Emily Lesson Plan for Unit 4 reading

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市实验学校课题：Unit 4 Reading1: A Night The Earthquake Didn’t Sleep教案Teaching goals:1.Target language 目标语言Learn and master the new words and expressions in this period.2.Ability goals 能力目标Train the students’ reading ability.Teaching important points:Train the students’ reading ability—skimming and scanning.Teaching difficult points:Describe the disasters.Teaching aids:CIA课件Teaching procedures:Step 1. Revision.Review the words.Step 2. Lead—in.Look at some pictures and then ask the students some questions.1. What happened on May 12, 2008?2. Do you know another big earthquake happened in china?Step 3. Prediction.Look at the title and predict what the passage tells.Step 4.Fast readingTask 1: Read the passage quickly and find out the main idea of the passage.Task 2: Match the main idea of each part.Step 5. Careful reading.Find out the details of each part and then fill in the blanks.Step 6. SummaryFill in the blanks and then retell the passage.Step 7. Homework。

Teaching Plan for Unit4 Green World,Reading江苏省淮安市清浦中学PrefaceThe topic of this unit is Green World, which concerns flower, grass, fruits and how to grow and classify them in terms of botany. The text in the reading part is about the science of botany. In NMET, from the five reading comprehension articles, we quite often find that at least one article is about science and students generally think them hard to understand. In fact, although there’re a few more new words in these articles, the passage and questions are not difficult to understand if we use proper methods to read them carefully. So how to help students understand these science articles in a limited time is very important.The reading text in this unit, the Birth of a Science, is also difficult for students to understand. However, if we can change our traditional teaching methods and help students to use efficient reading strategies, it’ll be much easier to master the text The teaching plan below is my attempt to solve such problem.Teaching PlanI. Teaching Aims:1.Train and improve the students reading methods and strategies.(Clue Reading)2.Enable the students to understand the text better.3.How to apply the reading strategies to practical reading, especially in the English examination.II. Teaching difficult points:1.How to improve the students’ reading in terest in science articles.2.How to increase the students’ reading speed.3.How to help the students master the main idea quickly in a limited time.III. Teaching methods:1.Group discussion to help the students to learn the style of the text and orders of the exposition.2.Scanning to make students find the information quickly.3.Questions-and-answering activity to help the students understand the text more deeply.4.Generalizing the content of the text according to time clue and character clue.IV. Teaching aids:1.Some pictures of plants and scientists.2. A tape recorder.3. A projector or multimedia.V. Teaching procedures:Step I. Greetings and revision(To greet the whole class as usual)T: Yesterday we have learned about many plants. Can you tell me the names of different plants as many as possible?S: I’ll try, roses, tea…. (Students are active in answering such question s.)T: Good, you’re doing fine. (Teacher can list the names on the screen.)Then, who can tell me how to grow plants at home? Let’s take s trawberries as anexample.S: Let me have a try. Take a pot that is big enough to grow a strawberry plant and….T: Well done.Note: In this step, teacher can dictate some new words or revise the student’s homework. It can varies.Step II. Lead-in(Teacher shows some pictures to the students.)Today we’ll learn the science of botany. Ask some questions:Can you classify them into groups?What do we call the persons doing the research on the plants? (Botanists)Do you know any botanists?How do scientists classify them in the past? What about now?Now, let’s come to the reading part, the Birth of a Science.Step III. Reading Tasks1.To explain the title: the Birth of a Science.①The meaning of the title is when and how was a science, botany born.②To guess the style of the text according to the title. (B)(记叙文)Present three styles of articles: (说明文)C. Argumentation (议论文)Note: If the students can’t understand the 3 styles in English, the teach er can explain them in Chinese for different students.2.Scanning and discussion: Students scan the text quickly and judge the order of the text.A. Time order （时间顺序）B. Space order （空间顺序）Four orders of exposition: C. Logical order （逻辑顺序）D. Cognitive order （认知顺序）3.Fast-reading 1: Read the text fast and find the details about development of botany according to the timeorder. (Also we can call it time clue.)①Before the eighteenth Century, botany was merely a branch of medicine.②In 1759, Daniel Solander traveled to England to promote the new system.③In 1761, Banks had an appetite for knowledge.④In 1766, Banks made a first journey to study wild plants.⑤In 1768, Banks joined the team of botanical explorers on the Endeavour.⑥In 1771, the Endeavour returned to England.⑦In 1778, Banks was elected president of the Royal Society.4.Fast-reading 2: Find the achievements and contributions of 3 famous scientists according to the characterclue of the text.①Carl Linnaeus: He developed the system how to classify plants into groups. His system conquered theworld.②Daniel Solander: He traveled to England to promote the new system and traveled on the Endeavor withJoseph Banks.③Joseph Banks: He made his first journey to study wild plants in 1766. His second expedition was the greatvoyage with James Cook to the Oceania. He supplied about 10,000 pounds. His three-year voyageachieved a lot on botany. He not only studied and described the new plants he found but also looked outfor new economic species. After his return, he helped develop the royal gardens at Kew into one of thegreat botanical gardens in the world and made it a center of scientific and economic research. 5.Listen to the tape and then do the true and false questions:①Before the 17th Century, botany was only a branch of medicine. (18th )②Banks made a first journey to study wild animals in 1766. (plants)③Captain Cook’s expedition to Tahiti had 3 goals. (T)④Joseph Banks borrowed much money to equip the expedition. (used his own money)⑤When Banks was elected president of the Royal Society, he was 36 years old. (35)6.Post-reading Exercise I. Choose the best answer. (DDBDC)7.Real practice of reading comprehension:In general , people talk about two groups of colors : warm colors and cool colors . Researchers in psychology think that there are also two groups of people : people who prefer warm colors and people who prefer cool colors .The warm colors are red , orange and yellow . Where there are warm colors and a lot of light , people usually want to be active . People think that red , for example , is exciting. Sociable people , those who like to be with others , like red . The cool colors are green , blue and violet . These colors , unlike warm colors are relaxing . Where there are cool colors , people are usually quiet . People who like to spend time alone often prefer blue .Red may be exciting , but one researcher says that time seems to pass more slowly in a room with warm colors than in a room with cool colors . He suggests that a warm color , such as red or orange is a good color for a living room or restaurant . People who are relaxing or eating do not want time to pass quickly . Cool colors are better for offices or factories if the people who are working there want time to pass quickly .Researchers do not know why people think some colors are warm and other colors are cool . However , almost everyone agrees that red , orange , and yellow are warm and that green , blue , and violet are cool . Perhaps warm colors remind people of warm days and the cool colors remind them of cool days . Because in the north the sun is higher during summer , the hot summer sunlight appears yellow .1．Which of the following colors belong to cool colors ?A．Yellow, green . B．Blue , violet . C．Black , blue . D．Brown , white .2．Which of the following statements is not true ?A．Sociable people like warm colors . B．Warm colors can make people excited .C．People who like to be with others don’t like red .D．Where there are warm colors , people want to be active .3．Which is the right color for different rooms ?A．Red or orange for offices . B．Orange for dining-rooms .C．Blue for bedrooms . D．Red for studies .4．What is the main idea of the last paragraph ?A．It shows the reason why people think some colors are warm and others are cool .B．Warm colors remind people of warm days . C．Cool colors remind people of cool days .D．People have an agreeable opinion of warm colors and cool colors .(Key: BCBA)Note: The clue of this passage is very clear: warm and cool. If students can consider this and read carefully according to this clue, it’ll be much easier and quicker to master the whole passage.8.Homework: Encourage students to find out some language points from the text by themselves and preparesome problems they cannot solve.VI. Evaluation:。

