高二英语(必修五)unit 4教材分析及课时安排
高中英语必修五unit4教案
高中英语必修五unit4教案一、教学内容本节课选自高中英语必修五的Unit 4，主题为“Making the news”，主要围绕新闻制作的相关知识展开。
具体内容包括：Chapter 1，介绍新闻的基本概念、类型及新闻制作的过程；Chapter 2，学习新闻报道的写作技巧和结构；Chapter 3，探讨新闻媒体对社会的影响。
二、教学目标1. 了解新闻的基本概念、类型和新闻制作过程；2. 学会新闻报道的写作技巧和结构；3. 提高学生的英语阅读、写作和口语表达能力；4. 培养学生关注社会热点、批判性思考的能力。
三、教学难点与重点1. 教学难点：新闻报道的写作技巧和结构；2. 教学重点：新闻的基本概念、类型和新闻制作过程。
四、教具与学具准备1. 教师准备：多媒体设备、PPT、新闻报道实例、板书材料；五、教学过程1. 导入：通过展示一则热点新闻，引发学生对新闻的兴趣，导入新课；2. 讲解：详细介绍新闻的基本概念、类型和新闻制作过程，讲解新闻报道的写作技巧和结构；3. 实践：分发新闻素材，让学生分组进行新闻报道的写作练习；4. 互动：学生展示作品，互相评价，教师点评并给予指导；6. 课后作业布置：布置相关作业，巩固所学知识。
六、板书设计1. 新闻基本概念、类型；2. 新闻制作过程；3. 新闻报道写作技巧和结构；4. 课堂练习及答案。
七、作业设计1. 作业题目：请以“校园新闻”为主题，写一篇新闻报道；八、课后反思及拓展延伸1. 反思：本节课教学过程中，关注学生的学习反馈，针对学生掌握不牢固的部分进行巩固；2. 拓展延伸：鼓励学生关注国内外热点新闻，提高英语阅读水平，学会用英语表达自己的观点。
同时，组织学生进行新闻讨论，培养批判性思维。
在教学过程中，注重实践情景引入，例题讲解和随堂练习，使学生在实际操作中掌握知识，提高能力。
通过严谨的用词和流畅的段落衔接，确保教学效果。
重点和难点解析1. 教学难点与重点的明确；2. 教学过程中的实践情景引入；3. 作业设计及课后反思与拓展延伸。
必修五Unit4教案设计
必修五Unit4教案设计一、教学内容本课教学内容为人教版高中英语必修五Unit 4 Making Plans。
本节课主要讨论未来的职业规划，通过听、说、读、写等多种方式提高学生的语言运用能力。
本节课包括三个部分：热身活动、主体活动和复习。
1. 热身活动：谈论未来的计划和梦想。
2. 主体活动：学习如何制定未来的职业规划，并通过任务型活动进行实践。
3. 复习：复习本单元的重点词汇和句型。
二、教学目标1. 学生能够掌握并运用本节课的重点词汇和句型，如“make a plan for”，“What do you think you’ll be doing in five years’ time?”等。
2. 学生能够听懂、会说、会读、会写关于未来职业规划的短文。
3. 学生能够提高自己的合作能力和交际能力。
三、教学难点与重点重点：本节课的重点是让学生能够运用所学的词汇和句型进行有效的交流，讨论未来的职业规划。
难点：如何引导学生正确使用情态动词进行未来的预测，如“I think you’ll be”，“I hope you’ll be”等。
四、教具与学具准备教具：多媒体课件、录音机、磁带。
学具：课本、练习册、铅笔、橡皮。
五、教学过程1. 热身活动（5分钟）教师提问学生关于未来的计划和梦想，引导学生进行自由的交流，如：“What do you want to be when you grow up?”，“What are your plans for the future?”等。
2. 主体活动（20分钟）（1）教师引导学生学习本节课的重点词汇和句型，如“make a plan for”，“What do you think you’ll be doing in five years’ time?”等。
（2）学生进行小组活动，根据所学的词汇和句型，制定一个关于未来职业规划的短文。
（3）教师选取几个小组的短文进行展示，并让学生进行评价和修改。
英语高二(上)人教版新课标必修(5)unit4：同步教案(5)(精品)
英语高二（上）人教版新课标必修（5）Unit 4：同步教案（5）（精品）Unit 4 Making the news5th period Getting the “scoop”1.教材分析（the analysis of teaching materials）This Unit talks about Making the news. This passage mainly talks about the process of making the news.2.学情分析（the analysis of the students）From the first reading passage, the Ss have known something about how to make the news and some necessary qualities a good journalist should have. While after learning this passage, Ss should know the process of making the news.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1.Let the Ss understand the meanings of the new words as well as their usages.2.Let the Ss know about the process of making the news.*能力目标(Ability aims)1. Make the Ss to understand the process of making the news.2. Let Ss try to create a class newspaper.*情感目标(Emotion aims)1. Let Ss have a discussion: In this passage, Zhou Yang tried to be accurateand concise. However, not all news writers are like Zhou Yang. Do you believe everything in the newspaper is true? If you do find that the news writer not call a spade a spade, what should you do?4.教学重点和难点（teaching important points and difficult points）a. Help students extend the knowledge about making the news.b. Pronounce the new words correctly and know relative usages.5.教学过程(Teaching procedures)Step I: Pre-reading1. What was Zhou Yang’s first task?2. What do you suppose the “scoop” is about? Who? What?Step II: ReadingTask 1: Fast ReadingHow many people read his article before it was ready to be processedinto film negative? Who are they?Task 2: Careful readingRead the passage to work out the writing and printing process for an article.Then complete the flow chart below on p30.Step III: Words and expressions1. ahead of 在……之前，超过ahead of time= in advancego ahead 继续向前，说吧，干吧go ahead of 超过，胜过2. accurate adj.- accurately adv.to be accurate 确切地说be accurate in /at 在……方面正确3.senior adj./n.be senior to → be junior to4.polish v. 修饰，修改，修正5.approve v.- approval n.approve of sb.(sb.’s) doing sth.6.process v./ n.be in the process of doing sth.7.appointment n.- appoint v.keep an appointment → break an appointmentmake an appointment with sb.appoint sb. to do sth.appoint sb. as6.知识结构（板书设计）主板书：7.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）（1）What was Zhou Yang’s first task?（2）What do you suppose the “scoop” is about? Who? What?（3）How many people read his article before it was ready to be processed into film negative? Who are they?2.练习（practice）Read the new words3作业（homework）B/C类(1) Whatever he said, his parents didn’t the golf club, which annoyedhim much.A. approve him to joinB. approve he joinC. approve him joiningD. approve of his joining(2) The food we eat through the whole of digestion, absorption andelimination.A. procedureB. processionC. proceedingD. process(3) Phone him and make an with him at 3:00 p.m..A. managementB. employmentC. apartmentD. appointmentA/B类(4) 他靠多做家庭作业，很快在班上名列前茅。
