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新进阶unit 4 教案

新进阶unit 4 教案
新进阶unit 4 教案

Unit 4 Meeting Statesmen


第一单元第1节Listening and Speaking

I. Class Hours: 2 hours Teaching Series: 4-1 II. Teaching Aims and Requirements:

Upon completion of this unit, teachers are expected to have enabled students to: ■ gain a thorough understanding of the text contextually and linguistically;

■ build up their vocabulary about the main characteristics of statesmen and know how to use the key words and expressions in context properly;

■ discuss the training and expe rience necessary to launch a successful political career;

■ get familiar with the writing of a personal story.

III. Teaching Focus and Difficulties

1.The quality of a statesmen and leadership

2.The structure of a narrative writing

3.Words and expression

IV. Presenting Procedures

1. Discussion: famous leaders (30 minutes)

a) Introductory Remarks:Look at the two photos below(Winston Churchill

and Nelson Mandela). Then work with your partner and answer the questions that follow. You may want to find information by using your cell phone to scan the QR

codes beside/below the photos. Don’t worry if there are words and expressions that

you don’t know. Just get the main idea.

b) related information


two-time British Prime Minister (首相) and winner of Nobel Prize (诺贝尔奖) for Literature 1953. Widely considered one of the 20th century's most significant figures, Churchill remains popular in the UK and Western world, where he is seen as a victorious wartime leader who played an important role in defending liberal democracy from the spread of fascism. Also praised as a social reformer and writer,

among his many awards was the Nobel Prize in Literature.

Nelson Mandela /5nels n 5mQndel/ (纳尔逊·曼德拉1918–2013):

first black President of South Africa and winner of Nobel Prize for Peace 1993. Nelson Rolihlahla Mandela (/m?n?d?l?/;[1] Xhosa: [xoli?a??a man?d?la]; 18 July 1918

–5 December 2013) was a South African anti-apartheid revolutionary, political leader, and philanthropist who served as President of South Africa from 1994 to 1999. He was the country's first black head of state and the first elected in a fully representative democratic election. His government focused on dismantling the

legacy of apartheid by tackling institutionalised racism and fostering racial reconciliation. Ideologically an African nationalist and socialist, he served as President of the African National Congress (ANC) party from 1991 to 1997.

c) questions and discussion

1. In your mind, what are their biggest achievements respectively (分别地)?

2. How did the two men spend their youth before entering politics?

3. There were ups and downs in both men’s political careers. How did they react to setbacks (挫折)?

Key words:

Patriotic, brave, optimistic, strong-willed, healthy, energetic, devoted, shrewed, good at communication, of vision,foresighted, determined,, well-educated, confident, leadership, eloquent, passionate, decisive, experienced and knowledgeable.

After discussion, ask two or three students to give their presentation on the topics:

What do you want to achieve in entering college?

How will you achieve your goals in four years’ college study?

2.Reading and pronounciation (15 minutes)

In this part, students read words and phrases of unit one after the teacher, in which process the teacher correct mistakes in students’ pronounciation.

agency /'e?d??ns?/ n. 机构

aggressively /?'gres?vl?/ ad. 有闯劲地

aide /e?d/ n. 助手;副官

attendance /?'tend?ns/ n. 出席;到场

cab /k?b/ n. 出租车

carbon /'kɑ?b?n/ n. 碳

climate /?kla?m?t/ n. 气候

economy /?'k?n?m?/ n. 经济

elite /e??li?t/ a. selected as the best 精英的

elsewhere /?els'we?(r)/ ad. in or to another place 在别处;到别处

environmental /??nva?r?n'mentl/ a. of the environment 环境的

experience /?k'sp??r??ns/ vt. go through; live through 经历

exploration /?ekspl?'re???n/ n. 探索

farmland /'fɑ?ml?nd/ n. 农田

hoped-for /'h?upt'f?:(r)/ a. expected hopefully 期望中的;盼望中的

illustrious /?'l?str??s/ a. 杰出的;辉煌的

intent /?n'tent/ n. 意图;目的

invitation /??nv?'te???n/ n. 邀请

long-term /?l??'t?:m/ a. relating to or extending over a long time 长期的

micrometer /ma?'kr?m?t?(r)/ n. 微米

particle /'pɑ?t?k?l/ n. 颗粒

peasant /'pez?nt/ n. 农民;乡下人

policy /'p?l?s?/ n. 政策

premier /'prem??(r)/ n. 总理

pressing /'pres??/ a. urgent 紧迫的;迫切的

quote /kw??t/ vt. refer to for illustration or proof 引用;引证

reception /r?'sep??n/ n. 接待

representation /?repr?zen'te???n/ n. 代表

researcher/r?'s?:t??(r)/ n. 研究者

rock-star /r?kstɑ?/ n. 摇滚明星

rural /'r??r?l/ a. of farming and country life 农村的;田园的

scanner /'sk?n?(r)/ n. 扫描仪

sitting /'s?t??/ a. current 在任期中的

smog /sm?g/ n. 雾霾

statesman /'ste?tsm?n/ n. 政治家

status /'ste?t?s/ n. 地位

talented /'t?l?nt?d/ a. gifted 有才能的;多才的

traditional /tr?'d???n?l/ a. having existed for a long time without changing 传统的

trillion /'tr?lj?n/ num. 万亿

unclean /?n'kli?n/ a. not clean 不洁的

underdeveloped /??nd?d?'vel?pt/ a. not yet fully developed 不发达的;欠发达的well-being /?wel'bi:??/ n. 幸福;康乐

x-ray /?eksre?/

3. Detailed analysis of key words and phrases (35 minutes)

at first: at the beginning 起初;一开始

e.g. At first I did listen to the speech, but soon my mind wandered.



e.g. This is no concern of mine. Go away.


