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高中英语必修五unit4教案一、教学内容本节课选自高中英语必修五的Unit 4，主题为“Making the news”，主要围绕新闻制作的相关知识展开。
具体内容包括：Chapter 1，介绍新闻的基本概念、类型及新闻制作的过程；Chapter 2，学习新闻报道的写作技巧和结构；Chapter 3，探讨新闻媒体对社会的影响。
二、教学目标1. 了解新闻的基本概念、类型和新闻制作过程；2. 学会新闻报道的写作技巧和结构；3. 提高学生的英语阅读、写作和口语表达能力；4. 培养学生关注社会热点、批判性思考的能力。
三、教学难点与重点1. 教学难点：新闻报道的写作技巧和结构；2. 教学重点：新闻的基本概念、类型和新闻制作过程。
四、教具与学具准备1. 教师准备：多媒体设备、PPT、新闻报道实例、板书材料；五、教学过程1. 导入：通过展示一则热点新闻，引发学生对新闻的兴趣，导入新课；2. 讲解：详细介绍新闻的基本概念、类型和新闻制作过程，讲解新闻报道的写作技巧和结构；3. 实践：分发新闻素材，让学生分组进行新闻报道的写作练习；4. 互动：学生展示作品，互相评价，教师点评并给予指导；6. 课后作业布置：布置相关作业，巩固所学知识。
六、板书设计1. 新闻基本概念、类型；2. 新闻制作过程；3. 新闻报道写作技巧和结构；4. 课堂练习及答案。
七、作业设计1. 作业题目：请以“校园新闻”为主题，写一篇新闻报道；八、课后反思及拓展延伸1. 反思：本节课教学过程中，关注学生的学习反馈，针对学生掌握不牢固的部分进行巩固；2. 拓展延伸：鼓励学生关注国内外热点新闻，提高英语阅读水平，学会用英语表达自己的观点。
同时，组织学生进行新闻讨论，培养批判性思维。
在教学过程中，注重实践情景引入，例题讲解和随堂练习，使学生在实际操作中掌握知识，提高能力。
通过严谨的用词和流畅的段落衔接，确保教学效果。
重点和难点解析1. 教学难点与重点的明确；2. 教学过程中的实践情景引入；3. 作业设计及课后反思与拓展延伸。
高中英语必修五第四单元教案设计一、教学内容本节课选自高中英语必修五第四单元，主题为“Making the news”。
教学内容包括：阅读理解文章《From news to newspaper》，学习新闻报道的基本结构，掌握新闻报道的相关词汇和表达方式。
具体涉及教材的章节为：Unit 4, Book 5, Part I: Reading and Vocabulary。
二、教学目标1. 了解新闻报道的基本结构，掌握新闻报道的相关词汇和表达方式。
2. 提高学生的阅读理解能力，培养他们快速获取信息、分析信息的能力。
3. 培养学生的思辨能力和跨文化交际意识。
三、教学难点与重点1. 教学难点：新闻报道的结构和写作特点，以及相关词汇的用法。
2. 教学重点：阅读理解的技巧，新闻报道的基本结构，词汇和表达方式的学习。
四、教具与学具准备1. 教具：多媒体课件、黑板、粉笔。
2. 学具：课本、笔记本、字典。
五、教学过程1. 导入：通过播放一段新闻视频，激发学生的兴趣，引入本节课的主题。
2. 阅读前：引导学生讨论新闻报道的基本结构，激活背景知识。
3. 阅读中：让学生快速阅读文章，回答问题，了解文章大意。
然后，详细阅读文章，分析新闻报道的结构和写作特点，学习相关词汇和表达方式。
4. 阅读后：进行小组活动，让学生根据所学知识编写一篇新闻报道，提高学生的实践能力。
六、板书设计1. Making the news2. 主要内容：a. 新闻报道的基本结构b. 相关词汇和表达方式c. 阅读理解技巧七、作业设计1. 作业题目：根据课堂所学，编写一篇新闻报道。
2. 答案：略。
八、课后反思及拓展延伸1. 反思：本节课通过实践情景引入、例题讲解、随堂练习等多种教学手段，使学生掌握了新闻报道的基本结构和相关词汇，提高了阅读理解能力。
但在课堂活动中，应加强对学生的引导，提高他们的参与度。
2. 拓展延伸：鼓励学生在课后阅读更多英文新闻报道，了解不同国家的新闻报道风格，提高跨文化交际能力。
Unit 4 Making the News（一）教材分析：本单元的中心话题是“新闻”，主要内容涉及新闻工作者要具备的素质和新闻采访的基本程序。
语言机能和语言知识主要围绕“新闻”这一话题展开。
热身（Warming-up）通过讨论引出“中国日报社（China Daily）”工作人员的类别和职责。
读前部分首先通过一个调查问卷引导学生了解一个优秀的记者应该具备的素质；然后引导学生讨论他们“第一次”的经历和感；最后通过一个“假设”为下一部分的学习做好准备。
阅读部分通过Zhou Yang，一名China Daily 的新员工和他的上司Hu Xin, 一名资深记者的谈话引导学生了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等。
理解部分设计四个活动加深学生对阅读部分的理解。
四个活动涉及从文章中获取所需信息，对阅读文章进行分段，以及通过形容词归类引导学生思考一个优秀的新闻文字记者和摄影记者应该具备的素质。
“语言学习”部分归纳和运用本单元一些重要的词汇和语法---倒装句。
语言的运用部分涵盖了听、说、读、写四项基本技能，首先通过阅读一文介绍新闻写作的步骤和见报前的有程序，并讨论文中这位“影星”可能说了什么谎，在阅读和讨论的基础上写出一条有关某影星的独家新闻，然后要求学生听一段对姚明的采访录音，做听力练习；最后要求学生通过双人对话复习和巩固有关交际功能的“约会”用语。
（二）教学目标1．语言知识2．语言技能3．学习策略4．教学的重点和难点（1）重点1）了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等2）学会约会3）语法项目---倒装句4）了解新闻写作的步骤和见报前的有程序5）让学生初步学会运用所学的新闻报导的知识进行新闻文章写作（2）难点1）让学生归纳出新闻工作者的基本素质2）让学生灵活运用功能用语进行约会场景交流3）让学生初步学会写新闻报道文章（三）教学安排对课本内容进行优化组合，可将本单元分成6个课时Period 1 ReadingⅠ. Teaching aims:1. Target languageoccupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop1)Not till you are more experienced!2)You’ll find your colleagues very eager to assist you and if you are interested in photography,it may be possible for you to concentrate on that later on.3)Not o nly am I interested in photography, but I took a course at university, so it’s actually ofspecial interest to me.4)Only if you ask many questions will you acquire all the information you need to know.5)We say a good reporter must have a “nose” for a story.6)This is a trick of the trade.7)Have you ever had a case where somebody accused your reporters of getting the wrongend of the stick?8)Perhaps I too will get a scoop!2. Ability goal1)Enable the students to talk about qualities needed to be a good reporter and howto conduct a good interview2)Train the students’ reading ability(skimming, detail reading)Ⅱ. Teaching important points:Help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.Ⅲ. Teaching difficult points:How to help the students learn about the qualities need to be a good reporter, how to get an accurate story and how to protect a story form accusation.