Unit5 Theme parks
【温馨寄语】If you don’t learn to think when you are young, you may never learn. 如果年轻时就没有学会思考，那么就永远学不会思考。
【学习目标】
（1）语言知识目标是：明确主题公园的概念，了解世界著名的主题公园，掌握娱乐项目及有关主题公园的词汇（文章中黑体部分）
(2) 能力目标：是在围绕主题公园的话题,在连贯的听读说中训练学的逻辑思维能力和快速反应能力
(3) 德育目标：引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。
【学习重、难点】
本节课的重点是让学生理解主题公园的概念以及世界著名的主题公园
话题: Talking about theme parks.
语言: amuse, amusement , variety, various, shuttles, charge, admission, profit , sourvenir, brand, sneaker, come to life, minority, fantasy, get close to
难点理解是主题公园是娱乐，又不仅仅是娱乐。
【教学过程】
本课通过Lead-in 、Skimming 、Scanning 、Discussion、Summary 五步骤培养学生的分析和概括能力。
Teaching procedures
The First and Second Periods Warming up , Pre-reading and Reading
Step 1 Lead-in
Show som e pictures of “ Bungee jumping”“Roller-coaster rides” “Free-fall rides” and ask
“What are they ?”“Where can you see them ?Then introduce Theme Park.
*What kind of park is it, a traditional park or a theme park?
Learn some new words:
1.At the entrance gate: admission by ticket only.------They’ll charge you for admission.
2. Inside the park:The theme parks provide us with a variety of things to see and do, including rides,boats, a Ferris wheel, a roller coaster , merry-go-round, slide, bumper car,etc.
3.----What can remind you of your visit several years later?---- Photos and souvenirs
4. They make a profit by the charges for admission and by selling souvenirs in their shops.
Step 2. Warming up Cooperative discussion:
1. Have you ever been to some parks?
2. What will you enjoy in the park, in your opinion according to the pictures? ( sit chatting,play chess,play games, listen to birds’ singing or just relax a bit.) There are many kinds of parks in the world.Look at the pictures of some world parks in your textbooks and imagine what you may do there.
* A garden in Suzhou --a traditional Chinese park
have a walk in our spare time
to escape busy lives for a while and relax ourselves
to enjoy beautiful scenery
*Hyde Park--- a Western public park
the most well-known park in the world
used to be a hunting park for the Royal family in the 18th Century
Best-known for the speaker’s Corner
*World Waterpark in Canada
take part in all kinds of activities in water
*Disneyland
The oldest and the most popular park in the world
enjoy the exciting activities there
get close to the life-size cartoon characters like Mickey Mouse and Donald Duck
Step 3 Pre-reading
1.What do you suppose a theme park is ?
2.What do you think you can see in a theme park?
(1.It is a kind of amusement park which has a certain theme – that the whole park is based on. 2.buildings, castles, statues, rare animals and birds, and so on.) Step 4 Reading ----- Theme Parks –---- Fun and More Than Fun
1. Predict : Read the title and the pictures on P. 34 and Predict
What is the meaning of the title “Theme Park –Fun and more than fun”?
(The title means that theme parks are fun to visit, but that they can also be educational and can offer useful information.)
2. Skimming Fast read and answer:
What activities can we take in a theme park?
Amusement park: Bumper car Merry-go-round slide bungee jumping Free-fall rides Horror films Pirate ship Ferris wheel roller coaster 3.Scanning Read again and you will find various theme parks are mentioned in the passage . Then what are they ?
Theme parks: Sports theme park History theme park Culture theme
park Marine or Ocean theme Park Future park Science theme park Disneyland
4.Careful reading and find the main idea of each paragraph:
THEME PARKS---- entertaining/ educational
Para.1 Traditional parks are places to go for relaxation and to have time away from our busy lives.
Para.2 Th eme parks are different They’re large and full of things to do, see and buy.