Sustainable development is a matter of top concern to the Chinese government.


attend to: give care and thought to 关心;注意

e.g. As Dr. Johnson is attending to your wife, would you like to have some coffee and wait?


head: vt. be in charge of; lead 负责;领导

e.g.Alice Hamilton said that heading a strike that failed was the bitterest experience in her life.

爱丽丝·海米尔顿说领导一次失败的罢工是她生平最惨痛的经历。significant:a. having a special meaning; important 有特殊意义的;重大的

e.g.Indeed, this is the most significant aspect of the role of religion in the divisions and conflicts in Ireland.


I’m so bored with these wedding invitations. They always ask you to bring your significant other (“重要的另一半”,指伴侣). Can’t a single girl just enjoy life?


vision: n.看法,远见;愿景

e.g. When people don’t see that their leader has a vision, they’ll start to doubt him.


global: a. worldwide 全球的

e.g.Yundi Li’s intense practice and talent brought him glob al reputation at a very young age.



e.g. The flowers and chocolate he had brought sent a signal of his interest in her.


as to: about; concerning 关于

Although either “as to” or “as for” can be used to mean “with regard to”, “on the matter of” or “concerning”, there are some differences.

1) “As to” is sometimes similar to “according to”. “As for” is not.

e.g. They sorted the eggs as to size and color.


2) When appearing at the beginning of a sentence, “as for” introduces a totally new topic whereas “as to” picks up a topic already mentioned.

e.g. Most farmland is under water. As for the grain, most of it has been ruined.


You can have a bed; as for him, he has to sleep on the floor.


As to the question you raised, I don’t have a ready answer right now.


As to the details of the trip, we don’t have to decide now.


3) “As for” at the beginning of a s entence can sometimes indicate contempt.

e.g. As for you, I never want to see you again.


critical:a. absolutely necessary 绝对必要的

e.g. In the long term, the supply of land is as critical to industrial performance as

the supply of labour and capital.


A second income is critical to a family’s well-being.


off limits:beyond what one is allowed to do; beyond areas that one is allowed to enter 不在允许范围之内;属于禁区

e.g. This military exercise is off limits to reporters.


range:vi. include a variety of things or people 涉及,包含

e.g. The hotel offers many services to guests, ranging from tickets to hot shows to private tours of the local museum.

酒店为客人提供各种服务,包括热门表演的票子、当地博物馆的私人导游。at one point: at one time 在某一时刻;一度

e.g. The actress dressed like Marilyn Monroe at one point of her career.


cooperation: n.合作

e.g.I sincerely hope that this meeting is the beginning of our cooperation in medical education.


urgent: a. needing immediate action 迫切的;紧急的

e.g. The captain gave an urgent call for a doctor because a passenger on board suddenly fell ill.


dismiss:vt. direct or allow to leave 让……离开,把……打发走

e.g. I was dismissed after I gave my report.


Judge Helman dismissed the jury after they failed to reach a verdict.


demonstrate: vt. provide evidence for; show 证明;展示

e.g. The study demonstrated that smoking and lung cancer were related.


address: vt. deal with 处理;应对

e.g. The company wants to know how you are going to address the risks in your business plan.


yield:vt. produce; bear 产生;出产

e.g. Years of training has yielded a reward for Sarah. She has won a spot on the national team.


declare war on: state officially that one is at war with 对……宣战

e.g.The Chinese government has declared war on smog by closing heavily polluting factories.


schedule: vt. plan 计划

e.g.Mr. Brown, you can’t go yet. You’re scheduled to meet some investors in ten minutes.


benefit: vi. get help or improvement (from) 获益

e.g. There are many more thousands who could benefit from the program.


Will the urban poor benefit from the change of government?


ensure: vt. make sure or certain 确保

e.g. What can you do to ensure that your paper is free of spelling mistakes?


thanks to: owing to; as the result of 由于;因为

e.g.We had a wonderful time in Xi’an thanks to our guide Amy.



e.g.His parents hired a private tutor to help him improve his academic performance.


launch: vt. start, get going 开启

e.g. When will Apple launch the new advertising campaign?


career: n.职业生涯

e.g. The accident brought his career as a travelling salesman to an end.



e.g. The proportion of flour to water is critical to cake making.


decline:vi. go down; grow worse 下降;恶化

e.g. Oil price has been declining since last year.


He gave up bicycling due to declining health.


enroll: vt. register formally as a participant or member 录取

e.g. I hope I can have the honor to be enrolled by the graduate school at your university.


previous: a. existing or happening before sth. else in time or order 之前的

e.g.Sam’s divorce from his previous wife was a long and bitter process/experience.


impress:vt. affect favorably 给人深刻印象

e.g. Mr. Smith was so impressed by the performance that he went around telling people, “You must see it.”


attain:vt. achieve 获得;达到

e.g. Some people practice yoga to attain inner peace.


solution: n.解决方案

e.g.Some Americans believe that letting people carry guns might be a better solution to terrorism than strict gun control. What do you think?


Practice in New Words---随堂练习(10 minutes):

Ask students to do exericises on page 80: Key Words & Expressions—1.1

1.His career as a soldier ended with injury to both eyes.

2.Hot money flows around the world looking for investments that will yield high returns.

3.The Prime Minister’s speech sent out a signal that his government is ready for peace negotiations.

4.This morning Microsoft CEO Satya Nadella published a report on his vision for the company’s future.

