教案编号 4
Unit 4Sportsmanship
●Teaching Material
Forward English for Practical Purposes, Book 2, Unit 4
●Teaching Aims:
In this unit, students are supposed to
1.master the words and expressions often used to talk about education and
Sportsmanship;
2.learn how to express hopes and desires;
3.understand the listening information about Sportsmanship
4.understand the main idea of Text A, and master the useful sentence structures
and words and expressions;
5.master phonetic skill: liaison;
6.do some grammar practice– attributive clause;
7.know about some writing strategies and learn how to write an Outline and fill
out a form.
●Teaching Emphasis
1.to master the key language points and grammatical structures in the text;
2.to know how to write an outline and fill out a form.
●Teaching Difficulties
1.to understand the main idea of Text A, master the key language points and
grammatical structures in the text.
2.to use the expressions learnt to talk about lifelong learning freely.
3.to express one’s hopes and desires.
●Teaching Approaches
Communicative approach and Computer-Assisted Instruction
●Teaching Aids
a projector
a multi-media computer system
●Teaching Procedures and contents (8 periods)
Part A Lead in
Task 1Study the pictures and discuss the questions below in small groups. Use the words given below if necessary
1.Do you like doing sports in a gymnasium ?
2.In the second picture, what might the people be? What are they doing at the
moment ?
3In the third picture, do you know who the woman is? Why is she lying on the floor ? Task 2 Listen to the short dialogues and fill in the blanks.
Task 3 Listen to the recording, and complete the passage.
Task 4Discuss the following questions with your partner about your understanding of lifelong learning.
1.Currently, it’s not easy for graduates with higher education degrees to find an
ideal job, so some people argue that education is of little use. What’s your view on this?
2.How do you understand the saying “It’s never too old to learn”?
Text A
Why We Need New Skills
Language and Cultural Points in the Text
Para. 1
prestigious
a. respected and admired as very important or of very
high quality
e.g. He got a teaching position at a prestigious university
after graduation.
毕业后他在一所极有声望的大学谋得了一份教职。
The city’s most prestigious and exclusive hotel is located
in the center of the town.
市里最有名、最豪华的酒店位于这个镇的中心
Para. 2
claim
v. to state or declare (sth.) as a fact (without being able
to prove it)
e.g. After the battle both sides claimed victory.
战斗结束后, 双方均宣称获胜。
She claims (that) she is related to the Queen.
她声称和女王有亲属关系。
be stuck with
to be fixed at
e.g. He has been stuck with the position of manager for 5
years.
他在经理这个位置上一干就是5年。
The movie star was stuck with the reporters at the
airport.
那位电影明星在机场被记者缠住了
otherwise
ad. in another way; differently
e.g. He is noisy, but otherwise a nice boy.
他爱吵闹，但在其他方面是好孩子。
He reminded me of what I should otherwise have forgotten.
他提醒了我，要不然我就会把这件事给忘了
Para. 3
chase
v. to try to win (sth.); to run after in order to capture
e.g. Liverpool are chasing their third league title in four
years.
利物浦队正全力以赴准备四年后第三次赢得联赛冠军。
He chased (after) the burglar but couldn’t catch
him.
他追赶窃贼却未捉住他。
tribal
a. of a tribe or tribes
e.g. Visitors are invited to watch the tribal dances.
游客受邀观看部落舞蹈。
The tribal wars caused many deaths and injuries.
部落之间的战争造成了很多伤亡
instinct
n. natural inborn tendency to behave in a certain way without reasoning or training
e.g. Birds learn to fly by instinct.
飞翔是鸟类的本能。
Trust your instincts and marry him!
要相信你的直觉，就嫁给他吧!
Metaphor
n. a figure of speech in which an implied comparison is made between two unlike things that actually have
something in common; a metaphor expresses the
unfamiliar in terms of the familiar, for example: Life
is a journey. Love is a rose.
exceed
v. to go beyond what is allowed, necessary or advisable
e.g. She was exceeding the speed limit.
