(捷进英语2)Unit5-电子教案
新课标高中英语人教版必修二unit5教案 (Unit5 Music--Period3 Listening and Reading)
Period 3 Listening and ReadingThe General Idea of This Period：This period aims at training students’two skills—listening and reading skills.Students have to get the general idea of Freddy’s story and get detailed information by reading the rest of Freddy’s story.Having the general idea of the whole story，students are expected to sum up the advantages and disadvantages of being famous.What’s more，students are encouraged to express their opinions on whether they would enjoy being famous and give their own reasons.Teaching Aims：1.Train the students’ abilities to listen to the story about Freddy.2.Enable the students to memorize some important information about Freddy’s story.3.Train the students’ abilities to express their opinions.Teaching Important Points：1.Develop students’ listening skill to get all the needed information.2.Enable students to retell the story.3.Train the students’abilities to express the advantages and disadvantages of being famous.Teaching Difficult Points：1.How to catch all the points about Freddy from listening.2.Retell the information about Freddy.Teaching Methods：1.Listening skill directing.2.Task-based activity.Teaching Aids：A tape-recorder，a projector，some slides and a multiple-media computer.Teaching Procedures：Step 1 Review and Check the HomeworkT：Last class we learned something about the attributive clause with the preposition ahead of the relative clause.Remember?Ss：Yes.T：Can you make a sentence with this structure?Ss：Yes.S1：The guitar with which they gave performance was lost.T：Good.S2：The name by which the group was known was “The Monkees”.T：Well done.S3：The book，the cover of which is broken，is not mine.T：Yeah，very good.S4：The singer with whom Coco Li sang was very happy.T：Terrific!T：Good，all of you have reviewed the lesson.Then let’s go on to check the homework.Ex.2 on Page 71.Correct the sentences.I would like some students to come here and write down your correct sentences on the blackboard.（8 students come to the blackboard and write down the sentences.The other students check their sentences.）Suggested answer：1.Peter said that he was really grateful to you for the help you offered the other day.2.He told all the people present to pay more attention to education.3.Mr Clark found Alice sitting in the corner of the living room whose windows were wide open.4.I’ll never forget the days which/that we spent together during our study tour in the Republic of Ireland.5.They thought very lightly of our new design，which made us very pleased.6.Please sit here for a while.The meal is being prepared at the moment.7.As a result of the terrorists’attack，tourism，which is the most important industry here，has been greatly affected.8.You will be fine as long as you stick to the rules.Step 2 Warming up：introduce Freddy to the classShow a picture of a frog and let the students say out what it is.Then introduce Freddy to the class.T：OK，class.Have a look at this picture.Do you know what it is?Ss：It’s a frog.T：Right.But he is not a common frog.His name is Freddy.He has a special quality.Can you guess what special quality Freddy has?S1：Swinging.S2：Flying.S3：Singing.Step 3 PredictionDescribe Freddy’s life experience and let the students guess what will happen next.While talking about Freddy’s life experience，show the relevant pictures to attract the class’ attention.T：When Freddy was young，he was a little tadpole.As time went by quickly，he soon became a frog.One day，Freddy sat on the water lily leaf and slid his long，thin legs into the water.Suddenly，he heard some music across the lake.Then what would happen?（Allow the students to express their own ideas and prediction freely.）S1：He found a snake.S2：He found his friends.S3：He found a nightingale.Step 4 Listening for the General InformationLet the students listen to the tape for the first time and answer the following questions.T：You have many difficult ideas about what will happen to Freddy.Now let’s listen to the story about Freddy and see what Freddy found when he swam slowly towards the sound.（Play the tape for the first time.After listening，ask some students what they have got.）T：So have you got the answers?What did Freddy find when he swam slowly towards the sound?S：He found three confident frogs sitting still on the leaf and playing the instruments.Step 5 Listen for the Detail Information （Group work）Divide the class into 2 groups.For the students in Group A，they have to find out all the true statements from the 6 sentences.For the students in Group B，they have to find out all the false statements from the same 6 sentences.At last，see which group can get the most correct answer.The six sentences are：1.Freddy had changed from a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Suggested answers：1.F2.T3.T4.T5.F6.TStep 6 Fast ReadingT：So do you think Freddy and the other three frogs were going to form a band?Now let me tell you that they formed a band and soon became famous and then they went to Britain to give performances.Then what would happen in Britain?Would they succeed or fail?Give students 1 minute to read the rest story about Freddy and find out the answer to this question：Did Freddy and his band get a great success in Britain?Suggested answer：Yes，they got a great success and became very popular in Britain.Step 7 Detailed ReadingGive the students 3 minutes to read the text in detail and answer the following questions：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Suggested answers：1.His most exciting experience was to sing in a TV programme called “Top of the Pops”.He had to wear an expensive suit and give a performance to a TV camera.2.The telephones in the same room started ringing and everbody was asking when they could see Freddy and his band again.3.They were followed everywhere and their personal life was discussed by people.4.Yes，Freddy and his band left Britain and went back to the lake，because it’s painful for them.Step 8 SummaryLet the students summarize the main idea of Freddy’s story.T：We