高中英语Unit 13 Lesson 4教案 北师大版 必修5

Unit13 Lesson4 名师教学设计Unit 13. Lesson 4. First impressions淮南二中孙力维Analysis of the teaching material:This is the 4th lesson of Unit 13. Its topic is “first impressions”. The passage tells of an embarrassing incident happening when two friends met for the first time. This story is meant to convey a message that people need more tolerance and kindness from each other. The difficult point of this lesson is the description of personality and psychological changes.This period of the lesson puts more stress on the understanding of the text and the emotional identification, and guiding the students to clearly see the development of the story and extract the detailed information. Meanwhile, it also aims to help students to get familiar with the language used to describe personality and psychological changes, which will get the students well prepared for the language output.Teaching objectives:4.To practice talking about meeting someone for the first time.5.To learn the basic structure of a good story.6. To educate students on what is important when dealing with others.Teaching important and difficult points:3. How to practice talking about meeting someone for the first time.4. How to make students understand it is personality that always tells the truth. Teaching procedure:。

Unit 13 Lesson 4 First Impressions(Reading) 教案I. Teaching Aims:By the end of this lesson, the students should be able to:1.Analyze the six factors and basic structures of a story.2. Find out words which described the changes of the feeling of the author3.Finish relevant reading exercises with proper reading strategies.II. Teaching Important and Difficult pointsTo practice using different reading strategies for different tasks.III. Teaching Methods:1.Raising question approach2.Task-based approach3.DiscussionV. Teaching Steps:Step 1 Lead-inTalk with students through the following question:If you are reading books in the library, someone is keeping disturbing you. What is your attitude to her?Step 2 While-reading1.Fast- reading1)Skimming: Identify the style of the text.★A. Narrative (记叙文) B. Exposition（说明文）C. Practical writing (应用文）D. Argumentation（议论文）2)Scanning: Find the six factors in the storyWhen (time): the day that I met my best friend for the first timeWhere (place): in the local libraryWho (character):Jane& JennyWhy (cause):Jenny annoyed Jane in the libraryWhat (course):Jenny returned the textbook to Jane and forgave Jane’s rudewords.How (outcome):They became good friends.2.Careful-reading1)Read the text again carefully, and work in pairs to fill in the table according tothe text.(keys: 1. revision 2. disturbed 3. singing 4. sensitive 5. selfish 6. glaring 7. leaving8. upset 9. relief 10. grateful 11. apologized 13. forgave)2) Find out the changes of Jane’s feelingsHow did Jane’s feeling change?I was getting more and more annoyed......it made me even angrier...I was so upset that I almost cried.I sighed with relief...I was so grateful...I was filled with shame and I apologized several times.I felt so guiltyI often think how lucky I amStep 3 Post-readingThrough this lesson, what have we learned? Let us think about it. Who know? From today’s lesson, we find that it’s wrong to judge people by your first impressions on them. Great! We should respect each other, understand each other. Well done! We should control our temper when we angry. Good job! Thank you all!Step4 Homework1.Read through the whole text for better understanding.2.Finish the exercise 5 on p15.。

Unit 13 PeopleLesson 4 First Impressions 教学设计ⅠTeaching objectives1.Knowledge objectives: to build up an area of vocabulary associated with people and learnsome useful expressions to describe first impression.2.Ability objectives: to practise talking and writing about one’s experience of meeting someonefor the first time.3.Moral objectives: we should behave ourselves to leave others a good impression, but notjudge a person only from their first impression.ⅡTeaching important points:1.To learn and master the new words related to first impression.2.To enable students to understand the text better.ⅢTeaching difficulties:1.How to make students to understand the long article in the shortest time.2.How to encourage students to talk about their own experience in English.ⅣTeaching type: a reading lessonⅤTeaching methods:1. Task-based teaching method;2. Question-and-answer activity method3. Individual, pair, or group work to make students involved in the classⅥTeaching aids: the multimedia computer; Blackboard; chalk.ⅦTeaching procedures：Step 1 Lead in1.Show four pictures on the blackboard and make students to tell me their impression of thesepeople.2.Ask students to discuss some questions on the screen and introduce the topic of this lesson☆Watch a video and find outWhat is the man’s impression of the old woman at the first sight?What can we learn from the story?Step 2 V ocabulary review and pre-reading1.Review and learn the meaning of the key words which will appear in the text2.Match these words with their English meaning on the computerStep 3 Fast-reading1.Skim the whole passage and try to do the T/F.2.If the statement is wrong, ask them to correct it by finding evidence in the textStep 4 Detailed-reading1.Present questions on the screen and ask students to read the text again and answer thequestions individually.2.After they finish the question, remind them to check answers with deskmates3.Check the answers one by one in the class.Step 5 Post-reading (speaking and writing)1. Encourage students to make notes about the first time you met someoneWho/when/where you metWhat he/she was doingWhat he/she said or didWhat he/she seemed like2.Students work individually and then exchange their ideas with group members.Post-Reading☆Complete the paragraph below with the correct form of the following words.glance, annoy, recognize, concentrate, disturb,resist, whisper, glare, inconsiderate, gratefulJanet was 1) on writing an essay when a noise 2) her. She 3)Her brother’s whistling. “Shh” she 4),5) at him quickly. The noise didn’t stop. Janet 6) the urge to scream and instead 7) at him angrily. “Please stop it, Simon. You are being very 8) ,” she said. But still he didn’t stop. Janet was now very 9).Just then her father called Simon out of the room. Janet smiled, feeling 10) to her dad. Answers:1concentrating 2 disturbed 3 recognised 4whispered 5glancing 6resisted 7glared 8inconsiderate 9annoyed 10gratefulStep six HomeworkWrite a passage about your experience of meeting sb that you didn’t like at first but later you became good friends.。