5.New China has been promoting closer cooperation with other countries for world peace since its founding in 1949.

6.Oil prices in China now follow global trends.

7.The actress decided to take advantage of her recent fame to launch her own fashion brand.

8.China didn’t attain its 2012 foreign trade goal due to the debt crisis in Europe.

9.In the early days of his career, he headed a team to attract overseas Chinese scientists to his university.

10.Do you think college graduation, wedding and giving birth to babies are significant events in your life?

4. Homework

1) Review the words and phrases and committe them to memory

2) Pre-reading Text A and do the exercise Understanding the Text (Page 78, 49, 80)

3) Do the listening practice (unit 4) on 21 Century College English: News Items

V Teaching Methods

1. Communicative Approach

2. Learner-centered Teaching

3. Multimedia Approach

VI Blackboard Designing

VII Conclusion (3 minutes)

This time we together explore the topic concerning “statesmen”. In the discussion, we explores the quality and ability of a statemen and their efforts in becoming a statemen, which probably will be helpful in our life and career. What’s more, we learned the words and expressions and practiced it. Hope you can review all those learned above after class.

VIII Homework (2 minutes)

1) Review the words and phrases and committe them to memory

2) Pre-reading Text A and do the exercise Understanding the Text (Page 78, 49, 80)

3) Do the listening practice (unit 4) on 21 Century College English: News Items

IX After-class Reflection

Unit 4 Meeting Statesmen



Text A Li and Me

I.Class Hours: 2 hours Teaching Series: 4-2 II. Teaching Aims and Requirements

1. Enhance Ss’ ability of reading comprehension by globally reading Text A

2. Help Ss’ explore the language points of Text A

3. Lead Ss to know Li Keqiang and the present condition of China

III. Teaching Focus and Difficulties

1. Useful expressions

2. Reading skills

3. Difficult sentences

IV. Presenting Procedures

一. Reading Comprehension (50 minutes)

1. Text Organization

2. Comprehension Check

2.2 Digging into detail

1.She was in disbelief, because she thought Premier Li had too many pressing issues of national and international concern to attend to than to meet her.


3.The meeting would be one-on-one and U.S. reporters were not allowed. The meeting would last 30 minutes. They would discuss science and the economy, not politics. Some topics were off limits for the Premier, being suggested as more appropriate for conversations between her and President Bai Chunli of the Chinese Academy of Sciences.

4.Three. They are: returning farmland to forest; the value of China’s energy-saving and environmental industries; and clean drinking water for rural Chinese people.

5.The importance of training more brilliant scientists for China, including extending training opportunities to rural students.

6.To show that scientific research is highly respected/has a high status in China.

3. Find the Key words and expressions in the text and learn the sentences containing these phrases

起初,一开始at first

不相信in disbelief

紧急事件pressing issue

国际国内大事national and international concern

研究机构research agency

会见某人meet with sb

现任国家领导sitting national leader

对科学的见解vision for science

幸福安康well being

基本原则ground rules

属于禁区off limits

接待厅reception hall

X-光扫描仪X-ray machines

范围从...到... range from...to

宇宙探索space exploration

国界合作international cooperation

气候改变climate change


紧急文件urgent note

打发某人dismiss sb

引用数据quote numbers

固碳store carbon

退耕还林return farmland to forest

向...宣战declare war on

饮用水drinking water

计划做某事:schedule to do sth

多亏了thanks to

出色的表现(成绩)excellent examination

高考college entrance examination

欠发达的中西部地区underdeveloped central and western areas

大学费用the cost of college attendance

晨报morning paper

出租车司机cab drivers

长远的结果long-term result

二、Long and complex sentences

1. Li, as Premier and Party Secretary of the State Council, has many pressing issues of national and international concern to attend to. (Para. 1)

As Premier and Party Secretary of the State Council, Li has to handle many issues that are considered important in China and the world.


2.Just me, no U.S. reporters, for 30 minutes. (Para. 2)

This is an incomplete sentence. The full sentences would read something like the following: The Premier is to meet me alone. No US reporter is allowed. And the meeting will last 30 minutes.


3.No x-ray machines or body scanners such as you find at the entrance to the U.S. Capitol and the White House. (Para. 2)

There were no x-ray machines or body scanners like the ones you find at the entrance to the U.S. Capitol and the White House.


3.The Premier and me, having tea. (Para. 2)

This is an incomplete sentence. The full sentence would read something like the following: The Premier and I held a discussion while we were having tea.


4.The Premier was clearly well prepared to demonstrate that China’s efforts to address its environmental woes have gone beyond intent to yield results. (Para. 3) Obviously, the Premier was ready to show me that China meant business in its efforts to cope with environmental problems.


5.As an example of how China is moving forward aggressively on this front, Li claimed that 60 million rural water users were supplied with clean drinking water in 2013 … (Para. 3)

In order to prove how China is making huge progress in this area, Li told me that 60 million rural water users were supplied with clean drinking water in 2013 …


6.… he was admitted to the elite Peking University, which helped launch his own illustrious career. (Para. 4)

… he was enrolled by the elite Peking University, which gave him a start on his way towards an outstanding career.


V Teaching Methods

1. Learner-centered Teaching

2. Task-based Learning

3. Multimedia Approach

VI Blackboard Design (5 minutes)

VII Conclusion (3 minutes)

In this part, we get to know the meeting between Li and Me,

which covers some important issue in China and the world. During this process, we learned many practical words and sentences, as well as some reading skills.