Unit1天才与工匠许多人羡慕作家们的精彩小说，但却很少有人知道作家们是如何辛勤笔耕才使一篇小说问世的。

以下的短文将讨论小说的酝酿过程，以及作家是如何将这小说雕琢成一件精致完美的艺术品。

有一次，我在暮色中来到小树林边一棵鲜花盛开的小桃树前。

我久久站在那里凝视着，直到最后一道光线消逝。

我看不到那树原先的模样，看不见曾穿透果核，能崩碎你的牙齿的力量，也看不到那使它与橡树和绿草相区别的原则。

显现在我面前的，是一种深邃而神秘的魅力。

当读者读到一部杰出的小说时，他也会这样如痴如狂，欲将小说字字句句刻骨铭心，不提出任何问题。

但即使是个初学写作者也知道，除那将小说带到世上的文字之外，还有更多的构成小说生命的因素，小说的生命并不始于写作，而始于内心深处的构思。

要创作出有独创性的作品，并不要求懂得创造的功能。

多少世纪以来的艺术、哲学及科学创造都出自人们的头脑，而创造者也许从未想到去关注创造的内在过程。

然而，在我看来，对创造工作一定程度的了解，至少会使我们通过知道两个事实，增长我们处理正在出现的故事的智慧。

首先，天赋不是掌握了技艺的艺术家独有的特性，而是人脑的创造性功能。

不仅所有对技艺的掌握都含有天赋，而且每个人都具有天赋，无论他的天赋发展是何等不充分。

对技艺的掌握是天赋的显现，是经过培养的，发展了的和受过训练的天赋。

你的天赋在最原始的层面上起作用。

它的任务就是创造。

它是你的故事的创造者。

第二，将你的小说带进世界的文字是艺术家的工作，它就和一个泥瓦匠的工作一样，有意识、谨慎而实实在在。

天赋正如理解力、记忆力和想象力一样是我们的精神禀赋中的天然部分，而技艺却不是。

它必须通过实践才能学到，并要通过实践才能掌握。

如果要使在我们内心深处浮现的故事跃然纸上，光彩照人，那么，每个故事都须有感染力极强的优雅文笔。

只有健全的技艺才能使我们做到这一点。

一个故事是如何酝酿成的呢？据说，我们从一生中的前二十年，或许前五年起就开始写作。

这可能取决于个人，而写作中的很多事都取决于个人。

Teaching plan for Unit 4, J2 (A), Go for itThe planner：xxxUnit teaching aimsKnowledge objectives1.Learn and master the important words and expressions appear on this unit.2.Learn the special question introduced by “how”.3.Review and consolidate the present tense.Skill objectives1.Learn to talk about the transportation being used to a place, how far and how long it takes toa place.2.Learn to read the articles appear in this unit, can understand and answer the correspondingquestions.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Unit teaching content analysisUnit title: Unit 4 (Junior 2A, Go for it)Unit topic: How do you get to school?Main function: This unit mainly talks about how to get to a place related to transportation, how far and how long it takes.Main new words: Transportation words: subway, train, bicycle, car; Cardinal words: forty, fifty, sixty, seventy, eighty, ninety, hundred; Unit words: minute, kilometer, mile;and other vocabulary: take, quick, stop, transportation.Grammar structure: The special question introduced by “how”.Main sentence pattern: How does he get to school? He rides his bike. How long does it take? Ittakes about forty minutes. How far is it from his home to school? It takes25 minutes.Period One: Section A 1a – 2bTeaching aims：Knowledge objectives1.Learn and practice the transportation words subway, train, bicycle, car, etc. and thecollocation with verbs, e.g., take the subway, take the train, ride a bike, take the bus to take about the transportation being used to a place.2.Learn and practice the cardinal numbers forty, fifty, sixty, seventy, eighty, ninety, one hundredto describe how long it takes or how far is it to a place.3.Talk about the way someone get to school with the sentence pattern How does…get toschool?Skill objectives1.Learn to talk about how someone gets to school.2.Learn to read and write the cardinal numbers forty, fifty, sixty, seventy, etc.Affection objectives1.To learn to make your schedule and choose the transportation properly.2.To develop a habit of obeying traffic regulations.3.To understand the effect transportation tool make on the environment in terms of theenvironmental protection.Important and difficult points：1.To distinguish the collocation between the transportation words and verbs.2.To memorize the cardinal numbers.Teaching procedureStep 1: Greet the class as usual. (Talk about the weather. Use Present tense and Past tense. ) (two minutes)Step2: Presentation. (ten minutes)T presents the transportation words e.g.subway, train, bicycle, etc and the collocation