Ⅳ. Teaching methods:Cooperative learning, task-based learning, fast-readingⅤ. Teaching aids:A computer, a blackboard, a tape-recordⅥ. Teaching procedures:StepⅠLead-in1.Greeting2.Ask Ss some questions about their future jobs.1)Have you ever considered about your future job or occupation?2)What kind of occupation would you like to take? / What’s your ideal of job infuture? Why?Step Ⅱ Warming-up1.Ask Ss to look at newspapers previously prepared and guess what kind of jobswould be needed to produce newspaper articles.2.Ask Ss to work in pairs and fill in the chart ( types of jobs, what each type of jobinvolves)Reference Chart:StepⅢ Pre-reading1.Ask the Ss work in pairs to discuss the qualities need for a newspaperreporter and evaluate which qualities they consider are the most important, and they can also make some complements. Put all the qualities on the board in a list and alongside them put two columns: one for the most important ones and one for important qualities. Ask one from each pair to give their findings on (what they consider) very important and important qualities. Put a tick for each one in the correct column. Count up the ticks and write down the three most important qualities and the three important qualities.2.Ask the Ss to work in pairs to discuss an occasion of this sort that they remembere.g. fist day at a new school, and ask them to consider why they remember it andespecially how they felt. Then choose some of them to tell their experiences.3.Discuss what all the experiences have in common and what they can do●Make themselves feel better●Make others feel betterStep Ⅳ Reading1.Fast reading. Ask the Ss to go through the whole passage as fastas they can and try to find answers to the following questions.(Shown on the blackboard)1)Could Zhou Yang go out on a story alone immediately? Why (not)?2)What mistakes must he avoid?3)How did Zhou Yang feel on his first day at work?2.Ask the Ss to pay attention to the way the questions develop in the dialogue(Explain to them that all of these questions are finding out more about the qualities and skills needed for the job)3.Ask the Ss to follow the tape and read the passage again and then do theExercise in comprehending part together. (For detail, refer to the PPT)Step Ⅴ Language pointsExplain some difficult language points as listed in the PPT. (Omitted, just refer to the correspondent PPT)Step Ⅵ Homework1. Practice reading aloud the dialogue with your partner. Pay attention to theintonation and stress.2. Read a newspaper and try to discover something to do with our topic about it.Period 2 Learning about LanguageⅠ. Teaching aims:1.Target Languageuntrained, fairly, technical, process, polish, concentrate on…; accuse …of …, approve of…, by accident, get absorbed in, defend against, break downShe does not get absorbed in…The reporter went out with…2.Ability goalsEnable the Ss to know how to use some expressions in an idiomatic way.Enable the Ss to use the words and expressions more freelyⅡ. Teaching important points:Get the Ss to practice the words and expressions more freely and correctlyⅢ. Teaching difficult points:How to enable the Ss to use the words and expressions more freely and correctlyⅣ. Teaching methods:Cooperative learning, task-based learning, explaining, discussion and practicing.Ⅴ. Teaching aids:A computer, a blackboard, a tape-recordedⅥ. Teaching procedures:StepⅠ GreetingsStepⅡ RevisionT: Yesterday we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a reporter should have. (Ask a Ss to share their knowledge with others)StepⅢ Discovering useful words and expressions1.Ex1 on page 28. Give Ss directions that they should find the idiomatic expressionsused in the text to match with the expressions given in the Activity. Then check and make some necessary explanation.2.Ex2 on page 28. Ask the Ss to finish Exercise 2 and then check the answer andmake some explanation if needed.StepⅣ Using words and expressions (P63)1. First deal with Ex.1 on page 63.“What happened when the General went to war?” Students can work in pairs to have a discussion, and then ask some students to give their answers.A: The General went away to war. Meanwhile his advisers marked his progress on a map so as to be sure of knowing where he was.B: Meanwhile the gardener planted new flowers in the flowerbeds so as to be able to make a beautiful garden f or the General’s return.Meanwhile the cook learned to make some new dishes so as to be able to prepare a special banquet when the General returned.Meanwhile his wife made him some new clothes so as to be able to dress him smartly for the banquet on his return.Meanwhile his children practiced some new songs and dances so as to be able to perform for the General when he returned.2. If time permits, continue Exercises 2-4.Step V. Homework1.Review the words and expressions for this Unit.2.Preview discovering useful structures.Period 3 Grammar: InversionsⅠ. Teaching aims:1.Enable the students to use inverted sentences correctly2.Help the students learn how to use Inversions correctlyⅡ. Teaching important points:Help the students learn what Inversion is and how to use Inversions correctly Ⅲ. Teaching difficult points:How to help the students to apply the Inversions correctly in contextⅣ. Teaching methods:Inductive and deductive methods, task-based learning and cooperative learning Ⅴ. Teaching aids:A computer, a projectorⅥ. Teaching procedures:Step Ⅰ Presentation1.Ask the Ss to find out the sentences of Inversion in the Reading. First explainwhat an inversion is.