recite them;2) Ask the students to recite and perform the mini talks in class.3) The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2) Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3) Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: T eacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1 Warm-up questions: What is the consequences of global warming?2 Guided reading aloud of the passage:The students read the passage individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups.Key Language Points in Teacher’s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card and was denied access.5)swell:grow bigger. Eg: The population swelled during that time.4 Understanding the passage in detail:1)Paragraph 1:Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5 Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ ideas may vary, and the teacher gives his or her own idea.6 Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities: How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher’s Book4 Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2:1) Ask two or three students to read the paragraph individually.2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again. The rest of the passage: 1) The students read this part following the teacher.2) Group work: The teacher draws the following table on the blackboard (or shows it withPPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6 Assignments for this section:Read the passage again.。
新编实用英语教案unit5
Unit 5 Our weather and Climateobjectives1.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 weatherforecast.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 is part of our 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 aloud the following dialogue with your partner by putting in the missing words.6.There is going to be s sports meet 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: 1. It look likes rain.2. Is it going to be fine this weekend3. 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 today2.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 beenawful.2)She has worked in this office for five years.3)I paid a visit to the Great Wall last year and had a verygood time there.4)We have never spoken to each other since we quarreled lasttime.5)Turn down the TV a bit, the weather forecast hasn’t begunyet.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) 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)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) 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 ,by is not necessarily always translated as “通过”.4)One of the ways to reduce the amount of greenhouse gases that we put into the 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 asmuch 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 orphrases from the passage.2)Fill in the blanks with the proper words or expressions givenbelow, changing theform if necessary.7. Read and Translate8. Read and SimulatePassage twoInformation Related to the Reading Passagenguage Points:A.Explanation of Difficult Sentences1) 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) 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 onthe 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)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 meeting or spending time together are the object complement of verb see, and do refers to see...4)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)Another reason is that the British people are reluctant to converse about personal matters with people who are notfriends.Analysis:Here that introduces a subject-complement clause, in which a relative who-clause modified people.6) 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. 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 overa 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: 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.)。
新编英语实用教程一unit 5教案
College English教材：新编实用英语基础教程教研室：武汉交通职业学院公共课部公外教研室教师姓名：张迪adv. 清晰地；完全地n. 清除；空隙n. (Clear)人名；(英)克利尔e.g:The cold shower cleared his mind.冷水淋浴使他的头脑清醒过来。
The sky cleared after the rain.雨后天晴。
2.technician:n. 技师，技术员；技巧纯熟的人e.g:“Can you blow that up?” she asks the technician.“你能把这张放大吗？”她问那个技术员。
3.harvest:n. 收获；产量；结果vt. 收割；得到vi. 收割庄稼e.g:Have you harvested your crops? It'll be rainy season.你的庄稼收割完了吗?快进入雨季了。
4.pick:vi. 挑选；采摘；挖vt. 拾取；精选；采摘；掘n. 选择；鹤嘴锄；挖；掩护n. (Pick)人名；(英、法、德、捷、匈、瑞典)皮克e.g:He picked up a wallet in the street and gave it to a policeman.他在街上拾到一个钱包，把它交给了警察。
5.announcement:n. 公告；宣告；发表；通告e.g:They began shooting immediately after the announcement.他们在通告后立即开始发射。
6.attention:n. 注意力；关心；立正！（口令）短语1.attract attention 引起注意2.be all attention 全神贯注，十分注意bring something to (或under )someone’s attention 使某人注意某事3.call (或draw, invite) someone’s attention to something 叫某人注意某事4.call to attention 【军事】喊立正5.catch (或arrest) someone’s attention 引起某人注目；吸引某人注意e.g: He drew her attention to that fact.他把她的注意力吸引到那件事实上。
