人教版必修五第四单元单词教学案

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人教新课标高中英语必修5Unit4教案2

Unit 4 Making the news Teaching aims and demands:1.Topic:The basic procedures of making the news;newspapers and TV programmes.2.Words and expressions:3.Functional items:Making appointments:A: Shall we make an appointment?When are we free?Is it possible to…?Where is the best place?When do you think is convenient for you?How about…?Which day would suit you best?Where would you like to meet?What time would be most convenient?Please, can you tell me…?B: I shall be busy at…and…but I can be free at…Maybe we can meet at…Perhaps we could…I would like to arrange…I suggest we meet…I maybe able to see you at…That will/won’t be convenient because…I can/cannot do that because…I look forward to seeing you.4.Grammar use: InversionNever will Zhou Yang forget his assignment at the office of China Daily.Only when you have seen what he or she does, can you cover a story by yourself.Not only am I interested in photograph, but…Only if you ask many different questions will you acquire all the information you need to know.Teaching procedures:The 1st period (Reading)Step One1.Present the following to the students:Journalist editor deputy editor desk editor reporter cartoonist critic sub-editor foreign correspondent2.Ask the following questions:1)Which two words mean the same? (journalist/ reporter)2)Who gives opinions on plays and books? (critic)3)Who reports from abroad? (foreign correspondent)4)Who decides on the content of the newspaper? (writer and chief editor)5)Who writes news stories? (reporter and journalist)6)Who makes corrections to articles and design? (sub-editor)7)Who designs comic drawing with captions? (cartoonist)8)Who is in charge of the newspaper when the boss is away? (deputyeditor)3.Get the students to fill in the chart in pairs on Page 25.Step Two1.Ask the following questions:1)What level of education should a good news reporter have?2)Does work experience play an important role in making the news?3)What do you think are good communication skills?4)Is being curious and active important? Why/ why not?5)Working hard or working smart, which would you prefer?6)Enthusiasm for the job is the key to success, do you agree? Why/ whynot?2.Put the students into pairs to discuss these questions and tick the boxes onPage 25. Let them evaluate them together and arrive at some that are very important and others that are important qualities. They may also add their own suggestions for the last two spaces.3.Put all the qualities on the board in a list and alongside them put twocolumns: one for very important and one for important qualities. See chart below.4.Ask one from each other to give their findings on very important andimportant qualities. Put a tick for each one in the correct column.Step Three1.Teaching new words and structuresRemember to encourage students to pre-read the text and try to work out any unknown words or structures. Remind them to look carefully at the words before of after the unknown word. Use these to guess the unknown word. Only then should they look up the new word in the dictionary. Any problems they can check with you.2.Understanding ideasThere are two important ideas for the students to understand:1)what is needed to become a reporter (see comprehending )2)how to conduct an interview.To conduct an interview the students must look at the kinds of questions that Zhou Yang asks Hu Xin.3.Intensive reading:1)Encourage the students to find two formal sentences on their own andunderline them. Discuss their choices and ask them to justify them..2)Encourage the students to find two informal sentences on their own andunderline them. Discuss their choices and ask them to justify them.3)What sort of language do students think is appropriate to speak to theboss? Does Zhou Yang speak appropriately to his boss? Give your reasons.Step Four1.Finish the exercises in Comprehending.2.Ask the students to discuss the following questions:1)What is news?2)What is good news?3)What is bad news?4)What will make the news?5)What is a scoop?Step FiveGet the students to finish the Workbook exercises.The 2nd period (Learning about language)Step One: RevisionGet students to retell the story using their own words.Step Two: Language points1. concentrate on= focus attention on2of special interest= very interesting3accuse sb of sthinform sb of sthrob sb of sthcure sb of sthwarn sb of sthStep Three: discovering useful words and expressions1.Read the passage again, find the idiomatic expressions to fill in the chart onPage 28. Add one more of their own.plete Sentence B using a word or phrase from the reading passagewhich has the opposite meaning to the words underlined in Sentence A.3.Learning word formation: n.+ -al →adj.The 3rd Period: Grammar useInversion: Refer to pages 90-91 to find out what “inversion ” is like.Step One:Find three examples of inversion in the reading passageStep Two:Rewrite the sentences using normal word order:1)I did not know how to use that recorder. Neither did he.2)Only when did I begin my work on designing a new bridge.3)Not only was there a Christmas tree, but also exciting presents under it.4)“Is everything ready yet?” asked Hu Xin to the photographer.Step Three:Rewrite the sentences using inversion with exercise 3 on Page 30.Step Four:Finish the sentences in exercise 4.Step Five: PracticeFinish the Workbook exercises on Page 64.The 4th Period Using languageStep One: RevisionCheck the Workbook exercise 1 & 2 on page 64.Step Two: ReadingThis reading is about the process of by which the reporter’s story is printed in the newspaper. As this is quite a complicated process there are several jobs and vocabulary specific to a newspaper that needs comment.1)the edition2)international news department3)sub-editor and chief editor4)headline5)polish the style6)printing processStep Three: Practice1.Get students to read the passage to work out the writing and printingprocess for an article. Then complete the chart on Page 31.2.imagine what the film star has done. Discuss how we might try to lieabout it. Then pretend you are Zhou Yang and write an article for the newspaper.The 5th Period: Listening and speakingStep One: Pre-listeningGet students to review the useful expressions of offering help.1.)I would like to…2.)Can I help you?3.)Is it possible to…4.)Thank you so much.Step Two: Listening1.Ss read the statement of part 1,on page 31.2.Ss listen to the tape and make their choice.3.Ss listen again and answer the questions of part 2, on page 32.Step Three: Speaking1. Practice in pairs making appointments. One of the students needs to have his picture taken for a magazine. The other is the photographer who wants to take the picture because he/ she won’t be free in the afternoon. See how well they can arrange the meeting.2. Get one or two pairs to present their dialogue in front of the class.The 6th Period: Summing up1.This is an opportunity to think about what you have learned, but also whatyou need to think more about.2.Finish the workbook exercises.3.4.。

人教版英语必修五unit4教案

Unit 4 Making the news一. 教学目标(Teaching aims)1. 能力目标(Ability aim)Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Enable the Ss to know what is needed to become a reporter and how to conduct an interview. 2.. 语言目标(Language aim)重点词汇和短语occupation, update, submit, cover, concentrate on, inform, publish, polish, approve, acquire, accuse…of, so as to, scoop, deadline, depend on, ahead of, assess, demand, process重点句子Never will Zhou Yang forget his first assignment at the office of a popular English newspaper. You’ll find your colleagues very eager to assist you, so you may be able to concentrate on photography later if you’re interested .Not only am I interested in photography, but I took an amateur course at university to update my skills.Only if you ask many questions will you acquire all the information you need to know.We say a good journalist must have a good “nose” for a story.Meanwhile you have to prepare the next question depending on what the person says.Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?Perhaps I too will get a scoop!Aids: Multimedia facilities, tape-recorder, photos, diagrams二. 教学重难点(Teaching important points)Know what is needed to become a reporter and how to conduct an interviewMaster the use of inversion.三. 教学方法(Teaching method)Fast reading; Task-based method & discussion四. 教学步骤(Teaching procedure)Period 1Step I Warming up. ( see page 25 )Can you tell some jobs in a newspaper company? What are their jobs involves?Types of jobsWhat it involvesReporter/ journalistInterview people or finds out events from onlookersPhotographerTakes photos of important people or eventsEditorMakes sure the writing is clear, concise and accurate, check factsDesignerLays out the articles and photographsPrinterPrints the newspaperTeaching suggestions: rearrange the order of the types of jobs a newspaper has and what they involveAnd ask the students to do the matches. Then ask them to copy what’s on the screen to their books.At the same time deal with the new words:occupation and journalist and the expression: suppose you were…occupation =a job or professionTeaching is my occupation. 教书是我的职业.。