“In normal word order in a sentence the subject comes before the verb. But sometimes the order of the subject and the verb is reversed, which we call Inversion.2.Ask the Ss to say the sentences, and then show the answers on the screen.Never will Zhou Yang forget his first assignment at China daily.Only when you have seen what he or she does, can you cover a story by yourself.Only if you ask many different questions will you acquire the information you need to knowStep Ⅱ Explanation and SummaryThe order of the subject and the verb is reversed after the following adverbial elements:1)Adverbial expressions of negation or near negation with no, not, never,neither, seldom, scarcely, rarely, barely and hardly, etc. The same reversal of word order takes place after negative conjunctions like neither, nor, not only…but also, no sooner… thane.g. In no case can an exception be made.Never have I seen such a stupid.Not until he loses all his money will he stop gambling.Scarcely had he entered the room when he was knocked down by astranger.Not only is he beautiful, but she is also very intelligent.I cannot attend the meeting tonight, and neither can my wife.2) Adverbial expressions with onlye.g. Only after an operation will he be able to walk again.Only one has he done such a thing.3) Adverbial expressions with soe.g. So greatly did he admire the beautiful actress he asked her to marry him.The word order is also reversed after the conjunction so.e.g. I caught a cold, and so did my wife.4) Adverbial expressions of placee.g. There stood the tallest man he had ever seen.Inside the room were a few pieces of furniture.But when the subject is a pronoun instead of a noun, the order should not be inverted.e.g. Here he comes.Off he ran.5) Other adverbials in initial positione.g. Loud and clear rang the bell.Often did we sit together without saying a word.Step Ⅳ Further Explaining全部倒装1.用于there be 句型．There are many students in the classroom2. 用于“here (there, now, then) + 不及物动词+主语的句型中，或以out, in, up, down, away等副词开头的句子里面，表示强调．●Here comes the bus.●There goes the bell.●Now comes our turn.●Out went the children.代词作主语时，主谓语序不变．Here it is.In he comes.3. 当句首状语是表示地点的介词词组时，也常引起全部倒装．South of the city lies a big steel factory.From the valley came a frightening sound.Under the tree stands a little boy.4. 表语置于句首时，倒装结构采用“表语＋连系动词＋主语”的结构1) 形容词＋连系动词＋主语Present at the meeting were Professor White, Professor Smith and manyother guests.2) 过去分词＋连系动词＋主语Gone are the days when they could do what they liked .4)介词＋连系动词＋主语Among the goods are Christmas trees, flowers, candles and toys.5. 为了保持句子结构平衡，或为了强调表语或状语，或为了使上下文结构紧凑．They arrived at a farmhouse, in front of which sat a small boy.Inside the pyramids are the burial rooms for the kings and queens and longpassages to these rooms.部分倒装1.用于疑问句．Do you speak English?2. 用于省略if 的虚拟条件句Had you reviewed your lessons, you might have passed the examination.3. 用于“形容词（或名词、动词）＋as (though)”引导的让步状语从句．●Pretty as she is, she in not clever.●Try as he would, he might fail again.●Money as they had, they don’t know how to spend it.4. 用于no sooner than, hardly when 和not until的句型中No sooner had she gone out than the class began.Not until the teacher came did he finish his homework.5. 用于never, hardly, seldom, scarcely, little, atno time, not only 等否定词开头的句子里．●Never shall I do this again.●At no time can you say “ no” to the order.●Little do I dream I would see you here.6. 用于only 开头的句子（only位于句首，修饰副词、介词短语或状语从句）●Only in this way can you lean English well.●Only when he told me did I realize whattrouble he was in.7. 用于so, nor, neither 开头的句子，表示重复的内容．此句谓语应与前句谓语的时态形式一致．●He has been to Beijing. So have I.●Jack can not answer the question. Neither can I.8. 在so / such that 的结构中，若so 置于句首，则句子部分倒装●So difficult a problem is it that I can’t work it out.●Such a noble person is he that people all respect him.9.如果直接引语后注明引语是什么人所说的，主语是名词时，用倒装结构．主语是代词时，一般不用倒装结构．“Let’ go,” said the man / he said.10.用于某些祝愿的句子．