VIII Homework (2 minutes)

1. Ask students to read Reading 1 and Reading 2 and finish the exercises.

2. Ask students to do Exercises. Call their attention to the expressions of multiplication/increase or decrease of a particular amount

IX After-class Reflection

Unit 4 Meeting Statesmen



I. Class Hours: 2 hours Teaching Series: 4-3 II. Teaching Aims and Requirements

1. Teach students to learn multiplication.

2. Learn some important sentence patterns

3. Help students to translate long sentences

III. Teaching Focus and Difficulties

1. expressions of multiplication

2. Translation

IV. Presenting Procedures

1.How to express multiplication (25 minutes)



Asia is four times as large as Europe.


This big stone is three times as heavy as that one.


The plane flew ten times as high as the kite.


2. “A+be动词/谓语动词+倍数+形容词/副词比较级+than+B”,表示“A比B大(长、高、宽等)多少倍”。例如:

This rope is twice longer than that one.


This hall is five times bigger than our classroom.


The car runs twice faster than that truck.


3. “A+be动词+倍数+the size/height/length/width, etc+of+B”,表示“A正好是B


This street is four times the length of that one.这条街是那条街的四倍长。

This hill is four times the height of that small one.这座山的高度是那座小山的四倍。除表达倍数的三个基本句型外,我们还要掌握其基本句型的7种变形。

1. “ ... times as many/much+名词+as+被比对象”。例如:

There is four times as much water in this pot as in that one.这个壶里装的水是那个壶里的四倍。

There are six times as many students as we expected.学生数量是我们预期的六倍。

2. “ ... times+more+名词(可数或不可数)+than+被比对象”。例如:

There are five times more books in our library than in yours.我们图书馆里的书比你们图书馆多五倍多。

We have produced twice more grain this year than we did last year.


3.“ ... times+over+被比对象”。例如:

The grain output in that village is twice over that of 2002.


4. “ ... times+that+of+被比对象”。例如:

In this workshop, the output of July was 4.5 times that of January.


5. “...times+compared with+被比对象”。例如:

The number of the students in our school has increased 4 times compared with 1980. 我们学校的学生人数比1980年增加了四倍。

6. “...times+what+从句”。例如:

The production is now three times what it was ten years ago.


二. 用double表示倍数

1. double用作形容词,表示“两倍的”。例如:

The production is now double what it was ten years ago.


2. double用作动词,表示“是……的两倍。例如:

The output has been doubled in the past six years.


This brought a steady rise in the grain yield. In 2002 it nearly doubled that of 1980.


2.Sentence pattern(20)

As to/as for/as with

1)as to

1. 提及某人或事,不涉及讲话人的态度。

As to your ability to overfulfil the target,I never had the slightest doubt.2. 引出做事的依据:“按照”、“根据”

The shoes are correctly placed on the shelf as to size and colour.

3. 用以重提旧事,as to引出的内容都是前文曾经提到过的或者谈话对方都有所了解的,表示“说到”之义。

As to doing that,I haven't decided yet.

4. 用于提出问题:as to必须位于句中,前面出现的大都是表达某种心理活动的动词,形容词或名词,其后引接出wh-clause或who-to-v 结构,表示“在……的问题上”、“就……问题来讲”。

There is some doubt as to whether the proposal is practicable.

2)as for

1. 用以转换话题, 与前文形成对照,译作“至于”。

You have a bed;as for him,he'll have to sleep on the floor.

2. 用以表现态度,带有贬义。译作汉语的“至于……嘛”。

As for his songs,I suppose you've read the sarcastic reviews !

3. as for 通常总是放在句首

As for that,we shall see later.至于那件事,往后我们便见分晓了。

4. 对于突然想到的事情或临时提起的问题,以使用as for为宜,并可引导动名词短语。

Much pasture land is under water;and as for the grain, most of it has been ruined.

许多牧场被水淹了;至于粮食,大部分也毁了。(粮食是临时想到的,用as for来引导比较合适。)

3)as with


As with Vegas, what you do in Second Life stays in Second life.


As with the food, all people regardless of weight need physical activity to be healthy.


3.Translation(English-Chinese)(35 minutes)

(1) He is heralded as a legend around the world because of his brave stand for freedom, yet what’s even more amazing is that he allowed none of the indignities he withstood to turn his heart cold.

(2) There is nothing I fear more than waking up without a program that will help me bring a little happiness to those with no resources, those who are poor, illiterate, and ridden with terminal disease.

(3) We could come out as different men, and we could even come out with two degrees. Educating ourselves was a way to give ourselves the most powerful weapon for freedom.

(4) I left prison more informed than when I went in. And the more informed you are, the less arrogant and aggressive you are.






V Teaching Methods

1. Learner-centered Teaching

2. Translation Method

3. Multimedia Approach

VI Blackboard Design

VII Conclusion (1 minutes)

This part is an overall review of unit four, which covers conversion, sentence patterns, translation. Students should does the exercises in advances and check their carefully, which will help them lay a solid found for the good command of English.

VIII Homework (1 minutes)

1.Write a composition: A Famous Statesman—____

2.Review the words and expressions of Unit 4.

3.Work in groups and do the Speaking practice on page 93,

and get prepared for a presentation

3. Preview the Listening task.

IX After-class Reflection

人教新目标七年级英语下册教案 unit4 教案

Unit 4 Don't eat in class. (section B) ⅠTeaching Aims and Demands 1. Knowledge Objects Key words. Target language. Can for permission Model verbs have to, must 2. Ability Object Train students' listening, speaking, reading and writing skills, especially reading. Train students' communicative competence. 3. Emotional Object 1.You may have many rules at home. Maybe you don't like some of them. Maybe you think your parents are too strict with you. In fact, parents do love you. 2. Love your school and family and get on well with each other 3 If you are unhappy about something, ask someone for help. Don’t lose your heart. Ⅱ. Teaching Key Points The key vocabulary.