她驾车超速了。
His achievements have exceeded expectations.
他取得的成就已经超出了人们的预期Para. 4
branch out
v. to feel love and admiration for (sb./sth.)
e.g. She worshipped him and refused to listen to his critics.
她很崇拜他，听不进别人对他的批评。
He worships the ground she walks on.
他爱她爱得如醉如痴。
Hug
v. to put the arms round (sb./sth.) tightly, esp. to show love
e.g. They hugged each other for the success.
他们为成功而互相拥抱。
The old friends hugged when they met.
老朋友们重逢时紧紧拥抱。
Para. 5
yell
v. to utter a loud sharp cry or cries as of pain,
excitement, etc.
e.g. Stop yelling, can’t you!
别嚷了，行吗？
The crowd yelled (out) encouragement at the players.
人们叫喊着为选手打气。
Para. 6.
conquer
v. to defeat (an enemy, a rival, etc.)
e.g. England conquered their main rivals in the first round
of the competition.
英格兰队在第一轮比赛中就击败了主要对手。
You must conquer your fear of driving.
你必须克服驾驶车辆的恐惧心理。
get used to
having learned to accept something; accustomed to something e.g. It is difficult to get used to another country’s customs.
要适应另一国家的风俗习惯是很困难的。
In football you have to get used to hard knocks.
踢足球就要经得起激烈碰撞。
Asset
n. valuable or useful quality or skill
e.g. Good health is a great asset.
健康就是莫大的财富。
The tennis player’s speed is his great asset.
那个网球运动员动作迅速，这是他的一大优势。Part B
Text B ( home reading)
Unsung Heroes: Stories of Sportsmanship and Humanity Part C Phonetics, Functions and Notions
A.Phonetics : Liaison
Elision
省音是指在快速的日常谈话中消失的某个音。它分为历史的省音和语境的省音，历史的省音是指英语单词中早期存在的某个音，后来随着社会、经济与语
言的变化就消失了。这里我们主要学习和熟悉语境的省音。语境的省音指在一个
词或补语中，某个音因受毗邻音的影响，或位于轻读音节，因而消失的现象。这
种省音大致分为元音的省略和辅音的省略。
Elision
1. 元音的省略。主要是指混元音和非重读音节[i]的省略，以及两词之间间
的省如: preferable university , 或 go a, try again .
2. 辅音的省略。辅音的省略大多出现在辅音音丛里（如: mostly ,
exactly ,以及与相邻单词的词界上。当“辅音+[t]或[d]的音丛后面跟
的是一个以辅音开头的词时，[t]和[d]很容易被省略。如: first night helped me .
3. Contraction (缩略语)。缩略语是指语言形式缩短的过程或结果，其中也有
省音的现象。如: 代词+助动词，I’ve, you’d; 或助动词+not,如: won’t, can’
t。
还有其他的如: let’s, D’you, 它们代表的是let us和Do you。
Part D Grammar and Writing
Grammar:不定式的各种形式
一、不定式的基本形式
不定式是由小品词to 加上动词的原形构成的一种非谓语动词形式，不能单独担任谓语，
但可以作为谓语的组成成分。不定式还可以单独担任主语、补语、宾语、定语、同位语、状
语等语法角色。根据时态和语态的不同，不定式呈现出不同的形式。
主动语态被动语态to do to be done
to have done to have been done
to be doing
to have been doing
Writing:
1.Writing for General Purposes: How to write an outline
Writing Strategy
Writing for General Purposes:
The Conclusion in Composition
Conclusion
Make your final appeal to the reader, a finishing, over-all statement that ends your presentation in a powerful or even dramatic fashion. Normally a single paragraph, brief and concise, will be enough. The purpose of the conclusion is to give the reader an idea or thought that captures the essence of the body while leaving further reflection and consideration
Example:
Spend money on exploring outer space or
on basic needs on Earth?