May you succeed!Step Ⅴ Consolidating and Applying the ruleExercise to be shown on the PPT and one student at a time to do the exercise orally. (Multiple choices, E-C translation, using inversions)Step Ⅵ Summary and Assignment1.Make a summary of today’s task.2.Ask Ss to write a short passage, and try to use as many asinversions in the passage.Period 4 Using languageⅠ. Teaching aims:Target language:edition, department, accurate, concise, chief, employ, polish, note, chief, approve, negative, process, primary source, secondary source, present, investigateAlthough he realized…, Zhou Yang knew he must not accuse him directlyMonths of training had taught him to write with no wasted words or phrases.One of the reasons… that is that they help us to decide what is… and what is…Ability goals:1.Enable the Ss to get some basic knowledge about the writing and printingprocess of an article2.Enable the Ss know what is primary source and what is secondary source. Ⅱ. Teaching important points:Make Ss understand writing and printing process for an article and the primary and secondary sourceⅢ. Teaching difficult points:Make Ss understand writing and printing process for an article and the primary and secondary sourceⅣ. Teaching methods:Fast-reading method, task-based methodⅤ. Teaching aids:A computer, a blackboard, a recorderⅥ. Teaching procedures:StepⅠLead-in1.Greetings.2.“Nowadays with the develop ment of media, lots of information can bereceived by people all over the world soon everyday. And people can learnabout news at home and abroad by watching TV, listening to radio, surfingthe Internet, reading magazines and newspapers etc. Among these media,newspaper is one of the oldest, In China there are many kinds ofnewspapers. I believe all of you read some of them everyday. Am I right?”Using words above to lead in today’s topic and get Ss involved in their familiar media form, newspapers.StepⅡ Reading1.Ask Ss to go over the passage (Getting the “Scoop”) quickly and find thegeneral idea of the text. (Answer: It introduces the process of writing andprinting for a newspaper article.2.Scanning: Ask Ss to read the passage again and try to answer the questionsas listed on the screen.Questions:1)What is Zhou Yang’s first task? (Answer: His first task was to write hisstory)2)How many people read his article before it was ready to be processedinto film negatives? Who were they? (Answer: Before it was ready tobe processed into film negative, an editor from his department, thecopy-editor, the native speaker, the chief editor and the new desk editorread his article.)3.Then let the Ss make full use of their imagination to complete Ex2.Step Ⅲ Extensive Reading (P 65)1. Ask Ss to turn to page65 and read the passage as quickly as theycan to get the main idea of the passage. (Answer: The passage tells us what a primary source and a secondary source are and the difference between them.2. Ask Ss to read the whole text again in detail and do the True orFalse questions on blackboard.1. When we read about Jia Sixie in our textbook we are reading a primarysource.2. As we watch the news on TV, the person presenting the programme in thestudio is the secondary source.3. Photographers sometimes are both primary and secondary sources.4. Knowing the difference of primary and secondary sources can help us decidewhat is a fact and what is an opinion.5. Often facts and opinions are mixed in any report.Keys: FTFTTTipsA primary source depends on: The person who has written the news should bethere at the time.Primary sources and secondary sources are very important for finding out the truth. The closer a person is to the event they describe in time or geographically, the more likely they are to be accurate.3. Do Exercise3 to choose Ss’ understanding.The primary source is the Garlic Wars because it was written at the time. I think Plutarch Life of Julius Caesar and Shakespeare’s play about Julius Caesar will have more opinion than fact because they were written long after the events happened.Ste pⅣSummary and AssignmentToday we’ve learned writing and printing process for an aticle and what is a primary source and what is a secondary one. These are very important for your future work if you want to be a reporter. Today’s homework:1. Ask the students to interview a student of Senior Grade three and write areport about their present study and life.2. Report a thing recently happened in your neighborhood or in the local area.Period 5 Listening and SpeakingⅠ. Teaching aims:Target Language:remind … of…, appear, eyewitness, on the spot, supporter, photographShall we make an appointment?Maybe we can meet at…When do you think is convenient for you?Which day would suit you best?Where would you like to meet?I shall be busy at… and… , but I can be free at…I suggest that we meet…I may be able to see you at…That will/won’t be convenient because…I look forward to seeing you.Ability goal:1. Enable the Ss to learn how to make appointments2. Train Ss’ language skills listening & SpeakingⅡ. Teaching important points:Guide the Ss learn how to make appointments.