Unit 13 People 导学案（4）Lesson 3 Making Guesses about peopleTips: Eat to live, but not live to eat.吃饭是为了生存，但生存不是为了吃饭。

Learning aims:1.Get the general ideas of the text2.Grammar---Modals for guessingLearning important point: Modals for guessing情态动词猜测用法Learning difficult point: Modals for guessingLearning guides: 通过观察，归纳总结语法规律Learning processes:Step I 短语集结（在P12-13中划出下列词组）A级1.run down ___________2.give sb a hug ______________3.since then ___________4.have sth./sb. doing__________5.get lost______________6.separate from _____________7.on one’s way _________ 8.at the moment ____________9.lose one’s way _________10.at the top of the muntain _____________11.go abroad______________ 12.tell sb. off____________13.fail the exam____________Step II 文句分析B级1.I saw she had tears running down her cheeks at lunch today and one of the other teachers gave her a hug.译文：__________________________________________2.Their friends are really upset and have been waiting anxiously for more news.译文：_________________________________________have been waiting 是现在完成进行时，表示动作发生在过去并持续到现在。

Unit13 Communication Workshop 名师教学设计1教学内容I. Teaching ContentThis period consists of two tasks. One is reading a short passage about “my grandma” and the other one is writing a passage about a person that you are familiar with. The passage provides the students with an opportunity to know how to describe a person. This period will be divided into three steps and each step is prepared for the next. Through the three steps the students will get to know how to describe a person and they are expected to apply what they've learn to write a short passage.2教学目标II. Teaching ObjectivesBy the end of the class, students will be able to:1.Understand the structure of the article about introducing people;2.Apply what has been learnt to write the first draft of a passage about a person they know.3学情分析Ⅲ.Analysis of the studentsThe students of Grade2 have got certain writing ability, which still needs well improving. But they have already learned how to describe a person from his/her hair, age, special features, clothes, facial expressions in Warm-Up. So it is not very difficult for them in this period .4重点难点IV. Possible Challenges1.Students may have difficulty communicating effectively in English.2.Students may also be too timid or not motivated enough to get involved in presenting and sharing their work.5教学过程5.1 第一学时5.1.1教学活动活动1【讲授】Describing a PersonProceduresStep I Lead-inActivityAsk students a question: “Do you still remember the photo in Warm- up? Purposes To draw students' attention to the topic.Step II ListeningActivities1. Listen to the description of the police and guess who are the police looking for?2. Introduce an old saying, “don't judge a person by its cover.”Purposes1. To go over the Listening in the Warm-up.2. To lead into the topic.Step III ReadingActivities1. Go through the short passage and match the headings with each paragraph.2. Read for more detailed information and fill in the blanks.3. Learn some words that the students may don't know.4. Make a conclusion and consolidate the content they've learnt.5. Present the layout of the whole passage.Purposes1. Students can get the main idea of each paragraph..2. Reading for details step by step can make the task a little easier and facilitate learning.3. It helps students to know how to describe a person.4. Students work in groups of four or five.Step V Writing and speakingActivities1. Students write four paragraphs about their chosen person, using the guidance on layout and the important vocabulary on the worksheet.2. Students check their writing for mistakes.3. Each group then reads the description of their most interesting person in the fourphotos to the class.PurposesStudents share their opinions with each other.Step ⅥHomeworkPolish their article and hand it in tomorrow. PurposesTo make their articles better.Ⅷ. Blackboard designUnit13 Communication WorkshopDescribing a personLayoutParagraph1 Appearance and his /her positionParagraph2 His/her personality and hobbyParagraph3 His/her strength and weaknessParagraph4 His/her relationship with other classmates (some examples)Step IX Teaching reflectionThis period is difficult in the whole unit, because it aims at improving students' integrating writing skills. To achieve this goal, the teacher should design some easy tasks, such as, listening, speaking, reading and writing, for every student to take an active part in. Meanwhile the teacher should arouse students' interest in participation through various activities, including individual work, group work, and class work and so on.Worksheet Unit 13 Communication WorkshopDescribing a PersonWrite about someone:Useful vocabulary and sentence patternsHair: long/short/shoulder-length /black/dark/ straight/curlyGeneral physical appearance: good-looking/ overweight/ short/ thin/ tallLikes/Dislikes: animals/ chess/ playing computers/ listening to music/ playing/reading/travelingPersonality: athletic/creative/ confident/ generous/ hard-working/ helpful/ honest/independent/ outgoing/ patient/ selfish/ shy/ sociable/lazyPosition: in the middle/front/ back /on the left/right/beside the windowSentence structure: Giving ExamplesShe loves animals, especially dogs.She loves... , especially...She hates junk food such as hamburgers.She hates... such as... She is helpful.For example, she often looks after children for others. She is...My classmateThe student's physical appearance and his/her present position: _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ His/her hobby and personality (some examples): _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ His/her strength and weakness: _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________ Some examples of his/her relationship with others: _____________________________________________________________________ _____________________________________________________________________ ____________________________________________________________________。