高中英语必修五第四单元教案设计
高中英语必修五第四单元教案设计一、教学内容本节课选自高中英语必修五第四单元，主题为“Making the news”。
教学内容包括：阅读理解文章《From news to newspaper》，学习新闻报道的基本结构，掌握新闻报道的相关词汇和表达方式。
具体涉及教材的章节为：Unit 4, Book 5, Part I: Reading and Vocabulary。
二、教学目标1. 了解新闻报道的基本结构，掌握新闻报道的相关词汇和表达方式。
2. 提高学生的阅读理解能力，培养他们快速获取信息、分析信息的能力。
3. 培养学生的思辨能力和跨文化交际意识。
三、教学难点与重点1. 教学难点：新闻报道的结构和写作特点，以及相关词汇的用法。
2. 教学重点：阅读理解的技巧，新闻报道的基本结构，词汇和表达方式的学习。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：课本、笔记本、字典。
五、教学过程1. 导入：通过播放一段新闻视频，激发学生的兴趣，引入本节课的主题。
2. 阅读前：引导学生讨论新闻报道的基本结构，激活背景知识。
3. 阅读中：让学生快速阅读文章，回答问题，了解文章大意。
然后，详细阅读文章，分析新闻报道的结构和写作特点，学习相关词汇和表达方式。
4. 阅读后：进行小组活动，让学生根据所学知识编写一篇新闻报道，提高学生的实践能力。
六、板书设计1. Making the news2. 主要内容：a. 新闻报道的基本结构b. 相关词汇和表达方式c. 阅读理解技巧七、作业设计1. 作业题目：根据课堂所学，编写一篇新闻报道。
2. 答案：略。
八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入、例题讲解、随堂练习等多种教学手段，使学生掌握了新闻报道的基本结构和相关词汇，提高了阅读理解能力。
但在课堂活动中，应加强对学生的引导，提高他们的参与度。
2. 拓展延伸：鼓励学生在课后阅读更多英文新闻报道，了解不同国家的新闻报道风格，提高跨文化交际能力。
高二英语人教课标版必修5Unit4 reading精品教案
Unit4 reading精品教案1.教材分析（The analysis of teaching materials）This reading passage titled My First Work Assignment introduces Ss to the first day at work of a new journalist called ZhouYang. It will help Ss to recognize the varieties of jobs in the newspaper and get a realistic idea of what is needed to work in a newspaper office.2.学情分析（The analysis of the students）Our Ss may don’t know what they will do in the future, they may still feel confused. This class will help them to know the varieties of jobs in the newspaper and get a realistic idea of what is needed to work in a newspaper office, which can do a great favor for our Ss to think about their own occupations.3.教学目标(Teaching aims)*知识目标(Knowledge aims)1. Get Ss to learn the useful new words and expressions in this part.2. Let Ss learn about jobs in newspaper and what is needed to work in a newspaper office.3. Have Ss read the passage and know about ZhouYang’s first work assignment.*能力目标(Ability aims)1. Develop Ss’ reading ability and let them learn different reading skills.2. Enable Ss to talk about jobs in newspapers and what is needed to work in a newspaper of fice.*情感目标（Emotional aims）1. Stimulate Ss’ interest in Newspapers and the basic procedure of making the news.2. Develop Ss’ sense of cooperative learning.4.教学重点(Teaching important points）1. Let Ss talk about jobs in newspaper and what is needed to work in a newspaper office.2. Get Ss to read the passage and understand it.3. Have Ss learn different reading skills.5. 教学难点(Teaching difficult points)1. Develop Ss’reading ability2. Enable Ss to talk about what is needed to work in a newspaper office.6. 教学方法(Teaching methods)：Task-based method）、Communicative approach、Discussion7. 教学辅助: Blackboard8.教学过程(Teaching procedures)Step I: Lead-in & Warming up (5m)1. A free talk about students’ future plans and their ideal occupations.Tip: Whateve r you want to be, you need to know a lot about the occupations and prepare yourselves for them from now on.T: Is there anyone who wants to be a journalist for a newspaper?What qualities do you think you need to have if you want to be a good new journalist? Suggested answers:Higher level of education, work experience, good communication skills, curious, active personality, hard working, enthusiasm for the job, prepared to work long hours, ability to work in a team.2. How would you feel if you were offered a job on a famous newspaper?Step II: Fast reading (8m)1. Skimming: Skim the passage to find out how does Zhou Yang feel. [Whole-class]2. Listening and Scanning: Listen to the passage to find out whether the statements are true or false.①.Zhou Yang is eager to go out on a story immediately.②. A journalist needs to take notes while listening.③. A journalist always asks the same questions while conducting an interview.④. A journalist needs to take a camera with him.⑤. In fact, the footballer didn’t accept the money.3. Scanning：Find out the questions that Zhou Yang asks.Suggested answers: Unforgettable. T T F F FSeven question in the passage.Step Ⅲ: Detailed reading (20m)1. Read and find the answers to the first two questions and find out his first duty as a journalist.Q1 Can he go out on a story immediately? Why not?Q2 Need he take a camera with him? Why not?What is his first duty as a journalist?Suggested answers:Q1: He is not experience d. (a green/new/fresh hand) An experienced journalist will go with him.Q2. No. A professional photographer will go with him.First duty: He should learn to work in a team.2. Read and find the answers to Questions 3-6 and find out his second duty as