Teaching Plan for Unit5 Musi1
Teaching plan of Unit5 Music单元复习教案 新课标 人教版 教案
Teaching plan of Unit5Music单元复习教案Teaching aims:1. TopicMusic; different types of music2. Useful words and expressions:Roll rock’n’roll folk jazz musician clap form (v.) passer-by earn extra loosely advertisement actor attractive fan instrument hit (n.) sort frog afterwards perform stick (v.) ability saying reputation unknowndream of be honest with play jokes on or so break up by chancesort out stick to above all3. Functional items:a)Making suggestionsI think we should…Should we go..?What if we..?What do you think…?How about …?Let’s ….We could….You could…If we…b)Talking about preferenceI prefer…Why do you prefer…?I like…best because..I am fond of…My favorite musician is…I enjoy listening to…I don’t like… very much.I hate…4. StructuresThe attributive (IV) (prep. + which/ whom)The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own records and started touring and write their own songs like a real band.Teaching proceduresPeriod 1. ReadingStep 1. Warming up1. Ss listen to the different kinds of music on the tape and try to guess which music matches which pictures on page 33.2. Ss discuss and answer:1). What kind of music do you like better, Chinese or Western, classical or modern? Why?2). How does music make you feel?3). Why do you like to listen to music?Step 2. Pre-readingSs discuss the following questions with their partners and then ask them to report in class.1). Have you heard about any of the famous bands in the world? List some if you have.2). Which one do you like best? Why?3). Do you know anything about “ The Monkees”?Step 3. Reading1. scanning: Ss read the passage quickly and try to answer the following questions:1). What are the benefits if students form a band to play in the street?2). When did “The Monkees” break up and when did it reunite?3). Why was “ The Monkees” successful in their work?2. Ss read the passage again and finish Ex 1 and 2 in prehending.3. Ss try to get the main idea of each paragraph.Suggested answers:Para. 1 dreaming of being a famous musician or singerPara. 2 how musicians form bandsPara. 3 how The Monkees got their startPara. 4 how The Monkees became serious about the music businessStep 4. Langrage points1. dream of2. …with everyone clapping and enjoying…3. pretend4. play jokes5. base on6. …of whom the band was formed…7. break upStep 5. Retelling1. Show the key words and relevant pictures on the screen.2. Ask the Ss to retell the passage, according to the following key words.be honest with, dream of, form a band, earn extra money, give a chance;A band started in a different way, play jokes on, music and jokes, be based on, The Monkees, play instruments, write their own music, break up, reinite;Step 6. Assignment1. Please collect some information about your favourite music and some famous musicians.2. Read the text fluently and pick out the sentences you appreciate.Period 2. GrammarStep 1. RevisionCheck the homework.Step 2. Learning about language1. Discovering useful words and expressions.1). Ss do exercise 1 by themselves, and refer to the dictionaries if necessary. Then check the answers with the whole class.2). Ex.2. In this part, get the Ss to do this exercise individually. After that, ask them to discuss theiranswers in pairs and then with the whole class.3). Ex. 3. In this part, get the Ss to work in pairs and talk about their dreams and imagine what they expect to happen. Then ask them to report their work.2. Discovering useful structures1). Ex.1 First ask the Ss pay attention to the structure in the attributive clause. When the preposition is put before the relative clause, usually only two relative pronouns are used—which and whom. That is never used. Then Ss look at the screen and learn more about this kind of structure.a. In the strange city, he could not find anyone to whom turned for help.b. I’ll never forget the day on which we met for the first time.c. This is the professor from whom we can learn a lot.d. This is the gun with which the hunter shot the wolf.2). Ex. 2. Ss do it by themselves and then discuss the answers in pairs. At last, check the answers with the whole class.Step 3. Using words and phrases1. Ss do this exercise by themselves.2. Check the answers in pairs.3. Check the answers in class.Step 4. Using structures1. Ss do exercise 1 on page 71.2. Correcting: for this exercise, ask the Ss to do it by themselves and then check the answers with the whole class.3. Ex. 3. translating into English1). Ss write the sentences down.2). Ss report their work.Step 5. AssignmentReview the attributive clause.Period 3. ListeningStep 1. Listening1. Read and guess: Ss read the sentences on page 37 and guess what the story is about.2. Ss listen to the tape and tell the main idea.3. Ss listen to the tape again and decide which of the statements are true or false.4. Ss retell the story.Step 2. Listening (page69)1. Ss read the questions and guess what the listening material is about.2. Ss listen and make some notes of what they hear while listening. Play the tape twice.3. Check the answers with the whole class.Step 3. Listening (page 72)1. First listening: Ss listen and make some notes.2. Second listening: Ss listen and do the exercise.3. Third listening: Ss listen and check the answers.4. Ss talk about how they feel about music.Step 4. Assignment1. Ask the Ss to write a passage about their opinions about music.2. Summarize what they have learned in this unit.Period 4. Extensive readingStep 1. Pre-reading1. Ss say something about Freddy who wanted to be famous.2. Ss read the passage on page 37 quickly and answer the following questions:a. Did Freddy enjoy being famous?b. What’s the problem when he became famous?Step 2. Reading1. Ss read again carefully and do Ex.3.2. Ss go on with Ex. 5.3. Ss finish Ex.4.Step 3. Language points1. on a tour;2. give a performance;3. Freddy and his band could not go out without being followed.4. useless;5. cross out;6. afterwards;Step 4. Extensive reading (page 72)1. Ss guess what the ballad is mainly about.2. Ss read and find some rhyming words in each part.3. language points:a. The other day;b. …turned ten;c. be proud of;d. occur to: e into mind; take place4. Listening: Ss listen to the song and try to remember the ballad and sing the song.Step 5. AssignmentRead more about music.Period 5. SpeakingStep 1. Speaking (page 39)1. This part aims at getting the Ss to see their imagination. They can try forming their own bands. First let the Ss discuss their plans for organizing a band of their own in groups of 6. Ask them to discuss the following questions:a. What is the name of their band?b. What kind of band will it be?c. What English songs will they play?At last, ask some bands to perform the songs they have chosen.2. Language points:a. mean; mean to dob. …stay with what is true in your heart;c. e out;d. in one’s hearte. decide on /upon: make up one’s mindStep 2. Talking (page69)1. Ss in groups of 4 discuss with their members and then write a note for anyone who would like to join them.2. Show their notes in class.Step 3. Speaking task1. Discussion: Ss wok in pairs and discuss what music and musicians they like or dislike and give their reasons.2. Ss show their result of discussion.Step 4. Assignment1. Talk more about music and musicians with your classmates.2. Prepare for the lesson about writing.Period 6. WritingStep 1. pre-writing1. Ss read the instructions.2. Ss read Freddy’s reply and answer the questions:1). How was Freddy’s band formed?2). What advice does Fred give?Step 2. Writing1. Ss writing Freddy a letter to ask him for his advice.2. Writing tips:a. Think of some questions you would like to ask Freddy.b. Make a list of them.c. Use each question to start a new paragraph.d. Add some extra information to show Freddy why you need some help.e. Finish the letter politely and thank Freddy for his help.Step 3. Writing task ( page 74)1. Ss in groups of 4 discuss the best way to tell a foreign friend about one kind of Chinese folk music. Ss should make a list the points of their discussion. Ss try to answer the following questions while discussing:a. how to tell a foreigner about one kind of Chinese folk music?b. What do they need to know before they can enjoy it?c. Why do you like it?d. Who is your favorite singer?1. Ss write a paragraph telling their friends about the type of Chinese folk music they have chosen.Step 4. Assignment1. Go over the unit and finish summing up on page 40.2. Review the whole unit.。
Teaching Plan for Book 5 unit1
Teaching Plan for Book 5Unit 1 Great ScientistReadingTeaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresI. Warming up1.Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them?What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2.Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc. (With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3.How much do you know about AIDS?1) Pair work—questions for discussion ? What’s the full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)AIDS QUIZ (individual work)AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1.Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIVand AIDS stand for?2.While-listening: Listen to the tape and finish exercises in Part1&2. (Make gooduse of some pictures and a flash ?HIV-cycle? in the PowerPoint)3.Post-listening: Suppose you are a publicist of AIDS, please give an oral reportabout it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The student’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1.Preview Speaking (p. 50) and find some information about AIDS, drugs, smokingor drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.。
上海牛津英语5AM4U1 Teaching Plan教案
4.Finally, Little Water Drop…
Learn the journey of Little Water Drop.