必修五Unit4教案设计

必修五Unit4教案设计一、教学内容本课教学内容为人教版高中英语必修五Unit 4 Making Plans。

本节课主要讨论未来的职业规划，通过听、说、读、写等多种方式提高学生的语言运用能力。

本节课包括三个部分：热身活动、主体活动和复习。

1. 热身活动：谈论未来的计划和梦想。

2. 主体活动：学习如何制定未来的职业规划，并通过任务型活动进行实践。

3. 复习：复习本单元的重点词汇和句型。

二、教学目标1. 学生能够掌握并运用本节课的重点词汇和句型，如“make a plan for”，“What do you think you’ll be doing in five years’ time?”等。

2. 学生能够听懂、会说、会读、会写关于未来职业规划的短文。

3. 学生能够提高自己的合作能力和交际能力。

三、教学难点与重点重点：本节课的重点是让学生能够运用所学的词汇和句型进行有效的交流，讨论未来的职业规划。

难点：如何引导学生正确使用情态动词进行未来的预测，如“I think you’ll be”，“I hope you’ll be”等。

四、教具与学具准备教具：多媒体课件、录音机、磁带。

学具：课本、练习册、铅笔、橡皮。

五、教学过程1. 热身活动（5分钟）教师提问学生关于未来的计划和梦想，引导学生进行自由的交流，如：“What do you want to be when you grow up?”，“What are your plans for the future?”等。

2. 主体活动（20分钟）（1）教师引导学生学习本节课的重点词汇和句型，如“make a plan for”，“What do you think you’ll be doing in five years’ time?”等。

（2）学生进行小组活动，根据所学的词汇和句型，制定一个关于未来职业规划的短文。

（3）教师选取几个小组的短文进行展示，并让学生进行评价和修改。

2021-2022学年高中英语人教版必修五教学案：Unit 4 Section Ⅳ Word版含答案

Section_ⅣLearning_about_Language_&_Using_Language[原文呈现]GETTING THE “SCOOP”“Quick，”said the editor①.“Get that story ready②.We need it in this edition③to be ahead of④the other newspapers.This is a scoop.”Zhou Yang had just come back into the office after an interview with a famous film star.“Did he really do that？”asked someone from the International News Department⑤. “Yes, I'm afraid he did，”Zhou Yang answered. He set to work⑥.His first task⑦was to write his story, but he had to do it carefully.Although he realized the man had been lying, Zhou Yang knew he must not accuse him directly. He would have to be accurate⑧. Concise too! He knew how to do that. Months of training had taught him to write⑨with no wasted words or phrases.He sat down at his computer and began to work.[读文清障]①editor ['edItə]n．编辑②get ... ready把……预备好③edition[I'dIʃn]n．版(本)；版次④ahead of在……前面ahead of time提前⑤department[dI'pɑːtmənt]n．部门；部；处；系the International News Department国际新闻编辑部⑥set to work(使)开头工作；着手工作⑦task n．工作；作业；任务⑧accurate['ækjʊrət]adj.精确的；正确的⑨teach sb. to do sth.教某人做某事抢发独家新闻[第1～2段译文]周阳刚刚采访了一位有名影星回到办公室，编辑就说：“快把那篇报道预备好，我们这一版就要用，这样我们就抢在其他报纸的前面了，这就是抢先的独家新闻。

人教版高中英语必修五教案：Unit 4 Making the news

Unit 4 Making the newsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.Enable the Ss to know what is needed to become a reporter and how to conduct an interview.2.. 语言目标(Language aim)重点词汇和短语occupation, update, submit, cover, concentrate on, inform, publish, polish, approve, acquire, accuse…of, so as to, scoop, deadline, depend on, ahead of, assess, demand, process三. 教学方法(Teaching method)Fast reading; Task-based method & discussion四. 教学步骤(Teaching procedure)教学重点重点句子1)Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.2)You’ll find y our colleagues very eager to assist you, so you may be able to concentrate onphotography later if you’re interested .3)Not only am I interested in photography, but I took an amateur course at university to update myskills.4)Only if you ask many questions will you acquire all the information you need to know.5)We say a good journalist must have a good “nose” for a story.6)Meanwhile you have to prepare the next question depending on what the person says.7)Have you ever had a case where somebody accused your reporters of getting the wrong end of thestick?8)Perhaps I too will get a scoop!Aids: Multimedia facilities, tape-recorder, photos, diagrams教学难点Difficult Points: Know what is needed to become a reporter and how to conduct an interview Master the use of inversion.教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:一. 教学目标(Teaching aims)1. 能力目标(Ability aim)Period 1Step I Warming up. ( see page 25 )Can you tell some jobs in a newspaper company? What are their jobs involves?Teaching suggestions: rearrange the order of the types of jobs a newspaper has and what they involve And ask the students to do the matches. Then ask them to copy what’s on the screen to their books. At the same time deal with the new words:occupation and journalist and the expression: suppose you were…occupation =a job or professionTeaching is my occupation. 教书是我的职业.。

人教英语必修五unit4教案.docx

Unit 4 Making the news一.教学目 (Teaching aims)1.能力目 (Ability aim)Enable the Ss to recognize the variety of jobs there are in newspapers and whatis needed to work in a newspaper office.Enable the Ss to know what is needed to become a reporter and how to conduct aninterview.2..言目 (Language aim)重点和短occupation,update,submit,cover,concentrate on,inform,publish,polish, approve,acquire, accuse⋯of,so as to,scoop,deadline,depend on,ahead of, assess, demand, process重点句子Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.You’ll find your colleagues very eager to assist you, so you may be able toconcentrate on photography later if you’re interested .Not only am I interested in photography, but I took an amateur course at universityto update my skills.Only if you ask many questions will you acquire all the information you need to know. We say a good journalist must have a good“nose” for a story.Meanwhile you have to prepare the next question depending on what the person says. Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?Perhaps I too will get a scoop!Aids: Multimedia facilities, tape-recorder, photos, diagrams二.教学重点 (Teaching important points)Know what is needed to become a reporter and how to conduct aninterview Master the use of inversion.三.教学方法 (Teaching method)Fast reading; Task-based method & discussion四.教学步 (Teaching procedure)Period 1Step I Warming up. ( see page 25 )Can you tell some jobs in a newspaper company? What are their jobs involves?Types of jobsWhat it involvesReporter/ journalistInterview people or finds out events from onlookersPhotographerTakes photos of important people or eventsEditorMakes sure the writing is clear, concise and accurate, check factsDesignerLays out the articles and photographsPrinterPrints the newspaperTeaching suggestions: rearrange the order of the types of jobs a newspaper has and what they involveAnd ask the students to do the matches. Then ask them to copy what’s on the screen to their books.At the same time deal with the new words:occupation and journalist and the expression: suppose you were⋯occupation =a job or professionTeaching is my occupation.教是我的 . 。

