下载文档原格式
Unit 7 Text Front Page NewsGenerally speaking, whan sections（版面）can be found in the newspaper?news report (local, opinion/editorials national, world news)newspapercomics(games)Answer the questions according to the text:What section of the newspaper catches your eye on a newsstand?______________________________________________________What are the contents carried in the front page?______________________________________________________Is there anything special about the headlines?______________________________________________________Do you think it right only to overemphasize the front-page contents? Why?_________________________________________________________________Para. A1.catch one’s eye = catch one’s attention引起某人的注意e.g. It was the way (in which / that) he walked that caught my eye.我的面部表情引起了老师的注意。
如何将课堂知识运用于实践-- Front Page News单元阅读教学案例及反思市南中学卫娜本篇课文是新世纪英语教材中高一年级第二学期的Unit 7 Front Page News。
这篇文章主要是围绕报纸的头版内容，布局和特点以及对于头版内容的两种观点。
文章一共六个段落，经过教师的反复研读和分析，我将文章划分为三个部分：A，B两段是文章的引入部分，C，E，F是讲头版的布局和特点，D段是两种不同的观点。
由于学生的基础和课堂的有限时间，为了让学生能够充分将所学的知识在课堂上运用于实践，教师决定将D段放到第三节课时再教授。
由于这篇文章是一篇比较难的说明文，而报纸又是和学生生活息息相关的主题，因此如何将所学的关于报纸的头版内容运用于生活实际，这对于我来说是一个挑战，这就要求教师必须在短暂的课堂教学中充分运用各种教学手段帮助学生灵活运用所学的知识。
该班级是高一年级中的提高班，由于该班的42人中分别在初中时学习统编教材、牛津教材以及新世纪材料，所以学生的基础还是参差不齐的。
知识目标：1.复习上节课所学单词和词组。
2.理解课文。
技能目标：1.培养学生的skimming & scanning的阅读技巧，快速阅读，准确获取信息。
2.培养学生的口头交际能力。
情感目标：1.激发学生学习英语报纸头版的兴趣。
2.激活学生对于头版知识的了解和运用。
I. Lead-inWord check首先让全班学生朗读单词，然后让学生根据报纸的图片和已给出的4个单词进行配对，让学生对报纸头版的几个重要部分有一个形象的思维和认知，并以此引出本课课题。
II. Text learning通过lead-in对学生与Front Page News有关的背景知识加以激活，充分引起了学生对于学习本课文的兴趣。
在text learning中再把课文细化，从报纸的头版内容，布局，特点入手，让学生得以进一步了解Front Page News.Task One: MatchingSkim the text and match the paragraphs with the headings.以此训练学生快速阅读的能力。
Unit7 Metropolises一. 单元分析（Unit Analysis）（一）.单元地位（Unit Position）1.本课在对各个世界著名大城市进行描述时，谈及了各个城市的特点和相互间的比较。
教师可以围绕“城市”这一主题，设计活动让学生参与口语讨论，加强对世界著名大城市的了解以及社会生活对于城市发展的要求。
同时，增强学生作为城市中的一员的公民主体意识和社会责任感，回顾城市的历史，关注城市的现状，并且展望城市的未来。
2.本单元结束时，充分利用本课“城市”这一主题，学生围绕“上海一日游”模拟担任导游，介绍如今上海各景点及近年上海市政建设的新貌。
3.本课中出现的语法现象——过去将来时。
课文在谈及过去某一时间人们对于将来的展望时，多运用过去将来时加以描述。
如，At that time, many Londoners did not expect that their city would change for the better. Some people predicted that the prices would grow even higher in the coming years.由于这一语法现象大部分学生在初中阶段已经学过，教师所要做的就是在课堂教学中进行适当简短的复习，并加以一定的句型操练。
（二）.单元目标（Unit Target）1.了解一些世界著名的大城市，比如课文中提到的New York, London和Tokyo，或课本100页上提到的如Beijing, Shanghai, Hong Kong, Moscow等多个大城市。
2.复习并运用过去将来时。
3.能够口头描述某一地点（城市），如大小、交通状况、天气、景点以及优缺点等等。
4.了解宾语从句的种类，学会写复合句。
（三）.单元重点（Unit Points）1.关键词：◆语言知识类go through, spring up, one-tenth of, as planned, do good to sb., continue to do sth./doing sth., come true◆交际功能类世界著名城市：Beijing, Shanghai, Hong Kong, Tokyo, Moscow, London, Paris, New York, Toronto, Brasilia, Johnannesburg, Cairo2.功能：1)Describing places（描述“地点”）参考课本第111页Useful Language●How big is (Tokyo)?It is very big. It has a population of about…●Where is (the center of New York City) located?It is located on (Manhattan Island).●What is (Tokyo…) like?It is a very big, modern city with high-rise offices and apartment buildings everywhere.It’s a dirty, noisy, crowded city with busy traffic and shabby streets.It’s a small (ancient, dirty, old, crowded, noisy, quiet) city with a long history dating back to (the 16th century).It’s a big city where t he traditional and the modern meet.●What’s it famous for?/What’s it best known for?It’s famous for its friendly and honest people/pleasant climate/deliciousseafood/beautiful scenery.2)Expressing the will or predictions in the past（“过去将来时”用来表示过去的意图或预言）●In his lecture, the old scientist said that people would be able to travel toMars（火星）one day.●Mark looked at the sky and then said it would rain the next day.3.语法点：本课出现了过去将来时，应作为本课的知识点重点教学。