1.go up to the sky , rise up to the sky
2.fall from the sky , fall down to the ground
2.了解制作rainbow的整个过程，并进一步运用first, next, then, finally.来描述事情的先后顺序。
3.掌握音标/tʃ/ /dʒ/ /ʃ/ /ʒ/,了解发音规则。
Teaching aids
PPT，flash, etc.
Teaching procedure
Steps
Teacher’sactivities
2) Watch the movie of Three Gorges Dam
3) Ask and answer
TheYangtze Riverruns through the beautiful Three Gorges.
1) Ask and answer:
A: Does the Yangtze River run throughShanghai?
3.Teach: part of
4. Teach: in the _____ofChina
1)Watch the map of the Yangtze River
2)Answer the Qs
3) Try to say”The Yangtze River runs through _____.
1)Look at the picture of Three Gorges.
剑桥小学 英语 五年级第5单元 教学设计
3.Ask some Ss to draw the clock on the black board.
Step4: Consolidation.
1.Ask Ss to recognize the time on the every clock, andwrite down the time.
V. Teaching process.
Step1: Warming up.
T takes a clock into the classroom, and asks Ss to observe it carefully.（hour hand, minute hand, second hand and timetable）
Step2: Presentation.
Play games. T can change the time and ask Ss: “What time is it?” Ss:It’s….
Step3: Practice.
1. Listen to the tape, and finish the task on the Page48.
Note:
Homework:Retell the story for your families.
Blackboard design
Clockhallgardenmarble
There is someone in our garden.…
How do you think of Mike?…
Teaching reflection
2.Listen again and try to understand the story.
高中英语必修三第五单元说课稿全英版
Teaching plan for Unit 5 Canada-the true north Book3Good afternoon, everyone, It’s my great pleasure to be here sharing my lesson with you. The content of my lesson is Senior English for ChinaBook3 Unit 5Canada-the true north. I’ll be ready to begin this lessonfrom five parts. Analysis of the teaching material, the teaching methods,the studying methods, the teaching procedures, and the blackboard design. First, let me talk about the teaching material.Part 1 Teaching Material:enable the This unit is about Canada. B y studying of this unit, we’llstudents to know some basic information of Canada, such as it’s location,it’s climate, it’s characteristics and so on. At the same time ,Let thestudents learn how to understand and respect different cultures indifferent foreign countries. According to the new standard curriculum andthe syllabus (新课程标准和教学大纲), after studying the teachingmaterial and analyzing the rule of children’s growing of mind, I think theteaching objectives are as follows:1. Knowledge objectives:a) The Ss can hear, read, and use the main sentence patternsb) The Ss can understand the content of the lesson.c) The Ss can use the patterns to express their thoughts in the proper situation.2. Ability objects:abilities of listening, speaking, reading and (1) To develop the Ss’ writing.ity of working in pairs.(2) To train the Ss’ abil(3) To i mprove the student’s reading ability, especially their skimming and scanning ability.3. Emotion or moral objects:To understand the different cultures in different contries.important points and the difficult points.Now, let’s come to theThat is how to make the ss understand the passage quickly and effectively.Part 2 Teaching Methods:In my opinion, the main instructional aims of learning English in thespeaking, Middle School is to develop the students’ abilities of listening, reading, writing and their good sense of the English language. So in this lesson I’ll mainly use “Communicativ e”Approach(交际教学法), “Whole language teaching”(整体语言教学法)and “Task-based”language teaching (任务教学法).Part 3 Studying Methods:Our students are almost from the countryside. They are lack of geography knowledge and the cultural background of those foreign countries. Therefore , I ’ll have Ss study through the process of seeing, hearing, saying, observing, thinking etc.Teaching Aids:The blackboard, the textbook, a picture of Canada, the multimedia. The tape recorder.Part 4 Teaching Procedures:Step 1 Lead-in.At the beginning of the class, I will show a picture of Canada on page33 to the ss. And ask them where Canada is and do you want to go to Canada.Step 2 Fast readingRead the passage quickly and find the main idea of each para. And ask some ss to do the match on the blackboard.Step 3 Detailed readingListen to the tape and answer the questions below:Find out the characteristics in the passage, their routine and the places where they go.Step 5 DiscussionWork in pairs and discuss the question:What’s the real meaning of ‘ the true north’ in the title.Step4 Homework.Summarize the whole lesson, and arrange the homework.Ask Ss to write a short passage about Canada according what you have learnt in the passage.Part 5 Blackboard Design.On the left, I will write some important words and phrases. On the right, I will write the match. To ask the ss to match the main idea of each para. That is all my lesson. Thank you very much!。
Teaching plan for Module 5 Unit 1
A Teaching Plan for Module 5 Healthy foodUnit 1 Have you got any oranges?By Zheng Yufang from Xinglian Junior High School Part 1. Analysis of the teaching material and the students1. The status and function of the teaching content:(1) Type of this lesson: Listening and speaking(2) Topic: Module 5 Healthy food, Unit 1 Have we got any oranges?(3) Target grammar: have got; some/ any2. Analysis of the teaching content:The topic is Have we got any oranges?It talks about healthy food. Although the students have learned some words for food and drinks, not all the students know these words well. And they have difficulty in distinguishing countable nouns from uncountable nouns. Students have learnt “have got” to talk about their family members and relatives in Module 4, so they are familiar with the structure “have got.”In this case, I assigned students to preview words for food and drinks with a dictionary and the textbook before class.Before this lesson, I spent 20 minutes teaching words for different food and drinks. Then I had students put the words into the right group, e.g. fruit, vegetable, meat, food, and drinks. So I needn’t teach the new words again in this lesson. Students still need to revise the new words at the beginning of this lesson. They will have more time to practice listening and speaking.3. Teaching objectivesLanguage objectives(1) Key vocabulary: healthy, orange, drink, fruit, vegetable, beef, carrot, chicken, juice, melon, milk, onion, pork, potato, tomato(2) Key sentence structure: have/ has got(3) Important grammar: countable nouns and uncountable nounsAbility objectives(1) Listening skill: To be able to understand and get necessary information from the listening material.(2) Oral ability: To be able to talk about the food and drinks one has got.Moral objectivesEnable students to cultivate awareness of keeping a healthy diet.4. Important and difficult pointsImportant points:1. Correctly read words for different kinds of food, fruit, vegetables and drinks.2. Use “have got” to make sentences.Difficult points1. Tell which nouns are countable and which ones are uncountable.2. Get to know the usage of “some” and “any”.Part 2. Analysis of teaching and learning methods1. Teaching MethodsCommunicative Approach, Task-based Approach, Presentation-Practice-Production2. Design ConceptMy design concept of teaching process is to make the students enjoy studying by taking part in a series of activities and improve their skills of listening, speaking, reading and writing.3. Teaching aidsSome objects, some pieces of paper, fruit, CAI and Internet4. Learning method guidance(1) Train students’listening, speaking, reading and writing skills, especially listening and speakingabilities, since this is a listening and speaking lesson.(2) Help students to develop their abilities of observation, imagination, memorizing and thinking.(3) Help the students to improve their abilities of communicating and expressing by involving them in the activities.Part 3: Teaching ProceduresStep 1 Warming up1.Show pictures of different kinds of fruit. Have students look at the pictures and utter some words forfruit.2.Play a game: “Tha t’s me!”3.Show pictures of me in a KFC in Xingtan Town, to elicit “healthy food” and “unhealthy food.”4.Visit the following website to learn some of the healthy food./Step 2 V ocabulary learning1. To learn new words for food and drinks with picture aids and the following website:/zh-hans/content/%E7%94%9F%E6%9E%9C-1?st_lang=en2. To learn to classify the words for food and drinks.Step 3 In-put1. Have students guess what the teacher has got. The teacher elicits the following sentence structures with fruit as aids.