have listened and read the story of Freddy.It’s time for us to summarize it.Who can use a sentence to summarize the story of Freddy.S：This is a story about a band that became famous and did not like it.T：Good!Well done!Step 9 Retell the StoryT：Have a look at the chart.And retell the story of Freddy according to the chart.I will give you 3 minutes to get prepared.Then I will ask some of you to retell the story.Suggested answer：One day，when Freddy was wondering on the lake，he heard a fine deep sound.He looked up and tried to find the sound.He found some frogs and they became friends since they all liked singing.Then they formed a band and began to give performances.Soon they became famous and they went to Britain to give performances.They soon got a big hit.However，at the same time，some problems arose.They were always followed by their fans everywhere and their personal life was discussed by people.They felt quite painful.At last，they decided to leave Britain and came back to their lake.Step 10 Discussion1.Let the students express themselves freely on in what specific ways Freddy’s life changed.T：Just now，we have learnt the development of Freddy’s band，and the course of their being famous.However，it brought forwards some problems.So in what specific ways did Freddy’s life change?Who would like to show your opinion?S1：They became popular and have many fans.S2：They became rich.S3：They were followed by people everywhere.S4：They were discussed by people.S5：They couldn’t have a peaceful and quiet life.2.Train the students’abilities to express the advantage and disadvantages of being famous.T：So you have talked about many problems caused by being famous.So what do you think are the advantages and disadvantages of being famous?S1：Being famous proves that you are very successful and have many abilities.I would enjoy being famous.S2：If you are famous，you can have many fans and people will notice you everywhere you go.S3：Being famous means being rich.You can earn a lot and can do whatever you want to do.T：Good point!How about the disadvantages of being famous?S1：I don’t like being famous.I want to be a common person so that I can have enough time to think about my life and enjoy the true meaning of life.S2：Not being famous means no need to worry about your appearance in the public eyes and you can keep your privacy.Your life won’t be disturbed and discussed by people.S3：Not being famous means that you can have a quiet life.And youcan spend more time with your family and friends.Step 11 Summary and HomeworkT：Today，we have leant Freddy’s story，their success and their problems caused by being famous.We could tell that being too crazy about film stars，singers and actors may cause trouble to them.T：Homework for today is to translate the five sentences on Page 71.Step 12 The Design of the Writing on the BlackboardUnit 5 MusicPeried 3Questions：Q：What did Freddy find when he swam slowly towards the sound?A：He found three confident frogs sitting still on the leaf and playing the instruments.True or False1.Freddy had changed form a man to a frog.2.He felt lonely in his lake till he met his friends on the lily leaf.3.The singers of the band could sing very loudly.4.Freddy thought he could sing as well as the other singing frogs.5.Freddy was very confident about his singing.6.He sang the song to ask the other frogs to be his friends.Question for fast reading：Did Freddy and his band get a great success in Britain?Yes，they got a great success and become very popular in Britain. Question for detail reading：1.What was Freddy’s most exciting experience in London?2.What happened when the program was over?3.What problem was caused after they became stars?4.Did Freddy and his band leave Britain at last?Retell the story：Step 13 Record after Teaching。
《 捷进英语综合教程2(新智慧版)》教学课件unit5
Love and Revenge
译 文
那么，这本书中传递的观点于今天有何重要借鉴呢？爱情是故事的主题之一。 虽然凯西很喜欢希斯克里夫，但她仍迫于社会压力而屈服。她之所以嫁给埃 德加·林登就是因为他成功富有。虽然在今天，凯西可以听从自己的心意嫁给 希斯克里夫，但很多年轻人也许仍然会被富裕的生活方式所吸引。你应该选 择谁作为伴侣以及为什么作出这样的选择，是现在很多人仍在思考的问题。
中国是诗的国度。唐代近三百年间，涌现出大批优秀诗人和杰出的诗歌作品，中国古典 诗歌达到全盛时期。唐诗的发展可分为四个阶段：初唐、盛唐、中唐和晚唐。
READING FOR LEARNING
Connecting characters (理清角色关系) 文学作品中人物角色众多，关系纷繁复 杂。为了更好地了解人物关系并理解故 事内容，在阅读作品前先梳理一下各角 色之间的关系是很有帮助的。
The story is set around one main family and a small group of characters. The main character, Heathcliff, is adopted by the home’s owner, Mr Earnshaw. Earnshaw likes and helps Heathcliff so much that his oldest son Hindley becomes jealous. Hindley starts to hate Heathcliff even more as Heathcliff and Hindley’s sister, Catherine spend all their time together. Hindley always tries to make life hard for Heathcliff, so Mr Earnshaw sends Hindley away to college. After Earnshaw dies, Hindley returns with a wife and begins his revenge on Heathcliff. He ends Heathcliff‘s education, makes him a servant, and stops him and Catherine from spending time together.
中职英语基础2 unit 5教案
Unit 5 It’s time to change.(第一课时)一、学情分析授课对象为高一年级旅游专业的女生，英语基础参差不齐，学习积极性易调动但难以持久,所以在设计中充分利用这个优点，通过多种课堂组织形式来调动她们的积极性，设计不同难易度的任务，唤起英语学习的欲望，从而达到教学目标。
二、教材分析本课时是教材《英语2》（基础模块高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学生的生活联系密切，能引起学生的共鸣。
第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述健康状况的形容词词汇和表达习惯爱好的对话。
这些内容为整个单元的学习活动做语言的必要准备。