The target language. Ⅲ. Teaching Difficulties Train students' listening skills. The imperatives. Ⅳ. Teaching Methods Guessing before listening method. Cooperation skills ask and answer method Reading skills: to get information from the passage. Ⅴ. Teaching Aids Multimedia Ⅵ. Teaching Procedures StepⅠGreeting StepⅡRevision Talk about school in groups and then shair. StepⅢPresentation Mainly focus on key words and expressions StepⅣListen Before listening While listening After listening StepⅤRead 1. Let’s read fast 2 Let’s read carefully Focus on key structures


Unit 4 What would you do? Section B 1a-2c Teaching aims and demands 1 Language goals: (1). Words & expressions energetic, confident, permission, herself, (2). Key sentences: What would you do if…? What are you like? I think I’m creative and outgoing. 2 Ability goals: (1) Ss can develop their listening and speaking skills. (2) Ss will be able to improve their ability of cooperation. (3) Ss will be able to improve their ability of communication by using the target language. 3 Moral goals: Lead Ss to learn to ask parents or classmates for help when they have some worries in daily life. Teaching important point:How to describe different personalities. Teaching difficult point: T he students will be able to deal with problems and worries and describe personalities. Teaching methods: 1.Ss can understand and use the target language. 2.Task-based teaching method 3.Ss-centered teaching method Teaching aids: Multi-media Teaching procedures: Step 1 Revision Check the homework. Eg : At home Advice At a party Advice can’t sleep before a test try to go to bed on time Be shy and don’t know what to say or do Talk to someone who looks friendly. ……... … Step 2 Word Study Some of you often dare not speak in public. You are not confident. What words do you know we can use to describe people? Fill in the blanks in the sentences below with words from the box. A. Outgoing If you are outgoing, you like to meet and talk to new people. B. Energetic If you are energetic, you are very active and have a lot of energy. C. Shy If you are shy, you feel nervous and embarrassed when talking to other people, especially people you do not know.

教案5 人教选修6 Unit4 Global warming

教案5 人教选修6 Unit4 Global warming Using language Teaching material NSEFC Book 6 —— Unit 4 Teaching aims Enable the students to learn some information about the current situation of the global warming and know what we should do about it. Teaching important& difficult point How to help the students to get the information about the current situation of the global warming and know what we should do about it. Teaching procedures Step1 Lead in Have you ever seen the film The Day After Tomorrow? What kind of disasters have you seen in the film? What have you learnt from the film? What causes the global warming? gas emission What is the effect of global warming? Step 2 Skimming Skim the first letter, and answer the questions below: 1.Who is the writer? A student named Ouyang Guang. 2. What is the purpose of the email? / What are the two concerns of the ema il? ①His opinion that, as an individual, he can have no effect on environmental problems. ②getting some suggestions for what he can do about global warming. 3. Read the second email, and answer the question: Does Earth Care agree with Ouyang Guang’s opinion that individuals can have no effect? No, Earth Care does not agree. Step 3 Scanning Scan the letter and list Earth Care’s sugg estions in the chart on P30, and disc


新版五年级下册英语第四单元教案Unit 4 第 1 课时 学情分析;本课主要是学习序数词 重难点分析; 1.first[1st], second[2nd], third[3rd], fourth[4th], fifth[5th].的学习。 2.When is the sports meet? It’s on April 4th..的学习 教学目标; 1. 听、说、读、写序数词;first[1st], second[2nd], third[3rd], fourth[4th], fifth[5th]. 2. 初步了解各序数词的用法及在句子中的读法、写法. 3. 让学生能说出一些关于序数词的规律。 导学策略;情境导入 教学准备;单词卡片 教学过程; Step 1.预习温故 1)Greetings: sing a song together. 2)Revision;Go over the old words: Monday- Wednesday January, February, March, April, May,June, T;What day is it today? Ss: Today is Monday/ Wednesday. T: When is your birthday? Ss: It’s in July....... Step 2. 新课内容展示 1)板书;the title “Unit 4When is Easter?”并教读. 2] T: Do you know when is Easter? Ss: It’s usually in April……. T: DO you know when is April Fool’s Day? Ss: 4.1 T: Do you know how to say 4.1 in English? Learn the new words;first[1st], second[2nd], third[3rd], fourth[4th], fifth[5th] T;first .first Spell it please. S;Read after teacher and spell the word. [类似方法教读单词] 3] T: Make a sentence: first .first April Fool’s Day is on April 1st.. S;Read after teacher 4)师生互译序数词、基数词及短语singing contest, maths test school trip , English test。5] 1.sing a song 2.review the words: Monday__Sunday January__June 1. daily dialogue


Unit 4 Global warming Reading Teaching goals Target language words and phrases: energy, light(v.), heat(v.), renewable, non-renewable, run out, compare, phenomenon, graph, fuel, trap, data, climate, catastrophe, consequence, range, per, glance, compare to, come about, fierce debate, result in, build up, keep on Ability goals Enable the students to talk about different sources of energy. Enable the students to read the text, understand what it is about and talk about the causes and effects of global warming. Teaching important & difficult points Enable the students to get a better understanding of articles of this kind. Teaching aids A projector and a blackboard Teaching procedures Step 1 Warming up T:Now let’s look at a picture on the sli de and answer the question below. What is the greenhouse made and used for? A greenhouse is made of glass and is used for growing plants, especially during cold weather. What’s greenhouse effect? Step 2 Scanning Read the text quickly and find the answer to the questions: 1. Who wrote the magazine article? What is the name of the magazine? Sophie Armstrong, Earth Care. 2. What are the names of the three scientists mentioned in the article? Dr Janice Foster, Charles Keeling, George Hambley. 3. What do they think about global warming? Do they agree with one another?