(1) – What have I got? – You have got a/ an/ some…(2) – Have you got any…? – I haven’t got any…2. To distinguish the countable nouns from the uncountable nouns. Refer to the following websit:/view/1d9d8605bed5b9f3f90f1c89.html3. Students read the above sentence structures after the teacher.Step 4 Listening1. Listen and check the food and drink Lingling has got. (Activity 4, Page 26)1.Enjoy reading.2.Pair discussion: Try to remember the food and drink Betty and her mum have got and talk about itwith a partner, using the following structure:– Have they got any…? – Yes, they have. / No, they haven’t.Making sentences: Students are divided into ten groups. Each group will be given 20 slips of paper with different words on them. Students work in groups to make up sentences with the words in hand. They should write down their sentences. The group that make the most correct sentences is the winner.Step6 Oral task1.Help students summarize what they have learned in this lesson. Click the following website forsummary:/view/a3e55d3543323968011c921d.html2.Read the dialogue as much as possible at home.3.Report the food and drinks you’ve got at home to your partner, then have a discussion and post yourown ideas or report in the following forum:/i/108656276/p/324366498#0Part 4. Teaching reflectionAfter this lesson, student are able to ask and answer about things one has got. They will be able to tell different kinds of food and drinks in English, and be aware of the importance to keep a healthy diet.Part 5. Blackboard Design。
unit 5 Music(teaching plan)
Teaching PlanBackground information:Students: 40 Junior high school students, grade 1Lesson duration: 45minsTeaching contents:NSEF for China Student’s Book II Unit5 Music---grammar:The Attributive Clause(prep+which/whom)Teaching aids:pictures, blackboard, chalk, PPTTeaching aims:by the end of the lesson, students should be able to1) Know the meaning and structure of the attributive clause(prep+which/whom).2) Make sentences fluently and correctly according to the structure.3) Distinguish the difference between the attributive clause and the restrictive andnon-restrictive attributive clause .4) Know how to apply this grammar point in our real life.Teaching difficulties:1)Students may mix up the attributive clause with the restrictive and non-restrictive attributive clause .2)Students may meet some problems in using this grammar point.Such as forget the prep. or can’t use it in making dialogues.Teaching methods:✧The inductive method✧Cooperative learning: pair-work,group work✧Communicative approach✧Task-based teaching method✧Mechanical practice and meaningful practiceTeaching procedures: (45mins)Step1: Review (5mins)a)Teacher talk with students in a relaxing way by using the restrictive andnon-restrictive attributive clause to help students to review the structure andmeaning of it.e.g.T : Class, have you ever seen the program I'm a singer?S : Yes,i have.T: Which singer do you like most?S : I like Lin zhiXuan most.T : You mean Lin zhiXuan is the one who you likemost,right?Do you know who is my favorite singer?S:......T:YuQuan,who won the first prize in this program, is myfavorite .......b)Students make some more examples using the restrictive and non-restrictiveattributive clause.e.g.Clock is a kind of instrument which can tell people time.Lily,who came to see me yesterday,is an old friend of mine.c)Students review the structure and its functionGoal:1. Consolidate what students learn in class.2. Practice their oral EnglishStep2: Learn the new structure and compare it with the restrictive andnon-restrictive attributive clause (10mins)a)Ask students find five sentences in page34 that contain prep+whom/whichattributive clauses.b)Ask five students read the five sentences on the PPT slides.(the mainstructure is bold and in red color)e.g.Have you ever dreamed of playing in front of thousands of people at aconcert, at which everyone is clapping and appreciating your music?c)Students discuss to find the function of the attribute clause as well as itsdifferences with the restrictive and non-restrictive attributive clause,and thenfill the blanks.d)Teacher corrects students’ mistakes and summarize completely. (with PPT)e)Teacher explains in depth and gives some more examples.Goal:1.Improve students’ abilities of independent thinking, speaking.2.Students know how to summarize language points and express themselves.Step 3: Grammatical exercise (20mins）plete the exercises on PPT slides, including sentence translation,sentence correction and sentence combination. Each has five questions.Then check the answer. (10mins)2.Sentence relay race: Part the whole class into five groups.Every groupmember should make a sentence using the attribute clause one by one. Thegroup which use the least time will win.(The sentence and grammarstructure should be correct.) (5mins)3.Guessing:one student will get a picture,he/she should use prep+which/whomattribute clause to describe the objects on the picture, others should guesswhat it is. (5mins)(use pictures prompts)e.g.S1: It’s a box with a hole through which the postman puts the letters.Ss:Is it a letter box?Goal: 1.Promote students’ linguistic competence, and their cooperative spirit.2.Consolidate what they learned in class,help them to memorize languagepoints in short time.Step 4:Group work: two students a group (5-10mins)Students make a dialogue employing the grammar-----the attribute clause andperform it.e.g.S1:Have you enjoyed your weekend?S2:Yes,I enjoyed it because I went to a concert of pop music in which I saw many popular stars.S1:Really?Who are they?S2:Such as Liu Dehua,WangFei......S1:That would be fantastic to see the star who you like most,right?Goal: 1. Promote students’ cooperative spirit and creativity.2. Practice students’ spoken EnglishOptional homework:1.Write a short passage about your favorite musician(including their good traits,their life experience and so on.Word limit:150 )2.Suppose you are going to write a short passage as school brochure to introduce your school to visitors. Use at least two sentences in attributive clause.Such as:The building which is called…is our library building.(Word limit:120)。
UNIT 5 MUSIC TEACHING PLAN音乐 英文版教案
UNIT 5 MUSIC TEACHING PLAN1.Teaching content:NSEFC Module 2 Unit 5 MusicSB:Learning about Language;WB:Using words and expressions2.Teaching objectives1. Language knowledge:useful words and expressions. (Musician,dream of,pretend,to be honest,passer-by,earn,cash.in cash,play jokes on,broadcast,break up,form,attach...to)2 Language skills:1,Ss can retell the text by using the important words and expressions;2,Ss can express one's attitude in given contexts using vocabularies as stubborn,pretend..to,to be honest, attach...to, dream of, break up, be familiar to3.Learning strategies:1)Ss can demonstrate word meaning using different strategies such as explanation, illustration, body language, showing sense relations (synonymy, antonymy, hyponymy, etc.)And so on.2)Ss can classify newly-learned vocabularies into different categories on account of their meaning.4Affect:Ss can build up confidence in vocabulary learning through undertaking manageable tasks.3Teaching focus and difficult points:1)Teaching focus; To enable the students to discover and use some useful words and expressions.2)Teaching difficult points; To enable the students to use newly-learned vocabularies in various contexts and build up Ss' awareness of using vocabulary.4.Teaching methods: communicative language teaching approach, task-based language teaching approach5.Teaching aids;PPT slides, blackboard6.Teaching procedures;1)Greet Ss as usual(1’)2)Show them some music and pictures before class, asking Ss to guess where the music from is, then lead in the topic about the band, lead them to review the band we have introduced before.3)Ask Ss to review the passage and give them some clues.