with verbs, e.g.,take the train, take the subway, tide a bike, etc.Step3: Listening. (1b) (ten minutes)1. Ss listen to the tape once and write the numbers next to the correct students in the picture (1b).2. T makes a pause properly and asks, e.g. How does Bob get to school? How does Mary get toschool? .etc. in the second listening.3. Ss read the tapescript and the numbers they fill in the white box in the picture.Step4: Pairwork. (1c) (eight minutes)Step5: Cardinal numbers. (2a﹠2b) (nine minutes)1. Ss listen to the tape and repeat the numbers, e.g. thirty-two, forty, forty-one, etc.2. Ss do the exercise (2b) and check their answers in pairs.3. T gets some students to share their answers and write them down on the blackboard.Step6: Homework: Make a conversation and write it down (1c).教学反思：在完成《新目标英语》八年级下册第四单元的教学中，我是以新程理念为依据进行教学设计和课堂活动的。

Teaching PlanUnit 4 She said helping others Changed her lifeReadingBianyuan Middle School Song JuanTeaching Aims (教学目标)1.Knowledge objects:Master new words and phrases.2.Ability objects:Learn to use the phrases to express the daily life.3.Moral objects:Report what someone said.4.培养学生了解文章大意，先不要注重细节,的阅读策略，同时能够结合上下文理解词义。

language focusNew words and phrases of the reading text.Difficult Points1 New words and phrases.2 How to inspire the students to be volunteers.Teaching ways小组教学任务型教学Teaching ProcedureBefore class:Listen to a song(感恩的心)Step 1Greetings and a free talk.Step 2Leading inWatch a video about Xu Benyu to encourage them to helpothers then discuss how to help the people who need helpStep3pre-readingGroupwork Discuss with your partners:what can you do for them?Step4learn the new wordsLead students to learn new words by introducing Yang lei using the sentence that she is a volunteer teacherStep5 Before-readingListeningFill in the blanks according to what you hear( using the words from the box)Step6 While---readingFast ReadingTask1:Match the main idea with each paragraph.Careful ReadingTask1:Read the first sentence of each paragraph, and tell the statements True or False.1.Teaching high school students in a poor mountain may sound difficult for many people.2. Yang Lei always live in the mountains.3. Most pupils live far from school.4. All the students can go to a higher school.5. Yang Lei loved her time as a volunteer.Task2:Answer these questions1. What did Yang Lei’s mother say about her daughter’s volunteer work?(Paragrph2)2. What did the children say about their volunteer teachers?(Paragrph3)3. How did Yang Lei say she could help?(paragrph4)4. What did Yang Lei say about her time as a volunteer?(paragrph5)Step 6After you read(Make a summary)Fill in the blank with the words in the text.Yang Lei, a Peking University _______ first went to Gansu as a ______on a one-year program. She was one of the volunteers to teach in ______. Life in the_____ was quite difficult, but her parents _____ her, and thought it was _____. The students there worked______. They love having _____there. Some of them can’t go to a higher school, because their families are_____, but Yang said she could _____ their eyes to the _____ and give them a _____ in life. After finishing her study, Yang ____ to the areas, and now she’s a Math teacher in ____.Step 7 Exercises in class实战演练词组翻译拓展练习Stept8Sum upStept9Today’s homeworkStept10教师寄语The rose’s in her hand, the flavor in mine.赠人玫瑰，手有余香Teaching PlanUnit 4 She said helping others Changed her lifeReadingBianyuan Middle School SongJuan。