新教材高一英语UNIT7教案教案一：Reading and Writing教学目标：1. 通过阅读并理解文章的内容，了解旅行的好处和对旅行的看法。
2. 学会用适当的方式表达观点，写一篇旅行的短文。
教学准备：1. 多媒体设备2. 高一英语教材Unit 7的阅读材料教学步骤：Step 1：导入新知识1. 利用多媒体设备展示一些美丽的旅游景点的照片，引发学生对旅行的兴趣。
2. 与学生讨论以下问题：- Do you like traveling?- What are the benefits of traveling?- Have you ever been to any famous tourist attractions? How did you feel about the trip?Step 2：阅读理解和讨论1. 学生阅读教材Unit 7中的阅读材料，并回答相关问题。
2. 教师引导学生进行讨论，让学生分享对旅行的看法和体验，同时进行跨文化交流。
Step 3：写作训练1. 学生根据阅读材料中的内容，写一篇关于旅行的短文。
2. 教师可以给予学生一些写作指导，例如如何用适当的词汇和句子结构来表达自己的观点。
3. 学生完成写作后，互相交换作文并提出意见和建议。
Step 4：展示和反馈1. 学生将自己的短文在课堂上进行展示，并接受其他同学和教师的评价。
2. 教师对学生的表现给予肯定和建议，鼓励学生在写作中进一步提高。
教学延伸：1. 可以通过比较不同国家和地区的旅游风俗和景点，进一步拓展学生的跨文化认识。
2. 可以组织学生进行口头报告或小组讨论，进一步加深对旅行的理解和认识。
教案二：Listening and Speaking教学目标：1. 听取关于环保旅行的信息并获取相关细节。
2. 学会用英语谈论环保旅行的好处，并就如何保护环境提出建议。
教学准备：1. 多媒体设备2. 高一英语教材Unit 7的听力材料教学步骤：Step 1：导入新知识1. 利用多媒体设备展示一些环保旅行的图片，引发学生对环保旅行的兴趣。
Teaching Aims:1. Master the following words and expressions:restore, replace, recreate, in ruins, under attack, give in ,in pieces, bring…back to life, come true2. Improve the Ss’ reading ability.3. Enable the Ss to be aware of the significance of protecting cultural relics.Teaching key points:How to improve the Ss’ reading ability.Teaching difficult points:1. How to grasp the main idea of a paragraph.2. How to guess the meaning of new word in the context.3. How to help the Ss understand the passage deeply.Teaching aids:1.a tape recorder2.a laptop and OHP(overhead projector)Teaching procedures:Step 1 Revision and discussion1.T shows some pictures of cultural relics in Jingmen and get them to talk about these cultural relics.2.T shows more pictures of cultural relics in other cities such as New York, London, Beijing and help the students discuss the Qs in pre-reading.Qs: What is your favorite city?/What are your favorite cities? Why?Some cities are called great cities, what makes them great?How important are the cultural relics?Step 2 Lead-inT shows pictures of St Petersburg and say Let’s look at some cultural relics in Russia. What can you see in the picture? (statue, a man on his horse)Do you know who may it be on the horse? (Maybe a very important person such as a king or hero) Tell Ss they are going to learn a passage called ‘a city of heroes.Step 3 Reading1. Fast-reading. Let Ss listen to the tape and try to find out the answers to the two Qs:What does the city in the title refer to?Who is the man riding the horse?Teach the pronunciation of St Petersburg and the Russian Czar Peter the Great if necessary.2. Intensive reading.T shows pictures of St Petersburg in different times and get the Ss to give a title for them. In this way, Ss will know the structure of the passage .