三、Teaching Objectives1.Knowledge Objectives:（1）S tudents can know and use words describing health “ pale, weak ,fat, thin, sleepy, angry etc”.（2）Ss can understand phrases about weekend activities, such as: climb the mountain, do outdoor activities, watch TV, stay at home etc.（3）Ss are able to use sentence structures about showing preference：I’d rather……I prefer to……I like/love/enjoy……2. Ability objectives（1）Ss can understand suggestions about cultivating healthy habits while listening. （2）Ss are able to use sentence structures “I’d rather……,I like…, I love…,I prefer to……” to show their preferred living habits.3. Emotion objectivesSs know more healthy habits and start to cultivate own healthy living habits.四．Teaching focus and difficulties1. Teaching focus①Ss can catch the key words and sentence structures about living habits andsuggestions in the listening part.②Ss manage to talk with others about living habits and give suggestions in thedialogues.2. Teaching difficultySs can use words or sentence structures related with living habits and suggestions in the real situations.五、Teaching processStep One Lead-in1.Simple greetings and asking questions to lead-in the topic.Questions: What’s the weather like today? What do you want to do on a sunny/cloudy day? Last weekend, it was sunny/cloudy, too. What didyou do last weekend?Let some students say what they did last weekend, and then the teacher describes what she did last weekend by showing pictures.2.Small discussion about teacher’s weekend activities.I did five things last weekend.Do you think which is healthy? Which is unhealthy?If I eat too much ice cream, drink too much beer, what will happen to me?---fat If I do too much homework, what will I feel?---sleepyNext, there are four people having problems in their health. Let’s look at pictures and find out what are they?（设计意图: 通过询问周末活动及图片展示，激活学生已有的有关周末活动的词汇知识；通过讨论不良习惯的后果，回忆一些有关描述健康的形容词词汇，调动学生的积极性、主动性，同时为后面的用形容词来描述图片做铺垫）Step Two Word Study1.Matching gameLet students choose the right adjectives to describe the pictures on the screen.Students work in individual s and then check the answers together.2.Discussion and matchDiscuss how they can keep healthy. Match the suggestions with the pictures in Activity 1.Then, explain the meaning of “do more outdoor activities”. For example, climbing the mountain and going boating are outdoor activities.（设计意图: 通过图片与词汇的匹配活动，让学生了解了有关描述性健康习惯的词汇，同时进一步让学生讨论活动1中的人物如何保持健康，为后续的听说活动做好了充分的热身活动。
捷进英语2Unit 5
Part II Vocabulary and StructureSection ADirections: There are 10 incomplete statements here. You are required to complete each statement by choosing the appropriate answer from the 4 choices marked A, B, C and D.1. He earns a good salary, so he _____ be deep in debt.A. can'tB. mustC. needn'tD. should2. As is known to everyone, it's no use _____ the poultry merely on grains.A. feeds B to feed C. feed D. feeding3. We have to admit that the _____ of violent crime is a very real problem.A. growingB. growthC. growsD. grow4. I suggest to him that we _____ the trouble in another way.A. tackled B tackle C would tackle D will tackle5. I did want a holiday abroad, but I _____ the idea since last month.A. gave up B give up C have given up D had given up6. Do you think all the people _____ escape from the fire in time?A were able toB are able to C. could D. would7. It is reported that leather can _____ even softer in this way.A processB processed C. processing D be processed8. I’m very sorry I haven't _____ answer your letter in time.A been able toB being able to C. be able to D. able to9. -What happened to Mary?-She stepped on a nail while she _____ seeds in the farmland.A. is sowingB. had sowing C was sowing D. sows10. You _____ have seen Jane in her room last Monday. She’s been out of town for a week.A. couldn'tB. mustn’tC. didn'tD. shouldn'tSection BDirections: There are 10 incomplete statements here. You should fill in each blank with the proper form of the word given in brackets.11. These dogs that are trained strictly can hold themselves in a (vertically) _____ position12. As we know, olive branch (symbol) _____ peace.13.A young man speaking to the president raised many (innovate) _____ ideas in the meeting.14. He gave a lecture on the use of solar (energetic) _____.15. He was overweight and decided to be an (vegetable) _____.16. We have to admit that the traditional brand has got some (function) _____ benefits.17. Though we gave him some hint, he had no (aware) _____ of his mistakes.18. They hoped the problem could be (solution) _____ as soon as possible.19 (reduce) _____ an unhealthier diet is his habitual opinion.20. The old man didn't remember (forecast) _____ the result of yesterday's football matchPart III Reading ComprehensionTask 1Directions: Read the following passage and after that you will find 5 unfinished statements, numbered I to 5. For each question or statement there are 4 choices marked A, B, C and D. You should make the correct choice.Yuan Longping's Contribution to the WorldYuan Longping (born on September 7, 1930) is a Chinese agricultural scientist and educator，known for developing the first hybrid(混合的，杂交的) rice in the I970s. His “hybrid rice” has been grown in dozens of countries in Africa, America and Asia-----providing a food source in areas of high famine risk. He is called ”The Father of Hybrid Rice”. His contribution to the mankind is enormous. Through his achievement, Earth is able to produce extra rice equivalent to the food requirement of tens of millions of people.The "Super Rice" yields are 30 percent higher than those of common rice.A famous economist hailed Yuan’s achievement as a victory over the threat of famine and claimed that Yuan was ushering us into a world with ample food for all. The FAO (United Nations Food and Agriculture Organization) 1991 statistics show that 20 percent of the world's rice output came from 10 percent of the world's rice fields that grow hybrid rice.. According to the passage, Yuan Longping can be called _____.A Hybrid RiceB The Father of Hybrid RiceC Super Rice D. A Famous Economist2. Yuan Longping's hybrid rice has been grown in many foreign countries in _____.A. Africa, Asia, and Europe B Africa, Europe, and AmericaC. Africa, America and AsiaD. Africa, America and Australia3. Hybrid rice can save tens of millions of population from _____.A. famineB. diseaseC. floodD. earthquake4. FAO statistics show that _____ of the world' s rice fields growing hybrid rice harvested _____ of the world's rice output.A. 10 percent; 30 percentB. 30 percent; 10 percentC. 10 percent; 20 percentD. 