Ⅲ. Teaching difficult points:How to guide the Ss learn to make appointmentsⅣ. Teaching methods:Listening; speaking, cooperative learningⅤ. Teaching aids:A computer, a projector and a tape recorderⅥ. Teaching procedures:StepⅠLead-inAsk a group of students to tell whom they want to interview most if they are offered a chance, and also ask them to make out the reason. Thus to lead in today’s task.T: If you were a reporter, who would you want to interview most? Why?StepⅡ ListeningTask1 Deal with the listening part on page 31.Ask Ss to go through the questions of Exercise 1&2 in Listening and Speaking on page31. Then play the tape for three times. (For the first time, ask them to listen for the main ideas and do Exercise 1, For the second time, finish Exercise 2. And for the last time, check the answers themselves.A.This is about a young man who is refused an interview with Liu May.B.This about a young man who is trying to arrange an interview with Liu Mei.C.This is about a young man who wants to ask Liu Mei about how to workabroad.1. Why does Zhou Yang want to interview Liu Ming?He wants to interview him about his decision to go to work abroad.2. What are his fans worried about?His fans worried that they will not see him in the flesh.Task2 Deal with Listening on page62 and listening task on page66.Step Ⅲ SpeakingThis task is to let the students practice making appointments.Ask Ss read instructions of Exercise 3 on page 32 and work in pairs and role-play theSample dialogue:S1: Hello. I’d like to speak to Li Feizhou. I’m the photographer ringing him to make an appointment for some photographs for “cool scene” magazine. Is it possible to meet him tomorrow?S2: Hello. Perhaps I can help. I am Li Feizhou’s secretary. I’m afraid he can only meet you tomorrow afternoon as he had a haircut in the morning. Is that OK?S1: Oh dear. I was hoping he would be free in the morning as I have another appointment then. It should only take two hours. Maybe we could meet before or after his appointment.S2: Yes. That might be possible. But he’s busy between 9:00 and 10:30 and then between 11:30 and 1:00 but he might be free for an hour between 10:30 and 11:30. S1: I don’t think that’s long enough. Could he change his other appointment to another day?S2: I don’t think so.S1: Then could he be free at 10:00? We could do the photographs and I would still be on time for my next appointment.S2: That sounds quite possible. I’ll ask him. What would he need to wear?S1: Some comfortable clothes would be best.S2: Fine. I’ll talk to him and call you again very soon. Where would i t be best to meet? S1: At the studio if that is OK with you. Thank you very much.S2: My pleasure.Step Ⅳ Listening (WB P62)The students will hear a conversation between Susan and Greg. They are asked to do the exercise according to the tape.T: Many people think that making a radio or TV interview is fun and interesting. But there can be problems. What will be problems? Listen to the tape and try to finish the exercise.Listen to the tape again and check the answers with the whole class.Students answer the questions in pairs. One asks the questions and the otherStepⅤ Listening Task (WB P66)Put students into pairs. Ask them to think of as many practical situations as they can, where being “on the spot” is very important to understanding what is happening. Discuss why an eyewitness would help in each situation.Listen to the tape for the first time. Ask students to write down the gist of the listening passage in one sentence.Go through the task and listen again and do the exercise.Check the answers.Step Ⅵ Summary and HomeworkIn this period we’ve done some listening practice and practiced how to make appointments. After class, please listen to the recording repeatedly and pay attention to the pronunciation as well as functional sentences of how to make appointments.Period 6 WritingⅠ. Teaching aims:Target languageeyewitness, opinion, information, stick to, rather