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2019新人教高中英语选择性必修四Unit 5 Launching your career--Using Language公开课教案1.Choose a university majorTeaching aims:By the end of this period, students will be able to:1. identify the source of the information you are listening to by identifying the key words that suggest the source of the information.2. master language functional items for expressing choices, intentions and opinions.3. comment on a current news item about college major selection, express your own views and discuss the topic of major selection in depth.Teaching key points:1.Help students to master expressions about choosing a university major.2.Instruct students to learn language functional items for expressing choices, intentions and opinions.Teaching difficult points:1.Enable students to catch the key information of the listening text.2.Enable students to comment on a current news item about college major selection,express views and discuss the topic of major selection in depth.Teaching procedures:StepⅠPre-listeningLook at some pictures about different majors and discuss in pairs which university major each picture might show.Suggested answers:①Public health②Computer game design③Bio-medical engineering④Cybersecurity⑤Data science⑥RoboticsStepⅠWhile-listeningActivity1Listen to the conversation and tick the chart according to what is needed to get into a good university in each country.Suggested answers:Activity2Listen to the conversation again, and take notes on what each student would like to study and why.Suggested answers:Student Chosen major ReasonActivity3Listening for details.1.What did Liu Ming say about cybersecurity and data science?2.What did Susan say she was told?3.What did Olivia say they need to do to get into good universities?对照原文再次精听,抓住关键信息填空。
Unit4 写作课名师教学设计（一）Mod ule 2 Unit 4 Wildlife protectionPeriod 5 Using language speaking and writing宁波市北仑中学唐静芬I. 教材分析：这一部分的教学内容源于必修二第四单元Wildlife protection的using language，该部分糅合了两种语言技能的训练，即说与写。
教材要求学生以小组为单位讨论野生动物灭绝的原因，然后以口头报告的形式在班上展示，最后将小组讨论结果写入提交给世界野生动物保护基金会的求助信。
通过这样的语言技能训练，学生不仅可以学到相应的语言知识、提升语言运用的能力，还能培养小组合作的能力和提高保护野生动物的意识。
学科核心素养要求下的语言能力、思维品质、学习能力和文化品格也可以得到进一步的加强。
II. 学生分析：来自省一级重点中学的高一学生，通过必修一的学习，已逐渐进入高中英语学习状态且适应了高中英语学习的强度，在课堂上的表现也越来越积极主动活跃。
而且同学之间已非常熟悉，应该能较为积极地参与小组讨论活动。
本单元前面的内容学习已为这堂课做了很多铺垫，所以学生讨论起濒危动物的面临灭绝的原因和解决对策来也是得心应手。
III. 教学整体设计及意图：教师通过角色代入，以Daisy（本单元阅读课的女主人公）的名义带领学生阅读野生动物基金会官方网站的新闻，一起探寻书信的写作内容与结构，接着通过Daisy自己的写作尝试让学生总结出写作时的关注点，然后鼓励学生讨论亚洲象濒危的原因和对策，最后要求学生就小组讨论内容写一封给野生动物基金会的求助信。
这样的设计就使得写作要求的出现不显得那么得生硬突然，话题引出显得更加自然，每一步骤的衔接也更为直接顺畅。
整堂课融合了听说读写四种技能的训练，在乐趣中学习，在学习中培养思维品质和文化品格。
IV. Teaching aims1. Students are able to learn the basic structure and the content of a letter.2. Students are able to train their speaking ability and thinking ability through discussion in groups.3. Students are able to train their writing ability through independent writing, correcting others’ and polishing.4. Students are able to raise their awareness of wildlife protection.V. Important points and difficult points1. It’s important to help the students learn the structure and content of a letter and also important to train their speaking and writing ability.2. It’s difficult for students to get the entire content of the letter, especially appropriate reasons and solutions.VI. Teaching proceduresStep 1: lead-in1. Daisy’s self-introduction:“Hello,I’m Daisy! Still remember me? I’m the girl who is really concerned about endangered species.”2. Daisy’s good news:“Yesterday, I