20 percent; 10 percent5. The sentence “Yuan was ushering us into a world with ample food for all” means _____.A. Yuan was stopping us from experiencing a world with plenty of foodB. Yuan was leading us to a world with plenty of foodC. Yuan was talking to us about a world with plenty of foodD. Yuan was picturing a world with plenty of foodTask 2Directions: Read the following passage and after that you will find 5 questions or unfinished statements, numbered 6 to 10. For each question or statement there are 4 choices marked A, B, C and D. You should make the correct choice.Some People Like Vegetarian FoodWith the improvement of people’s living standards, food is no longer regarded as mere fuel. Nowadays, people pay more attention to health and nutrition. It is for this reason that avegetarian diet has become a lifestyle choice for many different kinds of people, such as those listed below:•Young people. They are willing to try new things. They may be tired of meat, and want to choose vegetarian food.•Someone with a special diet. Some people need to avoid meat due to religious habits, their national culture or their own health requirements.•Old people. Old people usually have a weaker digestive ability, so a vegetarian diet is theideal food for them.•Females. In order to lose weight and keep their figure, many women prefer to choose a vegetarian diet.6. What improvement has made people want to change their diet?A. Ability.B. Salary.C. Working condition.D. The standard of living.7. Vegetarian food has become a _____ choice for many different kinds of peopleA. lifestyleB. firstC. twoD. second8. Some people have special dietary habits. Which of the following needs is not mentioned in the text?A. Body needs. B Company needs. C. Religious habits. D National culture.9. Who will choose a vegetarian diet to keep slim?A. Females.B. Males.C. Old men.D. Children.10. The passage mentions that vegetarian food is a good choice for many different groupsof people except _____.A. people with special food needsB. old peopleC. children D womenTask 4Directions: The following is a part of contents of the school education. After reading it, you are required to find the items equivalent to (与…等同) those given in Chinese in the table below. Then you should put the corresponding letters in the brackets.A-----business hours B-----room service C-----check inD-----entertainment department E-----French fries F-----paper napkinG-----orange juice H-----hotel lobby I-----health clubJ-----steamed bread K-----pancake L-----canned beerM-----noodles N-----roast chicken O-----late snackP-----vegetable Q-----diet culture R-----check outS-----Western food T-----Cantonese foodExamples:(N)烤鸡(S)西餐16.( )慢头( )宵夜17.( )健身房( )粤菜18.( )营业时间( )餐巾纸19.( )登记入住( )酒店大堂20.( )送餐服务( )罐装啤酒。
人教版高中英语必修二unit5学案电子教案
人教版高中英语必修二unit5学案电子教案Unit 5 Music学案Period 1 Warming up, Pre-reading, Reading & Comprehending学习内容：1. 从课文和下列问题中了解音乐的有关知识和Monkees的发展。
2. 了解课文中的重点词组和句型的意思。
3. 掌握文章大意。
学习方法：预习单词、warming up 、pre-reading和reading 以完成下列任务Task1: Answer the following questions1. Can you name any music styles?2. Do you know any famous bands? List some if you do.3. Do you know anything about Monkees?Task2: Find out these useful phrases from Warming up, Pre-reading and Reading and translate them into Chinese.1. dream of ___________________2. pretend to do sth ___________________3. to be honest ___________________4. attach…to ___________________5. form a band __________________6. in cash ___________________7. play jokes on ___________________8. as well as ___________________9. rely on ___________________10. be /get familiar with ___________________11. or so ___________________12. produce their own records ___________________13. break up ___________________Task3: Fill the blanks and match the right main idea to each paragraph.Paragraph 1 Most musicians meet and form a band.Paragraph 2 The Monkees became even more popular than the Beatles.Paragraph 3 How do people get to form a band?Paragraph 4 One band started as a TV show.Task4: Find out whether the following statements are true of false.1. Most musicians meet and form a band because they like to write and play music.2. The TV organizers had looked for five musicians who were lovely and who could make goodmusic.3. Each week the group that was called “The Beatles” would play a song or two written by othe musician.，but reunited in 19804.“The Monkees” broke up in about 1960Task5: How do people get to form a band? Fill in the formMembersReasonsPlacesFormsresultsTask6 Read para3, 4 and draw a timeline for the experience of the MonkeesBegan————music and jokes————after a year or so————about 1970————in themid-1980s————in 1996What happened to the band?Task7 ComprehendingQ: why was the Monkees called ”the Band That Wasn’t”？Q: what do you think of the Monkees?Homework1.作业本Part22.将下面这个问题写成一段小文章问题：你想成为明星吗？如果想，为什么，应该怎么做。
中职英语2教案设计unit5
Unit 5 It’s time to change.第一课时Lead-in + listening and speaking教学步骤Step One Lead-in ( 4 min )1.BrainstormingTeacher : “What activities are good for yourhealthy? What activities are bad foryour healthy?Students : Compete with each other group and write the related phrases on theblackboard .（设计意图: 这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假后新的一年的改变是再自然不过的事了。
这里的开门见山让学生很快进入了本节课的话题。
激活学生已有的词汇知识；通过回忆一些有关健康的活动词汇，启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好铺垫。
）Step Two Word Study (10 min)1.Matching gameTeacher: Choose the right adjectives to describe the pictures on the screen. 教学内容本课时系教材《英语2》（基础模块高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学生的生活联系密切，能引起学生的共鸣。
第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述性形容词词汇和对话。
这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达习惯爱好和描述健康状况的部分短语，同时也为完成本单元的任务做语言上的准备。
Students: Work in individual s and match the words and related pictures.2.Check upAsk some Ss to speak out their answers and at the same time let other Ss check it up, if necessary, the teacher will help them.3.DiscussionDiscuss how they can keep fit. Match the suggestions with the pictures in Activity 1.（设计意图: 通过图片与词汇的匹配活动，让学生了解了有关描述性健康习惯的词汇，同时进一步让学生讨论活动1中的人物如何保持健康，为后续的听说活动做好了充分的热身活动。
2019新人教高中英语必修二Unit5 Music整单元完整教案