初中英语译林版八年级下册同步英文教案Unit4ReadingIReading I Teaching Aims:1. To get some idea about Gulliver’s travel in Lilliput2. To learn to describe Gulliver’s travel3. To master the words and phrases in this text Teaching procedure:Step 1 RevisionTranslate the following phrases.1. 怎样处理这些书2. 给我一本小说3. 用某物来做某事4. 冰箱上的盒子5. 一本关于德国二战的书6. 对…...感兴趣7. 提高某人的知识8. 法国作家Step 2 PresentationWatch a video and present Gulliver’s trave lStep 3 Words & phrases review1. Let some students spell the words.2. Read after the teacher.3. Read together.against tinybe tried out fall overtie continueover eitherstomach manageuntil liftfinger armymust unable4. Match the words on the left with the meaning on the right.Step 4 Reading1. Listen to text and answer the questions:1) What did he do after their ship crash against the rocks?2) When did he wake up?3) How did he feel?4) How tall was the small man?5) When he shouted to the small men, what happened?6) Did he understand what the small man said?2. Sandy wants to explain what happened to Gulliver. She wrote down some notes on a piece of paper, but her mother tore it up by mistake. Read the passage carefully by yourselves and help her match the events with their causes.3. Sandy made some notes of Gulliver ’s story. Help her check for mistakes. Write a T if a sentence is true or an F if it is a false.1) Gullive r’s ship crashed against the rocks. ___ a He managed to break the ropes.b His arms, legs and hair were tired to the ground.c He was tired out after swimming for a long timed He saw a huge army of tiny people coming towards him.e Gulliver shouted at them.1 Gulliver fell down on the beach and went to sleep. _____2 Gulliver found himself unable to move. _______3 The tiny men all fell over. _____4 Gulliver got one hand free. _____5 Gulliver wanted to run away. _____a keep doing somethingb very smallc finish what you have tried to do d very tirede hitting somethingf hold things together with ropes 1 against ______2 tired out ______3 tie ______4 tiny ______5 continue ______6 manage ______。

Unit 4 Body languageWarming up and readingTeaching Aims and Demands 教学目标与要求Teaching key point 教学的重点Get students to read the passage and learn about cultural differences and intercultural communication.Improve the students’ reading ability by skimming-reading and scanning-reading.Teaching difficult point教学的难点1. To guide the students to understand the passage and know about cultural differences and intercultural communication.2. Get students to use different reading skills for different reading purposes.Teaching aims 教学目标Knowledge and ability aims1.Get students to learn some useful words and expressions in this part2.Get students to read the passage and learn about cultural differences and intercultural communication.3.Enable students to develop their reading ability and try to use some reading strategies such as guessing , key sentences, skimming, scanning and so on.Emotional aims1.Enable students to recognize different body language and try to use them correctly.2.Develop students’ sense of cooperative.Teaching Methods1.Task-based teaching and learning2.Cooperative learning3.DiscussionTeaching AidsThe multimedia and other normal teaching toolsTeaching ProceduresStep 1 Leading in and warming up1.If a person can not speak, how you can communicate with him or her.2.can you do some gestures?3.Can you do some movements with your partners to communicate? Step 2 Pre-readingLook the title and pictures of this reading passage, predict the main idea of the text,Step 3 ReadingSkimmingRead the text quickly and answer two questions.1. what did the author do yesterday?2. Did any students have the same greeting customs?Then read this text quickly again , finish the following exercise.Suggest answers:China Columbia Britain Canada Japan Jordan France Scanning1.Give students 5min to read this text carefully again, and finish thefollowing exercise.( according to 1-2-3para)Suggest answers1). Stood watching greet moved back2). approached touched kissed cheek3). Stepped surprised put up defence4). Reached his hand out5). Bowed6). Moved close came closer nodded7). Shook hands and kissed2.Ask students to read Paragraphs 4-5 and finish the following true or false exercises1).Englishmen often stand close to others or touch strangers as soon as they meet2).Most people around the world now greet each other by kissing3).Japanese will bow to others as greeting4).People from Jordan will move very close to you as you introduce yourself to them5).Some body language in some countries are good while some countries’ body languages are bad.Suggested answers 1. F 2. F 3. T 4.T 5. FStep4课堂检测连线Part1( para1) A. It mainly talks about the examples cultural“body language”Part2.(para2-3) B. It tells us that different peoples havedifferent body language.Part3(para4) C. It is the summary of body language.Part4( Para5) D. The main idea is that you are sent toCapital International Airport to meetstudents.Step5 SummaryToday we have learned a text about body language, It plays an important role in daily communication, so it is very important to understand and use it correctly.Step6 Homework1. Finish off page 27 exercises2. Preview the next lesson( Important language points)。