Para.3 Theme parks are built around a single idea or theme. One example is a sports park.
Para.4 Another kind of theme park is historical more and cultural and can be educational.
Para.5 Disneylandwas the first theme park. It is based on the fantasy life and characters of Disney’s films.
Para.6 Some examples of educational theme parks include sea world parks and science parks.
Read para. 1 Q: 1.What do parks provide people with ?
(Parks provide people with a place to amuse themselves and to escape their busy lives for a while.)
2. Do theme parks have a certain idea ?
(Yes,they do. Theme parks have a certain idea that the whole park is based on.)
3. What’s the oldest the me park in the world ?
(The oldest theme park in the world is Disneyland.)
5. Read through the last four paragraphs and find the theme parks mentioned and then fill in the form below.
Theme Parks
What can visitors do?
sports theme park
Sports to play or watch; physical exercise and athletic competition, buy sports equipment or clothing.
History theme park
See how ancestors dressed, worked and lived.
Culture theme park
See how special groups dress today, what they eat and what the homes look like; cook culture food, take pictures in the special clothing.
History theme park
See how ancestors dressed, worked and lived.
Culture theme park
See how special groups dress today, what they eat and what the homes look like; cook culture food, take pictures in the special clothing.
Disneyland
See characters from Disney films; exciting rides, visits to castles and see how the early settlers in America lived.
Ocean Park
See and swim with dolphins and learn about ocean life.
Science theme parks
Take part in experiments
Future Park
Go on imaginary trip to space and experience life in the future
Step 5 Discussion 1:
Discuss three purposes for building theme parks and then fill in the form below. purpose-----------Explanation
1 to entertain----There’re many rid es to go on and shows to see.
2 to educate----Visitors can learn about history, cultures and science.
3 to make profits----Admission fees are charged, extra payment is required for rides and shows, and souvenirs and brand-name items are sold.
Step 6 Further discussion 2. Each group choose one of the following:
1.Pair Work----Interview
Has your partner ever tried any activity mentioned above? Why or why not?
2 Suppose you could visit one of the theme parks mentioned in the text ,which one would choose and why?
3..Which activity does your partner prefer in an amusement park? Why?
4. If you have enough time and money, would you like to go traveling to see the natural beauty of the country or go to the theme park to enjoy yourselves?
Step 7 Learn the language points.
Step 8 P .39 Writing &P.40 Speaking:
You are a guide in Hong Kong Disney.Your partner is a tourist. Make an introduction of each place and show him/her the way there.
Step9. Homework:
1）.Read the passage carefully and underline some words, phrases or sentences which you don’t understand.
2).Retell the text.
3）Designing group work
What is the name of your theme park ? What is the theme ? Any attractions ?
What do you want to show visitors and teach visitors?
The Third Period Learn about language
该部分主要着重于词汇和语法的训练。
Discovering useful words and expressions
词汇学习部分重点是阅读部分词汇的复习.