(End) It is true that space exploration is interesting, but with current conditions on the Earth, the time and money spent on it should be redirected. There are big problems with worsening environmental conditions and hungry people in the world, which are more important and need to be taken care of. Perhaps, in the future, conditions will be
better for further space exploration
2. Writing for Specific Purposes: Form-Filling
In our daily life, we are often required to fill in different forms for different purposes. If you are going to attend a learning program organized by a foreign
必修二unit4 Period1 Listening and speaking 课时目标 1.听懂这名游客Willian和学生Xiaokong的对话，并归纳出对话大意 2.写出对话中英语常用的习语的意思以及思考一些它们的中文对等词 3.学习并掌握一些连读音的技巧 教学重难点 能听懂对话并且学会归纳一些描述孔子府的词语 教学过程 Activity一听前感知 Ask students to look at the three pictures and try to introduce the three historic places brief in simple English. Activity二：听力活动 https://www.doczj.com/doc/f510207817.html,plete a table(p38 part2) (1)Go through the chart quickly and let the students know what they should write down while listening (2)Play the tapes for students and ask them to get the important information about the Confucius. (3)Exchange the answers with others and brainstorm. (4)Play the tape again for students to check the answers. (5)Share the answer with the whole class. Suggested answers:
《英语综合教程1》课后习题答案 第一单元： Text A Exercise 1： 1.No.There are many new things in cloolege life, such as b eing on my own, having Friday off ,and talking with friendl y people. I'll have to adjust to these. 2.The first thing that came into my mind was thatＩcould m ake any decisionon my own. 3.Yes. All people, including both my teachers and classmat es, are nice and friendly to me. Exercise 2: 1.D 2.D 3.D 4.B 5.A Exercise 3: 1.T 2.F 3.T 4.F 5.F Exercise 4:
1.Being on my own 2.Friendly people 3.Having Friday of f Exercise 5: 1—8：dfgebahc Exercise 6: 1. open an count 开立账户 close an account with a bank 和银行结账 a checking account 活期存款账户 a savings account 储蓄存款账户 2.adjust to a new life 适应新的生活 adjust to life in a big city 适应大城市的生活 adjust a watch 校准手表 adjust an error 调整误差 3.be located in a business center 坐落在商业中心 located in the city center 坐落在城市中心 located the shop 找到那商店的位置
Getting to know each other: Name toss game Procedure: 1.Students stand in a big circle. 2.The first student takes the ball and says, My name is…as he/she throws it to another. 3.The second student does the same, until most of the students have participated. 4. A volunteer throws the ball around the entire circle, saying Your name is… as throwing the ball to each student. 5.The procedure is repeated with several volunteers Desk name cards ?Write down your name. ?Paste your pictures next to your name. Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______ Biographical questionnaire ?Your name_____ ?Your homeland______ ? A hope or a plan you have for the future_______ ?Something about your family______ ?Something you are proud of_____ ? A hobby or special interest_______ ?The reason you are studying English_____ ?Anything else that you would like to say about your self______
Unit4 Reading 教学设计 1. Teaching Analysis 教情分析 1)Teaching objectives-教学目标 ①Language target语言目标 a. Key words & expressions重点词汇和短语 Carpet，respond，distant，certain，powerful, rub, mosquito, affect, appreciate, in danger of, burst into laughter, protect...... from, in relief b. Sentence structures: Please take me to the distant land where I can find the animal that gave fur to make this sweater. It shows the importance of wildlife protection，but I’d like to help as the WWF suggests. The flying carpet traveled so fast that next minute they were in Zimbabwe. ②Ability goals能力目标 a. Students will develop their reading skills such as skimming, scanning and making inferences to acquire a better understanding of the passage b. Students will apply the new knowledge to communication based on the reading passage. c. Students will adopt cooperative learning. ③Emotion goals情感目标 a. Let the students be conscious of the critical situation of endangered animals and establish their awareness of wildlife protection. b. Initiate students’ critical and creative thinking in solving the problem of wildlife protection 2)Important & difficult teaching points-教学重难点 ①Important teaching points-教学重点 Developing reading skills like skimming, scanning, making inference, to better