a journalist.Q3 What does he need to remember?What are the stages in researching a story?Q4 What should he keep in mind?Q5 Why is listening so important?Q6 How can he listen carefully while taking notes?What is his second duty as a journalist?Suggested answers:Q3: To be curious.Ask questions, check facts, do researchQ4: Dos and don’ts.Q5: Listen for detailed facts and prepare the next question.Q6: Use a recorder to get the facts straightSecond duty：He should learn to get an accurate story.3.Read and find the answer to Question 7 and find out his third duty as a journalist.Q7 Has the boss ever had a case where someone accused the journalist of getting the wrong end of the stick?How to deal with accusations of printing lies?What is his third duty as a journalist?Suggested answers:Q7: A footballer was accused of taking money from the other team.Use a tape recorder for the interview.His third duty: He should learn to protect a story from being accused.4.Understanding difficult points. [Pair work]How do you understand the expression “have a good nose for” (L19.), “a trick of the trade” (L28.), and “get the wrong end of the stick”(L30.)?Suggested answers:“have a good nose for ”means “You must be able to assess when people are not telling the whole truth and then try to discover it.“a trick of the trade” means clever ways known to experts. In the passage, the clever way of a journalist is to use a recorder to get the facts straight.“get the wrong end of the stick”means you don’t understand a situati on correctly, make a mistake or misunderstand.5.Decide if each of the statements about Zhou Yang is true or false. If it istrue, please find out a sentence or a question from the reading passage to prove it.1. Zhou Yang is very enthusiastic.2. Zhou Yang is eager to learn.3. Zhou Yang is modest.Suggested answers:Can I go out on a story immediately?What do I need to remember when I go out to cover a story?What should I keep in mind?StepⅣ: Group discussion (6m)Which adjectives best describe what is required for a journalist? Try to use the adjectives in Ex. 3 on page 27 to help you.A journalist needs to be _____________I think I would make a good journalist because_________XX said at the beginning of the class that he wants to be a journalist in the future. Socan you make any suggestions to him if he really begins his work as a journalist? StepⅤ:Summary(5m)To the journalists, it’s unnecessary for them to take a camera because they have professional photographers with the m. The journalists should be curious and they must have a nose for a story. They know how to acquire the information they need. While interviewing, they won’t be rude, they won’t talk too much, and they listen to the interviewee carefully. They will listen to the detailed facts and ask new questions. There is a trick of the trade, that is ,with the permission of the interviewer, they would use small recorders which could keep the evidence to help support their story.Step Ⅵ:Homework：(1m)单词拼写：A/ B/C 层1.it is our _________ (要求) that we should go there.2.He can be ___________(依赖)on to finish the task.3. I’ll try my best to _________(帮助) you if you need any help.4. The boy is __________(指责) of being late for work.5. I’m rather _____________(怀疑) about their sympathy for the poor.Key : demand depended assist accused skeptical完成句子A/B 层1. Go in quietly ________ (以便于) wake the baby up.2. She _______ (指责) her husband _______having broken his words.3. Stop talking and ___________ (全神贯注于) your work.Key : so as not to accused of concentrate on单选A/B/C 层1. For all these years I have been to working for others. I’m hoping I’ll _________my own business someday.A. turn upB. fix upC. set upD. make up2. I can’t concentrate ________ my lessons unless I’m free ________noise.A. on; withB. at: fromC. with; ofD. on; ofKey:ＣＤ9.知识结构（板书设计）7.问题研讨（课堂提问，练习和作业设计）1.课堂提问（questions）1. Is there anyone who wants to be a journalist for a newspaper?2. What qualities do you think you need to have if you want to be a good new journalist?。
高中英语必修五第四单元精品教案设计
高中英语必修五第四单元精品教案设计一、教学内容1. Reading and Vocabulary：文章《Newspapers》的学习，分析新闻报纸的起源、发展及其在社会中的角色。
2. Grammar：复习和巩固现在完成时态，学习现在完成进行时态。
3. Listening and Speaking：听力练习，讨论新闻报道的准确性及其对社会的影响。
二、教学目标1. 让学生掌握文章《Newspapers》的主要内容和细节信息，了解新闻报纸的发展历程及其在社会中的作用。
2. 使学生能够熟练运用现在完成时态和现在完成进行时态描述过去发生并持续到现在的事件。
3. 培养学生的听力技巧，提高其口语表达能力，使其能够就新闻报道的准确性及其对社会的影响进行讨论。
三、教学难点与重点1. 教学难点：现在完成进行时态的用法，听力技巧的提高。
四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔。
2. 学具：课本、练习册、听力材料、写作素材。
五、教学过程1. 导入：展示新闻报纸，引导学生讨论新闻在社会中的重要性，引入本节课的主题。
2. 阅读理解：学生阅读文章《Newspapers》，完成相应的练习题，教师对文章内容进行讲解和分析。
3. 语法讲解：通过例句，讲解现在完成时态和现在完成进行时态的用法，让学生进行随堂练习。