than, account forAbility goalsEnable the Ss to know how to express opinions of own and justify the situations according to different opinions.Enable the Ss to grasp the main points of news-writing.Teaching important and difficult pointsJustify the different point of view and make one’s own opinions.Write the news clearly and pithily.Teaching methodDiscussion, cooperative learning, debatingTeaching aidsA projector, a computerTeaching procedures:Step I RevisionCheck the homework and take a dictation.Ask Ss how important it is to get the first source, how important the eyewitnesses are.Step II Warming upHave a debate: In a local fishing competition, a person tells you he / she has caught a fish the size of a small car. It will win him / her first prize at a local fishing competition. But an eyewitness says he / she cheated. He saw the fisherman buying it at a fish shop. Do you believe the eyewitness or the fisherman? Divided students into two groups, and tell the reasons who they support.Step III Group WorkAsk students to work in groups of four and play one of the following roles each: CCTV Newsman / woman, Fisherman, Eyewitness, Reporter of Local Evening News. Make a dialogue in four and express their own opinions.Step IV Presentation.CCTV NewmanFishermanEyewitnessReporter of Local Evening News Explain the exciting story Stick to facts rather than opinions Accept the interview with the reporter Accounts for his/ her behaviour Accept the interview with the reporter Tell him what he/ she sawPrepare interview questions for thefisherman/woman and the eyewitness;Find out truth through your ownanalysis .Ask four of the students to express their own opinions.Step V Writing TaskFill in the form on page 68. List the facts and the opinions. Write about each fact and then write about the opinion. Try to follow the example and make the news clear and pithy or concise. Also let the Ss pay attention to the followings:State the situation of the story in paragraph 1;Set out what happened clearly in Paragraphs2 and 3;State how the story ended and your opinion on what happened in Paragraph 4. Allow the students enough time to work on their writing. (If there is a lack of time, leave the task for homework)A sample version:Fish StoryToday is the city’s annual Father’s Day Fishing Competition. Mr. Thompson took part in the fishing competition. He presented a very large and rare fish as big as a small car.Mr. Thompson said, “ It was quite by accident.”“I had a bite on the line. It was this wonderful fish. So, of course, I pulled it out of the water very quickly.” He added.However, an eyewitness said he had seen Mr. Thompson earlier in the day buying fish at the fish market. He said, “I saw the fisherman go into the shop and come out with this large, rare fish.”“Then he went to the judges and they weighed his fish and told him it was the largest so far”, said the witness.Mr. Thompson finally admitted he had bought the fish and had not caught it. He apologized in public and said that he only did it so his son would be proud of him as a fisherman. So it seems that it was Mr. Thompson who was the big fish!Step VI Homework1.Finish the writing work at home.2. Review the whole unit and prepare for a test.英语学习讲义好好努力梦想终会实现21。
英语必修5人教版新课标Unit4 教案5份一、教学内容本节课我们将学习英语必修5人教版新课标Unit 4中的“Making the News”部分。
具体内容包括：1. 理解新闻的基本结构和特点；2. 掌握新闻报道中常用的语言表达和句型；二、教学目标1. 学生能够理解并描述新闻的基本结构和特点；2. 学生能够运用新闻报道中常用的语言表达和句型进行口语和书面表达；三、教学难点与重点1. 教学难点：新闻写作中语言表达的准确性和逻辑性；2. 教学重点：新闻的基本结构、常用语言表达和句型。
四、教具与学具准备1. 教师准备：多媒体设备、新闻稿件、板书材料；2. 学生准备：笔记本、教材、词典。
五、教学过程1. 导入：通过播放一段新闻视频，引导学生关注新闻的基本结构和语言特点；2. 新课内容展示：讲解新闻的基本结构，分析新闻稿件中的常用语言表达和句型；3. 例题讲解：选取一篇新闻报道，分析其结构、语言表达和句型；4. 随堂练习：学生根据所学知识，完成一篇新闻报道的填空练习；5. 小组讨论：分组讨论新闻报道的写作方法和技巧；六、板书设计1. 新闻基本结构：、、主体、；2. 新闻常用语言表达和句型：如“According to”, “It is reported that”等；3. 新闻报道写作要点。
七、作业设计信息：某城市举行了一场盛大的马拉松比赛，吸引了来自世界各地的选手参加，比赛过程中发生了感人的一幕。
2. 答案示例：Title: Touching Scene at the Marathon Race in a City Lead: The marathon race held in a city attracted runners from all over the world. A touching scene occurred during the race.Body: According to reports, a disabled runner3. 作业要求：不少于100词，使用本节课所学的新闻语言表达和句型。