新编实用英语教案Unit 5
教学重点
与难点
本章重点：
1.1.maintain a close relationship with others
e the relative pronouns What and Which
本章难点：
care
misery
afraid
Amazing
only
2. In you opinion, what is a friend? What does friendship mean to you? What do you think are the most important factor that can keep a long-lasting close relationship with youfriend
I’m not
Oh, you and me
hand in hand to everywhere
be my friend, oh friend
We are forever friends
Oh baby
You give me all the love I need
You are the one
Forever Friend
You give me your loving
I believe in what we are
I don’t know where I would be
Without you stayingwith me
Sometimes, I’m lost in
You will take me all the way
Talk about relationships among various people
新编实用英语教案unit5
新编实用英语教案unit5第一篇：新编实用英语教案unit5Unit 5Our weather and Climate I.Teaching objectives1.2.3.4.5.6.Enlarge vocabulary related to weather and climate.Get some tips about the use of basic sentence structures.Practice writing: describe the weather in form of weather forecast.Appreciate passages and complete exercises well.Practice to understand easy weather forecast.Practice to talk about the weather.II.Key points 1.Master the vocabulary about weather and climate.2.Understand the passages 3.Practice writing: describe the weather in form of forecast.4.Practice to talk about the weather and understand easy weather forecast.III.Difficult points 1.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 method V.Teaching procedures Section I Talking Face to Face Imitating Mini-Talks 1.Work in pairs.Practice the following mini-talks about greeting and introducing people.Acting out the Tasks 2.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.T ask: Complain about a cold day.Studying Weather Forecasts 3.A weather forecast id a statement that tells the public what the weather condition isgoing 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 ColumnB.Section III Trying Your Hand Practicing Applied Writing 1.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 Grammar 4.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 Picture Write 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 Eye Passage onermation Related to the Reading Passagenguage Points:3.Explanation of Difficult Sentences 1)(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 computerwhen 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 the 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 energy can simply be translated into”节能产品”, instead of “不消耗那么多能量的产品”.B.Important Words 1)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 Translation 5.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 the passage.2)Fill in the blanks with the proper words or expressions given below, changing theform if necessary.7.Read and Translate 8.Read and Simulate Passage two Information Related to the Reading Passage nguage Points: A.Explanation of Difficult Sentences 1)(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 longperiods 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 air 4)Amuse:v.Make someone laugh;cause laughter in 5)Climate: n.The average conditions at aparticular place over a period of year.6)Discuss:v.Talk about 7)Variable:a.Changeable, not steady 8)Reluctant:a.Unwilling and therefore perhaps slow to act.9)Converse:v.Talk informally 10)Personally:a.Belonging or relating to a particular person, not to others 11)Social:a.relating to leisure activities that involve meeting other people 12)Comment:v.Make a remark, give an opinion 2.Passage Translation 3.Read and Judge: True/False 4.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.)第二篇：新编实用英语教案案首新编实用英语教案案首课程名称：新编实用英语Unit 1一、基本信息单元标题：unit1 Invitations 项目训练名称：Speaking And Writing 教学目标与要求: 1.能力目标：After learning this, the students should learn to make an oral invitation and write an invitation card or a letter for personal invitation or official occasions..They also can give a reply to an oral invitation and awritten invitation 知识目标：The words, the phrases and sentences about the invitations.二、学习重点与难点：1.The new words and phrases2.The sentences about the invitations3.The invitation cards or letters三、课时安排：2课时四、教法设计：讲授法、谈话法、讨论法、读书指导法、练习法五、教学用具：新编实用英语教案内容一、教学方法及建议：本单元设计利用任务驱动、情景模式教学，课堂上以学生活动为主，以锻炼学生分析问题，尝试解决问题、总结问题，最后真正解决问题的能力为目标，教师适当的引导，达到培养职业能力为主的目的。
《新编实用英语》教案第一册Unit5
教学内容
5.Section II: Being All Ears (43minutes)
Pre-listening: predict the content of each listening material with all possible information;While listening: let the students listen to the dialogues and the passage at least one time before doing the exercises; ask them to take notes;Post-listening: do some oral English activities and written work. These steps aim to help the students cultivate good listening strategies.