新目标人教版初中英语八年级下册《Unit4 Reading》精品教案She said helping others changed her life一. 教材分析(Teaching analysis):本单元主要围绕”He said I was hard-working ” 这一话题展开，主要通过一部肥皂剧来引出间接英语的用法。

并通过本单元的学习使学生培养成努力学习的良好习惯。

本节课是本单元的阅读课，主要是通过本节课的学习继续加强对间接引语的认识。

并能掌握基本的阅读技巧，提高阅读能力。

学生在学习了本单元SectionA 和SectionB后，已经有了一定的基础，学习本篇阅读应该没有很大的障碍。

二. Teaching goals1. knowledge goal:Key words and phrases: thin/ poor /ate/ decision/ influence/ return.sound like /be started by/make sb do sth/three times a day/agreewith one’s decision/op en up/be over.2. Ability goal: Improve students ’ ability of reading comprehension with reading strategies.3. Emotion goal: Students can help the people who need help around them.三. Key points and difficult pointsKey points: How to i mprove students’ ability of reading . Difficult points: How to retell the passage after reading it.四. Teaching methodTask-based teaching method and cooperative learning/ learning in groups五. Teaching aids: Multimedia六. Teaching procedures.Ⅰwarm-upTask1:check the prevision(1) Divide this reading into three parts.(2) Put the words in the box into the correct space as you read.(on P32 of TB)Task2: Make a survey:(3) Make a survey about people who need help and your feelings after helping them.参考句型：A: What kind of people do you think need help?B: I think old people need help.A: What do you feel after helping them.B :I feel happy.Task3. Report your survey to the class.eg:Sally said she felt happy after helping the old people. Jim said he felt excited after helping the sick people. Lily said she felt proud after helping the dame people.Ⅱclassify reading:Task1: Fast reading(Reading strategy1: First read for meaning , not for detail)Read the passage quickly and match the paragraph with their best main idea of each paragraph.___Part1(paragraph1) a.Yang Lei enjoy her time as a volunteer.___Part2(paragraph2,3,4) b.The life in the mountain village is very hard for Yang Lei and her students. ___Part3(paragraph5) c.Yang Lei went a poor mountain village in GansuProvince as a volunteer to teach.d.Yang Lei like the children in the mountain village very much.Task2.careful reading:(Reading strategy2: You can understand the meaning of a word you don’t know from the context.)1. eg: Her village was 2,000 merters above sea level , and at first the thin air made her feel sick.1) Teaching high school students in a poor mountain village in Gansu Province may not sound like fun to you.( ) 2）The food was very simple---teachers ate porridge three times a day.( )3)Fortunately, Yang Lei’s mother agreed with her daughter’s decision. ( )4)She Said she likes being a good i nfluence in children’s lives. ( )5)When her year was over, she said that she could return to the area after finishing her studies.( )2.(1) Read Part1 carefully and answer one question. What did Yang Lei do?( 2) Read Part2 carefully and complete the table.(4) Read Part3 carefully and write true(T) or false(F) to each statement.( )1. Yang Lei didn’t like the life as a v olunteer in the mountain village.（）2. Yang Lei would go back to Gansu Province after finishing her studies.TaskⅢIntensive reading:(1)Students read this passage again and find out some expressions they don’t understand, try to solve them in groups.(2)Teacher show some expressions and explain them Important and difficult points:•sound like听起来像……•be started by被……创立•make sb do sth使某人做某事•three times a day每天三次•agree with one’s decision同意某人的决定•open up打开•be over结束•return(go back to)返回Make sentences using these phrases after class:eg: It sounds like interesting.TaskⅣReading aloud:Let students listen to the tape and then read aloud. TaskⅤ: Retell the passage according to the question of part1, the table of patr2 and the matching of part3.eg: Yang Lei was a graduate of the PeckingUniversity and she was a volunteer in a mountain village on a one-year program. The life of her students was very hard. They ate…Yang Lei likes the life as a volunteer in the mountain village. So she would go back to GansuProvince after finishing her studies.ⅢPost-readWriting: write a summary of the reading according to your retelling.(no more than 100 words)ⅣHomework:1. (1) Survey: Make a survey about what volunteer work they want to do and how can they do that. Key structures:A: What do you want to do for volunteer work?B: I want to help the old people.A: How can you help them.B: I can clean their room.(2)Report your survey.eg:Su Lin said that she wanted to help the old people and she could clean their room. …2.Preview the new words of Unit5.。