Unit 4 Why don 'tyou talk to your parents 教材解读本单元的中心话题是人际交往,与学生实际生活紧密相关,主要探讨当代中小学生所面临的种种压力 和困境,并针对这些问题给予合理的建议。通过学习本单元,学生应能询问、陈述自己或他 人的困难和麻烦,能针对别人的困境提出解决的办法和建议。语法部分主要是关于学生能正 确使用情态动词could,should 表达建议或劝告,能正确使 用Why don 'you ??句型表达建议,能正确使用连词until , so that, although等。通过学 习本单元,学生应能反思生活中常见的家庭矛盾以及与家长、同学、朋友之间的沟通问题,并学会用正确的态度对待这些问题。在本单元中学生还能了解中西方家长对待孩子参加课外活动和课外学习班的态度与做法,有利于学生学会换位思考,帮助他们逐步建立正确、积极的生活态度和价值观。 单元目标 一、知识与技能 1. 掌握重点词汇和短语:until,so that,although ,look through ,big deal,work out,get on with , cut out, compare ?? with , in on e 'op inion 2. 掌握重点句型:What S wrong What S the matter You could / should …Why don't you ? 3. 培养听说读写各项基本技能同时注重培养在语境中猜测词意的能力。 二、过程与方法采用直观教学法、情景教学法、讨论、角色表演等方法,学习知识,培养能 力,养 成好习惯。 三、情感态度与价值观通过学习,了解生活、学习中常见的矛盾和困难,能合理表达自己的 观点和看法, 给别人提出合理的建议,逐步建立正确、积极的生活态度和价值观。 教法导航采用直观教学法,情景教学法,遵循以学生为主体的原则。 学法导航采用自主学习、小组合作、分角色表演等学习策略。 课时支配 第 1 课时:Section A 1a-2d 第 2 课时:Section A 3a-4c 第 3 课时:Section B 1a-2e 第 4 课时:Section B 3a-Self Check 课时教案

秋季课程人教版高二英语选修六unit4 Global warming 教案

适用 高中英语
适用区域 人教新课标版
课时时长(分钟) 2 课时
1 单词学习及辨析 2 “it”的用法 (2)
3 句型学习
1. 掌握本单元重点词汇的基本含义与用法;
2. 锻炼提升写作能力。
1. 重点的词汇与句型;
2. 书面表达的书写思路。
教学难点 如何准确地运用重要词汇和句型进行表达
教学建议:导入有很多种方法,一般控制在十分钟左右为宜,可以采用各种形式,比如: 1、直接导入法。 2、复习以往知识:可以从已学、已知的入手,与今天的教学进行对比。 3、课前小测:可以针对学生学校里近期讲授的内容进行出题(以简单题和中档题为主,以 10 分钟左右为宜)进行测验,也可以针对基础知识进行复习提问,检查学生学校所学内容 的掌握程度,进而展开教学。 4、以近年来发生的重大事件为题导入。既考查了学生从社会生活中获取信息的能力,又激 发了学生的学习兴趣,让学生马上进入学习状态等。

复习预习: 1、上节课作业订正。
2、it 可以帮助构成强调句
1)、陈述句的强调句型:______________________________________________ 需要注意的地方 : * It 在这一结构中作主句的主语,所以即使被强调部分是复数名词,也要用___或____ * 如果被强调部分是时间、地点、方式或原因依然用_____;强调人时可以用____或__ 2)、一般疑问句的强调句型:______________________________________ 3)、特殊疑问句的强调句型:_______________________________________
知识点 1 重点单词
1 quantity n.数量;量 in quantity 大量 quantities of+名词+复数谓语动词 许多…… a quantity of+复数名词+复数谓语动词/+不可数名词+单数谓语动词 大量…… Quantities of food and tents were sent to Ya’ an from Shandong. 大量的食品和帐篷从山东运到了雅安。 My brother bought a large quantity of books. 我弟弟买了大量的书。 2 tend vi.趋向;易于(be likely to do);照顾;vt.照顾;护理(care for) tend to do...倾向于做……;往往会…… tend sb.照顾某人 have a tendency to do sth.有做某事的倾向 The nurse skillfully tended soldiers’ wounds. 护士熟练地护理着那些士兵的伤口。 3 oppose vt.反对;反抗;与(某人)较量(to disagree with)


Unit 4单元教材分析 Teaching Contents: Unit4 It’s warm today Teaching Aims: 1. Learn to describe the weather. 2.Learn to know the key words in listening, speaking, reading and writing. 3.Learn to know and understand the sentences of Let’s learn, Read and write & Let’s talk. 4.Learn to understand the sentences of Let’s do & Let’s chant. 5.Learn to understand the story time and Good to know. Ability Aims: Have the students know about the weather of different cities. Emotional Aims: Push the students join the social activity. Teaching Difficult Points: Four skill words Use the sentences Teaching Aids: Pictures, Cards, Tape.