4. 听力练习：学生听新闻报道，完成听力练习，教师针对听力技巧进行讲解和指导。
5. 口语讨论：学生分组讨论新闻报道的准确性及其对社会的影响，教师给予指导和评价。
六、板书设计1. 文章《Newspapers》的主要内容和细节信息。
2. 现在完成时态和现在完成进行时态的用法。
3. 新闻评论的写作要点。
七、作业设计答案：学生完成的文章需包含新闻报道的主题、观点明确、论据充分、结构清晰。
八、课后反思及拓展延伸1. 教师反思：关注学生的学习效果，针对学生的掌握情况调整教学方法和节奏。
2. 拓展延伸：鼓励学生关注时事新闻，提高其英语素养，培养其独立思考和分析问题的能力。
英语高二(上)人教版新课标必修(5)unit 4：同步教案((2)
英语高二（上）人教版新课标必修（5）Unit 4：同步教案（9）（精品）Unit 4 Making the News9th period Unit Test1.教材分析（Analysis of teaching material）This is the last teaching period of this unit, so the emphasis should be placed on going over and summarizing what Ss have learned in this unit.2.学情分析（Analysis of the students）The Ss have learned the new words and expressions and the language points in Unit4 Making the News, but may not master them. In order to consolidate them the students need to do more exercises.3.教学目标(Teaching aims)知识目标(Knowledge aims)1.Get Ss to go over the useful new words and expressions in this unit.2.Have Ss review the new grammar item: inversion3.Check what Ss have read and practiced in this unit.4.Let Ss learn about how to write newspaper articles.能力目标(Ability aims)1.Develop Ss’ ability to use the important language points in this unit.2.Enable Ss to learn to use inversion correctly.情感目标(Emotional aims )1. Stimulate Ss’ interest in learning English.2. Strengthen Ss’ sense of group cooperation.4.教学重点和难点（teaching important points and difficult points）Teaching important points:1.Get Ss to review and consolidate what they have learned in this unit.2.Develop Ss’ ability to solve problems.Teaching difficult points:1. Get Ss to turn what they have learned into their ability.5.教学过程(Teaching procedures)Step 1. Greeting and instructing strategies in doing multi-choice part.Step 2. Presentation for multi-choiceStep 3. Instructing strategies in writing a report and show the sample.6.知识结构（板书设计）7.问题研讨（课堂提问，练习和作业设计）M5 Unit 4 Making the News 单元检测Ⅰ.单项填空(A. B. C层)1.Her mother doesn’t __________ of her going to study in the Untied States alone.A. admitB. agreeC. approveD. prove2. I finally got the job I dreamed about. Never in all my life___________ so happy!A. did I feelB. I feltC. I had feltD. had I felt3. In my opinion, the ________ boy really has _________ for oil painting.A. gifted; giftB. gift; giftC. gifting; a giftD. gifted; a gift n4. The shop assistant was fired as she was ________ of cheating customers.A. accusedB. chargedC. blamedD. caught5. We are eager ______ the appearance of Yao Ming.A. forB. withC. toD. on6. You may _______ it that he will turn up and offer help in time.A. decide on B depend on C. answer for D. see to7. You’d better take the keys ________ I’m out.A. ifB. unlessC. in caseD. so that8. The incomes of male professionals went up by almost 80%. _______, part-time women workers saw their earnings fall.A. ThereforeB. MeanwhileC. MoreoverD. Anyhow9. Sandy is a _______ girl. She always gives _______ to others.A. happy; delightB. pleasant; delightC. happy; delightfulD. pleasant; delightful10. With his attention_______ on the job, he didn’t even look up when we came in.A. to concentrateB. concentratingC. concentratedD. having concentrated11. My friend promised to keep me _________ of what was happening in our class.A. informingB. to informC. informedD. inform12. All the reading materials must be booked immediately _________ in time for the coming training course.A. in order to receiveB. so as to be receivedC. in order to have receivedD. so as to be receiving13. My dream is to become a ___________singer.A. professionB. professorC. professionalD. amateur14. He refused to submit _________ his manager, and stuck to what he thought was right.A. /B. forC. withD. to15. My doctor gave me a ________ check-up.A. thoroughB. throughC. thoughD. thoughtV. 写作假如你是某中学学生李华。
英语必修5人教版新课标Unit4教案5份
英语必修5人教版新课标Unit4 教案5份一、教学内容本节课我们将学习英语必修5人教版新课标Unit 4中的“Making the News”部分。
具体内容包括：1. 理解新闻的基本结构和特点；2. 掌握新闻报道中常用的语言表达和句型；二、教学目标1. 学生能够理解并描述新闻的基本结构和特点；2. 学生能够运用新闻报道中常用的语言表达和句型进行口语和书面表达；三、教学难点与重点1. 教学难点：新闻写作中语言表达的准确性和逻辑性；2. 教学重点：新闻的基本结构、常用语言表达和句型。
四、教具与学具准备1. 教师准备：多媒体设备、新闻稿件、板书材料；2. 学生准备：笔记本、教材、词典。
五、教学过程1. 导入：通过播放一段新闻视频，引导学生关注新闻的基本结构和语言特点；2. 新课内容展示：讲解新闻的基本结构，分析新闻稿件中的常用语言表达和句型；3. 例题讲解：选取一篇新闻报道，分析其结构、语言表达和句型；4. 随堂练习：学生根据所学知识，完成一篇新闻报道的填空练习；5. 小组讨论：分组讨论新闻报道的写作方法和技巧；六、板书设计1. 新闻基本结构：、、主体、；2. 新闻常用语言表达和句型：如“According to”, “It is reported that”等；3. 新闻报道写作要点。
七、作业设计信息：某城市举行了一场盛大的马拉松比赛，吸引了来自世界各地的选手参加，比赛过程中发生了感人的一幕。
2. 答案示例：Title: Touching Scene at the Marathon Race in a City Lead: The marathon race held in a city attracted runners from all over the world. A touching scene occurred during the race.Body: According to reports, a disabled runner3. 作业要求：不少于100词，使用本节课所学的新闻语言表达和句型。