【免费】高中英语必修五教学设计：Unit4-人教版

Unit 4 Making the newsReading: My First Work AssignmentTeaching aims:1.Enable the students to recognize the variety of jobs there are in newspapers andwhat is needed to work in a newspaper office.2.Enable the students to know what is needed to become a reporter and how toconduct an interview.3.Train the students’ reading ability of skimming and scanning.Teaching important and difficult points:1.Help the students learn about the qualities needed to be a good reporter.2.Encourage the students to make clear how to get an accurate story and how toprotect a story from accusation.Teaching preparations:Find some introductions about famous persons and somevideo materials of interview through the internet. Prepare amicrophone for the students to do the interview.Teaching procedures:Ⅰ. Lead-inT: Today we are going to learn a lesson about “making the news”. Now let’s enjoy a video. (Tow minutes later) From the video, we know a woman is conductingan interview with George Bush, former president of the USA. Do you know who sheis? And what’s her job?Ss: She is Yang Lan. And she is a journalist.T: good. She is a most famous women reporter in our country who hasinterviewed a great many famous people all over the world. Today we’ll learn a passage related to this job and the title is “My First Work Assignment”．Before reading, let’s predict: why the new journalist think it “unforgettable Encourage students to find out the answer: he got many useful information about howto be a good journalist and how to cover a story.。

人教版高中英语Book 5 Unit 4 reading Getting the scoop教学设计

教学
目标
知识技能目标
1.通过阅读，能够从篇章中获取主要信息，明确文章的写作结构并学会用自己的语言阐明观点。
2.通过小组合作学习，使学生能够根据短文内容准确地复述课文。
学习策略目标
提高学生在自主学习(Self-study)、小组合作学习（Group cooperation learning）和探究性学习（Inquiry learning）的学习策略意识。
教学
对象
分析
对于山区的高二学生而言，虽然在平时的英语学习中掌握了不少英语词汇，但由于缺乏一定的语言环境，使得他们很少有机会开口说英语。为此，在这节课中我把阅读训练和口语训练微妙地结合起来，让学生在理解课文的基础上进一步学习，将新知识融入到原有的知识结构中，通过对课文内容的复述将课文内容用另外一种方式表达出来。这种方法有利于提高学生的语言组织能力和创新能力，对提高学生的口头表达能力有一定的帮助。
1.Answer six questions shown on the screen.
2.Give the students 10 minutes to prepare their retelling in their small groups.
3.Ask three students to retell the passage.
情感态度目标
1.通过本文的学习，帮助学生更好的提高阅读理解能力。
2.通过小组合作学习，使学生面对新的学习项目时，敢于激活相关知识，敢于用英语表达自己，使学生对英语口语产生兴趣。
3.通过小组复述课文，加深对课文内容的理解，培养学生更高水平的交流技巧。
教学重难点分析及解决办法
教学重点
阅读，讨论，复述课文三个环节是本课时的重点，通过读的输入，转化成说的输出，最终实现语言综合运用能力的提高。

英语必修五人教版book5unit4grammar教学设计

BOOK 5 unit4 grammar教学设计Teaching goals:1 help students to grasp some important grammar rules on inversion.2 students can freely and correctly use inverted sentences. Teaching importance:Full inversion and partial inversionTeaching difficulties:Rules on partial inversionExercises on the grammar.Teaching method:Comparative analysis approachTeaching proceduresStep 1 greetingsStep 2 self-learning：请观察1.The men’s 110 hurdles come now.The athletes rush out.They jump up.John runs so fast that he breaks the school record.We shall never forget the exciting moment.2.Now come the men’s 110 hurdles.Out rush the athletes.Up they jump.So fast does John run that he breaks the school record.Never shall we forget the exciting moment.你喜欢哪一组？第一组为_____ 语序，第二组为______语序。

1 The bus comes here.Here comes the bus .2 You can learn English well only in this way .Only in this way can you learn English well.倒装分为___种倒装。

高中英语必修五第四单元精品教案设计

高中英语必修五第四单元精品教案设计一、教学内容1. Reading and Vocabulary：文章《Newspapers》的学习，分析新闻报纸的起源、发展及其在社会中的角色。

2. Grammar：复习和巩固现在完成时态，学习现在完成进行时态。

3. Listening and Speaking：听力练习，讨论新闻报道的准确性及其对社会的影响。

二、教学目标1. 让学生掌握文章《Newspapers》的主要内容和细节信息，了解新闻报纸的发展历程及其在社会中的作用。

2. 使学生能够熟练运用现在完成时态和现在完成进行时态描述过去发生并持续到现在的事件。

3. 培养学生的听力技巧，提高其口语表达能力，使其能够就新闻报道的准确性及其对社会的影响进行讨论。

三、教学难点与重点1. 教学难点：现在完成进行时态的用法，听力技巧的提高。

四、教具与学具准备1. 教具：多媒体设备、黑板、粉笔。

2. 学具：课本、练习册、听力材料、写作素材。

五、教学过程1. 导入：展示新闻报纸，引导学生讨论新闻在社会中的重要性，引入本节课的主题。

2. 阅读理解：学生阅读文章《Newspapers》，完成相应的练习题，教师对文章内容进行讲解和分析。

3. 语法讲解：通过例句，讲解现在完成时态和现在完成进行时态的用法，让学生进行随堂练习。

4. 听力练习：学生听新闻报道，完成听力练习，教师针对听力技巧进行讲解和指导。

5. 口语讨论：学生分组讨论新闻报道的准确性及其对社会的影响，教师给予指导和评价。

六、板书设计1. 文章《Newspapers》的主要内容和细节信息。

2. 现在完成时态和现在完成进行时态的用法。

3. 新闻评论的写作要点。

七、作业设计答案：学生完成的文章需包含新闻报道的主题、观点明确、论据充分、结构清晰。

八、课后反思及拓展延伸1. 教师反思：关注学生的学习效果，针对学生的掌握情况调整教学方法和节奏。

2. 拓展延伸：鼓励学生关注时事新闻，提高其英语素养，培养其独立思考和分析问题的能力。

新课标人教版高中英语必修五unit4usinglanguage教案

新课标人教版高中英语必修五unit4usinglanguage教案必修五unit4 using language 教案Getting the Scoop一. 教学目标(Teaching aims)1. Let the Ss know the process of writing and printing a newspaper.2. Let the Ss grasp key words in this text, e.g. : ahead of, approve, senior, process.二. 教学重点(Teaching important points)The process of writing and printing a story in the newspaper.三.教学难点(Teaching difficult points)V ocabularies and severe jobs specific to a newspaper.四. 教学方法(Teaching method)Fast reading; Task-based method & discussion五.教学工具(Teaching tool)Blackboard and tape recorder.六.教学步骤(Teaching procedure)Step1. Leading-in. (3min)教师以回顾“历史上的今天”为题，向学生陈述在历史上的10月16号都发生了哪些事件，并联系时事，以吸引学生注意力，并以“把握今天，把握现在”教育学生。