(2’)4)Introducing Tom's dream to them, and have the Ss read the passage carefully, then ask them to pay attention to the words and phrases underlined.(3’)5) Ask Ss to paraphrase the new words by using their own words (Ask Ss to explain the new words and phrases underlined by their own words, for example, musician, it means that a person who plays and writes his own music…)(15’)6) Play a game to consolidate the new words and phrases that they have learnt (Ask Ss to follow T to read the new words and phrases loudly, then ticked the two words, then cleaned the ticks quickly, if T read these two words, then the Ss should keep silent, if someone read it out, then she/he may get a bomb)(5’)Step2 Learning about words and expressions•1) Have Ss find the correct words or expressions from the text for each sentence(3’)• 1 something used to make music• 2 person whose job is to play or write music • 3 to imagine something would come true• 4 person going past• 5 to tell exactly what one thinks• 6 to go away in different directions•7 to connect something with another•8 to receive money for what you do•9 paid in money but not by chequeSuggested answers：instrument，musician，dream of .passer-by, to be honest, break up,attach,earn,in cash2) Ss are asked to read the passage again and tick the meaning that is used in the reading.(7’)1 pretend 1 / 22 extra 1/ 23 rely 1/24 familiar 1/25 broadcast 1/2Asked Ss to find the sentence with these new words and translate them, then give the right answersSuggested answers：2、1、1、1、15）Ss are asked to work together to complete the passage with the words and phrases below in their proper forms. Suggested answers: dreamed of, extra, pub, studio, playing jokes on, humorous, broadcast, millionaires, familiar.(6’)Step4 Homework（3’）• 1. Please finish the exercises on the page 70( 1-3)• 2. Do a survey with your friends and relatives, ask them about their favorite bands and their favorite songs. • 3. Surfing the internet to know more about the western bands and their road to success, then share it with your partners after class.Blackboard design:Unit5 Musicdream of attach torely on to be honestin cash play jokes on pretend to be familiar with。
Teaching Plan for Unit 5 Revision
Teaching Plan for Revision & Extension of Unit 5 (M3) Teaching time: Apr.19th,2016 Teaching place: Yuhuai Middle School Lecturer: Lin Lili Students: Class X, Senior 1一.Teaching Goals:1)Knowledge goal: To help the students review and better use some of what they havelearned in Unit 5, including the information of Canada, the words and useful expressions as well as the grammar points2)Ability goal: To develop the students’ writing skill, especially in describing a place.3)The goal of emotion, attitude and the views of value: To enable the students to enjoythe beauty of the surrounding and enable them to learn from each other and better cooperate while studying.二．Teaching Important Points:1.Help the students to review the information, the useful expressions and the grammarpoints in Unit 5.2.Help the students to better use what they have learned into writing, especially indescribing a place.三．Teaching difficult points:1.How to review the most important points of Unit 5 in a period of lesson.2.How to improve the students’ writing skills and extend what they have learned.3.How to improve the students’ cooperating ability.四．Teaching tools: A multi-media classroom.五．Teaching basic rules: Task-based Method.六．Teaching procedures:I. Lead-in: Share Betty’s Moments and WechatII. Revision I: Vocabulary & background information of Canada1. Students help Betty to describe Canada and its famous cities, with the words and useful expressions in Unit 5, within 3 minutes.Dear Betty,Recently, we’ve learned something about Canada, and I’d like to share it with you. Canada is the second largest country in the world. However, most Canadians(Canada) live within a few hundred kilometers of the USA border, with a population of slightly over thirty million, which makes it appear quite empty.Taking “The True North” across Canada, we can enjoy some great scenery. Traveling in Vancouver, surrounded(surround) by mountains and the Pacific Ocean, we’ll find it’s so wetthere that some trees are extremely tall, measuring(measure) over 90 meters. After crossing the Rocky Mountains, where we manage to catch sight of some lovely animals, we can stay in Calgary and watch the Calgary Stampede. In Toronto, the biggest and most wealthy(wealth) city in Canada, we can go up the tall CN Tower and see the great Niagara Falls in the distance. In such a multicultural(culture) city, we can get nice Cantonese food in downtown Chinatown, for many Cantonese settle down here. Approximately 400 kilometers northeast of Toronto lies Ottawa, Canada's capital. Going eastward, we may go to Montreal, which has French culture and traditions. In Old Montreal, the part close to the water, we can appreciate the broad ST Lawrence River.I hope the above description of Canada can be helpful to you.Yours, Lyn 2. Find out useful sentences in the above passage to describe a place.III. Revision II: Grammar pointsPlease use some conjunctions to fill in the blanks.Hello, boys and girls!Recently, I’ve heard of the news that another excellent university Guangdong Technion (广东以色列理工学院) is being built in your hometown Shantou. And learning the fact that there are many beautiful sceneries and different kinds of delicious food, I feel interested in a trip to Shantou. But I’ve no idea whether it’s worth visiting and when is the best time to travel there. Could you tell me something more about Shantou and will you please be my travel guide? Thank you!IV. Conclusion: How to describe a place?Draw a conclusion and add some more useful expressions of describing a place, giving some examples.Useful expressions:1. Background informationTitle: the capital of the second largest country / cityName: be called / namedSymbol：national flag / national flower / national animalConstitution：consist of / be made up of2. GeographyLocation: be located / lie in(范围内) / to(范围外) lie on / border…Surrounding：be surrounded byClimate：hot / cold / warm / wet …Area: have / cover / with an area of square meter / square kilometer3. Culture & HistoryPeople: speak (eg. English / Teochew Dialect)citizen / settler have / with a population ofTradition & Custom: festival (eg. Christmas / Spring Festival) a multicultural country / city History: have / with a history of4. Something famousbe famous / well-known for be famous / well-known as be rich inbe home to places of interest / tourist attractions natural resourcesV. Extension: Describe our hometown Shantou1. Discuss in groups of 4: In what aspects would you like to describe Shantou?2. Write a short passage to describe Shantou in 8 minutes, using the above expressions.3. Students exchange the passage with their partner, then mark on their favorite parts and help each other to correct the mistakes.* 拓展任务：假设你是李华，加拿大友人Betty想来汕头旅游，在这之前希望你为她描述汕头的风土人情，请以此写一篇小短文，描述内容包括以下至少2个部分：1. 汕头的基本概况2. 汕头的地理环境3. 汕头的文化历史4. 汕头的著名之处【写作要求】1. 字数40-60词2. 短文的开头已给出3. 可以适当参考以下信息Tips:1. 经济特区(special economic zone)2. 位于粤东; 面积约21平方公里3. 人口超550万；讲潮汕话(Teochew Dialect); 喝功夫茶(Kungfu Tea)4. 盛产海鲜、水果;潮菜(Chiu Chow Cuisine)闻名于世，如牛肉丸(beef ball)Dear Betty,Glad to introduce my hometown Shantou to you._______________________________________________________________________________________________Yours,Li Hua （注：学生作文部分行距设2倍行距，方便学生修改作文.）VI. SummaryVII. HomeworkTo tell Betty more about our hometown, please find more information of Shantou to rewrite your passage in about 100 words. Then send it to Betty or put it on your “Moments”(朋友圈) .Thank you for your attention!。
teaching plan for Unit5