(4 parts including built, destroyed, rebuilt, today)Para 1 The city was builtQs: When and where was St. Petersburg built?What kind of person was Peter the Great?What did the palaces built look like?Para 2 The city was destroyedQs: Who came to the city in 1941?What did they do to the city?What was the result?What did people of the city determine to do at that time?Para 3 The city was rebuiltQs: When did people begin to rebuild the city?What did people use to help them rebuild the city?What was difficult for the people to rebuild the city?Is the city as beautiful as before after it was rebuilt?Para 4 The city todayQs: Who was the hero on his bronze horse?Who are the modern heroes of Russia today?3. In paragraph 4, T helps Ss have a deeper understanding of the title by comparing ‘ hero’ to ‘heroes’ ,’St Petersburg’ to‘Peoplesburg’. If possible, ask them why St Petersburg is called ‘a city of heroes’ in order to make Ss understand the spirit of the peo ple in St Petersburg----patience, devotion and love for cultural relicsStep 4 PracticeT ask the Ss to finish T or F exercise on their books.T or F:1. ( F ) The city of St Petersburg was rebuilt by Peter the Great.2. ( F )The Germans attacked St Petersburg a hundred years ago.3. ( T )A portait of Peter the Great was destroyed by the Germans.4. ( T )It was difficult for people to rebuild the old palaces.5. (T )Workers and painters used old photographs to help them rebuild the city.6. ( F )St Petersburg will never be as beautiful as it was before.Step 5 InterviewT gives Ss two situations and ask them to choose one of it to prepare an interview in pairs.Situation 1: Suppose you are a foreign reporter and your partner is a citizen of St Petersburg. Pr epare an interview talking about the city’s history.Situation 2: Suppose you are Peter the Great. You come back to St Petersburg by time machine and want to know the changes of this city from your partner who is a citizen. Prepare an interview talking about the city’s development.Step 6 HomeworkT shows pictures of cultural relics in danger and ask Ss to write a passage about how to save or protect them.Leaning Tower of Pisa( in Italy) Abu Simbel (in Egypt)The Sphinx (in Egypt) Yuanmingyuan。
Unit 7 Newspapers words and expressionsExpressionsthroughout the worldcatch your eyewithout doubtcommon practiceaim atattract one’s attentiontempt sb. to do sth.concentration ontend totake a viewa sense of unitytake the prime positionFunction:The introduction to the topicWe can buy newspapers or magazines on a newsstand and we usually can find something that catches our eye on the front page.catch one’s eye =catch one’s attention屏息catch one’s breath着火catch fire看见catch sight of赶上catch up with抓住某人正坐某事catch somebody doing被卷入或者陷入be caught (up) inMain idea:The content of the front pagethe most important happenings of the dayan indexa weather forecastIt’s common practice that the front page carries such co ntents.Some of the contents can content readers, while some others can’t make readers content/contented.It’s common practice thatbrief adj.时间短暂;a brief conversation/ meeting/ visit简洁的,简短的a brief report/descriptionMain idea:The features of headlineslike a titleaim at being both informative and eye-catchingthe most important one is…tempt readers to buy the newspaperinto buying…Recently, muchthought hasgone into…Informative and eye-catching headlines aim at attracting the readers’ attention./ = aim totempt readers to buy the newspaper.Sometimes, readers can’t resist the temptation of headlines and thus buy the newspaper. Teenagers can’t resist the temptation of…and they can easily get addicted to it, which I think.so we might as well cultivate…and try to develop…That way, we can…aim at (doing) sth 瞄准，以…为目的,力求达到aim to doHe aimed the gun at the enemy officer.他用枪瞄准了敌军军官。