2019新人教高中英语必修二Unit 5 Music整单元完整教案Unit5 Listening and Speaking 公开课教案Teaching aims:1. Instruct students to get main facts by listening and motivate them to talk about music festival, and what you would like to do in the music festival.2. Develop students’ different listening skills to solve different listening comprehensive problems.3. Help students to understand and talk about preference.Teaching key and difficult points:1.Help students to get familiar with different kinds of music through listening practice and know the function of paraphrase in listening.2.Enable students to be aware of the function of paraphrase in listening.Teaching procedures:StepⅠLead-inActivity1 The teacher is advised to talk with their students about music festival.Boys and girls, before our listen, let’s work in pairs and discuss what music festival is.What would you like to do in the music festival? Share your ideas with partner.Activity 2 Look at the opening page and talk about it.1.What are they doing?2.Can you name some of the musical instruments that the performers are using?Suggested answers:1.They are performing classical music.2.Piano, violin, flute, drum, bagpipes, saxophone,etc.StepⅠListeningActivity 1 Warming upBefore listening,match the pictures with the correct types of music.A.Chinese traditionalB.classicalC.country musicD.hip-hopSuggested answers:1. B2.A3.C4.DActivity 2First listeningListen to the interviews and find out what kind of music the three students each like.1.The first student likes to .2.The second student likes to .3.The third student likes to .Suggested answers:1.listen to country music2.dance to hip-hop music3.play country musicActivity 3Second listeningThe reporter paraphrased some of the answers.Listen to the interviews again and complete the sentences with the words you hear.1.A:Country music touches my heart.B:So you like music that’s of ?2.A:When I listen to hip-hop,I just have to move!B:So it makes you want to ?3.A:Classical music makes me feel like I’m sitting beside a quiet stream and enjoying nature.B:So to you,it’s and ?Suggested answers:1.full of feelings2.want to dance3.peaceful and beautifulActivity 4Third listeningListen to the interviews again and think about the function of paraphrase inlistening.Suggested answers:1.to check if the listener’s understanding is correct.2.to show interest in what the speaker has said.StepⅠ SpeakingActivity 1 Enjoy some pieces of music and tell us your feelings.1.the first piece of music—played by a symphony orchestra2.the second piece of music—rock music3.the third piece of music—played by pipaSuggested answers:1.I like listening to music played by orchestras.I can hear things played oninstruments from all of the different families—woodwinds,strings,percussion and brass.Also,classical music tends to be slower,so it makes me feel calm when I listen to it.2.Rock music lets me have a strong feeling,happy or sad.3.It brings me peace and beauty,letting me feel relaxed.Activity 2 Talk in pairs.Interview each other about e the picturesbelow for ideas.These expressions may help you.Reasonsforlikingmusictouchesmyheart/soulmakesmehappy/wanttodancegivesmeenergy/hope helpsmeexercise/studysoundspeaceful/beautifulremindsmeofhome/peopleIloveExample:A:What kind of music do you like?B:I like music played by saxophone.A:What makes it so special to you?B:Because it sounds peaceful and it often reminds me of someone I love.Suggested answers:A:What kind of music do you like?B:I like Chinese folk music,for example,pipa music.A:What makes it so special to you?B:I like to listen to it when I have leisure time.It brings peace and beauty to me,which makes me feel like I’m lying by a stream in a forest.StepⅣHomework1.Tell one of your friends what kind of music you like best and why.2.Search on the Internet for more kinds of music to enjoy.Unit 5 Reading and Thinking公开课教案Teaching aims:1. To acquire the basic usage of the new words and express concerning how computers and the Internet help us experience music.2. Enable students to understand the main information and text structure of the reading text.3. Enable students to apply the reading skill of scanning to practice and understand past participle as adverbial.Teaching key points:1.Lead students to better understand how the virtual choir is formed.2.Help students identify the structure of the text and grasp and use some words and phrases to describe their music experiences.Teaching difficult points:1.Enable students to figure out the main structure of the passage.2.Get students to express their own opinions on whether a virtual choir can really bring people together.Teaching procedures:StepⅠLead-inLead students to talk about the following questions.1.How do you experience music in your daily life?2.How can computers and the Internet help us experience music differently?Suggested answers:1.I can listen to the radio, watch TV or attend concerts.puters and the Internet can help us experience a wide range of musical genres. The Internet gives us access to millions of songs in many different genres , so we can find exactly what we like. Computer technology today can also help us create the sound of an orchestra on our home computer.StepⅠPredicting for possible informationLook at the picture and the title,and then predict what the text is about.Suggested answers:The text is about some background information about the virtual choir.StepⅠ Scanning for specific informationScan the text and find out the following information.The man who came up with the idea for a virtual choir Eric Whitacre The place where he studied musical composition Juilliard School The name of his song What IfStepⅠ Intensive readingActivity 1Read Paragraph 1 and find out the key elements of virtual choir.Anyone interested in music can take part in a virtual choir.They can record themselves at any place while they perform and then upload their videos onto the Internet.They join in the virtual choir because they love it and can relax themselves.Activity 2Find out the differences between a virtual choir and a real choir.