必修五英语unit4说课稿
必修五英语unit4说课稿在准备必修五英语Unit 4的说课稿时，我们需要关注几个关键点：课程目标、教学内容、教学方法、学生活动、评估方式以及教学反思。
以下是针对Unit 4的说课稿内容：课程目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够运用本单元的语法结构进行有效沟通。
3. 学生能够通过阅读材料提高阅读理解能力，并能够对阅读材料进行分析和讨论。
4. 学生能够通过听力练习提高听力理解能力，并能够对听到的信息进行总结和评论。
5. 学生能够通过口语练习提高口语表达能力，能够在小组讨论和角色扮演中使用英语进行交流。
教学内容：1. 词汇：本单元将介绍与主题相关的词汇，如文化、艺术、历史等。
2. 语法：重点讲解并练习本单元的语法点，例如被动语态、定语从句等。
3. 阅读：选取与本单元主题相关的阅读材料，如介绍不同文化背景的故事或历史事件。
4. 听力：提供与主题相关的听力材料，如文化访谈或历史事件的叙述。
5. 口语：设计口语练习，如小组讨论、角色扮演等，让学生在实际情境中使用英语。
教学方法：1. 导入新课：通过多媒体展示或故事讲述，激发学生对本单元主题的兴趣。
2. 词汇教学：采用图片、游戏或情景模拟等方式，帮助学生记忆和理解新词汇。
3. 语法点讲解：通过例句和练习，让学生理解语法结构，并能够正确运用。
4. 阅读指导：教授学生阅读策略，如略读、寻读等，提高学生的阅读效率。
5. 听力训练：通过听力练习，训练学生捕捉关键信息和理解细节的能力。
6. 口语实践：通过小组讨论和角色扮演，鼓励学生开口说英语，提高口语能力。
学生活动：1. 词汇游戏：学生参与词汇记忆游戏，加深对新词汇的理解和记忆。
2. 语法练习：学生完成语法练习题，巩固语法知识。
3. 阅读理解：学生阅读文章，回答相关问题，提高理解能力。
4. 听力练习：学生听录音，完成听力理解任务。
5. 口语交流：学生参与小组讨论或角色扮演，实际运用英语进行交流。
必修五Unit4教案设计
必修五Unit4教案设计一、教学内容本节课选自高中英语必修五Unit 4 Making the news，涉及章节为Text A和Text B。
详细内容包括：新闻报道的基本结构、新闻语言的特点、新闻采访与写作技巧以及两篇课文的语言点解析。
二、教学目标1. 知识目标：学生能够掌握新闻报道的基本结构，了解新闻语言的特点，学会新闻采访与写作技巧。
2. 能力目标：学生能够运用所学知识分析、解读新闻，提高英语阅读和写作能力。
3. 情感目标：激发学生对新闻事件的关注，培养其社会责任感和批判性思维。
三、教学难点与重点1. 教学难点：新闻报道的基本结构、新闻语言的准确运用。
2. 教学重点：新闻采访与写作技巧、课文语言点的解析。
四、教具与学具准备1. 教具：多媒体教学设备、黑板、粉笔。
五、教学过程1. 导入：展示一组新闻图片，引导学生关注新闻事件，激发兴趣。
2. 新课内容展示：讲解新闻报道的基本结构、新闻语言特点，结合Text A进行实例分析。
3. 例题讲解：选取Text A中的新闻采访与写作片段，讲解技巧并示范。
4. 随堂练习：学生分组讨论，模拟采访与写作，教师指导并评价。
5. 课文语言点解析：针对Text A和Text B，讲解重点词汇、短语及句型。
7. 课堂小结：布置作业，预告下节课内容。
六、板书设计1. 新闻报道基本结构：、、、。
2. 新闻语言特点：客观、准确、简洁。
3. 重点词汇、短语及句型。
七、作业设计1. 作业题目：2. 答案：Title: Our School's Basketball Team Wins the ChampionshipLead: Our school's basketball team defeated all opponents and won the championship in the city tournament.Body:Conclusion: The victory is a great encouragement for our school and demonstrates the power of teamwork.① Objective: News language should be objective and unbiased.② Accurate: News language should be accurate in terms of facts and data.③ Concise: News language should be concise and avoid unnecessary details.八、课后反思及拓展延伸1. 反思：关注学生对新闻报道结构的掌握，提高其新闻写作能力。
英语高二(上)人教版新课标必修(5)unit 4：同步教案(
英语高二（上）人教版新课标必修（5）Unit 4：同步教案（7）（精品）7th period GrammarInversion1.教材分析（analysis of teaching material）In the two reading passages, the Ss have learned some sentences using the inversion. So in this lesson, the teacher will get the Ss to understand this grammatical structure so as to understand the readings better.2.学情分析（analysis of students）In the process of learning English, Ss have learned some sentences using the inversion. So the teacher can use some common sentences to lead in.3.教学目标(Teaching aims)知识目标(Knowledge aims)Enable students to learn how to use the inversion.能力目标(Ability aims)Get the students to understand and sum up the grammatical points. Meanwhile try to master these rules.情感目标(Emotion aims)a. Get Ss to become interested in grammar learning.b. Develop Ss’ sense of group cooperation.4.教学重点和难点（teaching important points and difficult points）Enable students to master the structures of inversion and let Ss try to learn how to use the inversion correctly.5.教学过程(Teaching procedures)Step I: Greetings & RevisionStep II: PresentationTask 1: Check the homeworkTask 2: Present the usages of inversion.部分倒装（七种）(1). 疑问句eg. Have you seen the film?注意：如疑问词在句中做主语，则用自然语序。
高中英语_必修五Unit4 Reading教学设计学情分析教材分析课后反思
选修六Unit4Using Language教学设计【Teaching objectives 教学目标】1. Knowledge objectivesMake the students master the following words, phrases and sentence patterns.(1)Important wordsprofession, assistant, eager, update, deadline, case, amateur, assess(2) Important phrasestake photographs, cover a story, have a good nose for, accuse sb. of...,get the wrong end of the stick(3)Important sentence patterns◆Never will Zhou Yang forget his first assignment at the office of a popular◆Not only am I interested in photography, but I took an amateur course to update my skill.◆ Only if you ask many questions will you acquire all the information you need to know.2. Ability objectives(1)Improve the students’ reading ability through reading activities;(2)Enable the students to understand and use the important vocabularies and sentence patterns.(3)Learn what is needed to become a good journalist and how to conduct an interview.3. Emotion objectives(1) Let the students learn to cooperate with others in their groups.(2) Make the students realize it’s not easy to become a good journalist.【Teaching methods 教学方法】1. 情境教学法2. 任务教学法3. 交际教学法【Teaching aids教学手段】1. A blackboard(黑板)2. A projector and a computer for multimedia (投影仪、多媒体)【Teaching procedures 教学程序】Step1 Lead inPlay the video about a song called job song and then ask Ss what they want to be in the future. Then get Ss to talk about it with their partners. After that, let individual Ss voice their opinion. Atlast, tell Ss that they are going to learn something about a new journalist.【设计意图】通过搞笑的歌曲视频，可以让学生形象地感受到形形色色的职业，从而引发学生对自己未来的职业构想，引出本课话题.Step 2 Fast readingGive Ss 2 minutes to glance through the passage quickly and answer two questions as follows. Then deal with them.1.Where did the conversation happen?2.How many questions did Zhou Yang ask his new boss Hu Xin? Please underline all these questions.【设计意图】通过这两个问题的设置，可以训练学生浏览文章获取信息的能力，并能使学生对文章有一个大概的了解。