I. Background information Student: Non-English Major Freshmen Textbook: Practical English Comprehensive Course 1, Unit 7, Text A II. Teaching aims: By the end of the lesson, students should be able to: 1.Master new words and sentence patterns of Text A; 2.Read the text independently and express their thoughts in English fluently; 3.Learn some lessons from Michael Phelps, such as dreaming big, single-minded focus, perseverance and so on. III. Important and difficult points: V ocabulary: cheer, compete, circumstance, routine, apologize, judgment, demonstrate, worthy despite, promise. Phrases: be in the air, believe in, come down to, feel like, resort to, engage in, keep in mind, on track. IV. Teaching aids: PPT V. Teaching procedures: Step 1:warm-up 1.Display the theme song of 2008 Beijing Olympic games to students. 2.Students guess the name of the song. Step 2: pre-reading 1. Show students photos of some famous athletes and then ask them what they have known about them. 2. Show a picture of Phelps and give them some detailed information of him. 3. students do exercise 1; Step 3: while-reading 1.Global Reading (1) Give students 5-8 mins read the text quickly to get the main idea of the text. (2) Check the answer of exercise 1. (3) Lead students read and study new words. 2.Detailed Reading Explain important phrases and difficult sentences: (1) Michael Phelps — the name is now in the air. — A lot of people now are talking about Michael Phelps. be in the air 到处流传，某种感觉到处都有 Eg: Change is in the air. (2) dream big: to have a big dream; imagine something ambitious that you would like to happen; be very Ambitious(有雄心，有抱负) Eg:She had dreamed big and worked hard, and she was a winner in sports and in life. (3) tie v. if two players, teams, etc. tie or are tied in a game or competition, they finish it with an equal number of points（与…成平局） Eg: England tied 2-2 with Germany in the first round. The scores are tied at 3-3. (4) circumstance n. the conditions that affect a situation, action, event, etc.（情形,情况,环境）
Unit 4 Wildlife Protection I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以保护动物为话题，旨在通过本单元的学习使学生了解很多动物已经灭
绝或濒临灭绝，从而认识到保护动物的重要性和必要性；通过探讨保护动物的措施和建议，引导学生发表自己的见解和看法；通过进一步讨论提出有效的保护措施，唤起学生保护动植物、维护生态平衡、保护我们家园的责任感。并能写信表达自己保护动物的方法与建议，力求正确表达自己的意图并解释原因，并能正确使用被动语态的现在进行时。 1.1 Warming Up首先帮助学生明确保护野生动物的原因以及方向。旨在通过图片和表格引导学生讨论当今我国珍稀动物的现状。以panda、Milu Deer、South China Tiger 为例，通过对这些珍惜动物所面临的问题、在中国的栖息地以及采取措施其后对比所做的报告，学生能够用已有的知识和经验讨论在中国处于保护状态下的濒临灭绝动物。从而有效地引导学生关注本单元话题，关注动物生存现状。 1.2 Pre-reading是Reading的热身活动。通过回答两个问题引导学生讨论自己所知道的濒临灭绝的动物并思考灭亡的原因。同时要求学生通过阅读文中的图片和标题来猜测文章的内容。 1.3 Reading是一篇童话故事，讲述Daisy 乘坐飞毯跨越时空，在不同个国度、不同地区与生存状态不尽相同的和藏羚羊、大象、猴子对话的神奇经历，展示了Daisy逐渐认识保护动物重要性以及学习如何保护动物的经历。动物们讲述了各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。从而号召人们热爱动物，保护动物，从我做起。 1.4 Comprehending考察学生对阅读内容的进一步理解与对所学知识的综合运用、迁移。练习1要求学生根据阅读文的内容回答问题。这四个问题设计到濒临物种生存现状，保护这些物种所取得成效的措施、保护动物栖息地的重要性以及决定保护成果能够的必要措施。练习2通过填空练习，学生分析课文结构，内容特点。为写作做好铺垫。练习3帮助学生综合运用、迁移所学知识。通过列举WWF所面临的一个棘手问题，要求学生小组讨论找出合理的解决方案。 1.5 Learning about Language分词汇和语法两部分。其中Discovering useful words and expressions是本单元单词的英文释义练习、在具体文章中的运用和相关词汇的分类与运用；Discovering useful structures 是以文章内容为载体的“被动语态的现在进行时”的操练。由此可以看出本教材已明显地由以结构为特征的传统语法训练转变到以交际功能为特征的功能语法训练，充分体现了新教材话题、功能、
教案编号 3