（红色部分为学生填写）Virtual choir Real choir Form video recorded livePlace on the Internet (at anyplace)stages of musicalhallsIdentity of singers anyone interested in music usually professionalsNumber of singers not limited limited to the required programmeActivity 3Read Paragraph 2 and describe Eric Whitacre’s life experience according to the timeline.Suggested answers:In 1970,he was born.In 1988,he began studying music at the University of Nevada.In 1995,he graduated from university.In 1997,he received a master’s degree in musical composition from the Juilliard School in New York.Over the next 10 years,Whitacre’s original compositions began to become quite popular among choirs and singers.Activity 4 Read Paragraph 2 again and answer the following questions.(1)What can you learn from what Whitacre said?(2)Why does the author mention Eric Whitacre’s studying experience and his achievements in music?Suggested answers:(1)It shows his experience in music which is full of surprise.(2)The author wants to stress that it was his great passion and achievements in music that led to the creation of the virtual choir.Activity 5Read Paragraph 3 and 4 and answer the following questions.(1)What gave him the inspiration to make his first virtual choir?(2)Does the writer hold a positive attitude toward the virtual choir?How do you know?Suggested answers:(1)He was inspired by a video in which a girl was singing one of his works gave him the inspiration to make his first virtual choir.(2)Yes,the writer holds a positive attitude toward the virtual choir,because he says “The virtual choir is a wonderful way for people around the world to sing with one voice and thus make the world a better place”.Activity 6Figure out the structure of the passage.Suggested answer:ThevirtualchoirStepⅠPracticeActivity 1 Complete the sentences with the correct forms of the words and phrase.st night I went to see my friend’s new rock band on at a small local music festival.2.This new pop song me of an old song that was sung by Billy White but later made popular by another singer.3.I’m so happy!My favourite singer just won a music .This that all the she put into her work was worth it.4.I with rap music when I was a teenager.Listening to it me to relax and forget about my problems.5.Five years ago,he was finally given a(n) to record his song at a(n) .Ever since,his success has shown the world that even people can become famous.6.Nowadays millions of musical performances are uploaded the Internet every day by different who may or may not be professional musicians or singers.Suggested answers:1.perform;stage2.reminds;originally3.award;proves;effort4.fell in love;enabled5.opportunity;studio;ordinary6.onto;individualsStepⅠ Creative thinkingSuggested answers:Pros:(正方)People from every corner of the world can upload their videos onto the Internet,which is like a great stage where people come together to sing.Different people sing the same song,share similar interests and values,which makes them feel like family.In the global community,people can exchange feelings and thoughts with each other like real-life communication.Cons:(反方)A virtual choir cannot have people together on stage where people can communicate in person.A virtual choir is unreal because it is just something made up.A virtual choir concert can’t have real actor-audience interaction.StepⅠ HomeworkSearch for more information about the virtual choir on the Internet.Unit 5 Discovering Useful Structures公开课教案Teaching aims:1.Get students to have a good understanding the basic usage of past wordsegmentation as past segmentation as predicative and adverbial.2. Strengthen students’ great interest in grammar learning.3. Instruct students to express their ideas with this grammar correctly.Teaching key and difficult points:1.Enable students to learn the meaning of past participles and know when to use past participles.2.How to enable students to use the structure and meaning of past word segmentation as past segmentation as predicative and adverbial.Teaching procedures:StepⅠ Lead-inLook at the pictures and describe them.The people are e.The boy is a in reading a book.The boy is s.Suggested answers:excited;absorbed;surprisedThese words serve as the predicative in the sentences.They modify the subject of the sentences like an adjective,showing the state of the subject.StepⅠ Exploring the differences between verb-ed and verb-ing as the predicativeObserve the following sentences and find out the differences between verb-ed and verb-ing as the predicative.1.The news that Man Wenjun took drugs was very surprising.2.At the news that Man Wenjun took drugs,we felt surprised.3.Your performances are satisfying.4.I am satisfied with your performances.5.The cup is broken.Suggested answer:动词-ing形式作表语时,句子主语多是物,它表示给别人造成的感觉,表示主动意义。
捷进英语Unit电子教案优选
This section should take less time than section A as the texts are less complicated. They focus on developing students’ everyday reading skills as they are reading and responding to comments on an article.
(1)Practice ignoring proper nouns
(2) Students discuss other accidental inventions
Refer students back to the inventions fromReading for Doing. If you have had time, between classes you could set students the task of finding out more about each invention e.g. when was it invented, where and by who.
人教版英语必修二Unit5（Readingforlanguage）教案
人教版英语必修二Unit5（Readingforlanguage）教案高一英语学本课堂教学设计Module 2 Unit 5 Music （Reading for language）一、教材分析本课是(全日制普通中学教科书(必修)人教版高一英语(必修2 )第五单元“音乐”的语言点部分《并非乐队的乐队》。
课文内容包括介绍一般的乐队如何组成和一篇关于“门基”乐队特殊成长历程（从“失败”，电视选秀，到一支流行乐队的诞生）的文章。
这节课主要让学生学习并能运用与乐队有关的词汇，并能运用词汇编写最喜欢的乐队的句子和对话。
我在教学中将教师对语言点和语法知识的简单传授改变为学生在任务完成过程中的小组合作和探究性学习，从而扩大课堂的语言材料输入量及学生的语言输出量。
我根据学生水平和教材内容对练习进行合理多样的设计，让不同层次的学生在课堂上都有所收获。
二、学情分析本节课的教学对象是高中一年级的学生，他们对音乐比较感兴趣。
高中生注意力具有一定的稳定性，观察具有一定的目的性、系统性和全面性。
他们已不满足老师对语言知识点的简单罗列，而是喜欢富有个性的教学设计。
基于教学对象以上特点的思考，设计本课时，我将用基础的语言启发他们，消除他们的学习语言点的心理障碍。
三、教学思路对语言知识点课，我先设计一些预学活动，如理一理所需要讲解的词汇，试一试归纳总结，问一问你所知道break，form两个重点单词能组成的词组，你所熟悉的乐队。
在课堂活动中我先向学生展示本节课的学习目标再以大脑风暴的形式为导入，让学生回归阅读，再用课文中的门基乐队来引出词汇，然后创设话题世界上其他著名的乐队来创设话题来运用词汇，最后以五月天乐队的主唱阿信的篇章翻译和口头输出你喜欢的歌手和乐队的方式来巩固词汇。
在学习词汇的过程中，我尽量创设情境，运用鲜活的例子让学生学会运用词汇。
四、三维目标【知识目标】1．学生学会用构词法来掌握一些单词如：musician，actor，millionaire，performance，passer-by。
PEP第二册英语 Unit 5 教案 第四课时共3篇