Unit 5 Dealing with AIDST eaching Objectives:Upon the completion of the lesson, the students shall be able to:1) master the key language points in the text;2) grasp the main idea and structure of the text;3) talk briefly about what is the theme of the text and what attitudeshould we have toward life:4) improve the abilities of listening, speaking, reading, writing andtranslating.Key Points:Words and Expressions:hang out, turn one’s back on, break down, make sense, put aside,invincible, hold in, stick out, for one’s sake, deal with, affect, etc.Difficult Sentences:I didn’t know what to do, so once again I blew it off.People looked at him as if he had a plague, and our friends from schoolwanted nothing to do with him.Grammatical Points:There was no use in hiding it. 相当于句式“There +be +no use +doingsth.”There was nothing that I could do but watch him die. In this sentence,how the word “but” is used.Difficult Points: Confronted with AIDS, what kind of attitude should we have and what isthe theme of this passage?Duration:180 minutesPrerequisites:Before class, students should1) preview the text for new word and phrase acquisition, and also for themain idea of the passage;2) study the preview questions listed on page 68 and generate their ownresponses.3) visit library to research about the information of AIDS.T eaching Procedure: 1)Review the text of Unit 4 World of the Future and briefly explain TextII How Technology Shapes Our World? with the questions on page63.(10 minutes)2) Background information introduction: AIDS (5minutes);3) Warming-up activity: Teacher organizes a paired discussion on thepre-reading questions(page 64)(5minutes);4) Organizing student group discussion on text comprehension questions(page 65) (8 minutes)5) Introducing usages of important words and expressions and helpstudents to practice them (30 minutes);6) Analyzing text structure and main idea (10 minutes);7) Presenting the text on the basis of on-going communication withstudents, explaining cultural background and key language pointsincluding difficult sentences and grammatical points (95 minutes);8) Organizing student group discussion of post questions to furtherunderstand the text (10 minutes);9) Summarizing the lesson( 5minutes);10) Assignment or follow-up activities(2 minutes).Teaching ProcedureProcedure 1:Revision1)Dictation2)Briefly explain Text II of Unit 4 by asking questions:a.What is the author’s explanation for innovation?b.What is one of the Internet’s toughest challenges we face?c.What is the significance of protecting intellectual property?Procedure 2: Background InformationWhat Does "AIDS" Mean?AIDS stands for Acquired Immune Deficiency Syndrome:∙Acquired means you can get infected with it.∙Immune Deficiency means a weakness in the body's system that fights diseases.∙Syndrome means a group of health problems that make up a disease.AIDS is caused by a virus called HIV, the Human Immunodeficiency Virus. If you get infected with HIV, your body will try to fight the infection. It will make "antibodies" -- special molecules to fight HIV.A blood test for HIV looks for these antibodies. If you have them in your blood, it means that you have HIV infection. People who have the HIV antibodies are called "HIV-Positive."Being HIV-positive, or having HIV disease, is not the same as having AIDS. Many people are HIV-positive but don't get sick for many years. As HIV disease continues, it slowly wears down the immune system. Viruses, parasites, fungi and bacteria that usually don't cause any problems can make you very sick if your immune system is damaged. These are called "opportunistic infections."How Do You Get AIDS?You don't actually "get" AIDS. You might get infected with HIV, and later you might develop AIDS. You can get infected with HIV from anyone who's infected, even if they don't look sick and even if they haven't tested HIV-positive yet. The blood, vaginal fluid, semen, and breast milk of people infected with HIV has enough of the virus in it to infect other people. Most people get the HIV virus by:∙having sex with an infected person;∙sharing a needle (shooting drugs) with someone who's infected;∙being born when their mother is infected, or drinking the breast milk of an infected woman.Getting a transfusion of infected blood used to be a way people got AIDS, but now the blood supply is screened very carefully and the risk is extremely low.The Centers for Disease Control and Prevention (CDC) estimates that 1 million to 1.2 million U.S. residents are living with HIV infection, about one quarter of whom are unaware of their infection. Each year, there are about 40,000 new infections. Of these, about 70 percent are among men and 30 percent among women. In the mid-1990s, AIDS was a leading cause of death. However, newer treatments have cut the AIDS death rate significantly. For more information, see the U.S. Government fact sheet at /factsheets/aidsstat.htm.What Happens if I'm HIV Positive?You might not know if you get infected by HIV. Some people get fever, headache, sore muscles and joints, stomach ache, swollen lymph glands, or a skin rash for one or two weeks. Most people think it's the flu. Some people have no symptoms. Fact Sheet 103 has more information on the early stage of HIV infection.The virus will multiply in your body for a few weeks or even months before your immune system responds. During this time, you won't test positive for HIV, but you can infect other people.When your immune system responds, it starts to make antibodies. When this happens, you will test positive for HIV. After the first flu-like symptoms, some people with HIV stay healthy for ten years or longer. But during this time, HIV is damaging your immune system.One way to measure the damage to your immune system is to count your CD4+ cells. These cells, also called "T-helper" cells, are an important part of the immune system. Healthy people have between 500 and 1,500 CD4 cells in a milliliter of blood. Fact Sheet 124 has more information on CD4 cells.Without treatment, your CD4 cell count will most likely go down. You might start having signs of HIV disease like fevers, night sweats, diarrhea, or swollen lymph nodes. If you have HIV disease, these problems will last more than a few days, and probably continue for several weeks.How Do I Know if I Have AIDS?HIV disease becomes AIDS when your immune system is seriously damaged. If you have less than 200 CD4+ cells or if your CD4 percentage is less than 14%, you have AIDS. See Fact Sheet 124 for more information on CD4 cells. If you get an opportunistic infection, you have AIDS. There is an "official" list of opportunistic infections, put out by the Centers for Disease Control (CDC). The most common ones are:∙PCP (Pneumocystis pneumonia), a lung infection;∙KS (Kaposi's sarcoma), a skin cancer;∙CMV (Cytomegalovirus), an infection that usually affects the eyes; and∙Candida, a fungal infection that can cause thrush (a white film in your mouth) or infections in your throat or vagina, see Fact Sheet 501.AIDS-related diseases also include serious weight loss, brain tumors, and other health problems. Without treatment, these opportunistic infections can kill you. The official (technical) CDC definition of AIDS is available at/mmwr/preview/mmwrhtml/00018871.htm.Procedure 3: W arming-Up ActivityPre-reading Questions:1)What kind of disease do you know AIDS is?2)How much do you know about 2003’s SARS attack?Procedure 4: Text Comprehension Pre-Questions1)Decide which of the following best states the author’s purpose of writing?A.To show the cruelty of AIDS.B.To explain the cause of AIDS.C.To reveal how AIDS attacks youngsters.D.To display how dealing with AIDS consolidates friendship.2)Judge, according to the text, whether the following statements are true or false.a.The author was a happy boy without worry or sorrow before his friend Davidsuffered from AIDS.b.David and the author were very close friends until they entered high school.c.One day David told the author the truth, and he believed David without any doubt.d.The author’s friends treated him that way because they were too young to knowhow to deal with situations like that.e.The author spent a two-week holiday with his family willingly and pleasantly.3)Answering the following questions.a.Why didn’t the author and David hang out much when they were at high schoolaccording to the author?b.What caused David’s lethal disease?c.The author lost most of his friends, didn’t he? Why?d.Why was David put in the hospital?Procedure 5: Language Points: W ords and Expressionshang out:把…挂出set up; displayOn National Day red flags are hung out of every window.国庆节那天，每个窗口都挂出红旗。
高中英语 Teaching Plan for Unit 5教案 新人教版必修1
教学内容
Unit 4Reading — A Night The Earth Didn’t Sleep
(Warming up, pre-reading & reading)