Unit 3 Knowledge and skills ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 3 ●Teaching Aims: In this unit, students are supposed to 1.master the words and expressions often used to talk about knowledge and skills; 2.learn how to express hopes and desires; 3.understand the listening information about knowledge and skills;; 4.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 5.master phonetic skill: liaison; 6.do some grammar practice– attributive clause; 7.know about some writing strategies and learn how to write an Outline and fill out a form. ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; 2.to know how to write an outline and fill out a form. ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about lifelong learning freely. 3.to express one’s hopes and desires. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction ●Teaching Aids a projector a multi-media computer system ●Teaching Procedures and contents (8 periods) Part A Lead in Task 1Study the pictures and discuss the questions below in small groups. Use the words given below if necessary. 1.What are the people in the first picture doing? 2.How do you understand the words in the second picture? 3.What is “stage fright”?
Unit 3 Learning 1. Topic: Learning 2. Teaching objectives： After the class, the students will be able to 1) Know the different styles of learning 2) Provide multiple opportunities for the students to practice interactive speaking and listening. 3) Focus on the correct pronunciation and intonation. 4) Master the key words and structures. 3. Difficulties and keys: 1) V ocabulary: (omitted) 2) Speaking: Making and Asking for suggestion 3) Grammar: Model verbs 4) Practical writing: How to write an invitation 4. Teaching Aids: (1) Blackboard, (2) Multimedia system, (3) PPT 6. Time Allotment: (1)Lead in and New Words (30mins) (2) Analysis of the Text (90mins) (3) Exercises (90mins) (4) Grammar Tips and Writing (60mins) (5) Listening (60mins) 7. Teaching methods and strategies (1)Practice speaking and listening (2)Discussion (3)Presentation and role play (4) Exercises 8. Teaching Process Period 1: Step 1. Lead-in (5 minutes) Study the pictures and discuss the questions below in small groups.. Question:1. where are those people in the two pictures on the left? 2. Do you listen to MP3 or put a pen or a pencil in your mouth while you are studying? 3. Are pictures helpful to you in memorizing English words? Hint: Step 2. Listening exercise (10 minutes)
Period 5 Speaking and Writing The General Idea of This Period： This period aims at encouraging the Ss to think and talk creatively about the problems of the endangered animals and figure out some solutions.And help the Ss to organize their ideas into a composition. Teaching Aims： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Help the Ss learn how to organize a letter to save the endangered animal dodo. Teaching Important Points： 1.Get the Ss to learn to express “intention and purpose”and talk about solutions. 2.Enable the students to organize a letter in the proper and efficient way. Teaching Difficult Point： How to write a letter in a correct way. Teaching Methods： 1.Create some situations for the Ss to talk actively in public. 2.Practice to improve the students’ writing ability. Teaching Aid： 1.A multimedia computer. 