(完整版)第一册Unit5新编实用英语教程第4版高教社教案
Unit Five Our Weather and ClimateTeaching Time: 8 periodsTeaching Objectives: Ss Should Learn to:1.Understand weather forecasts;2.Talk about weather;3.Write a weather report;4.Know about celsius and fahrenheitKey &Difficult Points:1. Understand weather forecasts profoundly;2.Talk about weather to start a conversation;3. Basic sentence structuresTeaching Procedures and Class ActivitiesSECTION I Talking Face to FaceLead-in activities:Imitating Mini-Talks1.Warm-up questions:1)do you often listen to a weather forecast? Why or why not?2)What is the use and importance of a weather report?2.Class Activities:1).Read the mini-talks,try to recite them;2)Ask the students to recite and perform the mini talks in class.3)The students discuss in groups, summarizing the words, phrases and sentences frequentlyused according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.SECTION II Being All Ears1 Learning Sentences for Workplace Communicaiton1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time.The focus here is on cross-reference of the Englishsentences and their Chinese meanings.3)Play the tape for a second time, and ask the students to do exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to repeatthe sentence during the pause.2 Handling a Dialogue1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3)Play the tape for a second time, and ask the students to answer the following questions orally:4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers ’tones.5)Do the exercises in this section.3 Understanding a Short Speech/Talk1)Give the students a few minutes to read through the printed materials for each listening item.2)Listen to the tape for the first time without looking at the book.3) Play the tape for a second time, and ask the students to do the exercises in this section.4)Play the tape for the third time with a pause after each sentence, and ask the students to takenotes of the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis: Teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.2 Simulated writing:1)The students read and translate the sample weather forecasts with the help of the teacher.2)Do Exercises 2, 3 and 4 in groups.SECTION IV Maintaining a Sharp EyePassage 1 We can Make a Difference1Warm-up questions: What is the consequences of global warming?2Guided reading aloud of the passage: The students read the passage individually. The teacher should pay attention to correcting the students ’pronunciation and intonation.3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don ’tunderstand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. Key Language Points in Teacher ’ s Book1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.4)membership:being a member of an organization. eg:He lost his membership card andwas denied access.5)swell:grow bigger. Eg: The population swelled during that time.4Understanding the passage in detail:1)Paragraph 1: Group work: Give the students 3 minutes to prepare the translation of the firstparagraph, and then an oral class presentation is required.2)Paragraph 2: Ask one or two students to read this paragraph.3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correcthis or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.5Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ideas may vary, and the teacher gives his or her own idea.6Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up activities:How do the British generally start their coversations?2 Guided reading aloud of the passage:The students read the passage and get its general idea.3 Explanation of difficult words and expressions:Choose language points in Language Points in Teacher ’ s Book 4Understanding the passage in detail:Paragraph 1: 1) The students read this paragraph together.2) Dictation practice: The teacher reads each sentence of the paragraph for or three times accordingto the students ’English level, and the students write them down. Afterwards, the students check up them with their partners.Paragraph 2: 1) Ask two or three students to read the paragraph individually.2)Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the otherone gives the answers. Then the students exchange their roles to do the same work again.The rest of the passage: 1) The students read this part following the teacher.2)Group work: The teacher draws the following table on the blackboard (or shows it with PPT),and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.5 Summary of the passage:1)Group work: The students have a discussion to translate the passage into Chinese.2)Groups work: Each group tries to pick out at least 5 expressions or sentences from thepassage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.6Assignments for this section:Read the passage again.。
unit 5新编实用英语课堂设计