Unit 7 Enjoying the Classics （1）【教学目标】1．Teaching objectives:（1）To help students get more familiar with some new words and expressions while they are reading the story.（2）To help students analyze the difficult sentences for further understanding the boy’s hunger.2．Skill objectives:（1）To help students work out the questions about the place, persons, happenings at the beginning by scanning.（2）To help students learn to understand the characters’ feelings and be able to predi ct the ending of the story.3．Instructional objective:To arouse students’ sympathy for Oliver Twist and the children in the workhouse.【教学重难点】1．关键词：（1）语言知识类：Board of management, earn one’s living, fall to, in silence, next to, suffer terrible hunger, aim of, blow at, at the head of, in hand.（2）交际功能类：Talking about a novel:Have you read any classic English novels in the original?This is an abridged edition of Oliver Twist.The novel has been simplified for readers with a vocabulary of around 2000.It’s the bestseller of the year.The plot of the story is fascinating/ thrilling/ vivid/ touching.I have no idea of the background of the story.That is the climax of the story.It gives a vivid account/ picture of the French Revolution.【教学过程】I. Lead in引入一：1．Teaching ActivityIntroduce Charles Dickens.2．Learning ActivityListen to the introduction of Charles Dickens.3．FunctionLet students know about Charles Dickens.引入二：1．Teaching ActivityAsk students to read the title and raise questions about the title.2．Learning ActivityRead the title and raise the questions.3．FunctionInspire students’ interest in reading the text.II. Pre-reading1．Teaching ActivityIntroduce the background of Oliver and a word and a phrase.2．Learning ActivityKnow about Oliver.Understand the meaning of a word and a phrase.3．FunctionHelp students know about Oliver.Help students to guess the meaning.III. While reading活动一：1．Teaching ActivityAsk students to read paragraphs A and B.Ask some questions and help students understand the word “polish”.2．Learning ActivityRead paragraphs A and B．Answer some questions and learn the word “polish”.3．FunctionHelp students understand the setting, characters, and the beginning of the story.活动二：1．Teaching ActivityAsk students to read paragraph C.Ask some questions and help students to analyze the long sentence.2．Learning ActivityRead paragraph C.Answer some questions and analyze the long sentence.3．FunctionBetter understand the boys’ terrible hunger.活动三：1．Teaching ActivityAsk students to scan paragraphs D-N.Fill in the form and ask some questions.2．Learning ActivityScan paragraphs D-N.Fill in the form and ask some questions.3．FunctionHave students understand how the board of the management’s reaction to Oliver’s act.Figure out different characters’ feelings. Share ideas with one another.IV. Post-readingTeaching ActivityHave students predict the ending of the story.Learning ActivityBrainstorm what would happen to Oliver.FunctionStimulate students’ imagination.Encourage students to read the novel.V. Assignment1．To read paragraphs E-N after the tape for 3 times.2．To learn the long sentence by heart.3．Help students to consolidate and sense the characters’ feelings.。