授课班级
高二（4）班
2. Judge the statements True (T) or False (F) according to the article.
Task 3: Post-reading
After reading for twice, then ask students to listen to the tapes and search for some important information to fill in the diagram.
and studying in a foreign country.
教学方法
Fast-reading, careful reading, task-based method and group work.
教学步骤
教师教学活动内容、方式
学Hale Waihona Puke 活动内容设计意图Step 1
Leading-in
The world is getting smaller and smaller. We have more and more opportunities to travel or study abroad. Then ask students to do a small quiz about studying abroad.
Do a small quiz to get some knowledge about studying abroad
Unit 5 Music
Unit 5 MusicA sample teaching plan for Unit 5Good morning, ladies and gentlemen. It’s my great honor and pleasure to be here sharing my lessons with you.The content of the lesson is New Senior English for China Student’s Book 2 Unit 5 Music. I’ll begin the lesson from the following 6 parts, the teaching material, the teaching aims, the teaching important and difficult points, the teaching and learning methods, the teaching procedure and blackboard design.Firstly，let me introduce the teaching material.This unit is about music. By studying of this unit, we’ll enable students to know the different types of music and band, and how to form a band . At the same time, let the students learn how[ˈprefrəns]. From this lesson, it starts the Attributivefocuses[ˈfəʊkəs]on Warming up, Pre-reading, reading and Comprehending[ˌkɒmprɪ'hend]. This is the second period of this unit. It not only provides the chance for the students to know how Monkees formed, developed and succeed, and how to form a band, but also includes many useful words, expressions and grammar points that students should learn in this unit. So this lesson is in the important position of this unit. If the Ss can master it well, it will be helpful for them to learn the rest of this unit.Now let’s move to the second PartPart2, I’d like to talk about teaching aimsAccording to the requirement of the New English Curriculum[kəˈrikjuləm] Standard and combining[kəmˈbainiŋ]结合with the students’practical situation, the teaching aims of this unit as followings:1. Knowledge aims:(2) The Ss can recognize[ˈrekəgnaɪz] and use the Attributivethe proper situation..(3) Let the Ss know more information about Monkees by reading.2. Ability aims:(1) To develop the Ss’abilities of listening, speaking, reading and writing(2) To guide [gaɪd] Ss to set up effective studying methods.(3) To improve the students’reading ability, especially their skimming and scanning ability.3. Emotional aims:(2) To train the students’abilities of studying by themselves and cooperating[kəʊ'ɒpəreɪt].Well, let’s come to deal with the third part.from the text and speak out in their own words.Now, let’s focus on the Part 4, the teaching and learning methodsAccording to the New Curriculum[kəˈrikjuləm]Standard, in order to make the students the real masters in class while the teacher myself acts as guide, organizer and cooperator. I mainly use the following teaching and learning methods in the class:Task-based teaching method, Question-and-answer MethodSelf-dependent[dɪˈpendənt]learning method ,cooperative[kəʊ'ɒpərətɪv]合作learning method and discussion.Part5 Teaching ProcedureNext, let’s move to the most important part: part 5 teaching procedure. To achieve my teaching aims, I will divide my teaching procedure into 6 steps: lead-in, pre-reading, while reading, post reading, summary and homework.Step One Lead-in (I will 4 minutes on it)I will lead in the lesson with some pictures about famous singers , such as Song Zuying, Zhou Jielun, to attract the students’ attention. Let the students discuss the following question in warming up:Do you like music? How does music make you feel?What kind of music do you like? Why?.Purpose of my design: To increase the students’ interest and attract their attention on the lesson and lead in step2.Step 2. Pre-reading (There are 2 tasks in this step, 5mins)Task 1. ( pair work, __3___min)Let Ss read the questions in pre-reading part, then work in pairs to find out the answers to the questions, then ask several students to express their ideas.Task 2. (Individual work, __2___min)Let Ss look at the title and the pictures of the reading passage and guess what it is about. Then read it quickly to check.Purpose of my design: The task is to develop the students’ reading skill by making prediction [prɪˈdɪkʃn].Step 3 while-reading(It is the main step and includes 3 tasks, 20mins) Task 1 (Individual work)Skimming(略读): Let Ss read the material fast to find out the main sentence for each paragraph. Then listen to the tape of the text and read after. At the same time , encourage the students to list some new words and phrases in the passage.Task 2 (Group work)Scanning: Guide [ɡaid] Ss to read the material carefully and take some important notes. The students will be divided into groups of four, and then finish exercise 1 on Page35.Task 3 (Pair work)Scanning: Ask Ss to read the material carefully and find out the correct answers to finish the exercise 3 on Page35 .Purpose of my design:Enable students to understand the given material better by using different reading skills. And p roper competition can arouse the Ss’ interest in English learning. “Task-based” teaching method is used here to develop the Ss’ ability of communication and also their ability of co-operation will be well trained.Step4 Post-reading (Now let move to step4,10mins)In this step, students will be ask to discuss in group that what is the most important things for a successful band? Why? After the discussion they can showStep5. Summary (5mins)1. Write down what you have learned about different kinds of music.2. Ask Ss to close books and finish the summary according their notesPurpose of my design:I think if the Ss can finish this task well, they will benefit a lot in their spoken English. Most Ss can take their parts in the activities, especially for the Ss who have trouble in English study.Step6. Homework (Finally it comes to step6, 1mins)Review the new words and expressions in the text.Write a story about music in own words.Purpose of my design:Homework is so important and necessary for to master the knowledge they learned after class. It will check whether the Ss achieve the teaching aims.Part 6.Blackboard designBlackboard design should be thank for a thing that attract the student’s attention and let them to write down the important teaching points. I will divide the blackboard into two parts .The left part will be used to write the important vocabulary and grammar . It will be reserved for the whole class. The right part will be explanation[ˌekspləˈneɪʃn], I will write some sentence of the words, phrases and structures to explain [ɪkˈspleɪn their meaning.That’s all for my teaching design. Thank you.。