公开课教案】外研版高一英语必修四unit4 reading 教案___ will learn the new phrase "leading figure" and practice their ___.3.Cultural n:___ figure in Chinese history。

and his spirit of tism。

___。

and belief is something that can be ___.The lesson plan is based on Module 4 of the book "Great ___ Four" from the Foreign Language Teaching and Research Press。

The main topic of the lesson is "The Student Who Asked ns"。

which tells the story of Yuan Longping。

the father of hybrid rice。

The lesson discusses his school life and the ___ he made to the world.Students will learn the new phrase "leading figure" and practice their ___ the story of Yuan Longping。

It is important to note that Yuan Longping is a leading figure in Chinese history。

and his spirit of tism。

___。

and belief is something that can be___.___ students about the life and achievements of Yuan Longping。

人教版新目标八年级下册Unit4 Reading《She said helping others changed her life》（教案）人教版新目标八年级下Unit4 Reading《She said helping otherschanged her life》（教案）一、教材分析(Teaching analysis)本单元主要围绕”He said I was hard-working ”这一话题展开，主要通过一部肥皂剧来引出间接英语的用法。

并通过本单元的学习使学生培养成努力学习的良好习惯。

本节课是本单元的阅读课，主要是通过本节课的学习继续加强对间接引语的认识。

并能掌握基本的阅读技巧，提高阅读能力。

学生在学习了本单元 SectionA 和SectionB后，已经有了一定的基础，学习本篇阅读应该没有很大的障碍。

二、Teaching goalsa)k nowledge goal:Key words and phrases: thin/ poor /ate/ decision/ influence/ return.sound like /be started by/make sb do sth/three times a day/agreewith one’s decision/open up/be over.b)A bility goal: Improve students ’ability of reading comprehension with reading strategies.c)E motion goal: Students can help thepeople who need help around them. 三、Key points and difficult pointsKey points: How to improve students’ability of reading .Difficult points: How to retell the passage after reading it.四、Teaching methodTask-based teaching method and cooperative learning/ learning in groups五、Teaching aids: Multimedia六、Teaching proceduresⅠ.warm-upTask1:Check the prevision(1)Divide this reading into three parts.(2)Put the words in the box into the correct space as you read.(onP32 of TB)Task2: Make a survey(3)Make a survey about people who need help and your feelings afterhelping them.参考句型：A: What kind of people do you think need help?B: I think old people need help.A: What do you feel after helping them.Task3. Report your survey to the class. eg:Sally said she felt happy after helping the old people. Jim said he felt excited after helping the sick people. Lily said she felt proud after helping the dame people.Ⅱ.classify readingTask1: Fast reading(Reading strategy1: First read for meaning , not for detail) Read the passage quickly and match the paragraph with their best main idea of each paragraph.___Part1(paragraph1)a.Yang Lei enjoy her time as a volunteer.___Part2(paragraph2,3,4)b.Thelifeinthemountainvillage isveryhardforYangLeiandherstudents. ___Part3(paragraph5) c.YangLeiwentapoormountainvillage inGansuProvinceas avolunteertoteach.d.YangLeilikethechildreninthemountainvillageverymuch. Task2.careful reading:(Reading strategy2: You can understand the meaning of a word you don’t know from the context.)1. eg: Her village was 2,000 mertersabove sea level , and at first the thinair made her feel sick.1) Teaching high school students in a poor mountain village in Gansu Province maynot sound like fun to you.( ) 2）The food was very simple---teachers ate porridge three times a day.( )3)Fortunately, Yang Lei’s mother agreed with her daughter’s decision. ( ) 4)She Said she likes being a good i nfluence in children’s lives. ( )5)When her year was over, she said that she could return to the area after finishing her studies.( )2.(1) Read Part1 carefully and answer one question.What did Yang Lei do?( 2) Read Part2 carefully and complete the table.(4) Read Part3 carefully and write true(T) or false(F) to each statement.( )1. Yang Lei didn’t like the lif e as a volunteer in the mountain village.（）2. Yang Lei would go back to Gansu Province after finishing her studies.TaskⅢIntensive reading(1)Students read this passage again and find out some expressions they don’t understand, try to solve them in groups.(2)Teacher show some expressions and explain themImportant and difficult points:•sound like 听起来像……•be started by 被……创立•make sb do sth 使某人做某事•three times a day每天三次•agree with one’s decision 同意某人的决定•open up 打开•be over 结束•return(go back to) 返回Make sentences using these phrases after class:eg: It sounds like interesting.TaskⅣReading aloudLet students listen to the tape and then read aloud.TaskⅤ: Retell the passage according to the question of part1, the table of patr2 and the matching of part3.eg: Yang Lei was a graduate of the Pecking University and she was a volunteer in a mountain village on aone-year program. The life of her students was very hard. They ate…Yang Lei likes the life as a volunteer in the mountain village. So she would go back to Gansu Province after finishing her studies.ⅢPost-readWriting:write a summary of the reading according to your retelling.(no more than 100 words)ⅣHomework:1.(1) Survey:Make a survey about what volunteer work they want to do and how can they do that. Key structures: A: What do you want to do for volunteer work?B: I want to help the old people.A: How can you help them.B: I can clean their room.(2)Report your survey.eg:Su Lin said that she wanted to helpthe old people and she could cleantheir room. …2. Preview the new words of Unit5.八年级下Unit4 ReadingShe said helping others changed her life(学案) 【学习目标】1.学会如何根据阅读策略从总体上把握文章，以及如何在语境中猜测单词的意思，从而提高自己的阅读能力。