Discovering useful structures
语法部分
重点是两类构词法的总结(请参考Students’ book P. 92-----95)。
1. 合成法watermelon, kind-hearted, hardworking
2. 派生法前缀：supermarket, disagree, unfair
后缀：settler, careful, clearly
学习时采用意义优先,用归纳和联想的方法展开,以培养学生自主学习的能力. The Four Period Using language
1. Listening 1
2. Reading II and speaking
3. Writing
The Fifth Period Workbook
1. Listening 2
2. Reading III
3. Exercises
The Sixth Period Workbook
1. Summing up
2.Evaluation
Unit5电子教案牛海燕
Unit5 Theme parks 【温馨寄语】If you don’t learn to think when you are young, you may never learn. 如果年轻 时就没有学会思考，那么就永 远学不会思考。 【学习目标】 （1）语言知识目标是：明确主题公园的概念，了解世界著名的主题公园，掌握娱乐项目及有关主题公园的词汇（文章中黑体部分） (2) 能力目标：是在围绕主题公园的话题,在连贯的听读说中训练学的逻辑思维能力和快速反应能力 (3) 德育目标：引导学生了解主题公园及其他相关户外活动，理解其主题内涵；激发学生热爱生活，积极进取，合作创新。【学习重、难点】 本节课的重点是让学生理解主题公园的概
念以及世界著名的主题公园 话题: Talking about theme parks. 语言: amuse, amusement , variety, various, shuttles, charge, admission, profit , sourvenir, brand, sneaker, come to life, minority, fantasy, get close to 难点理解是主题公园是娱乐，又不仅仅是娱乐。 【教学过程】 本课通过Lead-in 、Skimming 、Scanning 、Discussion、Summary 五步骤培养学生的分析和概括能力。Teaching procedures The First and Second Periods Warming up , Pre-reading and Reading Step 1 Lead-in
Teaching Aims 1. To distinguish famous people and great people and stimulate students’ interest in reading. 2. To know about Elias’ story. 3. To improve students’ reading abilities (scanning, close reading, summarizing). 4. To promote students’ own qualities according to Mandela’s qualities. Teaching Procedures Pre-reading 1. Enjoy a video. 2. Do you often help others? 3. Can you distinguish famous people and great people? 【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。 Activity 1 Fast reading What’s the main idea of the passage? The story is about ____. A. the poor life of black people in South Africa. B. the life of Mandela. C. how Mandela helped Elias and other black people. D. how Elias met Mandela. 【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。 Activity 2 Careful reading ---- Details for Elias’ story (para.1-3) 【设计意图】根据课程标准及考纲对阅读的要求：训练学生的细读技巧，并完成本课阅读训练目标close reading 找到具体信息并理解大意，加深对文章的理解。 The elements of a narration:
Step 1 Greetings Step 2 Speaking T：Today，I’ll first show around some famous dams in the world. Show the picture of Aswan Dam，the Hoover Dam and some famous Dams. Aswan Dam the Hoover Dam in Colorado，USA T：What do you think of these Dams？ S1：They are wonders on the earth.It is said that the Aswan Dam is one of the three man-made projects that can be seen fr om space. S2：They not only look wonderful but also help the people in the world a lot. S3：... S4：...
T：But I hear that a very effective international movement arose to fight for change in current dam building practices.Now I wonder why they did so.Are there any bad things caused by dams？I would like you to hold a discussion and talk about the good things and bad things dams bring about. good things 1.control floods 2.make electricity 3.raise the capacity of shipping （The raised water level makes it possible for heavy-loaded ships to pass.） 4.bring new scenery bad things 1.force the people from their land and homes 2.forever change some of the most historically celebrated scenery in the area（the Three Gorges Dam） 3.（the Aswan Dam）Some old temples are in danger because of the raised water level. People had to remove the temple stone by stone.It took 1700 workers and 22 other people four years to complete the project and cost one billion US dollars. 4.（refugees）be economically，culturally，and psychologically devastated. Some people of Sichuan Province had to move to other places of China，for example，Chongming Island.It will be a great challenge for these people to merge in a new society. 5.（people in the Mekong Delta）suffer from diseases dams and large irrigation projects in the tropics bring. 6.（In Nile Delta）plain and the delta are losing fertility as the mineral sediments usually carried and deposited by the Nile are building up behind the many dams. 7.The construction of dams in Southeast Asia has brought some of the countries into heavy debts.
