捷径英语教(学)案unit4(上)

七年级英语上Unit4 Jobs people do教学设计（牛津上海版）本资料为woRD文档，请点击下载地址下载全文下载地址Unit4jobspeopledo教学目标、通过阅读，学生能掌握本课目标词汇：scene,knockdown,ambulanceworker。

2、通过运用寻读、细读、略读等不同的阅读技巧，学生能理清文本所叙述事件的过程。

3、通过合作学习，学生能更好地了解不同职业的职能特点。

4、通过小组活动，学生体验人物角色，揣摩人物内心，能够意识到不同职业的重要性和合作的重要性。

2学情分析.本课中出现了较多的用（一般现在时）第三人称单数来表示、描述不同职业人们日常所从事的工作。

如“Heisadoctorandhemakessickpeoplebetter“＂Susanisasecretaryandsheuseshercomputertotype”等。

这些类似句式在六年级中已经出现，作为初中阶段必须熟练掌握的基础语法，教师有必要在课堂教学中加以一定的机械性训练。

2.wheredoyouwork?whatdoyouusuallydo?等特殊疑问句式在课文中出现用来引导学生对职业内涵的进一步阐述。

3重点难点学习重点:、了解不同职业的工作职责2、理清事件发展的逻辑顺序3、感悟各种职业的重要性以及体验分工合作的重要性学习难点:、准确使用一般过去时描述过去发生的行为2、运用合适的阅读技能4教学过程【导入】Pre－reading activity)watchavideoclipandhaveafriendlytalkaboutit.2)Talkaboutthepictureoftheaccident.通过欣赏一首jobssong，激发学生兴趣并引出主题。

对事故图片进行简单讨论，教授课文目标词汇：knockdown,scene。

【讲授】The accident)Scanthefirstparagraphtofillinthetable.2)Listentoaphonecallandmakeanewonetoreporttheaccide nt.通过寻读，填表格，了解事件发生起因；并通过打报警电话，在真实的语境中对事故有更好的了解。

课时15-16 九上第四单元知识点讲解Teaching objectives 1.知识目标：学生能够掌握第四单元的词汇和语法2.技能目标：学生能够掌握时间状语从句的用法3.情感目标：学生精通时间状语从句的含义Key points, DifficultpointsTeaching procedures：阅读下面文章,回答下面问题(来自经典原版教材reading explorer第三版第二单元Part B）Adventure IslandsVanuatu is a nation of small islands in the South Pacific Pacific. It is one of the smallest counties. But for those interested in adventure and sport, there is a lot to do. Some of the best swimming, snorkeling, and sea kayaking can be found there. Vanuatu’s islands also offer visitors two of the most exciting--dangerous--activities in the world:Volcano surfing and land diving.Volcano SurfingOn Tanna island, MountainYasur rises 300 meters into the sky. Yasur is one of Vanuatu’s few active volcanoes. It erupts almost every day, sometimes several times a day. For centuries, both locals and tourists have climbed this mountain to visit the top. Recently, people have also started climbing Yasur to surf the volcano. In some ways, volcano surfing is like surfing in the sea, but in other ways, it is very different. A volcano surfer’s goal is to escape the erupting volcano--without being hit by flying rocks!It’s fast, fun, and dangerous--the perfect extreme sport.Land DivingMost people are familiar with bungee jumping. But did you know that bungee jumping started on Pentecost Island in Vanuatu almost 15 centuries ago? The original activity--called land diving--is part of a religious ceremony. A man ties two tree vines around his ankles. He then climbs a wooden tower around 20 to 30 meters high, crosses his arms, and jumps head first. The goal is to touch the earth with the top of his head--without breaking the vines or hitting the ground hard. Every spring, local boys and men still perform this amazing test of bravery. Women are not allowed to dive, but they support the divers by dancing and singing at the bottom of the tower. Many tourists come to the island every year to watch this ancient tradition.Critical Thinking ReflectingImagine a tourist wants to try an extreme sport or activity in your country. Where would you suggest they go? What should they do? Note some ideas and share them with a partner.Ⅱ.Language points:知识点01：What's on your mind,Eddie? 你在想什么呢,埃迪?解析：on one's mind意为“挂在心上;惦念”,其中的mind是可数名词,意为“头脑,思想”。

四年级上册英语教案－Unit 4《Asking for Help》（Let’sCheck）｜人教(新起点)教学内容本节课是四年级上册英语人教（新起点）版Unit 4《Asking for Help》的Let’s Check部分。