一、教学目标：1To know more about Millie’s school life.3. Ask some students to introduce their school life briefly.Step 3 Listen and read1. Do you want to know about Millie’s school life? Millie writes to her new online friend Tommy. In her mail , We’ll know her school life. Let’s read the e-mail first and answer the following question: When does Millie’s school start? What team is she in?2. Students listen and read the text at the same time. Get Ss to find out the activities Millie does at school. eg. Do morning exercises, have lessons, play in the playground, go to the library…. Then ask Ss to complete Part B1 on Page 45.3.Students read the text more carefully and complete Part B2. If it is false, get the student to correct it.Step 4 Ask and answer1.Get Ss to ask and answer in pairs according to the contents of the text. eg. On what days does Millie go to school in a week? What do they do first at school? What lessons does Millie like? When do Millie and her friends do in the playground? Where does Millie sometimes go in the afternoon? When does Millie practice volleyball?2. Ask one student to play Millie. He or she answers the other students’questions. T encourages students to ask more questions about her school life. eg. How do you go to school every day? How long does it take? What club are you in?3. Ask some students to try to describe Millie’s school life according to the questions.Step 5 PractiseTommy’s friend Joan is asking Tommy about Millie’s school day. Complete their conversation in PartB3.Do you think Millie’s school life is interesting? What about your school life? Can you say something about your day? Please look at the notes in Part C. Write about your day.Step 6 Homework1. Read the text and try to recite it.2. Recite the new words, phrases and sentences in the text.2. Finish the exercises in the workbook.。

Lesson Plan Unit4 Body LanguageReading: Communication: No Problem?Teaching ObjectivesBy the end of the class,1.Students will be able to master some new words such as represent,association, canteen, dormitories, approached, defence, misunderstanding,and so on.2.Students will be able to understand the main idea of this passage and thestructure of the passage.3.Students will be able to know different ways of greeting in differentcultures and be aware of the relationship between body language andculture.4.Students will be able to learn some reading skills, such as predicting,skimming and scanning.Teaching materialThis unit is about the cultural differences and intercultural communication. The reading passage is about the body language of greeting in different countries and the author’s believes of studying international customs.Teaching Focus1.Students should summarize the main idea and structure of the passage.2.Students should learn to use the reading skills to find information.Teaching DifficultiesStudents may find it is difficult to summarize the main idea of each paragraph and get the main idea.Teaching aids: Multi-media blackboardTeaching procedures:Step 1: Warming-up (2mins)Greet with students and ask students “what were we doing?” to introduce the word greeting.Step 2: Pre-reading (3mins)Task1. There are so many different ways to greet someone using words, but can you greet someone/express your feelings without speaking?(gestures/facial expression/eye contact/postures) Then introduce the body language. Step 3 : While-reading (24mins)Task1: Skimming (3mins)Read Para2-3 quickly and answer two questions.1.How many international students are mentioned in the story?2.How many cultural mistakes are mentioned by the author?Task2: Scanning(8mins)Read the passage paragraph by paragraph and underline the topic sentences of each paragraph.Work in group of six to discuss the main idea and write them down.Task3: Careful Reading(13mins)1.How do different international students behave when they greet people?2.Did any students have similar greeting customs? If so, which ones?3.Find out the two cultural mistakes in Para.24. Complete the chart with information from Para.4Step 3: Post-reading(10mins)1.Is the author of this passage a man or a woman? How do you know?2.What do you think this famous saying “When in Rome, do as the Romans do”means?3.A summary of this passage.Step4: Homework(1mins)1.Read the passage at least three times.2.Find more cultural differences in greeting.Blackboard designUnit 4 Body languagenonverbal greetingA major misunderstandingAnother culture mistakeReflectionThis passage is about the greeting ways and body languages in different cultures, so there are some names of foreign students and countries which are difficult to pronounce, then students couldn’t find the information quickly. I should read these words before the class several times. Some of them were a little nervous and shy about the environment so that the whole atmosphere was not good. Besides, I should slow down my requests to make them clear and increase some drill after the comprehending .。