初中第五册英语教案 Teaching Plan fo
初中第五册英语教案 Teaching Plan fo1. Master the Passive Voice in the Past Simple Tense2. Understand the text3. Learn how to use some useful expressionsa visit to …, be interested in …a group of, on display,be covered with, in the 1920s’in the future1. How to use some useful expressions.2. Get the students to retell the story.1. Let the students sum up “What do you know about dinosaurs?” by reading the flashcards prepared.2. Talking about the pictures.A picture. A recorder. The flashcardsLet some students show their maps to the class, andtell something about their maps.Get the students to look at Exercises 2 in P145. Choose some pairs to make dialogues.T: In Lesson 37, we’re known that Du Hui went to the biggest science museum. He saw many old inventions on show. They were all invented in hundreds of years ago. Do you think it is very interesting to go to the museum? Yes. Today we’ll visit theMuseumofNational History. We’ll learn something about dinosaurs. (showing a picture)1. T: Can you say something bout dinosaurs in Chinese or in English? Let the students discuss it first. Then open the workbook. Look at Exercises 1. Read through the questions first, let the students read the passage quickly and answer the questions orally. The teacher may give them correct instructions. Ask them to find the answer in the reading.2. Play the tape, get the students to listen and repeat after the tape sentence by sentence.3. Ask two or three students to read the passage for the class.4. Show language focus:Be on a visit to…He is on a visit toBeijing.Be interested in …I am interested in English.Try to somethingI’ll try my best to learn English well.Be covered withThe ground was covered with leaves.T: The Passive Voice in the Past Simple Tense. Let the students find out these sentences.1. These eggs were laid by dinosaurs long long ago.2. It was discovered inLiaoningProvince.3. Many dinosaurs were discovered by you.Let the students make up sentences with: was/were + VPP Play the tape again. Get the students to listen and repeat the dialogue of the passage. Then let them practice the dialogue in groups.Today we’ve learned something about dinosaurs. They were found in 1920s, then disappeared 65 million years ago. But there was also a dinosaur on display in the museum. It was like a bird, so many scientists believed that dinosaurs haven’t disappeared.Ask: What will the world be like if dinosaurs are still living today?How will people’s life be changed if dinosaurs arestill living?Let the students have a group discussion about two topics.Do Exercise 2. Write down the answers as quickly as they can.Exercise 3. Let them read the poem.Change the active sentences into the passive sentences.1. They built a new shop last year.2. Did you buy a book from the market?3. When did you have a meeting?4. The workers made the machines.5. The farmers didn’t use the bottles.Read the passage again.Go on discussing the two topics.Lesson 38A visit to the museum of natural history What do you know about dinosaurs?They were found in 1920s.↓disappeared 65 million years ago.Be on a visit to …Be interested in …Try to somethingBe covered with …。
九年级英语 Unit 5 Teaching Plan教案 牛津版
9A Unit 5 Films Teaching PlanPeriod (1) ic strip and wele to the unitObjectives●To understand vocabulary relating to films and being a director●To talk about different jobs in the film industryProceduresStep1 Lead-inTalking about students’ future pla ns.I would like to be …I want to be …I hope to be …I plan to be …I would rater be…I prefer to be …Step2 Wele to the unit1．Talking about being a director.1）Most people like watching films. Would you like to be a director or a actor/ actress?2）Do you know what you should say when you’re filming something?Stand by!Action!Take two !Good take!2．plete Part A by the students themselves.3．Check the answers and try to explain them.4．Read them together.5．Practicing being a director.Director Sun Director ZhangGet ready for action! Stand by !Start ! Go ! Action !Another one ! (Once more!) Take two!A good job ! Good take!6．Would you like to join the film industry? What would you like to be?Read the dialogue together as a model.（Part B）7．Make a similar dialogue by students themselves.Step3 ic stripT : Do you think Eddie can be a superstar?1.Read the ic strip and answer the questions.1)What does Eddie think of himself?2)What advice does Hobo give Eddie?3) Why does Eddie think he should be in Hollywood?3. Listen to the tape and imitate Eddie and Hobo’s pronunciation and intonation.4. Read the conversation in pairs and try to act it out.Step4 Do the consolidation exercise.Step5 Homework1.Make up your own dialogues.2.Finish the xercises.Period (2&3)ReadingObjectives● To understand key vocabulary related to a profile of Audrey Hepburn● To learn how to describe one’s life in the correct chronological(按年代顺序排列的) order● To learn some phrases and expressions and try to use them fluently. Procedures1.Step1 Pre-reading1.As we all know, most great films were made in Hollywood. Can you tellme some names of them?2.Let’s learn something about Hollywood. Enjoy some pictures about it.3.Today we’ll learn something about one of Hollywood’s all-time favoriteactresses------ Audrey Hepburn.Step2While-reading1 Watch some beautiful pictures and learn something about Audrey Hepburn.Oscar Best Actress Tony Awards2. Listen to tape and repeat silently, then try to find out some informationabout Audrey’s profile. humanitarian balletRead all the new words after the teacher.3. Read the text again and try to find out Audrey’s works mentioned in the text.4. Find out the big events or achievements of Audrey’s by reading the textagain.5. Read the new words after the teacher.Step3After-reading1. Discussion: Why could Audrey be so successful and great? What can makea person be successful? Give the students some suggestions.2. Who do you know are also humanitarians?3. Read the text one paragraph by one paragraph.4. Check the exercises in the book.5. Analyze and practice the useful expressions.Language points:1)她不仅在美国，而且在世界的其它地方都有名。