PEP第二册英语 Unit 5 教案第四课时共3篇PEP第二册英语 Unit 5 教案第四课时1Unit 5 Lesson 4: A Day in the Life of a ZookeeperI. ObjectivesBy the end of the lesson, the students will be able to:1. understand and use new vocabulary related to zookeeping.2. use the present simple tense to describe the daily routine of a zookeeper.3. read and answer questions about a text describing a day in the life of a zookeeper.II. Language input1. Vocabulary:zookeeper, enclosures, feeding, cleaning, grooming, veterinarian, injured, enrichment, conservation2. Grammar: Present simple tense3. Reading:A Day in the Life of a ZookeeperIII. ProceduresA. Warm-up1. Greet the students and ask them if they have ever been to the zoo.2. Ask if they know what a zookeeper does and if they can name some animals that a zookeeper might take care of.B. Introduction1. Tell the students that they will be learning about the daily routine of a zookeeper and some of the tasks they might do.2. Show some pictures of zookeepers feeding or grooming animals in different enclosures and ask the students to identify the animals in the pictures.C. Vocabulary1. Write the new vocabulary words on the board, and ask the students to read and repeat them.2. Show pictures of zookeepers doing different tasks and ask the students to match the picture with the corresponding vocabulary word.3. Use the vocabulary in context by asking the students to make sentences using the words.D. Grammar1. Explain the present simple tense and how it is used to describe habitual actions.2. Show sentences in the present simple tense and ask the students to identify the verb and the subject.3. Ask the students to make sentences using the present simple tense to describe the daily routine of a zookeeper.E. Reading1. Give the students a copy of the text "A Day in the Life ofa Zookeeper".2. Ask the students to read the text silently, and then read it aloud to the class.3. Ask the students to answer the questions about the text.4. Go over the answers as a class and explain any new vocabulary or concepts that were not clear.F. Conclusion1. Summarize the key points of the lesson: the daily tasks ofa zookeeper, the use of the present simple tense, and new vocabulary related to zookeeping.2. Ask the students if they have any questions or if there is anything they would like to review.3. Assign homework, such as writing a short paragraph about a zookeeper's day or making a poster about a specific animal and its habitat.IV. AssessmentTo assess the students' understanding of the lesson, the teacher can:1. Listen to the students' oral responses during class activities.2. Check the students' answers to the reading comprehension questions.3. Grade the students' homework assignments.PEP第二册英语 Unit 5 教案第四课时2【教学目标】1. 学生能够用英语描述常见的健康问题和处理方法2. 学生能够谈论如何保持健康的生活方式3. 学生能够理解并使用情态动词should的用法【教学重点】1. 情态动词should的用法2. 谈论健康问题和处理方法【教学难点】1. 如何运用should表达建议和建议的原因2. 如何理解和描述常见的健康问题和处理方法【教学过程】I. Warm-up1. Review the vocabulary related to health problems and treatments introduced in previous lessons.2. Ask the students to give examples of health problems and treatments in pairs or groups.II. Presentation1. Introduce the use of the modal verb “should” to give advice and make suggestions.2. Provide examples of sentences using should, e.g. “You should eat more vegetables to improve your health.”, “I think you should see a doctor if the pain persists.”III. Practice1. Divide the class into small groups and ask them to discuss and make suggestions for the following scenarios:• A friend complains about feeling tired all the time.• A friend has a cold and a sore throat.• A friend has a headache.2. Ask each group to share one suggestion for each scenariowith the rest of the class.IV. Production1. Have the students work in pairs or small groups to brainstorm healthy lifestyle habits, such as exercising regularly, eating a balanced diet, getting enough sleep, etc.2. Ask each group to share their ideas with the class and discuss the benefits of these habits for maintaining good health.V. Consolidation1. Review the use of should to give advice and make suggestions.2. Have the students summarize the common health problems and treatments discussed in class.VI. Homework1. Assign the students to write a short paragraph describing their own health habit and what they do to maintain good health.2. Encourage the students to use should to give advice and make suggestions to their friends or family members as part of their writing.【教学反思】本节课是以情态动词should为主线贯穿全节课，并以健康的话题作为素材，旨在让学生们在活动中学习情态动词should的用法，掌握如何运用should表达建议以及如何谈论常见的健康问题和处理方法。
中职英语2教案unit 5
Unit 5 It’s time to change.第一课时Lead-in + listening and speaking教学步骤Step One Lead-in ( 4 min )1.BrainstormingTeacher : “What activities are good for your healthyWhat activities are bad for your healthy Students : Compete with each other group and writethe related phrases on the blackboard .（设计意图: 这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假后新的一年的改变是再自然不过的事了。
这里的开门见山让学生很快进入了本节课的话题。
激活学生已有的词汇知识；通过回忆一些有关健康的活动词汇，启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好铺垫。
）Step Two Word Study (10 min)1.Matching gameTeacher: Choose the right adjectives to describe the pictures on the screen.Students: Work in individual s and match the words and related pictures.2.Check up 教学内容本课时系教材《英语2》（基础模块高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学生的生活联系密切，能引起学生的共鸣。
第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述性形容词词汇和对话。
这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达习惯爱好和描述健康状况的部分短语，同时也为完成本单元的任务做语言上的准备。
捷进英语Unit电子教案
ForTask1, Task 2 and Task 3on the language work,you might want to set them up as a team game or class quiz.
ForTask 4and Task 5,theycould be set as small group discussionsor down as a reflective writing task.
TheGrammarFocuspart looks atlinking wordsand phrases. There is lots of potential for extending this grammar point into a mini-writing task. For example, asking students to write a reaction to the readingtext using the linking words.
课后学习设计
作业
Finish all thetasksin Unit7.
Read thetwo texts in this unit again and try to summarise their contents.
Choose oneyou're yourfavouritebook and tell yourpartnerwhy you like it.