Step2. Presentation. (1min)教师向学生陈述整堂课要进行的环节。

1). Dictation2). Let the Ss analyze the whole text and do exercises3). Teacher explains key words in this textStep3. Dictation.(3min)Let the Ss dictate the following words that they have learned in the Reading part andchoose tow Ss dictate on the blackboard.delighted; admirable; assistant; concentrate on; inform; deadline; depend on; accuseof; dilemma; so as toAfter dictation, teacher checks the words that the two Ss wrote on the blackboard.Step4. Fast reading. (20min)1. Let the Ss listen to the tape to find out the main idea of this text. Teacher chooses one student to answer this question and complete the answer.2. Let the Ss read the first two para. quickly and ask one student to make the three steps on the blackboard in right order. After that,teacher checks the answer.3. Let the Ss read the third para. til the first sentence of the fouth papa. and ask one student to do the match on the blackboard. After that,teacher checks the answer.4. Let the Ss read the rest part of the text and ask one student to complete the chart on the blackboard. After that,teacher checks the answer.Step5. V ocabularies. (15min)1. Ahead of 在……之前；胜过；强于常用：be ahead of sth. ahead of time 提早；提前go ahead 前进；继续干；说下去（常用于口语）E.g. : ―May I open the window?―Go ahead! （表示赞同对方的观点）2. Senior 高级的，高年级的；年长的（联系junior一同学习）常用：be senior /junior to 比…年长∕年幼的E.g.: He is senior /junior to me by two years.他比我大∕小两岁Senior high school 高中Junior high school 初中※senior/junior 无比较级，不与than 搭配使用3. Approve 赞成；同意；认可；批准常用：approve sth. 批准某事E.g.: The leader approved our plan.领导批准了我们的计划。

人教版高中英语必修五：Unit+4教案+

Unit 4 Making the News（一）教材分析：本单元的中心话题是“新闻”，主要内容涉及新闻工作者要具备的素质和新闻采访的基本程序。

语言机能和语言知识主要围绕“新闻”这一话题展开。

热身（Warming-up）通过讨论引出“中国日报社（China Daily）”工作人员的类别和职责。

读前部分首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的素质；然后引导学生讨论他们“第一次”的经历和感；最后通过一个“假设”为下一部分的学习做好准备。

阅读部分通过Zhou Yang，一名China Daily 的新员工和他的上司Hu Xin, 一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。

理解部分设计四个活动加深学生对阅读部分的理解。

四个活动涉及从文章中获取所需信息，对阅读文章进行分段，以及通过形容词归类引导学生思考一个优秀的新闻文字记者和摄影记者应该具备的素质。

“语言学习”部分归纳和运用本单元一些重要的词汇和语法---倒装句。

语言的运用部分涵盖了听、说、读、写四项基本技能，首先通过阅读一文介绍新闻写作的步骤和见报前的有程序，并讨论文中这位“影星”可能说了什么谎，在阅读和讨论的基础上写出一条有关某影星的独家新闻，然后要求学生听一段对姚明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际功能的“约会”用语。