The 8th week and 1st plan Unit 4 It’s warm today The 1st period Teaching contents: Part A: Let’s learn Let’ play Teaching Aims: 1. To act quickly after listening to the T. 2. Master the sentences: This is my home. You can see a bedroom... 3. New words: study bathroom bedroom living room kitchen Ability Aims: Have the students know about the weather of different cities. Emotional Aims: Push the students join the social activity. Important points and difficult points: 1.Learn to understand the key words in listening, speaking and reading. 2.Try to understand the word, and use them into sentences. 3.Learn to understand the sentences of What’s the weather like in…? It’s …

最新人教新课标高中英语选修6 Unit4精品教学设计Unit 4 全单元教案1

Unit 4 Global Warming 教材分析 Ⅰ.教学内容分析 本单元的中心话题是人类当今面对的环境问题,主要探讨了“全球变暖”和“节约能源”等方面的问题。由于人类过多使用不可再生能源,大气中二氧化碳的含量逐年增加,导致全球气温上升。通过学习本单元,让学生了解能源分为“不可再生能源”和“可再生能源”,帮助学生树立“节约能源、保护环境”的主人翁意识。语言知识和语言技能主要围绕“全球变暖”和“节约能源”这一主题设计的。 “热身”(Warming up) 部分要求学生列举家中、学校或其他地方使用能源的物体,指出这些能源的来源,并尽可能多地列举不同的能源。能源可分为两类:一类是可再利用能源;另一类是一次性能源。把前面列举的能源按能否再利用这一标准进行分类。本部分提供了六幅图片,教师可以从识图开始组织教学。还可以让学生搜集一些其他相关图片。这六幅图分别为:风力(wind power)、燃煤发电站(a coal power station)、炼油厂(an oil refinery)、原子能发电站(a nuclear power plant)、太阳能接受器(solar panels)、水坝(a hydro dam)。 “读前”(Pre-reading) 部分首先介绍什么是温室、它有什么作用,然后要求学生讨论大气中温室气体的作用。温室是由玻璃构成的建筑,主要用于花果蔬菜的培植。温室是由玻璃构成的建筑,主要用于花果蔬菜的培植。温室能阻止热量散发,因而能帮助植物度过寒冷的时期。该部分的讨论有利于学生预测课文内容和理解阅读课文中的温室气体效应。 “阅读”(Reading) 部分是一篇杂志文章,主要讲述了地球温度上升的现象和原因。20世纪中,地球的温度上升了华氏1度。这看上去是一个很小的数字,但相对于自然界的其他现象来说,这个增长速度是迅猛的。这种现象是自然发生的还是人为的?这个问题引起激烈的争论。许多科学家认为,这种变化是人类燃烧矿物燃料所致。这些物质的燃烧产生以二氧化碳为主的温室气体。正因为自然界有温室气体的存在,地球才不至于很冷。但大量排放二氧化碳会使地球普遍升温。对于地球升温,科学家有不同的看法。有些科学家认为,这个问题很严重。地球升温会导致海水上涨、风暴、干旱、饥荒、物种毁灭和疫病等。也有科学家认为,地球升温有利于改善人类生活,比如,庄稼长得更快、产量更高等。文章最后以开放性的问题结尾要求读者思考:对于全球变暖,人类要不要采取措施? “理解”(Comprehending) 部分设置了三个活动。阅读课文中的杂志文章,练习1首先就作者、杂志名称、文中提到的科学家、文中出现的曲线图等内容提问,并要求学生概括文章的主题。然后,练习2要求学生细读课文,并判断所给六个句子是否符合课文内容。最后练习3要求学生小组讨论:We should do nothing about global warming.在小组讨论的基础上,把全班分成正方和反方,举行一个辩论会。 “语言学习”(Learning about language) 的词汇学习部分共两个练习。练习1让学生重新阅读课文并找出文中一些具有不同词性或不同含义的生词,分辨它们在文中的含义。练习2则要求学生使用前几个部分所学的生词来完成与“全球变暖”话题相关的一些句子。语法学习部分中练习1让学生通过对比课文中it作强调作用的句子与其他句子的区别,发现并熟悉强调句型及其规律。练习2则要求学生针对所给句子的划线部分转换句型,练习使用it的强调句型。练习3则给予学生更广阔的思维空间,让学生根据自己对“全球变暖”话题的认识运用强调句型进行复述或表达自己的观点。 “语言运用”(Using language) 部分的“读和写”(Reading and writing)让学生就WHAT CAN WE DO ABOUT GLOBAL WARMING?进行讨论。欧阳光给关爱地球组织杂志写电子邮件,请求帮


Unit 4 We love animals 一、教材分析 本单元是第四单元,主要学习有关动物的词汇和相关句型。教材从学生的兴趣出发,把词汇和句型的学生放在能听、能看、能触摸的情景中去,将静态的文字变得生动起来,使学习内容鲜活起来,力争将教学内容内化到学生的认知结构中并通过表演等综合语言活动将其转化为一定的语言表达能力,从而体现了把话题、功能、结构、任务结合起来的总思路。 二、学情分析 本单元的教学对象是小学三年级刚学英语不久的学生。这一年级的学生对英语有着强烈的好奇心和学习热情,课堂上可以抓住学生好动的特点,多给学生创造参与活动的机会。但他们没有基础,学习的难度较大又不喜欢枯燥单一的方式,注意力容易分散,这就要求吸引学生的注意力,用不同的方式,“换汤不换药”地去巩固课堂内容。应在课堂上设计生动活泼、形式多样的活动吸引学生的注意力。虽然在英语学习上,这些孩子只处于起始阶段,但在认知水平上,这一年龄阶段的学生已对一些自然现象、动物的习性等有了较多的了解,并以他们丰富的想象力赋予了动物很多人性化的特性,因此,应激活学生的思维,让英语课堂更贴近学生生活,更富童趣。从语言水平上看,本年级的孩子刚学了简单的问候语:Hello! How are you? Fine, thank you. What’s your name? My name’s …, I have a …以及关于文具、身体部位、颜色方面的等词汇。针对以上情况,活动设计应注意语言的简洁性,并尽量滚动复习已学语言,让学生在教师创设的特定的环境中使用语言,凸显语言的交际功能,在学习的过程中体验“跳一跳,摘到果子”的喜悦。 三、教学目标 1. 能听懂、会说句型:What’s this? It’s a … Look at…. What’s that? I like it.,并能在实际情景中运用。 2. 能听、说、认读A、B部分Let’s learn 和Let’s talk中的单词和句子。 3. 认读单词:cat, dog, monkey, duck, bird, pig, elephant, bear, tiger,并能用英语介绍这些小动物。 4. 听懂、会说Le t’s do部分的指示语并能根据指令做相应的动作。 5. 字母j, k, l, m, n在四线三格内正确书写形式。 6. 了解C Story time部分的故事。 7. 培养学生热爱动物、保护动物的情感。 四、重点难点