Unit Five Our Weather and ClimateClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast? Why or why not?2) What’s the use and importance of a weather forecast?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutesin pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now let’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It’ll get colder in the afternoon with a heavy snow.(2) In the evening there’s good chance that we’ll get some snow.(3) It’ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It’s going to warm up.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2)What’s the weather going to be like tomorrow?(3) What’s the weather report?(4) What’s the temperature?(5) What’s it like outside?(6) Will it be a nice day?(7) It’s nice to see the sun again.(8) Lovely day, isn’t it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people’s likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible…day!(2) The heat is killing me.(4) It’s all right, but it rains a lot.(5) A perfect day to play outside.(6) It’s cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast?2) Do you know the differences between Celsius and Fahrenheit?2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues into twogroups.1) Sentences asking questions about the weather:(1) What’s the weather like today？(2) Will it be a nice day?(3) How is the weather like there?(4) What’s the temperature?(5) Is that about 10 ℃?2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It’s 62 ℉ and there’s a chance of rain.(3) It is warm and sunny.(4) It is 50 ℉.(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions in theirhometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speak andPerform. There will be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give out the reasons.There will be a group presentation in the next class period.3. Pay a visit to the website /show/HFh1mb5bGmCDn87W.html to watch the videoabout weather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. While listeningto the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to repeat thesentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) What was held last night?2) Why didn’t Pat go to the party last night?3) What did Li Hong suggest they should do that afternoon?4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to take notesof the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurementunits, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. make a difference: to have an effecte.g. As teachers, you must believe that you can make a difference to the lives of your students.2. through with: having finished or arrived at completione.g. You would be surprised to know the number of books he managed to get through with.3. take action: to do somethinge.g. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concernede.g. You are experienced in shopping online, and can you tell me what I should care about?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there willbe a group presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judge whether theyare True or False.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. (True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or shows them withPPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used, __________are put into the air. We can help save electricity by turning off the ________, the television and the ________, etc. When we leave our computer, we should put it on _______, because it will take ________ than shutting it down for _______ it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows it with PPT. Thestudents are asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources 3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for two times andthe students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the information in thepassage. The teacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is ________. (climate change)2) Greenhouse gases can make the Earth ________ . (even warmer)3) One of the effects of using electricity is to send _________ .(greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more, planting________, recycling, and buying ________, etc. (trees, cold stuff)5) Learn more knowledge about ________ , and join an environmental group to fight the ________.(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from the passagewhich they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to useand then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in daily life. Shareyour ideas with other groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain?2. How do English people usually start their conversations? Why?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention tocorrecting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar mannere.g. The Olympic athletes were similarly impressed. They spoke very highly of the challenging courses．2. custom n.accepted or habitual practicee.g. She is very attached to old customs and habits.3. frequently ad.many times at short intervalse.g. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there willbe a group presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and the students writethem down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather?(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain?(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet?(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for each paragraph.There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: (Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.) Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it is interestingand changeable.)Para. 4: The topic sentence: (The last sentence)The main idea: (Talking about weather is an easy way for British people to begintheir conversations.)2. Complete the passage with the missing words. The first letter of each word is given to help you.The climate in Britain is very c_______. Sometimes it can be c_______, r________, w_______ and s______ all in the same day. Generally, it r_______ a lot, especially in the north and the west. Most of the time, the weather is quite m_______ never too h_______ nor too c______. In summer, it is usually w______.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studying in Chinaabout the weather conditions in Britain. The British student is happy to give the information.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you most? Give your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.。