Teaching plan for Unit 4 Wildlife ProtectionGood morning, everyone. It’s my great pleasure to be here sharing my lesson with you.The content I choose is Unit 4, Senior English for China Student’s Book 2 titled Wildlife protection, which mainly tells us the importance of wildlife protection. I will divide this unit into 3 parts. This lesson is the pre-reading part of this unit.Firstly，let me introduce the teaching material. This unit mainly tells us the importance of wildlife protection. The reading passage is the center of this unit, which extends the main topic “wildlife protection” and contains most of the vocabulary and grammar poi nts that students should learn in this unit.Sencondly, I will tell something about learning objectives as well as the focal and difficult points. After the lesson, my students will be able to understand and master the new words, phrases and the present progressive passive voice. They are supposed to know some basic information about the endangered animals’situation and protection. They will learn to use skimming skill to understand the general idea and scan for the needed information and grasp the details. At last, they should also understand the importance of the wildlife protection and be more active in the helping wildlife as well as develop a sense of cooperative learningThirdly, I want to tell something about the students. Although the students have the basic abilities of listening, speaking, reading, and writing, they still need many opportunities to practice what they have learned, to express their ideas, feelings, and experience and to develop their autonomous learning ability and cooperative learning ability.Fourthly, I’d like to talk about the teaching and learning nguage is used for communication. So Learners should be given opportunities to reflect on what they have learned and how well they are doing. So I will adopt Students-centered approach & Task-based teaching and learning and co-operative learning method by emphasizing communication and real-life situations..The fifth part is teaching procedure.Step 1 Lead-in (5’)Task 1:Group work (2’)I’ll show them some beautiful pictures of wild animals, such as panda, Tibet antelope, South China tiger and so on. Ask them what they know about those animals. Their answers maybeI will some related questions to make the whole class conclude what on earth mainly cause these wild animals in danger of disappearing. After discussing, Ss should mention the following reasons: food shortage, pollution, destruction of habitats, and over-hunting. Meanwhile, I will bring up the conception of “wildlife protection” in time.Step2 Skimming for general idea (5’)In this step, Ss are asked to skim the text quickly a nd answer the questions:“What three places did Daisy go?” “What three animals did she meet?”Step 3 Studying the new words and phrases (15’)In this step, I’ll teach them new words by pictures and example sencentences as well as English explanation. The new words and phrases are as follows: threaten; decrease; reserve; affect; appreciate; hunt; protect…from; respond; relief; reserve; employ; succeed; die out; in peace; in danger (of); burst into laughter; protect...from; pay attention to.Step 4 Scanning for detailed information (10’)In this step, I’ll ask them to read the text again and get the main idea of each paragraph. And do the exercise 2 on page 27. And answer the following questions on the screen.1. Antelope in Tibet become endangered because:A. they are killed by other animals for food.B. The environment is badly polluted.C. People kill them to use their fur.D. their food chain(食物链) is cut off.2. The farmers hunted the Zimbabwe elephants without mercy becauseA. they wanted to sell the elephants for moneyB. their families were attacked with no compensations received.C. the number of elephants was so large that they eat too much food.D. Their farm were destroyed but they didn’t get any money from tourists.3. It can be learned from the text thatA. the Zimbabwe government did a good job in saving the elephants.B. the rainforest produces drugs that are good for millipede insectsC. the farmers also got some money from tourists after the WWF helped.D. mosquitos help protect moneys from millipede insects.4. It can be inferred from the text that next Daisy wouldA. go and buy a flying carpetB. work with WWF to help wildlifeC. laugh over what she had experiencedD. cry because she could not make her new drug.Step 5 Consolidation (8’)Task 1 Role read(3’)The text is concentrated on the conversation between Daisy and Tibet antelope, elephant and monkey. Role read is a good chance to practice English in a cooperative learning atmosphere. SoThen Ss would work in a group of 4 to have a discussion about why it’s important to protectStep 6 Homework (2’)In this class, we have learned the great urgency of the wildlife protection. As a student, what should we do to protect the wild animals? List your own opinions and organize your words to writeThat’s all for my presentation. Your valuable suggestions are welcome. Thank you.。

A teaching plan for4A-Unit4 I live in a big house教学目标：知识与技能：1.区分: flat, building; 2.复习词组:watch TV, have meals, read books, grow flowers, take a shower, play computer games, do one’s homework; 3.用以下句型介绍房子(1)I like to do…(2)I live in a …(3)It has a …(4)I like to…in the….过程与方法：Design some activities to review the new words and phrases, improve the ability of saying sentences and conversation.情感态度和价值观：Love their homes教学重点：How to show a house to others correctly.教学难点：Show a house to othersGreetingsStep Ⅰ：Warm - up & lead-in1. Listen to a song “This is my house”.2. Word game to go over the new phrases.Step Ⅱ：Present and practise the key sentence pattern1.Present the sentence “I like to do…”2.Pair-work: Talk about the picture.Step Ⅲ：Present and guide them to show a house1.Matching.2.Practise the sentence “I like to … in the…”3.Guide them to show a house using “I live(住) in a…It has a …I like to… in the ...” .2. Game time3. Group-work.Step Ⅳ: SummaryStep Ⅴ: Homework1.抄写Unit4后半部分生词；2.听课文录音跟读两遍。