（二）教学目标1．语言知识2．语言技能3．学习策略4．教学的重点和难点（1）重点1）了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等2）学会约会3）语法项目---倒装句4）了解新闻写作的步骤和见报前的有程序5）让学生初步学会运用所学的新闻报导的知识进行新闻文章写作（2）难点1）让学生归纳出新闻工作者的基本素质2）让学生灵活运用功能用语进行约会场景交流3）让学生初步学会写新闻报道文章（三）教学安排对课本内容进行优化组合，可将本单元分成6个课时Period 1 ReadingⅠ. Teaching aims:1. Target languageoccupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop1)Not till you are more experienced!2)You’ll find your colleagues very eager to assist you and if you are interested in photography,it may be possible for you to concentrate on that later on.3)Not o nly am I interested in photography, but I took a course at university, so it’s actually ofspecial interest to me.4)Only if you ask many questions will you acquire all the information you need to know.5)We say a good reporter must have a “nose” for a story.6)This is a trick of the trade.7)Have you ever had a case where somebody accused your reporters of getting the wrongend of the stick?8)Perhaps I too will get a scoop!2. Ability goal1)Enable the students to talk about qualities needed to be a good reporter and howto conduct a good interview2)Train the students’ reading ability(skimming, detail reading)Ⅱ. Teaching important points:Help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.Ⅲ. Teaching difficult points:How to help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.Ⅳ. Teaching methods:Cooperative learning, task-based learning, fast-readingⅤ. Teaching aids:A computer, a blackboard, a tape-recordⅥ. Teaching procedures:StepⅠLead-in1.Greeting2.Ask Ss some questions about their future jobs.1)Have you ever considered about your future job or occupation?2)What kind of occupation would you like to take? / What’s your ideal of job infuture? Why?Step Ⅱ Warming-up1.Ask Ss to look at newspapers previously prepared and guess what kind of jobswould be needed to produce newspaper articles.2.Ask Ss to work in pairs and fill in the chart ( types of jobs, what each type of jobinvolves)Reference Chart:StepⅢ Pre-reading1.Ask the Ss work in pairs to discuss the qualities need for a newspaperreporter and evaluate which qualities they consider are the most important, and they can also make some complements. Put all the qualities on the board in a list and alongside them put two columns: one for the most important ones and one for important qualities. Ask one from each pair to give their findings on (what they consider) very important and important qualities. Put a tick for each one in the correct column. Count up the ticks and write down the three most important qualities and the three important qualities.2.Ask the Ss to work in pairs to discuss an occasion of this sort that they remembere.g. fist day at a new school, and ask them to consider why they remember it andespecially how they felt. Then choose some of them to tell their experiences.3.Discuss what all the experiences have in common and what they can do●Make themselves feel better●Make others feel betterStep Ⅳ Reading1.Fast reading. Ask the Ss to go through the whole passage as fastas they can and try to find answers to the following questions.(Shown on the blackboard)1)Could Zhou Yang go out on a story alone immediately? Why (not)?2)What mistakes must he avoid?3)How did Zhou Yang feel on his first day at work?2.Ask the Ss to pay attention to the way the questions develop in the dialogue(Explain to them that all of these questions are finding out more about the qualities and skills needed for the job)3.Ask the Ss to follow the tape and read the passage again and then do theExercise in comprehending part together. (For detail, refer to the PPT)Step Ⅴ Language pointsExplain some difficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT)Step Ⅵ Homework1. Practice reading aloud the dialogue with your partner. Pay attention to theintonation and stress.2. Read a newspaper and try to discover something to do with our topic about it.Period 2 Learning about LanguageⅠ. Teaching aims:1.Target Languageuntrained, fairly, technical, process, polish, concentrate on…; accuse …of …, approve of…, by accident, get absorbed in, defend against, break downShe does not get absorbed in…The reporter went out with…2.Ability goalsEnable the Ss to know how to use some expressions in an idiomatic way.Enable the Ss to use the words and expressions more freelyⅡ. Teaching important points:Get the Ss to practice the words and expressions more freely and correctlyⅢ. Teaching difficult points:How to enable the Ss to use the words and expressions more freely and correctlyⅣ. Teaching methods:Cooperative learning, task-based learning, explaining, discussion and practicing.Ⅴ. Teaching aids:A computer, a blackboard, a tape-recordedⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ RevisionT: Yesterday we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a reporter should have. (Ask a Ss to share their knowledge with others)StepⅢ Discovering useful words and expressions1.Ex1 on page 28. Give Ss directions that they should find the idiomatic expressionsused in the text to match with the expressions given in the Activity. Then check and make some necessary explanation.2.Ex2 on page 28. Ask the Ss to finish Exercise 2 and then check the answer andmake some explanation if needed.StepⅣ Using words and expressions (P63)1. First deal with Ex.1 on page 63.“What happened when the General went to war?” Students can work in pairs to have a discussion, and then ask some students to give their answers.A: The General went away to war. Meanwhile his advisers marked his progress on a map so as to be sure of knowing where he was.B: Meanwhile the gardener planted new flowers in the flowerbeds so as to be able to make a beautiful garden f or the General’s return.Meanwhile the cook learned to make some new dishes so as to be able to prepare a special banquet when the General returned.Meanwhile his wife made him some new clothes so as to be able to dress him smartly for the banquet on his return.Meanwhile his children practiced some new songs and dances so as to be able to perform for the General when he returned.2. If time permits, continue Exercises 2-4.Step V. Homework1.Review the words and expressions for this Unit.2.Preview discovering useful structures.Period 3 Grammar: InversionsⅠ. Teaching aims:1.Enable the students to use inverted sentences correctly2.Help the students learn how to use Inversions correctlyⅡ. Teaching important points:Help the students learn what Inversion is and how to use Inversions correctly Ⅲ. Teaching difficult points:How to help the students to apply the Inversions correctly in contextⅣ. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learning Ⅴ. Teaching aids:A computer, a projectorⅥ. Teaching procedures:Step Ⅰ Presentation1.Ask the Ss to find out the sentences of Inversion in the Reading. First explainwhat an inversion is.“In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion.2.Ask the Ss to say the sentences, and then show the answers on the screen.Never will Zhou Yang forget his first assignment at China daily.Only when you have seen what he or she does, can you cover a story by yourself.Only if you ask many different questions will you acquire the information you need to knowStep Ⅱ Explanation and SummaryThe order of the subject and the verb is reversed after the following adverbial elements:1)Adverbial expressions of negation or near negation with no, not, never,neither, seldom, scarcely, rarely, barely and hardly, etc. The same reversal of word order takes place after negative conjunctions like neither, nor, not only…but also, no sooner… thane.g. In no case can an exception be made.Never have I seen such a stupid.Not until he loses all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by astranger.Not only is he beautiful, but she is also very intelligent.I cannot attend the meeting tonight, and neither can my wife.2) Adverbial expressions with onlye.g. Only after an operation will he be able to walk again.Only one has he done such a thing.3) Adverbial expressions with soe.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) Adverbial expressions of placee.g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.But when the subject is a pronoun instead of a noun, the order should not be inverted.e.g. Here he comes.Off he ran.5) Other adverbials in initial positione.g. Loud and clear rang the bell.Often did we sit together without saying a word.Step Ⅳ Further Explaining全部倒装1.用于there be 句型．There are many students in the classroom2. 用于“here (there, now, then) + 不及物动词+主语的句型中，或以out, in, up, down, away等副词开头的句子里面，表示强调．●Here comes the bus.●There goes the bell.●Now comes our turn.●Out went the children.代词作主语时，主谓语序不变．Here it is.In he comes.3. 当句首状语是表示地点的介词词组时，也常引起全部倒装．South of the city lies a big steel factory.From the valley came a frightening sound.Under the tree stands a little boy.4. 表语置于句首时，倒装结构采用“表语＋连系动词＋主语”的结构1) 形容词＋连系动词＋主语Present at the meeting were Professor White, Professor Smith and manyother guests.2) 过去分词＋连系动词＋主语Gone are the days when they could do what they liked .4)介词＋连系动词＋主语Among the goods are Christmas trees, flowers, candles and toys.5. 为了保持句子结构平衡，或为了强调表语或状语，或为了使上下文结构紧凑．They arrived at a farmhouse, in front of which sat a small boy.Inside the pyramids are the burial rooms for the kings and queens and longpassages to these rooms.部分倒装1.用于疑问句．Do you speak English?2. 用于省略if 的虚拟条件句Had you reviewed your lessons, you might have passed the examination.3. 用于“形容词（或名词、动词）＋as (though)”引导的让步状语从句．●Pretty as she is, she in not clever.●Try as he would, he might fail again.●Money as they had, they don’t know how to spend it.4. 用于no sooner than, hardly when 和not until的句型中No sooner had she gone out than the class began.Not until the teacher came did he finish his homework.5. 用于never, hardly, seldom, scarcely, little, atno time, not only 等否定词开头的句子里．●Never shall I do this again.●At no time can you say “ no” to the order.●Little do I dream I would see you here.6. 用于only 开头的句子（only位于句首，修饰副词、介词短语或状语从句）●Only in this way can you lean English well.●Only when he told me did I realize whattrouble he was in.7. 用于so, nor, neither 开头的句子，表示重复的内容．此句谓语应与前句谓语的时态形式一致．●He has been to Beijing. So have I.●Jack can not answer the question. Neither can I.8. 在so / such that 的结构中，若so 置于句首，则句子部分倒装●So difficult a problem is it that I can’t work it out.●Such a noble person is he that people all respect him.9.如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构．主语是代词时，一般不用倒装结构．“Let’ go,” said the man / he said.10.用于某些祝愿的句子．May you succeed!Step Ⅴ Consolidating and Applying the ruleExercise to be shown on the PPT and one student at a time to do the exercise orally. (Multiple choices, E-C translation, using inversions)Step Ⅵ Summary and Assignment1.Make a summary of today’s task.2.Ask Ss to write a short passage, and try to use as many asinversions in the passage.Period 4 Using languageⅠ. Teaching aims:Target language:edition, department, accurate, concise, chief, employ, polish, note, chief, approve, negative, process, primary source, secondary source, present, investigateAlthough he realized…, Zhou Yang knew he must not accuse him directlyMonths of training had taught him to write with no wasted words or phrases.One of the reasons… that is that they help us to decide what is… and what is…Ability goals:1.Enable the Ss to get some basic knowledge about the writing and printingprocess of an article2.Enable the Ss know what is primary source and what is secondary source. Ⅱ. Teaching important points:Make Ss understand writing and printing process for an article and the primary and secondary sourceⅢ. Teaching difficult points:Make Ss understand writing and printing process for an article and the primary and secondary sourceⅣ. Teaching methods:Fast-reading method, task-based methodⅤ. Teaching aids:A computer, a blackboard, a recorderⅥ. Teaching procedures:StepⅠLead-in1.Greetings.2.