unit5新编实用英语课堂设计
Unit Five Our Weather and ClimateClass Work Design: [Three Sessions – Six Contact Hours]Suggested Teaching Procedures and Class ActivitiesSECTION I Talking Face to Face1 Lead-in activities:Imitating Mini-Talks1. Warm-up questions:1) Do you often listen to a weather forecast? Why or why not?2) What’s the use and importance of a weather forecast?2. Class Activities:1. The students read the Mini-Talks after the teacher, and then try to recite them within five minutesin pairs.2. Ask the students to recite and perform the mini talks in class.3. The students discuss in groups, summarizing the words, phrases and sentences frequently usedaccording to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher, paying attention to the pronunciation and the intonation.1) Sentences for a weatherman to present weather forecasts:(1) Good morning. This is the local weather report.(2) Here is the national forecast.(3) Now let’s look at the weather across the country.(4) Rains will be expected tomorrow from the south to the north.(5) Snow is going to continue through tomorrow in this area.(6) The weatherman says that frost is on its way.2) Sentences for talking about weather changes:A. About wind:(1) It’ll be mild, and later turn to partly cloudy, with the southeast wind.(2) Light to no winds with little changes of the temperature.(3) A little northeast wind is expected for the next two days.B. About rain:(1) Today will be cool and partly cloudy, with a chance of rain this afternoon.(2) Tomorrow there will be light/heavy rain with a high of 30 degrees.(3) Tomorrow will be overcast with drizzle.C. About snow:(1) It’ll get colder in the afternoon with a heavy snow.(2) In the evening there’s good chance that we’ll get some snow.(3) It’ll be dull tomorrow with a light snow.D. About the temperature:(1) Today is a cloudy and cool day with a low of 12 degrees.(2) The weather will change overnight with a high temperature of zero degrees.(3) It’s going to warm up.3) Sentences about weather for starting a conversation:(1) What’s the weather like today?(2)What’s the weather going to be like tomorrow?(3) What’s the weather report?(4) What’s the temperature?(5) What’s it like outside?(6) Will it be a nice day?(7) It’s nice to see the sun again.(8) Lovely day, isn’t it?(9) What do you think of the weather here?4) Sentences for talking about weather conditions and showing people’s likes or dislikes:(1) What a lovely/beautiful/awful/terrible/nice/sunny/terrible…day!(2) The heat is killing me.(4) It’s all right, but it rains a lot.(5) A perfect day to play outside.(6) It’s cold for November.(7) We are going to enjoy a lot of sunshine.Studying Weather Forecasts1. Warm-up questions:1) What can we know from a weather forecast?2) Do you know the differences between Celsius and Fahrenheit?2. The students read and translate the two sample dialogues under the guidance of the teacher.2 Act-out activities:Sample dialogues1. The students read the sample dialogues after the teacher, trying to imitate the teacher’spronunciation and intonation.2. Ask the students to read the sample dialogues in pairs.3. Groups work: Ask the students to categorize the useful sentences in the sample dialogues into twogroups.1) Sentences asking questions about the weather:(1) What’s the weather like today？(2) Will it be a nice day?(3) How is the weather like there?(4) What’s the temperature?(5) Is that about 10 ℃?2) Sentences for describing the weather conditions:(1) Today will be cold and partly cloudy with a chance of rain this afternoon.(2) Not exactly. It’s 62 ℉ and there’s a chance of rain.(3) It is warm and sunny.(4) It is 50 ℉.(5) That is cold for November.4. Group work: Each group member is supposed to talk/describe the weather conditions in theirhometowns tothe other members of the group.5. Pair work: Make a dialogue talking about the weather today. Perform it in class.6. Do Exercises 5 and 6 in pairs.3 After-class activities:1. Pair work: Each pair makes a dialogue according to the tips in one of the five tasks in Speak andPerform. There will be a class presentation in the next class period.2. Group work: Have a discussion about which seasonal weather you like best and give out the reasons.There will be a group presentation in the next class period.3. Pay a visit to the website http://v.ku6./show/HFh1mb5bGmCDn87W.html to watch the videoabout weather conditions.SECTION II Being All Ears1 Learning Communicative Sentences1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time by looking at the corresponding Chinese version. While listeningto the English sentences, the students try to remember the meaning of each of the sentences they have heard. The focus here is on cross-reference of the English sentences and their Chinese meanings.