教学内容主要围绕如何向他人寻求帮助展开，包括学习询问和提供帮助的句型，以及相关的词汇和短语。

通过本节课的学习，学生能够掌握在日常生活中向他人寻求帮助的基本用语，提高交际能力。

教学目标1. 知识目标：学生能够听懂、会说、会读本节课的词汇和句型，并能运用到实际情境中。

2. 能力目标：学生能够运用所学知识在需要帮助时向他人求助，并能对他人的求助给予适当的回应。

3. 情感目标：培养学生乐于助人的品质，增强团队协作意识。

教学难点1. 词汇：学生能够正确理解和运用本节课的生词和短语，如“Excuse me, could you help me?”等。

2. 句型：学生能够熟练掌握并运用询问和提供帮助的句型。

3. 实际应用：学生能够在实际情境中灵活运用所学知识进行交际。

教具学具准备1. 教具：PPT课件、录音机、教学卡片等。

2. 学具：学生用书、练习册、文具等。

教学过程1. 导入：通过图片或视频引导学生复习与寻求帮助相关的词汇和句型，激发学生的学习兴趣。

2. 新授：利用PPT课件呈现本节课的词汇和句型，引导学生跟读并模仿，确保学生正确理解和掌握。

3. 练习：设计角色扮演、小组讨论等环节，让学生在模拟情境中运用所学知识进行练习，提高交际能力。

4. 巩固：通过游戏、竞赛等形式，巩固所学知识，检测学生的学习效果。

板书设计1. Unit 4 Asking for Help（Let’s Check）2. 关键词汇和句型：列出本节课的重点词汇和句型，方便学生回顾和复习。

作业设计1. 书面作业：完成练习册上的相关练习，巩固所学知识。

2. 口头作业：与家长或同学进行角色扮演，模拟寻求帮助的情境，提高口语表达能力。

Unit 1 Opening Doors(1---2 periods)Step 1 Warm upQuestion:Why do you go to college?Teaching tips:1.Ask Ss to look at the pictures and then read the reasons.2.Ask Ss to match the pictures to the reason.3.Check the answers as a class.Step 2 Pre-Reading1.Write starting college onto the board.2. Ask Ss to think about their feelings on the first day when they startedat college and what things happened.3. Elicit ideas and write them onto the board.4. Check the answers as a class.5. Ss are asked to read the new words and expressions.Step 3 Reading For LearningA Shaky StartSs read the text individually and try to find the author’s feeling show to change. Ss try to translate the text.Language bank1. I woke up early, much earlier than I had expected.我很早就起床了，比我预料的早得多。

1) wake up: stop sleeping; to make sb stop sleeping 醒来；叫醒e.g. I didn’t wake up until I heard the alarm clock.直到听到闹钟的铃声我才醒来。