2.A projector. Teaching Procedures： Step 1 Revision 1.Revise some information about some endangered animals. T：Yesterday we learned something about an disappeared animal.What is it? Ss：Dodo. S1：It had large body and small wings so it couldn’t fly high in the sky. S2：It was kind to human beings but it was cheated by human and hunter to disappearance. T：Very good. 2.Get the Ss to present what they have found about endangered animals.Each group of Ss choose one representative to imitate the endangered animal and describe for the rest of the class to guess the name of the animal，its appearance，habits and the problems they are facing，with pictures shown on the screen. Step 2 Speaking T：So you know many species of endangered animals.Do you feel it a pity that so many animals are dying out? Ss：Of course/Sure. T：Now imagine that you are with one of the species.You try to help them.How to help them? Talk in pairs what you might do.Try to use as many useful phrases as possible. The phrases of Speaking on Page 31 may be useful to you. After four minutes，get some Ss to present their solutions and at the same time collect their ideas on the Blackboard. S1：I’m going to do something to help the Tibetan antelopes，for they are endangered.I mean to take them away from people and hide it in a cave on a separate plain.And I will dig holes
教案编号 5
?Unit 6 Eco-friendly World ●Teaching Material Forward English for Practical Purposes, Book 2, Unit 6 ●Teaching Aims: In this unit, students are supposed to ?master the words and expressions often used to talk about Eco-friendly World 1.learn 2. how to express hopes and desires; ?understand the listening information about Eco-friendly World; 3.understand the main idea of Text A, and master the useful sentence structures and words and expressions; 4.master phonetic skill: liaison; 5.do some grammar practice– attributive clause; 6.know about some writing strategies and learn how to write an Outline and fill out a form. ●Teaching Emphasis 1.to master the key language points and grammatical structures in the text; 2.to know how to write an outline and fill out a form. ●Teaching Difficulties 1.to understand the main idea of Text A, master the key language points and grammatical structures in the text. 2.to use the expressions learnt to talk about lifelong learning freely. 3.to express one’s hopes and desires. ●Teaching Approaches Communicative approach and Computer-Assisted Instruction
Unit4 Rea ding名师教学设计（一） 设计主题：人教版高中英语必修二Unit 4 Wildlife protection 第一课时 姓名：陈婉香__________ 学校：漳州市长泰第二中学 教学目的 一、课标内容 英语课程目标教学目标三维目标领域语言技能通读了解有关中国及世界濒 知识与技能领域 危动物的信息资料；提高保 英语课程目标教学目标 三维目标领域语言技能 How Daisy learned to help wildlife?这篇课文，并进行全 面整体理解，积极思考，达 到强化语言意识、积累语言 经验的目的，全面提升综合 语言运用能力。 语言知识学习本课新单词、短语 学习策略交际策略、资源策略过程与方法领域情感态度理解保护野生动物的重要性 文化意识了解有关中国及世界濒危动 物的信息资料；提高保护野 生动物的意识；思考人类该 如何采取措施保护濒危的野 生动物，并与之和睦相处。 二、教学要求
三、学情分析 （一）学生的知识水平 一方面，学生进入高一英语的学习，逐渐适应高中英语的学习方式，积累了一定的词汇量，并可以用英语简单表达自己的一些思想。另一方面，学生在生物学科中已经学了关于生态环境的一些知识，对野生动物的生存状态和产生原因有一定的了解，这都为本节课的进行奠定了良好的基础。 （二）学生的情感态度价值观 学生处在好动、善良、富有同情心的青少年时期，对动物具有比较强烈的兴趣，也可能对濒危的野生动物的遭遇给予极大的同情，并会热心地想办法来解决这个问题。但同时，学生可能也会有意无意地伤害一些动物，通过这堂课的学习，可以让学生意识到这种行为的错误。因此，这堂课可以让他们提高野生动物保护的意识，学会与大自然和睦相处，可以帮助他们形成正确的价值观，使未来的社会更加关注大自然。 （三）学生在学习过程中可能存在的问题 1. 学生虽然知道濒危野生动物的中文名称，但不知道大部分野生动物的英文名称。 2. 学生运用英语的能力可能会影响他们表达野生动物灭绝或减少的原因以及可以采取的措施。 （四）相应的策略
Unit 6 Hobbies Lecturer: Cai Jie Teaching Objectives: Students (Ss) will be able to: ●Have a deeper understanding about different shopping behavior of men and women. ●Mastering the key language points and grammatical structures in the text. ●How to talk about one’s hobbies. ●Master the Grammar of Tenses ●Translating skill：Translation of Tenses ●Writing and replying to Invitation Letters. Teaching Focus: ●Vocabulary: enrich, be crazy about doing, assistant, in stock, promptly, proceeds, lightly, substitute, persuade, patience, opposite, companion, in advanc e, to one’s satisfaction, base…on / upon, in every respect, make up one’s mind, strength, exactly, poverty, go back to liquid, estate, suffer from, be equal to, before long etc. ●How to talk about one’s hobbies. ●Master of the grammar of Tenses Time Allotment: Teaching Methods: ●Explanation ●Group discussion ●Questions and answers ●Multi-media ●Performance Teaching Procedure: 1st Period 1. Warming up for the new class: ?What do you enjoy doing the most? ?Are your hobbies good for your work or health? Try to explain.