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to repeat thesentence during the pause.2 Handling a Dialogue1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to answer the following questions orally:1) What was held last night?2) Why didn’t Pat go to the party last night?3) What did Li Hong suggest they should do that afternoon?4) What is the temperature outside now?5) What was the weather like last winter?4. Play the tape for the third time, and the students read the dialogues following the tapesimultaneously and trying to catch up the speed and simulate the speakers’ tones.5. Do the exercises in this section.3 Understanding a Short Speech/Talk1. Give the students a few minutes to read through the printed materials for each listening item.2. Listen to the tape for the first time without looking at the book.3. Play the tape for a second time, and ask the students to do the exercises in this section.4. Play the tape for the third time with a pause after each sentence, and ask the students to take notesof the key words.SECTION III Trying Your HandPracticing Applied Writing1 Sample analysis:The teacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage.). Afterwards, ask the students to read it and translate it into Chinese orally.A weather report or forecast is a very useful aid in our daily life. Knowing the usual format for giving a weather forecast helps us a lot in understanding a weather forecast in English. Figures, measurementunits, graphics, weather terms, and broken short passages are often used to forecast weather conditions. In general, the language used to forecast weather should be concise, clear, familiar and vivid.2 Simulated writing:1. The students read and translate these two sample weather forecasts into Chinese.2. Do Exercises 2 and 3 in groups.Writing Sentences and Reviewing Grammar1 The teacher gives a brief summary of the basic rules of simple past tense and present perfect tense.The simple past tense is used to refer to a past action that did not continue, while the present perfect tense is used to show actions which started in the past and are still continuing, or actions which happened in the past, but have an effect till the present.2 Do Exercises 4, 5 and 6 in groups.3 Assignment for this section:Group work: Search online about the weather forecast of the city where you are studying for the coming week and make a report with PPT. There will be a Weather Report Show in the next class period.SECTION IV Maintaining a Sharp EyePassage 1 We Can Make a Difference1 Warm-up questions:1. How much do you know about the environmental problems of the world?2. What actions can we take to prevent the earth from becoming even warmer?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups. In this passage, apart from what have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. make a difference: to have an effecte.g. As teachers, you must believe that you can make a difference to the lives of your students.2. through with: having finished or arrived at completione.g. You would be surprised to know the number of books he managed to get through with.3. take action: to do somethinge.g. Travelers want the airlines to take action to make flying safer and more comfortable.4. care about: to be concernede.g. You are experienced in shopping online, and can you tell me what I should care about?4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) Ask the students to read this paragraph for two times individually.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there willbe a group presentation in class.2. Paragraph 2:1) The students read this paragraph after the teacher.2) The teacher makes the following statements, and the students are required to judge whether theyare True or False.(1) In order to save energy, we should not use electricity. (False)(2) Carpooling is a way to save energy. (True)(3) People like to ride in one car together instead of driving their own car. (False)3. Paragraphs 3 and 4:1) The students read this part loudly together.2) Meanwhile, the teacher writes down the following sentences on the blackboard or shows them withPPT.The students are asked to fill in the missing words in the sentences without looking at the book.When electricity is used, __________are put into the air. We can help save electricity by turning off the ________, the television and the ________, etc. When we leave our computer, we should put it on _______, because it will take ________ than shutting it down for _______ it later.(Key: greenhouse gases, lights, computer, stand-by, less energy, restarting)4. Paragraphs 5, 6, 7 and 8:1) The students read these four paragraphs loudly by themselves.2) Meanwhile, the teacher writes down the following table on the blackboard or shows it with PPT. Thestudents are asked to complete the table.(Key: 1) Reducing greenhouse gases 2) Saving natural resources 3) Buying cool stuff)5. Paragraphs 9, 10 and 11:1) Pair work: One student reads these three paragraphs loudly, and another helps correct his or herpronunciation. And then they change their roles to do the same work again.2) Dictation practice: The teacher reads each sentence of these three paragraphs for two times andthe students write them down. Afterwards, the students check them up with their partners.5 Summary of the passage:1. Group work: Have a discussion to complete the following sentences with the information in thepassage. The teacher may show the following sentences with PPT or ask the students to take a dictation of them.1) Nowadays one of the big problems in the world is ________. (climate change)2) Greenhouse gases can make the Earth ________ . (even warmer)3) One of the effects of using electricity is to send _________ .(greenhouse gases into the air)4) People should take measures to save energy, such as driving less and walking more, planting________, recycling, and buying ________, etc. (trees, cold stuff)5) Learn more knowledge about ________ , and join an environmental group to fight the ________.