“Nowadays with the develop ment of media, lots of information can bereceived by people all over the world soon everyday. And people can learnabout news at home and abroad by watching TV, listening to radio, surfingthe Internet, reading magazines and newspapers etc. Among these media,newspaper is one of the oldest, In China there are many kinds ofnewspapers. I believe all of you read some of them everyday. Am I right?”Using words above to lead in today’s topic and get Ss involved in their familiar media form, newspapers.StepⅡ Reading1.Ask Ss to go over the passage (Getting the “Scoop”) quickly and find thegeneral idea of the text. (Answer: It introduces the process of writing andprinting for a newspaper article.2.Scanning: Ask Ss to read the passage again and try to answer the questionsas listed on the screen.Questions:1)What is Zhou Yang’s first task? (Answer: His first task was to write hisstory)2)How many people read his article before it was ready to be processedinto film negatives? Who were they? (Answer: Before it was ready tobe processed into film negative, an editor from his department, thecopy-editor, the native speaker, the chief editor and the new desk editorread his article.)3.Then let the Ss make full use of their imagination to complete Ex2.Step Ⅲ Extensive Reading (P 65)1. Ask Ss to turn to page65 and read the passage as quickly as theycan to get the main idea of the passage. (Answer: The passage tells us what a primary source and a secondary source are and the difference between them.2. Ask Ss to read the whole text again in detail and do the True orFalse questions on blackboard.1. When we read about Jia Sixie in our textbook we are reading a primarysource.2. As we watch the news on TV, the person presenting the programme in thestudio is the secondary source.3. Photographers sometimes are both primary and secondary sources.4. Knowing the difference of primary and secondary sources can help us decidewhat is a fact and what is an opinion.5. Often facts and opinions are mixed in any report.Keys: FTFTTTipsA primary source depends on: The person who has written the news should bethere at the time.Primary sources and secondary sources are very important for finding out the truth. The closer a person is to the event they describe in time or geographically, the more likely they are to be accurate.3. Do Exercise3 to choose Ss’ understanding.The primary source is the Garlic Wars because it was written at the time. I think Plutarch Life of Julius Caesar and Shakespeare’s play about Julius Caesar will have more opinion than fact because they were written long after the events happened.Ste pⅣSummary and AssignmentToday we’ve learned writing and printing process for an aticle and what is a primary source and what is a secondary one. These are very important for your future work if you want to be a reporter. Today’s homework:1. Ask the students to interview a student of Senior Grade three and write areport about their present study and life.2. Report a thing recently happened in your neighborhood or in the local area.Period 5 Listening and SpeakingⅠ. Teaching aims:Target Language:remind … of…, appear, eyewitness, on the spot, supporter, photographShall we make an appointment?Maybe we can meet at…When do you think is convenient for you?Which day would suit you best?Where would you like to meet?I shall be busy at… and… , but I can be free at…I suggest that we meet…I may be able to see you at…That will/won’t be convenient because…I look forward to seeing you.Ability goal:1. Enable the Ss to learn how to make appointments2. Train Ss’ language skills listening & SpeakingⅡ. Teaching important points:Guide the Ss learn how to make appointments.Ⅲ. Teaching difficult points:How to guide the Ss learn to make appointmentsⅣ. Teaching methods:Listening; speaking, cooperative learningⅤ. Teaching aids:A computer, a projector and a tape recorderⅥ. Teaching procedures:StepⅠLead-inAsk a group of students to tell whom they want to interview most if they are offered a chance, and also ask them to make out the reason. Thus to lead in today’s task.T: If you were a reporter, who would you want to interview most? Why?StepⅡ ListeningTask1 Deal with the listening part on page 31.Ask Ss to go through the questions of Exercise 1&2 in Listening and Speaking on page31. Then play the tape for three times. (For the first time, ask them to listen for the main ideas and do Exercise 1, For the second time, finish Exercise 2. And for the last time, check the answers themselves.A.This is about a young man who is refused an interview with Liu May.B.This about a young man who is trying to arrange an interview with Liu Mei.C.This is about a young man who wants to ask Liu Mei about how to workabroad.1. Why does Zhou Yang want to interview Liu Ming?He wants to interview him about his decision to go to work abroad.2. What are his fans worried about?His fans worried that they will not see him in the flesh.Task2 Deal with Listening on page62 and listening task on page66.Step Ⅲ SpeakingThis task is to let the students practice making appointments.Ask Ss read instructions of Exercise 3 on page 32 and work in pairs and role-play theSample dialogue:S1: Hello. I’d like to speak to Li Feizhou. I’m the photographer ringing him to make an appointment for some photographs for “cool scene” magazine. Is it possible to meet him tomorrow?S2: Hello. Perhaps I can help. I am Li Feizhou’s secretary. I’m afraid he can only meet you tomorrow afternoon as he had a haircut in the morning. Is that OK?S1: Oh dear. I was hoping he would be free in the morning as I have another appointment then. It should only take two hours. Maybe we could meet before or after his appointment.S2: Yes. That might be possible. But he’s busy between 9:00 and 10:30 and then between 11:30 and 1:00 but he might be free for an hour between 10:30 and 11:30. S1: I don’t think that’s long enough. Could he change his other appointment to another day?S2: I don’t think so.S1: Then could he be free at 10:00? We could do the photographs and I would still be on time for my next appointment.S2: That sounds quite possible. I’ll ask him. What would he need to wear?S1: Some comfortable clothes would be best.S2: Fine. I’ll talk to him and call you again very soon. Where would i t be best to meet? S1: At the studio if that is OK with you. Thank you very much.S2: My pleasure.Step Ⅳ Listening (WB P62)The students will hear a conversation between Susan and Greg. They are asked to do the exercise according to the tape.T: Many people think that making a radio or TV interview is fun and interesting. But there can be problems. What will be problems? Listen to the tape and try to finish the exercise.Listen to the tape again and check the answers with the whole class.Students answer the questions in pairs. One asks the questions and the otherStepⅤ Listening Task (WB P66)Put students into pairs. Ask them to think of as many practical situations as they can, where being “on the spot” is very important to understanding what is happening. Discuss why an eyewitness would help in each situation.Listen to the tape for the first time. Ask students to write down the gist of the listening passage in one sentence.Go through the task and listen again and do the exercise.Check the answers.Step Ⅵ Summary and HomeworkIn this period we’ve done some listening practice and practiced how to make appointments. After class, please listen to the recording repeatedly and pay attention to the pronunciation as well as functional sentences of how to make appointments.Period 6 WritingⅠ. Teaching aims:Target languageeyewitness, opinion, information, stick to, rather than, account forAbility goalsEnable the Ss to know how to express opinions of own and justify the situations according to different opinions.Enable the Ss to grasp the main points of news-writing.Teaching important and difficult pointsJustify the different point of view and make one’s own opinions.Write the news clearly and pithily.Teaching methodDiscussion, cooperative learning, debatingTeaching aidsA projector, a computerTeaching procedures:Step I RevisionCheck the homework and take a dictation.Ask Ss how important it is to get the first source, how important the eyewitnesses are.Step II Warming upHave a debate: In a local fishing competition, a person tells you he / she has caught a fish the size of a small car. It will win him / her first prize at a local fishing competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman? Divided students into two groups, and tell the reasons who they support.Step III Group WorkAsk students to work in groups of four and play one of the following roles each: CCTV Newsman / woman, Fisherman, Eyewitness, Reporter of Local Evening News. Make a dialogue in four and express their own opinions.Step IV Presentation.CCTV NewmanFishermanEyewitnessReporter of Local Evening News Explain the exciting story Stick to facts rather than opinions Accept the interview with the reporter Accounts for his/ her behaviour Accept the interview with the reporter Tell him what he/ she sawPrepare interview questions for thefisherman/woman and the eyewitness;Find out truth through your ownanalysis .Ask four of the students to express their own opinions.Step V Writing TaskFill in the form on page 68. List the facts and the opinions. Write about each fact and then write about the opinion. Try to follow the example and make the news clear and pithy or concise. Also let the Ss pay attention to the followings:State the situation of the story in paragraph 1;Set out what happened clearly in Paragraphs2 and 3;State how the story ended and your opinion on what happened in Paragraph 4. Allow the students enough time to work on their writing. (If there is a lack of time, leave the task for homework)A sample version:Fish StoryToday is the city’s annual Father’s Day Fishing Competition. Mr. Thompson took part in the fishing competition. He presented a very large and rare fish as big as a small car.Mr. Thompson said, “ It was quite by accident.”“I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water very quickly.” He added.However, an eyewitness said he had seen Mr. Thompson earlier in the day buying fish at the fish market. He said, “I saw the fisherman go into the shop and come out with this large, rare fish.”“Then he went to the judges and they weighed his fish and told him it was the largest so far”, said the witness.Mr. Thompson finally admitted he had bought the fish and had not caught it. He apologized in public and said that he only did it so his son would be proud of him as a fisherman. So it seems that it was Mr. Thompson who was the big fish!Step VI Homework1.Finish the writing work at home.2. Review the whole unit and prepare for a test.英语学习讲义好好努力梦想终会实现21。