人教版英语必修二Unit 5(Reading)教案
Unit5 Music reading教案Teaching aims:1.Train the students' reading ability2.Enable the students' ability to sum up the main idea of eachparagraphTeaching important points:3.1.Help the students improve their reading ability and understand thepassage better2.Master the important language points in this passageTeaching difficult points:1.How to help the students to improve their reading ability2.How to get the students to express their ideasTeaching procedures:Step1 Leading inT:Do you like music/ How doe s music make you feelS:Yes,It makes me fell excited and happy.T:Have you heard about any of the famous bands in the world.List some if you have.S:Yes.Such as the westlife and the Beatles.1.T:Very good. Today we will learn something about anotherband;The Monkees.If you want to know more about it,Lets come to the reading part of this unit;The Band That Wasn’t.Step 2 SkimmingRead the passage quickly and find the answers to the questions.The two musical bands mentioned in1. the passage are _______.A. the WestlifeB. the MonkeesC. the BeatlesD. both B. & C.2. "The Monkees" celebrated their timeas a real band in ______.A. 1970B. 1971C. 1980D. 1996Suggested answers;1D 2DStep 3 Careful reading1.Now you are to read and underline all the useful words andexpressions in the passage.Pay attention to the following and make sentences with them.1. dream of vt. 梦见; 梦想; 设想(1)He’s been dreaming of becoming a famous pianist.他一直梦想着成为著名的钢琴家。
中职英语2教案unit5
Unit 5 It’s time to change.第一课时Lead-in + listening and speaking教学步骤Step One Lead-in ( 4 min )1.BrainstormingTeacher : “What activities are good for your healthy What activities are bad foryour healthyStudents : Compete with each other group and write the related phrases on theblackboard .（设计意图: 这是学生寒假回来的第一节英语课，和学生互相问候了之后，顺便聊到寒假后新的一年的改变是再自然不过的事了。
这里的开门见山让学生很快进入了本节课的话题。
激活学生已有的词汇知识；通过回忆一些有关健康的活动词汇，启发学生的主动思维，调动学生的积极性、主动性，也为后面的听说做好铺垫。
）Step Two Word Study (10 min)1.Matching gameTeacher: Choose the right adjectives to describe the pictures on the screen.教学内容本课时系教材《英语2》（基础模块高教版）第五单元的第一课时，本单元主要是关于生活习惯以及改变不良习惯的话题，该话题与学生的生活联系密切，能引起学生的共鸣。
第一课时的内容包括Lead-in & Listening and speaking两部分，主要内容是关于生活习惯及描述性形容词词汇和对话。
这些内容为整个单元的学习活动做语言的必要准备，也让学生知道表达习惯爱好和描述健康状况的部分短语，同时也为完成本单元的任务做语言上的准备。
and related pictures.2.Check upAsk some Ss to speak out their answers and at the same time let other Ss check it up, if necessary, the teacher will help them.3.DiscussionDiscuss how they can keep fit. Match the suggestions with the pictures in Activity 1.（设计意图: 通过图片与词汇的匹配活动，让学生了解了有关描述性健康习惯的词汇，同时进一步让学生讨论活动1中的人物如何保持健康，为后续的听说活动做好了充分的热身活动。
捷进英语 unit 5
捷进英语Unit 5老猴子咬菜根学习交流Lesson 1 City tour 游览城市1.Good evening. 晚上好。
Welcome back. 欢迎归来。
Were you on a city tour today? 今天你们去参观城了吗？Hm. 嗯。
2.Did you go to the Public Gardens? 你们去公园了吗？And to Charles Street? 去Charles街了吗？Did you go to City Hall? 你们去市政厅了吗？And to ... 去了……Oh, it was a big day. 哦，今天可真带劲！3.First, we went down to the river. 我们先去了江边。
Then we went to Paul Revere's house. 然后又去了Paul Revere的故居。
We were at Bunker Hill. 我们在Bunker Hill待了一会儿。
And then we went to Cambridge and Harvard. 后来又去了坎布里奇和哈佛。
And then it was lunch, wasn't it? 然后吃午饭，是吗？Hm. 嗯。
4.You've been everywhere! 你们去的地方真不少！In the afternoon we went to the waterfront, across the South Shore…下午我们去了河边，走过South Shore……Didi, is there anywhere left to visit? Didi，你们是不是还有什么地方没有去？Sure. 当然有。
5.Tomorrow we go wherever we want. 明天我们想去哪儿就去哪儿。
Paulo, Where would you like to go next? Paulo，你还想去哪儿？To my room, please. 回我的房间。
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课程名称捷进英语综合教程2
课时
班级
专业
教师
系部
教研室
教材《捷进英语综合教程2教师用书》
TeachingPlan
教学
单元
Unit5Dinner Table of the World
单元
主题
Feeding the world
Foods with meaning
Complaining in restaurants
The first vocabulary task draws on topic vocabulary from the text.
The last two vocabulary tasks can easily be extended if need be with work on change and cause/effect. This is particularly useful if you have students doing tasks such as describing graphs.
Reading
（阅读）
Readingfor learning
This section starts with identifying cause and effect relationships. It also encourages Ss to identify time references and to scan for numbers.课时安排8教学内容
Readingfor learning
Feeding the World
Readingfor Doing
Foods with Meaning
Guided Writing
An Apology Letter
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
（热身）
This section should take less time than section B as the texts are less complicated. They focus on developing students’ everyday reading skills.
If you have more time, you could develop the discussion and work on food traditions in China.
Role-play a conversation between waiter/waitress and customer.
课后总结与反思
Guided Writing
Students write an apology letter.
Before the lesson you could find examples of apology letters on the internet to show students.
When doingTask6you might need to provide a model for more support.
Vocabulary andGrammar
Task1workson the meaning of thematic words from the text. Tasks2and3look at wordsdescribing change and cause/effect. The grammar section looks atcan, could and be able to.
Beyond theText
Students look at howchanges in food supply in China.
The first task encourages students to form an understanding of cause and effect relationships. When doingTask 2 set a quick time limit to encourage students to scan. Task 3 can be referred back to when dealing with the grammar section later. Tasks 4tests the detailed understanding of the text. Task5is a translation task. You can provide reference after students have finished.
Tasks 4 and 7 provide good opportunities for drilling students on common language.
Wrap-up
Thissectionprovides a quick review of the vocabulary, grammar, writing and theme of the unit.
Audio/VideoLab
Students listen to various situations in which people are complaining.
They practice listening for phrases and vocabulary from context.
For each part of the video you might want to play it twice.
The GrammarFocuspart looks at can, could and be able to. There is lots of potential for personalisation with this grammar point. For example, students can write their own sentences to describe their abilities in their past and present.
Beyond the textThis section should be handled sensitively in case students have any personal issues with food.
Readingfor doing
Ss read an article describing food traditions around the world.
This sectionintroduces the food around the world and issues related to food.
Depending on the time you have available, you couldask students to design a table showing a typical Chinese table of food for a week.
Tasks could be set for individual work or done in pairs.
ForTask1, Task 2 and Task 3on the language work,you might want to set them up as a team game or class quiz.
ForTask 4,itcould be set as small group discussion task.
课后学习设计
作业
Finish all thetasksin Unit5.
Read thetwo texts in this unit again and try to summarise their contents.