此文档下载后即可编辑 Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身
Unit 5 Nelson Mandela——a modern hero
教材分析：本单元以 Nelson Mandela —— a modern hero 为话题，目的在于使 学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。 提示： 1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此， 教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。 2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和 积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。 3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？ 学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何 才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。 Teaching aims: 1. To arouse Ss’ interest in learning about heroes in history 2. To develop Ss’ listening and speaking ability. Teaching procedures: Step1 warming up
●Describe yourselves First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.) ●Discussion (Encourage students to give five or six qualities that they think great persons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities. Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? ●Look at page 33 and then ask the Ss if these famous people are great people. ●Conclusion: A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman. A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person. Step2 language points: 1． devote vt oneself to 献身于、致力于。。。 devote one’s life/one’s time to….把生命、时间献给。。。 …to …把。。。用于。。。 E.g. He devoted his life to promoting world peace. He devoted his life to the promotion of world peace. devoted adj 忠实的, 深爱的 be devoted to 对…忠实, 对…深爱 a devoted friend She is devoted to her husband. 即学即练 The manager devotes all his spare time ______ the violin. B A. to practise B. to practising C. in practising D. for practising 2. fight for 为……而战 fight against 与……作斗争；与…作战
慧润阶梯新教育实验小学教学框架 课题：Unit5.I prefer Western food.英语6年级课时数 3 教材文本解读： 本单元重点学习中西菜的不同和相似，其中，重点词、词组有Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B. 通过本单元的学习让学生可以自由的用英语说明自己喜欢的食物（菜、汤）或事，以及询问他人的喜好（相比较之下）。 注意双音节或者多音节词中pre（t）-的发音规则。 学习目标A类： 1.巩固掌握Chinese food, fast food, Western food, restaurant, prefer, prepare, taste.认读译fast-food restaurant, eating out, What do you prefer?二类词汇。 2.掌握pre（t）-的发音规则，如prefer，prepare, pretty. B类： 1.能够听说读写译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. 2.掌握两个重点句型是What do you prefer? /I prefer…; Do you prefer A or B? /I prefer A或B.能说能译。 3.能正确流利地诵读Lesson13对话。 C类： 1.认识日常生活当中的中餐店、西餐店、快餐店以及不同饭店提供的食物。 2.学会表达自己特别喜好的餐品。 预习作业1.预习Unit5单词表中生词（可通过有道词典查询，或爱词霸在线查询） 2.用铅笔画出lesson13对话中你认为关键的句子或词汇（铅笔标注） 教学板块学生学习清单 第一课时 教学目标： 1.能够英汉、汉英互译Chinese food, fast food, Western food, restaurant, prefer, prepare, taste. fast-food restaurant, eating out, What do you prefer?会默写restaurant, prefer, prepare, taste. 2.能够流利朗读Lesson13全文。 3.翻译Lesson13全文。 板块一：导入（曾经吃过的馆子你还记得吗）[4min] 1.老师要问一问大家，有去过西餐店吃过饭的吗？ 那有去过快餐店吃过饭的没有？[3] 2.对于踊跃发言的同学提出表扬，那老师现在展示一 款西餐餐品（图片），它是什么餐系的菜品呢？[0.5] 3.是的，并说Western food，此时飞出词组。OK， 学生发言
Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身 selfish (adj) selfless（adj）selflessly(adv)