searched the official website of WWF and I saw the good news Learn about us and get fund. Wow! I’m interested in it. I’m eager to get involved! Let’s read the news together.”Learn about us and get fund!For more than 50 years, WWF has been protecting the future of nature. The world's leading conservation organization, WWF works in 100 countries and is supported by almost five million members worldwide.Now good news comes. We are going to offer 10% of our donation to some programs of worldwide conservation activities. If you want to help save some rare animals, please share with us their endangered situations and what you can do to protect them. Later we will estimate whether we should support them or not. Now take action and *************************************.设计意图：角色代入Daisy，使学生对老师更有一种亲近感，营造了朋友间的交流氛围和沟通模式，增加了师生间的互动。
Section ⅣUsing LanguageFREDDY THE FROG (Ⅱ)Not long after Freddy and the band became famous，they visited Britain on a brief(短暂的) tour.Fans showed their devotion(投入；热爱) by waiting for hours to get tickets for① their concerts.Freddy was now quite confident(自信的) when he went into a concert hall.He enjoyed singing and all the congratulations afterwards(然后；后来)! His most exciting invitation(邀请) was to perform on a TV programme called “Top of the Pops ②.” He had to go to London，wear an expensive suit and give a performance to a TV camera.It felt very strange.But as soon as the programme was over，the telephones which were in the same room started ringing.Everybody was asking when they could see Freddy and his band again.They were truly stars.青蛙弗雷迪(Ⅱ)弗雷迪和他的乐队成名后不久，就到英国作短暂的巡回演出去了。
歌迷们表现出了极大的忠诚，他们等几个小时来购买音乐会的门票。
弗雷迪现在步入演出厅会感到非常自信。
Unit 5 On the roadPeriod 2 Using language 知识点梳理单元语法精讲精练－-ing形式作定语I.语法感知感知以下课文原句，完成方框下的小题1．以上句子中，句2,4和句5中为单个的现在分词放于被修饰名词的前面作定语，被称为前置定语；句1,3和句6中为现在分词短语放于被修饰名词的后面作定语，被称为后置定语。
2．现在分词短语作后置定语时，其作用相当于一个定语从句。
II.语法精析动词的-ing形式既包括动名词又包括现在分词，在英语中使用极其广泛，同时也是高考中的重要考点。
下面就动词的-ing形式在句中作定语总结如下：动词的-ing形式作定语在句中通常有两个位置，如果是单个的动词的-ing形式作定语，常放在被修饰词前作前置定语；如果是动词的-ing形式的短语作定语，常放在被修饰词后作后置定语。
如：1．He is an attacking player.他是一个攻击型的运动员。
2．He asked an embarrassing question.他提了一个令人难堪的问题。
3．A little child learning to walk often falls.学走路的小孩常常跌跤。
4．Do you know the number of people coming to the party？你知道来参加晚会的人数吗？名师点津：当v.-ing形式作后置定语时，可以相当于相应的定语从句。
如：1．A young man writing novels came to speak to us yesterday.→A young man who writes novels came to speak to us yesterday.一位写小说的青年昨天来向我们作报告。
2．The girl sitting next to me was my cousin.→The girl who was sitting next to me was my cousin.坐在我旁边的姑娘是我表妹。
Unit 5 Using Language教学设计●课时内容：本课时内容包括语言知识运用Attributive clauses，与动物有关的谚语Animal idioms以及关于动物的辩论De bating about animals三部分。
Attributive clauses讲解由关系副词why，when，where引导的定语从句，让学生进一步了解关系副词的含义以及在句子中所作的成分，加深对定语从句的理解。
Animal idioms介绍了和动物有关的谚语，妙趣横生，旨在拓宽学生视野，了解东西方文化的差异，培养学生的文化意识和文化素养。
Debating about animals以辩论的形式展开，形式新颖，话题有趣，能充分调动学生的积极性和主动性。
参赛双方就动物是否养在动物园里这一问题展开辩论，双方必须观点鲜明，不能模棱两可。
通过辩论赛，学生能增强逻辑思维能力，增加自身的应变能力、沟通能力、团队合作能力。
同时，学生也能开阔视野，增加知识储备。
●课时目标：1.掌握并记忆本课时的重点词汇authority, source, absent, for the first time, instead of, kill two birds with one stone, when the cat’s away（the mice will play）, hold your horses, rain cats and dogs, 并能在真实语境中灵活运用。
2.通过学习why，when，where引导的定语从句，学生进一步理解关系副词在定语从句中充当的句子成分，并结合先行词的含义，确定正确的引导词。
同时学会分析句子成分，进一步区分关系副词和关系代词的作用和区别。
3.通过查阅、辩论的方式，学生掌握更多常见的与动物有关的习语，以及关于动物园里动物的辩论。
在拓宽视野、扩大知识面的同时，培养学生的思维反应能力和语言表达能力。
英语必修5人教版新课标Unit 4第5课时教案
Period 5 Using Language
Teaching Goals:
1.To develop Ss’ reading ability.