三、语音项目表1．基本读音（1）26个字母读音（2）元音字母a, e, i (y), o, u 在重读音节中的读音（3）元音字母在单词中的基本读音（4）常见的元音字母组合在重读音节中的基本读音（5）常见的辅音字母组合在单词中的基本读音，如：th, sh, ch等（6）辅音连辍的读音如：black, class, flag, glass, plane, sleep, bright, cry, sky, small, speak, star, street, split, spring, screen, programme, quiet.（7）成节音的读音如：table, people, uncle, single, middle, little, parcel, basin, cousin, often, seven 2．重音（1）单词重音（2）句子重音3．连读和失去爆破4．语调与节奏（1）语调（升调，降调）（2）节奏四、语法项目表1．名词（1）可数名词及其单复数（2）不可数名词（3）专有名词（4）名词所有格2．代词（1）人称代词（2）物主代词（3）反身代词（4）指示代词（5）不定代词（6）疑问代词3．数词（1）基数词（2）序数词4．介词和介词短语5．连词6．形容词（比较级和最高级）7．副词（比较级和最高级）8．冠词9．动词（1）动词的基本形式（2）系动词（3）及物动词和不及物动词（4）助动词（5）情态动词10．时态（1）一般现在时（2）一般过去时（3）一般将来时（4）现在进行时（5）过去进行时（6）现在完成时（7）过去完成时*(只要求理解，下同) （8）过去将来时*（9）现在完成进行时*11．被动语态12．非谓语动词（1）动词不定式（2）动词的-ing形式* （3）动词的-ed形式* 13．句子种类（1）陈述句（2）疑问句（3）祈使句（4）感叹句14．句子成分（1）主语（2）谓语（3）表语（4）宾语（5）定语（6）状语15．简单句的基本句型16．并列复合句17．主从复合句（1）宾语从句（2）状语从句（3）定语从句18. 构词法五、功能意念项目表1．社会交往(Social Communications)（1）问候(Greetings)（2）介绍(Introduction)（3）告别(Farewells )（4）感谢(Thanks )（5）道歉(Apologies)（6）邀请(Invitation)（7）请求允许(Asking for permission )（8）祝愿和祝贺(Expressing wishes and congratulations) （9）提供帮助(Offering help)（10）接受或拒绝（acceptance and refusal）（11）约会(Making appointments )（12）打电话(Making telephone calls )（13）就餐(Having meals)（14）就医(Seeing the doctor)（15）购物(Shopping)（16）问路(Asking the way)（17）谈论天气(Talking about weather)（18）语言交际困难(Language difficulties in communication) （19）提醒注意(Reminding)（20）警告和禁止（Warning and prohibition）（21）劝告(Advice)（22）建议(Suggestions)2．态度(Attitudes)（23）同意和不同意(Agreement and disagreement)（24）喜欢和不喜欢(Likes and dislikes)（25）肯定和不肯定(Certainty and uncertainty)（26）可能和不可能(Possibility and impossibility)（27）能够和不能够(Ability and inability)（28）偏爱和优先选择(Preference)（29）意愿和打算(Intentions and plans)（30）希望和愿望(Hope and wish)（31）表扬和鼓励(Praise and encouragement)（32）责备和抱怨(Blame and complaint)（33）冷淡(Indifference)（34）判断与评价（judgement and evaluation）3．情感(Emotions)（35）高兴(Happiness)（36）惊奇(Surprise)（37）忧虑(Worries)（38）安慰(Reassurance)（39）满意(Satisfaction)（40）遗憾(Regret)（41）同情(Sympathy)（42）恐惧(Fear)（43）愤怒(Anger)4．时间(Time)（44）时刻(Point of time)（45）时段(Duration)（46）频度(Frequency)（47）时序(Sequence)5．空间(Space)（48）位置(Position)（49）方向(Direction)（50）距离(Distance)6．存在(Existence)（51）存在与不存在(Existence and non-existence)7．特征(Features)（52）形状(Shape)（53）颜色(Colour)（54）材料(Material)（55）价格(Price)（56）规格(Size)（57）年龄(Age)8．计量(Measurement)（58）长度(Length)（59）宽度(Width)（60）高度(Height)（61）数量(Number)9．比较(Comparison)（62）同级比较(Equal comparison)（63）差别比较(Comparative and superlative)（64）相似和差别(Similarity and difference)10．逻辑关系(Logical relations)（65）原因和结果(Cause and effect )（66）目的(Purpose)11．职业(Occupation)（67）工作(Job)（68）单位(Employer)六、话题项目表1. 个人情况（Personal information）（1）Individual data （name, age, date of birth, place of birth, telephone number, address, postal code, e-mail address, ID number, etc. ）（2）Family data （name, age, relationship, etc. ）（3）School data （school, grade, class, teacher, etc. ）（4）Data uses （filling out forms, etc. ）（5）Jobs and career （office worker, worker, teacher, doctor, farmer, driver, official, etc. ）2. 家庭、朋友与周围的人（Family, friends and people around）（1）Family and relatives （grandparents, parents, brother, sister, aunt, uncle, cousin, son, daughter, etc. ）（2）Friends （close neighbour, schoolmate, classmate, roommate, team-mate, pen pals etc. ）（3）Other people （neighbour, local shopkeeper, teacher, etc. ）3. 周围的环境（Personal environments）（1）Kinds of homes （apartment, house, dormitory, etc. ）（2）Rooms in homes （bedroom, kitchen, living room, bathroom, etc. ）（3）Furniture & home items （table, chair, sofa, desk, bed, television, etc. ）（4）School（classroom, playground, hall, computer room, office, etc. ）（5）Others（grocery store, book shop, clothing store, market, bank, library, museum, cinema, theatre, park, road, etc. ）4. 日常活动（Daily routines）（1）Getting ready （time for school/playing/bed）（2）Dressing, brushing teeth, washing hands and face, taking a shower, etc.（3）Eating（breakfast, lunch, snacks and dinner）（4）Daily chores （tidying, sweeping, doing dishes, cooking, etc.）（5）Homework（reading, writing, studying, making, drawing, etc. ）（6）Family time（chatting, watching television, going out, visiting, etc. ）5. 学校生活（School life）（1）School building （classroom, office, library, washroom, etc. ）（2）School organization （grade, class, subject, break, schedule, etc. ）（3）People （teacher, classmate, schoolmate, cleaner, etc. ）（4）Subjects（Chinese, math, English, geography, history, etc. ）（5）Activities（sports, trip, etc. ）6. 兴趣与爱好（Interests and hobbies）（1）Lessons（music, dance, acting, sport, etc. ）（2）Games（computer games, sports, etc. ）（3）Hobbies（collecting stamps, coins, dolls, etc. ）（4）Reading（books, newspapers, etc. ）（5）Cultural events（film, theatre, concert, opera, etc. ）（6）Entertainment（singing and dancing, listening to radio, watching films/TV, playing CD, DVD, etc.）