---------------------------------------------------------------最新资料推荐------------------------------------------------------ 新视野大学英语(第三版)听说教程2-Unit5-电子教 案 教学题目Unit 5 Pronunciation: Distinguish four groups of phonetic sounds:?Listening: Get familiar with the topic of “family”. 教学目标Speaking: Memorize useful expressions of talking about food: ? —Do you feel like something to eat? —Some noodles, please. ? —Would you like some ice in your cola? —Yes, please. ? —What’s your favorite food? —Chicken. ? —What did you have for lunch today? —Some rice and fish. 教学环节 ? ? （一）Warming-up Listen to the song—“Family”. 教师活动安排与建议 By listening to the song, students (Ss) are getting to know the theme of the unit. The song “Family” is sung by Lisa Ono, a popular Japanese-Brazilian bossa nova singer.No matter where you are at every bend in the road Remember, near or far you’ve got family to sh are your load …教学设计（二）Telling Apart 1. Help Ss practice the pronunciation of the phonetic sounds:2. Read the proverbs and sayings and practice the tongue twister. 3. Revision. Go over the phonetic sounds covered in the first five units before doing the revision exercise. （三）Testing Your Ears ? 1. Read new words, phrases and expressions and proper 1/ 4
教学设计方案 Unit 5 Nelson Mandela---A Modern Hero （Reading） Elias’ Story 案例题目：《Nelson Mandela---a modern hero》 45分钟阅读课教学设计方案 一、教材分析 本单元以Nelson Mandela —— a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人，并通过学习伟人的优良品质来提高自身的道德品德修养。而Reading 介绍了Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。并且学习相应的阅读技巧来提高他们的阅读能力。 二、学习者特征分析 此课的教学对象为高一级的学生。这些学生思维活跃，自主性强，学习能力高，相比初中已不需要老师过多的监督了，而这些学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力，也能展开相对简单的话题讨论，思维能力强，因此教学中应多注意培养学生的口头表达能力和发散他们的思维能力，但学生的英语水平参差不齐，教学既要进一步培养尖子生的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。因此设置问题和教案设计都应考虑全体学生的接受程度，做到因材施教，兼顾各个学习层的学生，从而使他们有所收获。
三、教学目标 1、知识与技能目标： 能够对Nelson Mandela有深一步的了解和掌握描述人类品质的相关词汇和句型，能自如的运用“In my opinion/ I think/ As for me...表达自己的观点，并且对阅读部分“Elias’ story”这篇文章有全面的把握。 2、能力目标： 训练学生的阅读技巧、略读、寻读等，形成用英语获取信息、处理分析信息的能力。并鼓励学生开口说英语。 3、情感与态度目标： 1)通过学习激发学生对英语学习的浓厚兴趣。 2) 使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。 3)通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。 四、教学方法 本节阅读课根据学生的认知规律，遵循整体教学的原则，从导入到阅读前，阅读中，阅读后各个部分进行详细的教学策划。 1.教法说明 1) 任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。 2)情景教学：通过举例以及观看相关视频让学生了解伟人的生平事迹，并谈谈自己的感受。 3)多媒体教学：充分利用英语教学资源，如使用音频，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。 2. 学法说明 学习方式，应该激励学生的自主学习意识，加强互助学习与练习，本课通过小组
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
you like them? Why? 2．第二组照片打出在屏幕上，用爱因斯坦，林肯，居里夫人，孙中山等曼德拉简介放在最后Do you know them?对每个人物进行介绍引出新单词，period , position, equal , come to power 等。3．请大家对第二组照片人物的品质加以评价，粗略引出品质词汇。 设计意图：通过两组照片对比，让每个学生以自己的经验为背景构建对著名人物和英雄的理解。第二组图片中对曼德拉的简介中可以自然而然地过渡到阅读文章。 Step 3：While reading （10 分钟） Task 2 :Have a good understanding about the passage, 1．Read through the passage and find out the information about the back ground. Who : When : Where: What ( 了解记述文的基本要素，对全文整体理解) 2．Skimming the passage ,make a timelines of Elias ’life 1940: 1948: 1942: 1950: 1944: 1952: 1946: 1954: (抢答竞赛的方式，数字内容易上手) 设计意图：文章是Elias 的眼中看曼德拉，可以从Elias 的生平及故事发生的背景去了解英雄。记述文的阅读技巧能帮助学生整体理解文章及背景。数字阅读，一目了然，容易让学困生有成就感，同时竞赛是学习的一个兴奋点，心理学告诉我们：人在大脑皮层产生某些兴奋点上，或情绪波动较大时，容易接受一些新知识和新思想导入细节理解题，了解Elia和Mandela 之间的故事，更深入地了解Mandela为南非人民所做的事，进一步让学生了解了英雄。对英雄已有自己的看法和认识，为后面环节的说写输出奠定了基础。 Step 4：Post- reading (15 分钟) Task 3: interview and reporting 1. Do an interview (小组先讨论)（假设一人为记者，另一人为Elias，采访内容为Elias