高二英语必修5第四单元
B
任务
通过让学生猜想 报社里各工作人 员的类别，然后 把下列关于各种 工作类别的词汇 展示在幻灯片上：
学生通过图片 的提示说出制 造新闻的过程
第三部分 说教学过程
• 子任务A学法指导通过让学生猜想报社里各工作人员的类别
A
任务
Warming up
首先通过让学生猜想报社里各工作人员的类别，然 后把下列关于各种工作类别的词汇展示在幻灯片上： journalist/reporter记者,foreign correspondent 国外 记者,announcer 播音员，host主持人, photographer 摄影师,writer作家, cartoonist漫画 家,designer设计师, printer印刷工,critic评论 员,editor编辑,chief editor主编,deputy editor副主编, sub-editor助理编辑 然后叫学生一边看图片一边回答这个问题“ Can you tell me what they are in the following pictures?” reporter¬--- to find out news and tell people about it in newspaper or on TV∕radio. editor---to make sure the writing is clear, concise and accurate; check facts. photographer---to take photographs of important people or events. designer---to lay out the article and photographs.
• 预习检测 呈现任务
人教高中英语必修五 unit4 reading 教学设计与反思
1.Greeting
2.Ask Ss some questions about their future jobs.
1)Have you ever considered about your future job or occupation?
2)What kind of occupation would you like to take? / What’s your ideal of job in future? Why?
3.Discuss what all the experiences have in common and what they can do
Make themselves feel better
Make others feel better
Step Ⅳ Reading
1.Fast reading. Ask the Ss to go through the whole passage as fast as they can and try to find answers to thefollowingquestions.
2.Ask the Ss to pay attention to the way the questions develop in the dialogue(Explainto them that all of these questions arefindingout moreaboutthe qualities and skills needed for the job)
2. Read a newspaper and try to discover something to do with our topic about it.
人教版高中英语必修5 Unit4 单元教材分析
Unit4 单元教材分析一、教材分析本单元以新闻为中心话题，让学生了解新闻工作者的基本素质、新闻采访的基本程序以及采访时应该注意的细节问题。
在阅读过程中，利用图片以及视频资料让学生了解新闻工作者的工作和报纸的出版过程，引导学生积极主动地参与学习活动，发挥教师的“主导”作用和学生的“主体”作用。
理解文章内容后，进行语言点的讲解与练习，引导学生根据学案内容归纳总结词汇及句式的用法；掌握倒装句的用法，在练习中培养学生的归纳能力、分析解决问题的能力。
Warming Up 通过几个问题讨论报社不同工作人员的具体分工和责任，然后以表格的形式进行语言的输出，激活学生的背景知识，调动学生的积极思维。
Pre-reading 是reading 的热身活动，通过调查问卷的方式让学生了解一个优秀的记者应该具备的素质，与此同时，让学生进行自我对照，作为学生我们应该具备哪些好的素质。
然后引导学生谈谈他们难忘的经历及感受。
Reading 通过一个刚踏人新闻工作岗位的记者Zhou Yang 和他的上司Hu Xin 的对话，引导学生了解新闻工作者应该具备的品质、新闻采访的基本程序及在采访过程中应该注意的要点。
Comprehending 是对阅读部分的理解和复习，练习一通过阅读找到信息；练习二把文章分成三部分并归纳大意；练习三用形容词归纳优秀新闻工作者具备的素质；练习四练习学生朗读对话的语音语调。
Learning about Language 分词汇和语法两部分。
词汇部分设置了词汇替换和选词填空内容；语法部分设置了句型转换、完成句子和编写故事等学习内容，对所学词汇和语法进行语言的输出。
Using Language 是要让学生运用本单元学习的语言知识进行英语听说读写的全面运用练习。
首先通过阅读介绍新闻写作的步骤和见报前的所有程序，并讨论文中这位“影星”可能说了什么谎，然后要求学生听一段对刘明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际功能的“约会”用语。
必修五Unit4教案设计
必修五Unit4教案设计一、教学内容本节课选自高中英语必修五Unit 4 Making the news，涉及章节为Text A和Text B。
具体内容包括：新闻报道的不同类型和结构、新闻报道的语言特点、新闻采访的技巧以及新闻编辑的基本原则。
还将结合Text A中的The phoenix and the tortoise和Text B中的In search of the missing girls，深入分析新闻故事的主题和写作手法。
二、教学目标1. 理解并掌握新闻报道的基本类型、结构和语言特点；2. 学会运用新闻采访的技巧，进行简单的新闻采访；三、教学难点与重点1. 教学难点：新闻报道的语言特点和新闻采访技巧的运用；四、教具与学具准备1. 教具：多媒体教学设备、PPT、黑板、粉笔；2. 学具：教材、笔记本、文具。
五、教学过程1. 导入：通过展示新闻图片和视频，引发学生对新闻事件的关注，激发学习兴趣；2. 新课内容展示：详细讲解新闻报道的类型、结构和语言特点，结合教材实例进行分析；3. 实践情景引入：分组讨论，让学生采访同学，了解校园热点事件；4. 例题讲解：分析Text A和Text B的新闻报道，讲解新闻采访和写作技巧；六、板书设计1. 新闻报道类型：事件新闻、人物新闻、专题新闻、评论新闻等；2. 新闻报道结构：、、、背景、；3. 新闻语言特点：客观、准确、简洁、生动；4. 新闻采访技巧：提问、倾听、记录、核实。
七、作业设计2. 答案：略。
八、课后反思及拓展延伸1. 反思：本节课学生掌握了新闻报道的类型、结构和语言特点，新闻采访和写作技巧也有所提高。
但在实际操作中，部分学生仍存在采访提问不明确、新闻稿件结构不清晰等问题，需要在今后的教学中加以改进；2. 拓展延伸：鼓励学生关注国内外热点事件，多阅读优秀新闻作品，提高新闻素养。
同时，组织新闻采访和写作竞赛，激发学生的学习兴趣和创作热情。
重点和难点解析1. 新闻报道的类型、结构和语言特点；2. 新闻采访技巧；4. 课后反思与拓展延伸。
高二英语必修5 Unit4第5-6课时教案