Teaching plan of unit 5(新课标版高一英语教案教学设计)
Teaching aims:1. TopicThe qualities of a great person;The lives of some great people.2. Useful words and expressions:hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.)sincerelylose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison com e to power set up be sentenced to3. Functional items:A. Giving opinions:Why do you think so?What do you think of …?What’s your opinion?I agree/ don’t agree.I think/don’t think….I prefer….In my opinion….I’m afraid…B. Making comments:Good idea!T hat’s an excellent idea.4. StructuresThe attributive clause (II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
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Teaching Plan for Unit5 Music古田一中闻泗新英语学科一、教学内容分析1教学内容：人教版普通高中课程标准实验教科书英语必修2第5单元第二课时（Reading：THE BAND THAT WASN’T）2教材分析: 本节课教学内容为人教社出版的NSEFC Module2 Unit5中的Reading 部分.本单元以音乐为话题,音乐可以表达人的喜悦,幸福,悲伤,和忧愁, 是交际手段中非常重要的一个方面，它通过优美欢快的节奏来表达一个人的内心自世界。
与语言一样是文化的载体，在跨文化交际中起着举足轻重的作用,但对许多学生来说音乐的概念可能比较狭窄,甚至以为音乐就是流行音乐,对其他形式的音乐都不甚了解.通过对本单元的教学,使学生了解更多的音乐知识,了解乐队The Monkees 的形成,表演风格及发展历程,让学生在理解文章,理解音乐的同时,潜移默化地培养一种审美的情趣,也会对社会生活,人的思想观,价值观以及人应该追求什么进行思考.新课程标准强调语言教学应从学生的兴趣、生活经验和认知水平出发，倡导体验、实践、合作与交流的学习方式，本课是本单元的第二课时，既是一节阅读理解课，又是一节综合技能训练课，是本单元的教学的主要环节，既衔接第一课时的Warming up 和Pre-reading，又为下一课时Using Language做了铺垫。
本人将运用任务型教学途径，设计一个又一个任务让学生通过自主学习和合作学习来完成任务。
为了活跃课堂气氛，强加任务的真实性，让学生们以小组为单位，利用所学的语言知识设计研究音乐的课题，讨论该课题的取向、目的、意义和方法。
做出小组分工和策划书。
二、学生学习情况分析音乐这个话题对学生来说是很熟悉的。
大多数学生喜欢音乐，但对许多学生来说音乐的概念可能比较狭窄,甚至以为音乐就是流行音乐,对其他形式的音乐都不甚了解.通过对本单元的教学,使学生了解更多的音乐知识，从而提高学生的审美观,价值观以及人身观。
三、设计思想本课的教学设计围绕培养学生阅读能力和发展学生的语言运用能力展开，采用多媒体辅助教学，以此来创设良好的教学情境，优化教学过程，促进学生思考，采用教师指导，学生观察、体验、探索的方式，启发学生自主理解文本内容，探究和领悟所学文章的语言特点与篇章结构。
本节课运用任务型教学途径，设计一个又一个任务让学生通过自主学习和合作学习来完成任务。
从而达到做中学的效果,引导学生利用所学的语言知识，通过完成任务，把握主题和对阅读材料进行理解与消化，实现从语言的输入到输出，让学生们以小组为单位，并通过思考来发现问题，通过分析来解决问题，达到有效地培养学生的阅读能力，训练他们的阅读技巧，提高他们的理解能力。
从而提高学生的确听，说，读，写综合能力。
在教学过程中，贯穿“以人为本”的教育思想，以学生为中心。
始终关注全体学生的共同发展与提高，注意调动学生的积极性和主动参与的热情，注重策略指导与运用，以任务驱动促进动态生成。
四、教学目标----三维目标（1）知识和技能目标。
①掌握本单元的重点词汇和短语，重要的句型和语法。
②培养学生运用阅读策略把握文章脉络和获取课文信息的能力。
通过小组交流，完成学习任务。
③帮助学生形成自主学习、合作学习的能力以及发现问题、分析问题和解决问题的能力。
（2）情感，态度与价值观。
加强人文素质教育，为培养学生的听，说，读，写技能提供了、各种情景，为学生综合运用语言提供了各种机会，有助于学生进一步了解各种类型的音乐和不同风格的乐队。
建议学生不仅从书本上，更重要的是要通过了解国内外不同类型的音乐的异同，增加音乐知识，提高自身的文化素养。
（3）过程与方法自上而下的阅读模式；体验式的阅读策略；小组合作的探究式的学习方法。
五、教学重点和难点。
（1）训练学生的阅读策略，使其形成预测，略读和跳读的能力。
但学生有可能在深层理解的问题上有困难。
（2）掌握与课文有关的词汇，短语和句型，并运用到口语中去。
及时调整学生应对较弱的语言项目，并在作业中加强。
六、教学过程设计1、总体思路本课的教学设计围绕培养学生阅读能力和发展学生的语言运用能力展开，采用多媒体辅助教学，运用任务型教学途径，以自上而下的阅读模式；体验式的阅读策略；小组合作的探究式的学习方法来完成学习任务。
2、教学过程Step1 Revision and lead-in （5 minutes）(1) Revise the styles of music such as Rock “n”Roll, Pop music,Choral, Rap, Jazz, Orchestra, Country music, Blues, Folk music, Classical music and...with the whole students. (2) Lead-in by asking the question “Have you heard about any of the famous bands in the world? List some if you have.” The suggested answers: I know some famous band such as “W estlife”“Back Street Boy”“FIR”“ The Beatles”“SHE”“BEYOND” and so on.[设计说明]本环节以复习上节课所学各种类型的音乐作为新课的热身活动，既巩固了所学的知识，又为进入课题做了铺垫, 为学生的语言运用做好准备.以学生感兴趣的话题作为引入,，使学生对新知识的学习建构在兴趣和成就的基础上.Step2 Pre-reading （3 minutes）Do you know anything about “ The Monkees”?( Get the students to discuss it and then let some of them givetheir answers. Show the suggested answers and pictures on the screen)[设计说明]阅读前的讨论,看看学生对即将要学的内容已经懂了多少,还想知道什么,激发学生的求知欲望.Step3 Reading （18 minutes）TaskI Fast-reading: Read the passage as quickly as possible and do comprehending Exercise2 (P35) (Join the correct parts of the sentences together)1. They produced a new record in 1996 A. but reunited in the mid-1980s2. Most musician get together and B. was a big hit3. The first TV show C. to celebrate their time as a band.4. However, the band broke up about 1970, D. from a band because they like to write and play music.(After reading, let a student share his /her answer with the whole class. suggested answer: 1----C; 2----D; 3----B; 4---A.)TaskII Listing: Listen to the tape and find out if the sentences on the screen are true or false. If it is false, please correct the error and give the right information.( Get some students do the exercises and show the answers on the screen)1. Most of us have never dreamed of being famous. (F 去掉never)2. Most musicians meet and form a band because they like to write andplay music.(T)3. The TV organizers had looked for five musicians who were lovelyand who could make good music.(F five---four)4. Each week the group that was called “The Beatles”would play asong or two written by other musicians.(F Beatles---Monkees)5.“The Monkees”broke up in about 1970, but reunited in the mid-1980s.(T)TaskIII Careful-reading:Read the passage more carefully andd describe Main idea of each paragraph.Paragraph 1 dreaming of being famous musician or singer. Paragraph 2 how musicians form bands.Paragraph 3 how the band got their start.Paragraph 4 how the Monkees became serious about their business [设计说明]本活动目的在于让学生通过快速阅读，听课文录音和仔细阅读,训练筛选和获取信息的能力，形成对课文的初步理解。
Step4 Comprehending （8 minutes）Read the passage again and find the answers to the following questions.1. How did the TV show organized?2. Why they had to use actors for other members of the band?3. After several years, “The Monkees” become more seriousabout their work, but in what way did they show theirseriousness?Discussion-II (Discuss the following questions in groups of four. After discussion, the representatives from each group present your views)1. What are the advantages if people form a band to play in the street?2.Why was “ The Monkeens” successful in their work?[设计说明]本任务通过重读课文，再次回顾文章的内容，进一步了解课文，问题设置从易到难,让学生从理解课文到应用从课文中所学到的知识来解决问题,为后面的语言输出作铺垫。