(global warming, climate crisis)2. Groups work: Each group tries to pick out at least 5 expressions or sentences from the passagewhich they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and then the whole class read them aloud in chorus.6 Suggestions for doing exercises:1. Group work for Exercises 2 and 3: Underline the useful expressions in each sentence.2. Pair work for Exercises 4 and 5: Each student writes out the sentence patterns they are going to useand then write out their translation. Afterwards they check up each other’s work, correcting the mistakes. At last, the whole class repeat the English translation of the sentences together.7 Assignments for this section:1. Recite the last two paragraphs of the passage.2. Group work: Search the Internet to find more ways to protect the environment in daily life. Shareyour ideas with other groups in the next class period.3. Preview Passage II.PASSAGE II The British Like Talking About the Weather1 Warm-up questions:1. Do you know something about weather conditions in Britain?2. How do English people usually start their conversations? Why?2 Guided reading aloud of the passage:The students read the passage after the teacher for the first time, trying to imitate the teacher’s pronunciation and intonation, and then read it in class individually. The teacher should pay attention tocorrecting the students’ pronunciation.3 Explanation of difficult words and expressions:The students are required to have a discussion in groups to pick out the difficult words and expressions in the passage which they don’t understand and then report them to the class. The teacher will demonstrate the usage of those chosen points, and ask the students to make up at least two sentences with them in groups. In this passage, apart from what may have been chosen in Language Points in Teacher’s Book, the following points are encouraged to be chosen and practiced on.1. similarly ad. in a like or similar mannere.g. The Olympic athletes were similarly impressed. They spoke very highly of the challenging courses．2. custom n.accepted or habitual practicee.g. She is very attached to old customs and habits.3. frequently ad.many times at short intervalse.g. We all know that he frequently takes an early morning swim.4 Teaching suggestions for understanding the passage in detail:1. Paragraph 1:1) The students read this paragraph together.2) Group work: The students have a discussion to translate the paragraph into Chinese. Then there willbe a group presentation in class.2. Paragraph 2:1) Ask two or three students to read this paragraph.2) Dictation practice. The teacher reads each sentence of the paragraph twice, and the students writethem down. Afterwards, the students check them up with their partners.3. Paragraphs 3 and 4:1) The students read these two paragraphs loudly by themselves.2) Group work: Have a discussion to find the answers to the following questions:(1) What is the first reason for British people to spend much time discussing the weather?(It is because the climate in Britain is interesting and variable /the weather changes frequently.)(2) What is the usual way for strangers to start a conversation in Britain?(Talking about the weather.)(3) What is another reason for British people to talk about weather when they meet?(It is because they are reluctant to converse about personal matters with people who are not friends.)5 Summary of the passage:1. Group work: Have a discussion to find out the topic sentence and the main idea for each paragraph.There will be a group presentation in class.(Hint:Para. 1: The topic sentence: (The first sentence)The main idea: (Weather in Britain is changeable.)Para. 2: The topic sentence: (The first sentence)The main idea: (Some British customs are related to the weather.) Para. 3: The topic sentence: (The first two sentences)The main idea: (British people talk about weather frequently because it is interestingand changeable.)Para. 4: The topic sentence: (The last sentence)The main idea: (Talking about weather is an easy way for British people to begintheir conversations.)2. Complete the passage with the missing words. The first letter of each word is given to help you.The climate in Britain is very c_______. Sometimes it can be c_______, r________, w_______ and s______ all in the same day. Generally, it r_______ a lot, especially in the north and the west. Most of the time, the weather is quite m_______ never too h_______ nor too c______. In summer, it is usually w______.(Key: changeable, cold, rainy, windy, sunny, rains, mild, hot, cold, warm)6 Suggestions for doing Exercise 7:Group work: Ask the students to prepare the Chinese translation of the sentences in Exercise 7 in groups, and there will be a group presentation in class afterwards.7 Assignments for this section:1. Recite the first paragraph of this passage.2. Pair work: Role-play the following situation. There will be a performance in the next class period.A Chinese student is going to study in Britain and he is asking a British student studying in Chinaabout the weather conditions in Britain. The British student is happy to give the information.3. Preview Sections I, II and III in Unit Six.SECTION V Appreciating Culture Tips1 Understanding of the business mottoes:Ask the students to read and appreciate the logos and business mottoes.2 Group discussion:1. Which logos and business mottoes impress you most? Give your comments.2. Please list some other logos and business mottoes you are familiar with.3. Search online for more similar logos and business mottoes and exchange them in the next class period.。
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eg. We had no rain from March right through October.