Unit 4 Inspiring Others(1---2 periods)(Reading for learning)Step1 Warm up◆This section introduces the idea of inspiring other peoplethrough our actions.◆Students are given a number of scenarios to considerand compare.Teaching tips:Depending on the time you have available, you could use this as an individual comprehension task. If you have more time available you could allow more student discussion. 1. Which of these situations do you find most inspiring?Rank them in order from the MOST inspiring to the LEAST inspiring and share your reasons with a partner.*I think the most inspiring one is…2.Can you think of one example or two which you find inspiring?A poor man adopted many orphans and brought themup on his own.Step 2 Words and phrasesTeaching tips:1. Ask Ss to look at the words and explain the meanings to Ss.2. Play the audio again and tell Ss to repeat each word as they hear it.Step 3 Reading for learningThis section starts with recognising time order. It then encourages students to think one approach to text organisation.1. Vocabulary and GrammarStudents look at word formation based on words from the text. They also practise using words related to the theme. The grammar focus revises the use of articles, focusing on the use of the articles—a/an and the.2. Beyond the TextStudents react to quotes and stories.Teaching tips:1. Ask Ss to cover the text, look at the book and listen carefully.2. Ask Ss to uncover the text. Play the tape again and tellSs to follow in their books.3. Check Ss’answers to the question above.3.1 Ask Ss to read the text again. 3.2 Ask Ss to read questions.3.3 Give Ss time to work out the answers.3.4 Check answers.Step 4 Reading and UnderstandingIn Reading and Understanding, T ask 1 of identifying the time order also checks students understanding of the main points. Task 2 and T ask 3 encourage students to summarise main ideas and to see connections between ideas within the text.Teaching tips:1. Ss should have a quick view without checking detailedunderstanding.2. Recognizing the time order (理解时间顺序)3. Ask Ss to find the answers in the texts.4. Check the answers as a class.Step 5 Vocabulary FocusStep 6 Do the related tasksUnit 4 Inspiring Others(3---4 periods)(Reading for doing )Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm up Teaching tips:Ask Ss to Look at the pictures. Tell a partner what you think are happening in these pictures.1.Ask Ss to discuss the questions in the task in pairs.2.Ask Ss to speak out in pairs.Step 3 Reading for doingFLASH MOBS: Political Statement or Just Fun?1. Students read an article describing flash mobs.2. Students create their own flash mob.3.1 Teaching tips:1. Ask Ss to read the responses and underline keywords.2. Ask Ss to match each response to a problem in the text.3. Check the answers.Step 4 Words and phrases1. statement n.声明；述e.g. We attached no significance to her statement.2. plastic adj. 塑料的e.g. The plastic coating is easy to apply on any surface.3. flash mob快闪运动；快闪族e.g. Some young people organised a flash mob in front of the building today.Step 5 Exercises1. Do the related tasks to the passage.2. Show your response to a partner and discuss the questions.3.Select Ss to present their work.4.Check the answers.Unit 4 Inspiring Others(7---8 periods) (Audio/Video Lab)Step 1 RevisionTeaching tips:1. Review what they have learnt in the last class by asking some questions and summarizing the key points and the difficult points.2. Check the homework assigned last time.3. Asking any questions from the students.Step 2 Warm upTeaching tips:1. Students watch a video showing images of inspiring people and events:(1) listening for main ideas(2) students discuss who and what inspires them2. For each part of the video you might want to play it twice.Students might need more support with Task 4. With weaker classes, provide some phrases or sentences on the board to help them.3. Ask Ss to read the heading and look at the pictures.4. Ask Ss the question given and elicit answers.Step3 Audio/Video labTeaching tips:Listening for the main ideas in a speech1. Look at the pictures. What is happening in each one? Possible answers：In Picture B, it might inspire people to teach others and show them what they know.In Picture C, the person is caring for an elderly person. It might inspire people to look after their elders.2. Watch the video and complete the main ideas.3. Watch the video and complete the main ideas.4. Watch the video and tick the person who inspiresothers by doing the right thing.5. Watch the video again. Tick the person who inspires others by doing the right thing.Possible answersI agree with some of the advice, especially the first half. Possibly, I know I did when I was a team captain.I find my parents inspiring. They had very little and now they are quite successful.6. Listen to three speakers talking about the things they find inspiring and then match each thing to the speaker. Step 4 SpeakingTeaching tips:Ask Ss to work in groups of four and practice posting letters and parcels with the given information and the following useful expressions:。

捷进英语Unit 4老猴子咬菜根学习交流Lesson 1 Checking in 办入住手续1.Thank you so much for getting my bags back. 非常感谢你取回了我的包。

We aim to please. 我们的宗旨就是让顾客满意。

Do you have my booking? Yamamoto? 有我预订的房间吗？Yamamoto。

How do you spell that, please? 请问您的名字怎么拼？Y-A-M-A-M-O-T-O. Y-A-M-A-M-O-T-O。

2.Here we are. 找到了。

That's a suite on the 24th floor, with a lovely view of the park.是24层的一个套间，可看到公园的宜人景色。

Great. 太好了。

3.And we're connecting the computer, fax machine, and extra phone in your room right now. 目前我们正在您的房间里接通电脑、传真机及第二部电话。

Very good. 很好。

Here's my card. 这是我的卡。

4.Can you tell me the hotel phone and fax numbers, please?你能告诉我旅馆的电话和传真号码吗？Of course. 当然。

The hotel phone is area code 617, 437-1890. 旅馆的电话是：区号是617, 437-1890。

Your fax number is 617, 437-1888. 您的传真号是617, 437-18885.617- 437-1888.Thank you. 谢谢。

Your card and your key, Mr. Yamamoto. Yamamoto先生，您的卡和钥匙。

四年级上册英语教案 Unit 4 Asking for Help Lesson 2 Can I use your glue stick, please 人教新起点版教学目标1.理解并掌握新单词：borrow, glue stick；2.知道如何用“Can I use…”进行礼貌地请求；3.提高学生的语音及语调。

教学重点1.学生能够正确地使用新单词并理解其含义；2.学生能够熟练运用句型：“Can I use…”构造礼貌的请求。

教学难点学生能够流利地使用句型：“Can I use…”构造礼貌的请求教学准备1.教材和课程PPT2.句型练习练习卡片3.彩色笔，小纸条，小镜子教学过程1. Class Opening1.Greetings: Good morning class!2.Review: Review vocabulary from previous lesson.2. Presentation1.Teacher introduces the new vocabulary - borrow, glue stick.2.Repeat after the teacher, point to the corresponding objects in the classroom.3.Teacher writes the new words and pictures on the blackboard.4.Group work. Have the students act out a scene where they borrow and use glue sticks in pairs.5.Ask students to share their experiences and difficulties while borrowing and using glue.3. Practice1.Teacher repeats sentences with emphasis:。