第五章自认地理环境整体性与差异性《第一节自然地理环境的整体性》教学设计 教学目标： 1．知识与技能目标： （1）以植物为例，说明一种要素通过与其他要素进行物质能量交换，改变了其他要素的性质和自然地理环境的性质，理解其在地理环境形成和演变中的作用。 （2）强调构成地理环境的各个地理要素共同作用，产生了地理要素自身没有的新功能──生产功能和平衡功能。 （3）以黄土高原的水土流失为例，说明自然地理环境的变化是统一的演化过程。 2．过程和方法目标 学生看书自学、讨论，教师利用语言、课件发挥主导作用，运用启发式层层递进，逐步引导学生学习、思考，得出结论。 3．情感态度与价值观目标 教会学生学会运用“事物普遍联系”的观点分析、评价自然资源综合利用及其对自然地理环境的影响。 教学重点难点： 自然地理环境的整体性的表现。 教学方法： 本节内容是建立在前面几章的基础之上的，具有较强的理论性，教学中应选取相应的图片或视频等资料，直观地向学生展示地理环境整体性的实例，使学生产生充分的感性认识，并通过学生的合作探究和老师的启发引导，让学生的感性认识上升为理性认识。 教学课时：1课时 教学过程： 【导入新课】假设教室是地球，同学们座位区域内是陆地，靠边同学以外的地区为海洋；靠门两行同学为大陆东岸（或西岸），靠窗两行同学为大陆西岸（或东岸），中间两行同学为内陆地区；横排中间行为赤道，其余横排同学自己推出大致的纬度。 【教师提问】请同学们思考讨论：（以幻灯片的形式呈现） 1．根据刚才假设的分布状况，同学们想想自己“生活在”什么气候区内。（可观察世界气候类型图） 2．你所在的气候区有什么特点？原因有哪些？ 3．描述一下你所在的地区自然环境系统要素有哪些，要素间的关系如何？（答：土壤、气候、水文、生物、地形等） 4．全球地理环境系统有哪些自然要素？（答：土壤、气候、水文、生物、地形等） 5．通过分析环境系统要素你得出什么结论？（答：无论全球还是局部地区地理环境都是由土壤、气候、水文、生物、地形等要素构成的相互联系、制约、渗透的整体） 【学生讨论回答】略。 【教师总结】通过以上的分析我们可以看出：自然地理环境由大气、水、岩石、生物、土壤等地理要素组成。这些要素并非简单地汇集在一起，或偶然地在空间上结合起来，而是通过水循环、生物循环和岩石圈物质循环等过程，进行着物质迁移和能量交换，形成了一个相互制约和相互联系的整体。 【板书】第一节自然地理环境的整体性 一、地理要素间进行着物质与能量的交换
Unit 2 English around the world 学科：English 授课班级：Senior One 执教教师：授课时间： I．教学内容分析 本单元通过对“世界英语”这一话题的探讨，以加强学生对英语语言的了解，对当代语言特别是英语发展趋势的了解。世界在变化、时代在发展、社会在前进，作为人类交流的工具，语言必然随着时代的发展而变化，特别是英语，这一被公认的通用语言的变化更是让人始料不及。由于英语在世界上的重要地位和它的广泛使用，各国人民在使用英语的过程中不断发展、改进、更新他们使用的英语和本国语。这种不断的吸收、交融、容纳、创新就形成了各种各样带有某个国家、某个民族、或某个地区特色的英语。 II．教学重点和难点 （一）了解英语在世界上的发展状况，以及各种各样带有民族、地域特色的英语。（二）了解英语和美语的一些基本的差异，像单词的拼写，单词的发音，句式结构等。尤其是一些常用词。 （三）掌握本单元教学目的和要求中的词汇的用法。 （四）学会英语中有关交际困难的表达法，，如Pardon? I beg your pardon? 熟练掌握祈使句及其间接引语的表达法。 III．教学计划 第一课时：Warming Up 第二课时：Pre-reading, Reading, 第三课时：Comprehending, Learning about Language 第四课时：Using Language 第五课时：Reading and speaking 第六课时：Workbook IV．教学步骤： Period 1 Warming Up Teaching Goals: 1.Get Ss to realize that there are some differences between American English and British English. 2.Get Ss to practise their oral English. Teaching Procedures: Step 1. Leading-in Do you like to see the film? Do you know the other name of film? Yes. It’s movie. Do you know the difference betweens the two words? One is British English and the other is American English. Do you know the differences between them? The differences between the British and American English are spelling, pronunciation, usage and the most important is culture. Step 2. Warming Up Purpose: To make students understand the differences between American and British English 1. Pair work: (1) Get Ss to discuss other words that they have learned. (2) Give Ss some words and expressions and have a discussion ①Words: 英美 电影films movies 旁注
Unit5 语言点教学设计 设计意图 This is the third teaching period of this unit. The teacher can first offer chances for students to review what they learned last period and then lead into the new lesson. The emphasis of this period will be placed on some important phrases and sentence patterns in the reading text. In order to make students understand these points, we can first get students to find those phrases in their dictionary or reference books and then offer some exercises to make students master their usages and give some explanations about them. At the end of the class, the teacher can make students do more exercises and organize a short pas-sage for consolidation. In doing so, the students can learn and use these important language points well. 