The exhibition is on from Monday through Friday.
3)predictV.
eg. He predicted a brilliant future for the child.
S and S to practice
7. Exercises P72 2
Section II Being All Ears
Dialogue 1
Listen and decode
---Ss listen to the tape for only once and choose answer. Pay more attention to the words with similar pronunciation
3. Dialogue 3
1)Ss memorize the new words and expressions before listening..
2)Answer Questions—listen twice and each with a different focus
Section III Maintaining A Sharp Eye
2. Learning: vocabulary development
教学重点
1.Shortened sentences students meet when reading weather report.
age of new words and expressions
教学难点
Weather report language
作业
1.Word Memorization
2.Dialogue & Passage Memorization
教学内容
Section I Talking Face to Face
1. Free talk
2. Row call
---try to work out on Ss’ memory of their proverbs
Eg. There are some students coming from the south.
Passage II
Read and judge
Read and translate
Remind Ss of the exam skills when doing speed readings.
Section IV Trying Your Hand
3.Talking Face to Face: 50 minutes
4.Being All Ears: 50 minutes
5.Maintaining A Sharp Eye: 100 minutes
6.Trying Your Hand: 50 minutes
7.Conclusion: 10 minutes
--Ss do exercises under T’s guidance P 83—84 4.5. 6
3. write a weather report
4. Conclusion
---Ss conclude
---Teacher conclude
Based on the introduction of background information and detailed explanations of the expressions of the topic, the students instructed by the teacher have completed well the tasks as expected.
Passage 11.Wo来自ds1)look likeseem to be, seem as if
eg. It looks like we are going to be late.
It looks like a good book.
He looks like a sportsman.
2)throughprep. Esp in expression of time) up to and including
2)There is a cold front fromCanadamoving down through the western states.
There be+n. +participle phrase
The present participle phrase”moving down” is the post modifier of “a cold front”.
1.Lead the Ss to understand weather forecast on P69
2.Reading(Samples)
pairwork
3.Reading(Act out)
Read and simulate
T and S to illustrate the task and the dialogue
rmation about weather
1)The Celsius System and the Fahrenheit System
The Celsius System is used in most countries. =centigrade
the Fahrenheit System is used in western countries.
1. Study the weather report and get familiar with the language
2. learning Simple past and present perfect
--introduce tenses according to the workbook
--Ss raise Qs
eg. We are thinking about going toFrancefor our holiday but we haven’t decided for certain.
She is thinking about buying a new house as the child becomes older.
Soon her sobbing turned to crying.
8)dropv. let fall or lower
eg. Prices dropped and everyone was happy.
His voice dropped and we could hardly hear him.
9)think aboutconsider seriously before making a decision; think of
0°C=32°F 100°C=212°F
2)some terms in weather reports
nouns: sunshine, haze drizzle, shower, downpour, storm, thunder, lightning, thunderstorm, breeze, gust of wind, gale, hurricane, fog, mist, frost, hail, dew, ice, snow, sleet, slush, snowstorm, blizzard
Listen and respond
---Ss listen and try to answer the questions
T concludes the answers
Dialogue 2
Ss pay more attention to speed writing.
Listen and judge—Ss pay attention to whole meaning grasping while listening.
He did not expect to be so busy.
5)dipv. (cause to )drop slightly, perhaps just for a moment
eg. Grain prices dipped yesterday.
The plane’s nose dipped.
6)experiencev. feel, suffer or know
10)wind upcause to be finished
eg. It is time to wind up the game.
They wound up the party with a drink.
2.Sentences
1)Mark the passive voice and omission used in weather report.
Smooth situational communication.
Usage of new words and expressions
教学方法
1.Group discussions
2.Task-based approach
教学过程
1.Warm-up activities: 5 minutes
2.Homework checking: 5 minutes
eg. The students have experienced similar problems.
She has experienced a lot in her 30 years of life.
7)turn tobecome sth different