教案设计 一、教案背景 1，面向学生：高中2，学科：英语 2，课时：1 3，学生课前准备： （1）预习课文，了解有关野生动植物保护的内容 （2）搜集一些和野生动植物保护的图片及保护野生动植物方法 二、教学课题 了解：通过这篇文章的学习，使学生了解目前野生动植物保护存在的问题，懂得保 护野生动植物的方法及重要性。 掌握：课文中的重点短语，句型，语法 三、教材分析 本单元的中心话题是“保护野生动物”。它是人们普遍关注、学生比较熟悉的话题。 这篇阅读课文How Daisy Learned To Protect Wildlife 是本单元的核心，它是一篇童话故 事，讲述一个小女孩Daisy乘坐a flying carpet 跨越时空和藏羚羊、大象、猴子对话的神 奇经历，展示了Daisy逐渐认识保护动物的重要性和必要性的过程。文中动物们讲述了 各自的处境，唤起了Daisy对动物的热爱以及保护动物的责任心。通过阅读课，使学生 更加热爱动物、保护动物，学会从我做起、从现在做起。 教学重点 1. Develop students’ reading and speaking skills. 2. Let students learn some important language points 教学难点 1. Enable students to learn to use reading strategies such as skimming, scanning, and so on. 2. Have students make a discussion about wildlife protection. 三维目标 知识与技能目标 1. Get students to learn some useful new words and expressions in this part. 2. Get students to read the text. 3. Let students learn some expressions and grammar. 过程与方法目标 1. Develop students’ reading skills and enable them to learn how to use different reading strategies to read different reading materials. 2. Have students learn how to use the expressions and grammar. 情感态度与价值观目标 1.Let the students know the importance of wildlife protection and learn to protect them. 2. Develop students’ sense of group cooperation and teamwork.
Exotic Customs for the New Year In the US, people on the East Coast can greet the New Year by joining the crowds in Times Square in the heart of New Year city, to watch the lowering of a lighted crystal ball. Every New Year’s Eve, the prominent intersection is the meeting point of more than half a million excited celebrants. It’s at the center of everything and is known for its once-a-year role as the site of a thousand-pound ball up over the square. It starts it downward move at 11:59 p.m. and people count along as the seconds tick away. When it reaches the bottom, a sign is lighted and people hug and kiss, and wish each other “Happy New Year”. The tradition began in 1907 and grew into a symbol of welcoming in the New Year. The British people also have a traditional gathering in a square, Trafalgar, in central London. There’s no ball there, but thousands of people gather to hear Big Ben (the clock) announce the arrival of the New Year. The clock, which was built in 1856 and weighs 13 tons, towers over London. It’s famous for its reliability—it’s only broken down once in the past 150 years in 1975. In addition to the big gatherings, there are New Year customs that are intended to bring good luck for the coming year. In Spain, for example, when the clock strikes mid-night on New Year’s Eve, people eat a grape with every stroke of the clock, 12 in all, to represent each month of the year. Each grape is meant to bring good luck. The Japanese hang a rope made of straw across the front of their house to keep out evil spirits, thereby bringing happiness and good luck. The Swiss believe that good luck comes from letting a drop of cream fall on the floor on New Year’s Day. In the past, Romanians had a tradition of listening to see whether farm animals talked on New Year’s Day. If they didn’t hear any animals talking, it was good. If any animals talked, it was bad luck.