高二英语必修5 Unit4 Making the News教案Period 5 Listening and SpeakingⅠ. Teaching aims:Target Language:remind … of…, appear, eyewitness, on the spot, supporter, photographShall we make an appointment?Maybe we can meet at…When do you think is convenient for you?Which day would suit you best?Where would you like to meet?I shall be busy at… and… , but I can be free at…I suggest that we meet…I may be able to see you at…That will/won’t be convenient because…I look forward to seeing you.Ability goal:1. Enable the Ss to learn how to make appointments2. Train Ss’ language skills listening & SpeakingⅡ. Teaching important points:Guide the Ss learn how to make appointments.Ⅲ. Teaching difficult points:How to guide the Ss learn to make appointmentsⅣ. Teaching methods:Listening; speaking, cooperative learningⅤ. Teaching aids:A computer, a projector and a tape recorderⅥ. Teaching procedures:StepⅠLead-inAsk a group of students to tell whom they want to interview most if they are offered a chance, and also ask them to make out the reason. Thus to lead in today’s task.T: If you were a reporter, who would you want to interview most? Why?StepⅡListeningTask1 Deal with the listening part on page 31.Ask Ss to go through the questions of Exercise 1&2 in Listening and Speaking on page31. Then play the tape for three times. (For the first time, ask them to listen for the main ideas and do Exercise 1, For the second time, finish Exercise 2. And for the last time, check the answers themselves.This is about a young man who is refused an interview with Liu May.This about a young man who is trying to arrange an interview with Liu Mei.This is about a young man who wants to ask Liu Mei about how to work abroad.1. Why does Zhou Yang want to interview Liu Ming?He wants to interview him about his decision to go to work abroad.2. What are his fans worried about?His fans worried that they will not see him in the flesh.Task2 Deal with Listening on page62 and listening task on page66.Step ⅢSpeakingThis task is to let the students practice making appointments.Ask Ss read instructions of Exercise 3 on page 32 and work in pairs and role-play the situation. Sample dialogue:S1: Hello. I’d like to speak to Li Feizhou.I’m the photographer ring ing him to make an appointment for some photographs for “cool scene” magazine. Is it possible to meet him tomorrow?S2: Hello. Perhaps I can help. I am Li Feizhou’s secretary. I’m afraid he can only meet you tomorrow afternoon as he had a haircut in the morning. Is that OK?S1: Oh dear. I was hoping he would be free in the morning as I have another appointment then. It should only take two hours. Maybe we could meet before or after his appointment.S2: Yes. That might be possible. But he’s busy between 9:00 and 10:30 and then between 11:30 and 1:00 but he might be free for an hour between 10:30 and 11:30.S1: I don’t think that’s long enough. Could he change his other appointment to another day?S2: I don’t think so.S1: Then could he be free at 10:00? We could do the photographs and I would still be on time for my next appointment.S2: That sounds quite possible. I’ll ask him. What would he need to wear?S1: Some comfortable clothes would be best.S2: Fine. I’ll talk to him and call you again very soon. Wher e would it be best to meet?S1: At the studio if that is OK with you. Thank you very much.S2: My pleasure.Step ⅣListening (WB P62)The students will hear a conversation between Susan and Greg. They are asked to do the exercise according to the tape.T: Many people think that making a radio or TV interview is fun and interesting. But there can be problems. What will be problems? Listen to the tape and try to finish the exercise.Listen to the tape again and check the answers with the whole class.Students answer the questions in pairs. One asks the questions and the other answers.StepⅤListening Task (WB P66)Put students into pairs. Ask them to think of as many practical situations as they can, where being “on the spot” is very important to understandi ng what is happening. Discuss why an eyewitness would help in each situation.Listen to the tape for the first time. Ask students to write down the gist of the listening passage in one sentence.Go through the task and listen again and do the exercise.Check the answers.Step ⅥSummary and HomeworkIn this period we’ve done some listening practice and practiced how to make appointments. After class, please listen to the recording repeatedly and pay attention to the pronunciation as well as functional sentences of how to make appointments.Period 6 WritingⅠ. Teaching aims:Target languageeyewitness, opinion, information, stick to, rather than, account forAbility goalsEnable the Ss to know how to express opinions of own and justify the situations according to different opinions.Enable the Ss to grasp the main points of news-writing.Teaching important and difficult pointsJustify the different point of view and make one’s own opinions.Write the news clearly and pithily.Teaching methodDiscussion, cooperative learning, debatingTeaching aidsA projector, a computerTeaching procedures:Step I RevisionCheck the homework and take a dictation.Ask Ss how important it is to get the first source, how important the eyewitnesses are.Step II Warming upHave a debate: In a local fishing competition, a person tells you he / she has caught a fish the size of a small car. It will win him / her first prize at a local fishing competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman? Divided students into two groups, and tell the reasons who they support.CCTV NewmanFishermanEyewitnessReporter of Local Evening NewsExplain the exciting storyStick to facts rather than opinionsAccept the interview with the reporterAccounts for his/ her behaviourAccept the interview with the reporterTell him what he/ she sawPrepare interview questions for the fisherman/woman and the eyewitness; Find out truth through your own analysis.Step III Group WorkAsk students to work in groups of four and play one of the following roles each: CCTV Newsman / woman, Fisherman, Eyewitness, Reporter of Local Evening News. Make a dialogue in four and express their own opinions.Step IV PresentationAsk four of the students to express their own opinions.Step V Writing TaskFill in the form on page 68. List the facts and the opinions. Write about each fact and then write about the opinion. Try to follow the example and make the news clear and pithy or concise. Also let the Ss pay attention to the followings:State the situation of the story in paragraph 1;Set out what happened clearly in Paragraphs2 and 3;State how the story ended and your opinion on what happened in Paragraph 4.Allow the students enough time to work on their writing. (If there is a lack of time, leave the task for homework)A sample version:Fish StoryToday is the city’s annual Father’s Day Fishing Competition. Mr. Thompson took part i n the fishing competition. He presented a very large and rare fish as big as a small car.Mr. Thompson said, “ It was quite by accident.” “I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water very quickly.” He added.However, an eyewitness said he had seen Mr. Thompson earlier in the day buying fish at the fish market. He said, “I saw the fisherman go into the shop and come out with this large, rare fish.” “Then he went to the judges and they weighed his fish and told him it was the largest so far”, said the witness.Mr. Thompson finally admitted he had bought the fish and had not caught it. He apologized in public and said that he only did it so his son would be proud of him as a fisherman. So it seems that it was Mr. Thompson who was the big fish!Step VI Homework1. Finish the writing work at home.2. Review the whole unit and prepare for a test.。
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（二）教学目标
1．语言知识
词汇 occupation reporter profession photograph photographer colleague eager concentrate course acquire meanwhile trade recorder case accuse deliberately guilty section technical technically thorough gifted defend crime normal seldom edition department task accurate employ polish note chief approve process intension appointment senior 词组 concentrate on accuse...of so as to defend against 语法 倒装句(Inversion) 功能 约会（Making appointments） 话题 新闻采访的基本程序，报刊电视媒体 2． 语言技能
"语言学习"部分归纳和运用本单元一些重要的词汇和语法---倒装句。
语言的运用部分涵盖了听、说、读、写四项基本技能，首先通过阅读一文介绍新闻写作的步骤和见报前的有程序，并讨论文中这位"影星"可能说了什么谎，在阅读和讨论的基础上写出一条有关某影星的独家新闻，然后要求学生听一段对姚明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际功能的"约会"用语。
3）让学生初步学会写新闻报道文章
（三）教学安排
对课本内容进行优化组合，可将本单元分成6个课时
Period 1 Reading
Period 2 Learning about Language
Period 3 Grammar
Period 4 Extensive Reading
听 培养学生从交谈情境中获取信息要点的能力，以及捕获细节的能力 说 让学生掌握灵活运用有关交际功能"约会"的用语 读 训练学生的阅读技巧，让学生在阅读中了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等 写 用英语进行新闻报道，写一篇关于某影星的独家新闻稿 3．学习策略
学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力 认知 猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能 调控 小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；同伴合作，探究发现规律并灵活运用 交际 积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务 4．教学的重点和难点
读前部分首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的素质；然后引导学生讨论他们"第一次"的经历和感；最后通过一个"假设"为下一部分的学习做好准备。
阅读部分通过Zhou Yang，一名China Daily 的新员工和他的上司Hu Xin, 一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。理解部分设计四个活动加深学生对阅读部分的理解。四个活动涉及从文章中获取所需信息，对阅读文章进行分段，以及通过形容词归类引导学生思考一个优秀的新闻文字记者和摄影记者应该具备的素质。
（1）重点
1）了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等
2）学会约会
3）语法项目---倒装句
4）了解新闻写作的步骤和见报前的有程序
5）让学生初步学会运用所学的新闻报导的知识进行新闻文章写作
（2）难点
1）让学生归纳出新闻工作者的基本素质
2）让学生灵活运用功能用语进行约会场景交流
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Unit 4 Making the News
（一）教材分析：
本单元的中心话题是"新闻"，主要内容涉及新闻工作者要具备的素质和新闻采访的基本程序。语言机能和语言知识主要围绕"新闻"这一话题展开。
热身（Warming-up）通过讨论引出"中国日报社（China Daily）"工作人员的类别和职责。
Period 5 Listening and Speaking
Period 6 Writing
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单位：湖北省荆门 姓名：李国 E是本人花费多年，收集整理的，精心挑选！