人教高中英语必修五：unit4教案.doc

Teaching DesignUnit4 Making the NewsGrammar: InversionI Teaching objectives1.Knowledge objectivemaster the key sentences structuresOnly after ... did sb...Only by doing ... could sb...Not only did...Seldom have I...2. Ability objectiveEnable the students to use inverted sentences correctly.3. Moral objectiveHelp the students learn how to use Inversion correctly.II.Taching important pointsHelp the students use Inversion correctly.III.Teaching difficult pointsGuide the students to summarize the usage of Inversion.IV.Teaching methodsTask-based learning; cooperative learning; practice.V.Teaching aidsA computer and a projector.VI.Teaching proceduresStep Ⅰ PresentationAsk the students to find the sentences of Inversion in the Reading.T: Today we are going to learn Grammar. In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion. Please find the sentences of Inversion in the reading passage on page 26.In a while, get the students to say the sentences. Then show the answers on the screen. Never will Zhou Yang forget his first assignment at the office of a popular English newspaper.Only when you have seen what he or she does, can you cover a story by yourself.Not only am I interested in photography, but I took a course at university, so it’s actually of special interest to me.Only if you ask many different questions will you acquire all the information you need to know.Step Ⅱ Explanation and SummaryT: Well, class, now I’d like to explain something about the inverted sentences so that you can have a better understanding of Inversion. Sometimes the order of the subject and the verb is reversed after the following adverbial elements:1) Adverbial expressions of negation or near negation with no, not, never, neither, seldom, scarcely, rarely, barely and hardly, etc.The same reversal of word order takes place after negative conjunctions like neither, nor, not only ... but also, no sooner ... than.e.g. In no case can an exception be made.Never have I seen such a stupid person.Not until he loses all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by a stranger.Not only is she beautiful, but she is also very intelligent.I cannot attend the meeting tonight, and neither can my wife.2) Adverbial expressions with onlye.g. Only after an operation will he be able to walk again.Only once has he done such a thing.3) Adverbial expressions with soe.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) Adverbial expressions of placee.g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.But when the subject is a pronoun instead of a noun, the order should not be inverted.e.g. Here he comes.Off he ran.5) Other adverbials in initial positione.g. Loud and clear rang the bells.Often did we sit together without saying a word.Step Ⅲ PracticeT: To understand the Grammar better, we’ll do some practice. Now turn to page 29. Please do Exercises 2－4 on your own.After the students finish, check the answers.Step Ⅳ ConsolidationPresent the following exercises on the screen.T: Now let’s do more exercises to see how well you have grasped Inversion.Rewrite the following sentences using inversion.1.I shall not give her a gift until her birthday.Not until her birthday __________________.2. I realized what trouble he was in only when he told me.Only when __________________________3. If I had been informed earlier, I could have done something.4. The teacher said, “He is a clever boy.”5. A horse was in the distance.Do exercises on page29.Step Ⅴ SummaryVII.HomeworkPreview the reading passage in Using Language.品味人生1、不管鸟的翅膀多么完美，如果不凭借空气，鸟就永远飞不到高空。

2024年高中英语必修五unit4教案

2024年高中英语必修五unit4教案Unit 4 Teaching Plan for High School English (Compulsory) in 2024I. Teaching ContentThis unit is from the textbook’s fourth chapter, focusing on the theme of “Making a Difference”. Thedetailed content includes:1. Reading: “The Power of One”Understanding the story of how one individual can make a significant impact on society.Analyzing the author’s perspective and the persuasive techniques used.2. Grammar: Passive VoiceIdentifying and using passive voice in various contexts.Comparing active and passive voice structures.3. Listening and Speaking: “Creating Change”Engaging in conversations about social issues and possible solutions.Practicing how to express opinions and justify them with reasons.II. Teaching ObjectivesBy the end of this unit, students will be able to:1. Comprehend and analyze texts that explore the theme of making a difference.2. Use passive voice accurately in written and spoken English.3. Engage in discussions, express opinions, and propose solutions to social issues.III. Teaching Difficulties and PrioritiesDifficulty: Mastering the use of passive voice in different contexts.Priority: Developing critical thinking skills through the analysis of texts and engaging in discussions.IV. Teaching and Learning MaterialsTextbookHandouts with additional exercisesVisual aids (posters, charts)Audio recording for listening activitiesV. Teaching Process1. Warmup (5 minutes)2. Reading (25 minutes)Prereading: Skimming the text for main ideas.Whilereading: Indepth analysis of the text, focusing on persuasive techniques and vocabulary.Postreading: Group discussion on the author’s message and its relevance to reallife situations.3. Grammar (20 minutes)Presentation: Introducing passive voice through examples and explanations.Practice: Guided exercises, both written and spoken, to reinforce understanding.Application: Students create their own sentences using passive voice to describe social initiatives.4. Listening and Speaking (20 minutes)Speaking: Group roleplays where students discuss and propose solutions to social issues.5. Summary (10 minutes)Recap of the main points from the lesson.Q&A session to address any doubts or questions.VI. Blackboard DesignMain “Unit 4: Making a Difference”Subheadings: “Reading Analysis”, “Grammar: Passive Voice”, “Listening & Speaking”Key vocabulary and phrases listed on one side.Space for writing examples and important notes.VII. Homework DesignExample Answer: Air pollution is a significant issue affecting our town. Measures, such as the installation of filters in factories and car inspections, should be taken to reduce it.2. Prepare a 2minute speech about an individual who has made a difference in history or present times, and present it in the next class.Example Answer: “The Impact of Malala Yousafzai on Girls’ Education”VIII. Afterclass Reflection and ExtensionReflect on the effectiveness of the practical scenarios and group discussions in engaging students.Assess the students’ understanding of passive voice through their homework and provide additional practice if needed.Encourage students to research and present on othersocial issues, extending their knowledge beyond the classroom.重点和难点解析1. 教学难点：被动语态在各种情境中的运用。

人教版英语必修五Unit 4(Warming up and Reading)教案

Teaching PlanMaking the news —— Warming Up and ReadingMy First Work Assignment “Unforgettable ”,says new journalist(NSEFC Book 5 Unit 4)一．教学内容本课内容是在单元课题“新闻制作”之下引申出来的关于新闻制作流程以及新闻工作者应该恪守的职业操守的话题。