（7）Socializing（having parties, issuing invitations, going for picnics, going sightseeing, entertaining friends, etc. ）7. 个人感情（Emotions）（1）Describing feelings（happy, sad, angry, upset, pleased, proud, lonely, worried, nervous, afraid, etc.）（2）Expressing emotions（smiling, laughing, crying, shouting, etc. ）8. 人际关系（Interpersonal relationships）（1）People（parent, brother, sister, other family members, friend, neighbour, teacher, etc. ）（2）Social behaviours （greeting, introducing, giving thanks, asking for permission, asking for help, solving problems, dealing with conflicts, etc. ）（3）Getting together（making plans / arrangements, time, date, place, event, etc. ）9. 计划与愿望（Plans and intentions）（1）Planning（holidays, social events, travel, further education, jobs, etc.）（2）Organising（asking for advice, asking for help, asking for permission, exploring possibilities, expressing needs and wants, etc. ）10. 节假日活动（Festivals, holidays and celebrations）（1）Festivals and holidays (Spring Festivals, New Year’s Day, Christmas, etc.)（2）Personal celebrations（birthday, anniversary, graduation, etc. ）11. 购物（Shopping）（1）Planning（needs, wants, etc. ）（2）Products（clothes, groceries, personal items, electronics, etc. ）（3）Selecting（quality, weights, measures, size, colour, style, etc.）（4）Paying（price, quantity, etc. ）12. 饮食（Food and drink）（1）Meats（beef, chicken, pork, fish, etc. ）（2）Soups（chicken, vegetable, etc.）（3）Vegetables（cabbage, tomato, potato, etc.）（4）Staple food（rice, bread, noodles, cake）（5）Drinks（milk, water, juice, soft drink, coke, beer, etc.）（6）Fast foods（sandwiches, noodles, dumplings, hot dogs, hamburgers, chips, etc.）（7）Snacks（ice cream, chips, etc. ）（8）Eating customs（ways of eating, kinds of food, times to eat, table manners, chopsticks, knife, fork, etc.）（9）Requesting or offering different foods and drinks（10）Likes and dislikes（favourite food, favourite drinks, etc.）（11）Ordering food and/or drinks13. 体育与健康（Sports and health）（1）Team games（football, basketball, volleyball, etc.）（2）Games of two or four（table tennis, tennis, golf, etc.）（3）Racing（running, swimming, horse racing, etc.）（4）International sports events（Olympic Games, World Cup, Football League, etc.）（5）Physical fitness and exercise（6）Eating habits（7）Personal hygiene（8）Illnesses（stomachache, headache, cold, etc.）（9）Medicine（10）Doctors, nurses & hospitals（11）Describing problems（parts of the body, pains, etc. ）14. 天气（Weather）（1）Describing weather（sunny, cloudy, windy, rainy, hot, warm, cold, cool, etc. ）（2）Dressing for the weather（coat, hat, umbrella, raincoat, etc. ）15. 旅游和交通（Travel and transport）（1）Methods of transportation（walking, horse riding, taking buses, trains, boats, planes）（2）Travel （schedules, maps, tickets, etc.）（3）Getting and asking directions（left, right, straight ahead, north, south, east, west, etc. ）（4）Safety rules and warnings（traffic lights, walk, stop, etc）（5）Inquiring and making reservations（hotels, tourist spots, etc,）（6）Describing a journey16. 语言学习（Language learning）（1）Differences between American English and British English（2）Language learning difficulties17. 自然（Nature）（1）Plants（green plants, trees, grass, vegetables, flowers. etc. ）（2）Animals（farm animals, wild animals, endangered animals, pets, etc.）（3）Heavenly bodies（the sun, the earth, the moon and stars, etc.）（4）Describing land（cities, farms, hills, mountains, lakes, rivers, etc. ）18. 世界和环境（The world and the environment）（1）Countries and maps（China, Great Britain, The United States of America, Australia, Canada, New Zealand, Japan, Russia, India, etc. ）（2）Pollution and population19. 科普知识与现代技术（Popular science and modern technology）（1）Inventions（2）Computer science七、词汇表本表共收1600个单词和300条短语。
必修五英语unit4说课稿在准备必修五英语Unit 4的说课稿时，我们需要关注几个关键点：课程目标、教学内容、教学方法、学生活动、评估方式以及教学反思。
以下是针对Unit 4的说课稿内容：课程目标：1. 学生能够理解并掌握本单元的核心词汇和短语。
2. 学生能够运用本单元的语法结构进行有效沟通。
3. 学生能够通过阅读材料提高阅读理解能力，并能够对阅读材料进行分析和讨论。
4. 学生能够通过听力练习提高听力理解能力，并能够对听到的信息进行总结和评论。
5. 学生能够通过口语练习提高口语表达能力，能够在小组讨论和角色扮演中使用英语进行交流。
教学内容：1. 词汇：本单元将介绍与主题相关的词汇，如文化、艺术、历史等。
2. 语法：重点讲解并练习本单元的语法点，例如被动语态、定语从句等。
3. 阅读：选取与本单元主题相关的阅读材料，如介绍不同文化背景的故事或历史事件。
4. 听力：提供与主题相关的听力材料，如文化访谈或历史事件的叙述。
5. 口语：设计口语练习，如小组讨论、角色扮演等，让学生在实际情境中使用英语。
教学方法：1. 导入新课：通过多媒体展示或故事讲述，激发学生对本单元主题的兴趣。
2. 词汇教学：采用图片、游戏或情景模拟等方式，帮助学生记忆和理解新词汇。
3. 语法点讲解：通过例句和练习，让学生理解语法结构，并能够正确运用。
4. 阅读指导：教授学生阅读策略，如略读、寻读等，提高学生的阅读效率。
5. 听力训练：通过听力练习，训练学生捕捉关键信息和理解细节的能力。
6. 口语实践：通过小组讨论和角色扮演，鼓励学生开口说英语，提高口语能力。
学生活动：1. 词汇游戏：学生参与词汇记忆游戏，加深对新词汇的理解和记忆。
2. 语法练习：学生完成语法练习题，巩固语法知识。
3. 阅读理解：学生阅读文章，回答相关问题，提高理解能力。
4. 听力练习：学生听录音，完成听力理解任务。
5. 口语交流：学生参与小组讨论或角色扮演，实际运用英语进行交流。