2.To get to know the procedure of making the news.
Teaching Procedures:
Step 1. Reading
1. Reading and translating
Read the text carefully and follow in a low voice. And then translate it into Chinese.
2. Reading and underlining
Ask Ss to read the text again and underline all the useful collocations in the text. Don’t forget to let them copy them into your notebook after class as homework.
Collocations
be ahead of…, set to do, pass … on to…,
work on…, be ready to do, be processed into…
3. Read the passage to work out the writing and printing process for an article. Then complete the following chart below.
1. 2. you do some research to see if the
story is true or not.p
3. 4.
8. 7. all the stories and photos are set
and the color negative for the
printing are made ready.
6. 5.
S uggested Answers:
1.you go to an interview to get the information for your story.
2.you do some
research to see if
the s tory is true or
not.
3.you begin to
write the story
using the notes
from the
interview.
4.You give the
article to a
senior editor to
check and a
copy-editor to do
editing.
8.The first edition of the newspaper is printed.7.all storie s and
photos are set and
the colour negatives
for the printing are
made ready.
6.The article is
checked/approved
by the chief
editor.
5.the article is
given to a native
speaker to check
the use of English
and improve the
style
Step 4. Homework
Suppose you are Zhou Yang. Write an article for the newspaper how the film star might try to lie.
**************************************结束
Unit 4 Making the news
教材分析
I．教学内容分析
本单元的中心话题是“新闻”，内容涉及新闻工作者应该具备的素质和新闻采访的基本程序等。
语言技能和语言知识主要围绕“新闻”这一中心话题进行设计的。
Warming up部分通过讨论来引出报社各工作人员的工作类别和所负的责任。
关键在于What’s the job?和 What it involves?
Pre-reading部分首先通过一个调查问卷来引导学生去考虑一个优秀的记者应该具备的素质；然后引导学生谈他们难忘的经历和感受；最后通过一个“假设”为下一部分的学习做好准备。
Reading部分通过Zhou Yang,一个跃跃欲试的新手和他的上司Hu Xin, 一个经验丰富的资深记者之间的谈话引导学生了解新闻工作者应该具备的素质，新闻采访的基本程序及采访时应该注意的要点等。
Comprehending设计了四个教学活动来加深学生对“阅读”（Comp r ehending）部分的理解和复习。
第一个活动要求学生根据要求，通过阅读找到所需要的信息，重新组织后再呈现出来。
第二个活动要求学生把阅读部分分成三个小节，并说明每个小节的要点。
第三个活动通过形容词归类进一步去引导学生思考一个优秀的文字记者和摄影记者应该具备的素质。
第四个活动要求学生朗读后半部分对话，练习句子重音和语调。
Learning about language 归纳和运用了本单元的一些重点词汇和语法。
Using language部分涵盖了听，说，读，写四项语言基本技能。
第一部分学生首先通过阅读“获得‘独家新闻’”一文。
写出“新闻”报道的步骤和见报前的有关程序，然后讨论这位“影星”可能说了什么谎话。
第二部分首先听一段对篮球明星姚明的采访。
随后的练习设计既训练了学生获取要点的能力，又引导学生如何获取细节。
最后要求学生通过开展两人对话活动复习巩固有关交际功能“约会”的用语。
Summing up部分归纳了本单元的主要学习内容并引导学生对学习效果进行自我检测。
Learning tip部分建议学生尽可能多的阅读一些适合于中学生的英文报纸。
教师不妨推荐一些给学生，或让学生自己推荐一些他们认为好的英文报纸。
II．教学重点和难点
1. 教学的重点:
(1) 简要了解新闻工作者应该具备的素质，新闻采访的基本程序及采访时应该注意的要
点。
(2) 学习有关新闻工作的生词和短语。
(3) 学会表达约会的日常交际用语。
2. 教学的难点：
(1) 学习倒装句（Inversion）的用法。
(2) 学习写新闻报道。
III．教学计划：
本单元分六课时：
第一课时：Warming up, P re-re ading
第二、三课时：Reading, Comprehending
第四课时：Learning about Language
第五课时：Using Language
第六课时：Listening, Speaking, Summing Up, Learning Tips。