作者通过“我”（周阳）的7个提问，以周阳的领导胡新的回答为诠释，陈述了一个新闻工作者应该如何学习团队合作，如何获取准确的新闻，以及如何保护新闻免受指责。

二．教材处理本课是这个单元的第一课时，词汇知识为全新内容，在课前通过黄晓明与Angelababy 结婚的新闻内容，将新词串联，以此完成词汇教学。

通过Skimming ，让学生快速发现文体，找出时间、地点、人物、事件，发现篇章结构，完成分段，并进行快速的文章小结。

在Scanning 部分，将全文以周阳的笔记的形式呈现，按照分好的段落，对重要内容进行挖空处理，让学生获取、分析和填写信息。

在对课文内容有具体的了解之后，让学生完成“七选五”练习，从而对文章整体结构有更加深刻的理解。

作为课文难点，新闻行业的专业术语在“七选五”练习中被呈现，并以连线题的方式让学生进行意义匹配。

三．教学目标a) 语言知识目标： b) 语言技能目标： c) 情感态度目标：引导学生思考新闻工作者的职业道德，引导学生做一个尊重事实、诚实的人。

d) 教学重点和难点：教学重点：使学生了解文章大意，理清作者思路，掌握基本阅读技巧（skimming ，scanning ），掌握篇章框架阅读的方法。

教学难点：让学生1.理解新闻专业术语的意思。

2. 学会将关键词连成一句话新闻，最终实现语言输出。

重点单词： journalist ，photographer ，designer ，editor ，delighted assistant ，professional , acquire , dilemma② 重点短语： concentrate on, accuse sb. of sth., cover a story ， concentrate on be eager to, accuse sb. of sth, depend on ①能运用扫读与寻读的阅读技巧快速获取信息。

2024年英语必修5人教版新课标Unit4教案5份

2024年英语必修5人教版新课标Unit4 教案5份一、教学内容二、教学目标1. 了解并掌握与未来相关的词汇、短语和句型；2. 能够运用所学知识进行情景对话，表达自己对未来职业的期望；3. 培养学生的创新意识和职业规划意识。

三、教学难点与重点重点：与未来相关的词汇、短语和句型的掌握，情景对话的运用。

难点：词汇、短语的正确运用，句型的熟练运用。

四、教具与学具准备教具：PPT、黑板、粉笔、教学卡片等。

学具：课本、笔记本、练习本等。

五、教学过程1. 导入：通过展示未来交通工具和职业的图片，引导学生讨论对未来生活的期待，激发学生学习兴趣。

2. 新课内容呈现：a. 教师带领学生一起学习Chapter 1 The Future of Transportation，讲解重点词汇和句型；b. 学生进行小组讨论，运用所学词汇和句型进行情景对话；c. 教师展示Chapter 2 My Future Career，引导学生学习相关词汇和句型；d. 学生进行个人陈述，表达自己的未来职业规划。

3. 例题讲解：针对本节课的重点内容，讲解典型例题，帮助学生巩固所学。

4. 随堂练习：学生完成教师布置的练习题，巩固所学知识。

六、板书设计板书分为两部分：1. Chapter 1 The Future of Transportation：a. 重点词汇；b. 重点句型。

2. Chapter 2 My Future Career：a. 重点词汇；b. 重点句型。

七、作业设计1. 作业题目：a. 用所学的词汇和句型编写一段关于未来交通工具的对话；b. 以“My Future Career”为题，写一篇短文，描述自己的未来职业规划。

八、课后反思及拓展延伸1. 课后反思：教师针对本节课的教学效果进行反思，找出不足之处，以便改进教学方法。

2. 拓展延伸：鼓励学生课后收集关于未来职业的资料，了解不同职业的特点和要求，为未来的职业规划做好准备。

同时，教师可推荐相关英文资料，提高学生的英语阅读能力。

2021-2022学年高中英语人教版必修五教学案：Unit 4 Section Ⅱ Word版含答案

Section_ⅡWarming_Up_&_Reading_—_Language_Points一、这样记单词记得准·写得对记得快·记得多Ⅰ.基础词汇1.update v t.更新；使现代化2.acquire v t. 获得；取得；学到3.assess v t. 评估；评定4.meanwhile ad v. 其间；同时5.case n. 状况；病例；案例6.accuse v t. 指责；责怪；控告7.deliberately ad v. 有意地8.dilemma n. (进退两难的)逆境；窘境9.demand n. 需求；要求v t. 猛烈要求10.publish v t. 出版；发行；发表；公布11.thorough adj. 彻底的；详尽的12.gifted adj. 有天赋的Ⅱ.拓展词汇1.photograph n．照片v t.给……照相→photographer n．摄影师→photography n．摄影2.delighted adj.欢快的；欣喜的→delight v t.使兴奋→delightful adj.令人开心的3.admirable adj.值得赞扬的；令人鄙视的→admire v t.鄙视→admiration n．鄙视；观赏4.unusual adj.不同寻常的；独特的→usual adj.寻常的；通常的1.journalist n．记者；新闻工作者[同义]reporter[联想](1)媒体从业者①editor n．编辑②chief editor n．主编③photographer n．摄影师④host/hostess n．主持人(2)媒体类型①daily n．日报②weekly n．周刊③journal n．杂志④mass media大众传播媒体2.deadline n．最终期限[词块]meet the deadline 赶上最终期限；按时完成[联想]headline n．新闻标题；内容提要3.amateur n．业余爱好者adj.业余的[联想]professional n．专业人员adj.专业的；职业的4.colleague n．同事[联想]①companion同伴；伙伴②teammate队友③deskmate同桌④classmate同学5.meanwhile ad v.其间；同时[同义]at the same time; in the meantime6.deliberately ad v.有意地[同义]by design; on purpose[反义]by accident7.publish v t.出版；发行；发表；公布5.assist v t.挂念；帮忙；救济→assistant n．助手；助理；售货员→assistance n．挂念；帮忙6.profession n．职业；专业→professional adj.专业的；职业的n．专业人员7.concentrate v i.&v t.集中；聚集→concentration n．认真；专注rm v t.告知；通知→information n．信息9.guilty adj.犯罪的；有罪的；内疚的→guiltn．怀有负罪感10.technical adj.技术(上)的；技巧方面的→technically ad v.技术上；工艺上[同义]come out出版；发行(为不及物动词短语)8.gifted adj.有天赋的[同义]talented[词块]①be gifted/talented at music在音乐方面有天赋②a gifted/talented musician一位有天赋的音乐家[联想]“-ed”结尾的形容词一览①coloured adj.加颜色的②limited adj.有限的③curved adj.弯曲的④canned adj.罐装的9.以“-able”为后缀的高频形容词小结①suit→suitable合适的②value→valuable贵重的③enjoy→enjoyable令人开心的④accept→acceptable可接受的记坚固定短语多积常用词块1.concentrate_on集中；全神贯注于2．have_a_nose_for 对……敏感3．inform_sb.of/about_sth. 通知某人某事4．keep_in_mind 记在心头；记住5．depend_on/upon 依靠；依靠6．accuse_..._of 因……指责或控告……7．so_as_to_(do_sth.) 为了(做)……8．look_forward_to 期望；期望1.work experience工作阅历2．good communication skills 良好的沟通技能3．an experienced journalist 一名有阅历的记者4．cover a story 进行新闻采访5．take an amateur course 参与业余课程6．tell the whole truth 说出全部真相7．miss the deadline 延误任务规定的期限8．a trick of the trade 行业诀窍先背熟再悟通后仿用1.His discussion with his new boss,Hu Xin (HX), was to stronglyinfluence his life as a journalist.他同新上司胡新的争辩对他的记者生涯必将产生重大的影响。