教学目标 A. Enable students to grasp the usages of such important phrases as: blow up, in trouble, turn to, lose heart, etc. B. Get students to master the following patterns: 1. “The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.” 2. ...only then did we decide to answer violence with violence. . . C. To cultivate students’ ability to use their dictionary or reference books to understand some difficult words and expressions in reading. 教学过程 Step 1 Revision: Retelling the text Step 2 Phrases to learn Today, we are going to deal with the language points in the text. First, we will select several important phrases from the text. Try to use your dictionary or reference books to understand their meanings and find more usages of them. Then we will do some exercises. 1. As a matter of fact, I do not like violence... but in 1963 I helped him blow up
Unit 5 When work is a pleasure PART 1 Understanding and Learning Overview This unit centers on the topic of work-an indispensable part of individual lives. Work may serve different purposes and have different meanings to different people. Text A argues, by differentiating among work, labor, and play, that interest and enjoyment in work are important for the benefit of both individuals and society. Text B, by telling us a story of a shoemaker and the author, stimulates thoughts on building a tradition of working with pride, self-esteem, and responsibility. All of these elements, as shown in both texts, cannot be achieved in a job that is done merely for the sake of money. Concerning the writing style, Text A is developed mainly by means of contrasts, which are effectively used to highlight, point by point, the differences between workers and laborers. Text B, by means of narration through the use of the first person “I” and with detailed description and lively conversations, gives the readers a strong feeling of being personally on the scene, and achieves the effect of great vividness. In order for students to get a strong understanding of the unit theme and foster a good attitude toward work, the teacher should encourage thought-provoking discussions and activities. The topics for the discussions may include why we work, how we can foster love for work, how we achieve happiness at work, etc. Possible activities are peer interviews, retelling of Text B, questionnaire survey to gauge the happiness level of a specific occupation and to work out how to achieve greater happiness at work. Section A Will you be a worker or a labor? Background information 1 continuing education Continuing education refers to the education for adults, usually in classes that are held in the evening and especially on subjects that are related to their jobs. 2 experiential learning Experiential learning is the process of making meaning from direct experience. It is learning through reflection on doing, which is often contrasted with rote learning (死记硬背). Experiential learning focuses on the learning process for the individua1. An example of experiential learning is going to the zoo and learning through observation