人教版英语九年级Unit 14 第四课时公开课教案教学设计

Unit 14 I remember meeting all of you in Grade 7.教案 Section B (1a-2e) I. Revision 发生什么事了? What happened? 擅长于be good at 与......不同be different in 考试复习study for exams 过去常常used to do 上舞蹈课take dance lessons 期盼look forward to (时间)逝去, 消逝go by 希望做hope to do II. Discussion Let Ss talk about their dream jobs. Talk with your partner about what you would like to do in the future? A: What do you hope to do in the future? B: I hope to get a business degree and become a manager. III. Work on 1a. Write about what you would like to do in the future. 1. get a business degree and become a manager 2. ____________________________________ 3. ____________________________________ Possible answers: 1.get a business degree and become a manager 2.become an English or Chinese teacher 3.become an astronaut or a doctor IV. Pair work Talk about what you hope to do in the future. A: What do you hope to do in the future? B: I hope to … V. Listening 1. 1c Listen to a class discussion. Check the hopes you hear. 1) Write down the job name according to the pictures. 2) Play the record and check the answers. 1d Listen again and complete the passage. 1) Let Ss understand the passage and write down some words meaning. Today is the students’ last class. Bob feels ______ about it and thinks Mrs. Chen’s classes have been ______. The students talk about what they want to do in the future. Bob hopes to _____ the exam to get into senior high school. Shirley wants to get into a _______ school.


附件 背景知识 Healthy Diet Focus on fruits. Eat a variety of fruits — whether fresh, frozen, canned or dried — rather than fruit juice for most of your fruit choices. For a 2,000 calorie diet, you will need 2 cups of fruit each day (for example, 1 small banana, 1 large orange, and 1 / 4 cup of dried apricots or peaches). Vary your veggies. Eat more dark green veggies, such as broccoli, kale and other dark leafy greens; orange veggies, such as carrots, sweetpotatoes, pumpkin and winter squash; beans and peas, such as pinto beans, kidney beans, black beans, garbanzo beans, split peas and lentils. Get your calcium-rich foods. Get 3 cups of low-fat or fat-free milk or an equivalent amount of low-fat yogurt and / or low-fat cheese (1 / 2 ounces of cheese equals one cup of milk) every day. For kids aged 2 to 8, it’s 2 cups of milk. If you don’t or can’t consume milk, choose lactose-free milk products and / or calcium-fortified foods and beverages. Make half your grains whole. Eat at least 3 ounces of whole-grain cereals, breads, crackers, rice, or pasta every day. One ounce is about 1 slice of bread, 1 cup of breakfast cereal, or 1 / 2 cup of cooked rice or pasta. Look to see that grains such as wheat, rice, oats, or corn are referred to as “whole” in the list of in gredients. Go lean with protein. Choose lean meats and poultry. Bake it broil it, or grill it. And vary your protein choices — with more fish, beans, peas, nuts and seeds. Know the limits on fats, salt and sugars. Read the Nutrition Facts label on foods. Look for foods low in saturated fats and trans fats. Choose and prepare foods and beverages with a little salt (sodium) and / or sugars (caloric sweeteners). Friends Key to Healthy Life Friends may influence health habits, such as smoking or drinking, or going to the doctor when a person has troubling symptoms, the study authors suggested. Friends may also have a significant impact on mood, self-esteem and coping mechanisms during difficult times. Interested in technology and innovation news? Add this s ite to your “Favorites” to find your way back easily next time. When it comes to living a long, healthy life, that’s what friends are for. New research from Australia suggests good buddies are even more important than close family ties in helping older people live longer. For the study, researchers at Flinders University in Adelaide interviewed about 1,500 people aged 70 and older. They asked each participant how much personal and phone contact they had with various social networks, including family and friends. Other factors known to influence longevity,


Unit4 Global warming 一、学生分析 本堂课所教学生为高二文科班的学生,积极和活跃是他们在课堂学习实践活动中的特点。大部分学生经过初中和高一阶段对英语这门语言的学习和掌握,已经为高二阶段的英语学习打下了较好的基础。表现为:大部分学生能够做到课前预习和准备,课堂上能伴随课程的思路,积极主动的参与课堂活动,如小组讨论,问答练习等;并且部分学生都具有一定的自我约束能力和独立思考的能力,如对某一问题进行讨论时除了能够完成对问题的回答,还能够提出反问甚至是自己独特的见解等。但是仍有一小部分学生由于种种原因造成了英语基础薄弱,上课不够积极主动,学习任务完成不充分等问题。对此,在课堂活动中要进行有针对性的帮助。如进行分组讨论时,可让他们与学习基础好的同学一组且要给予更多的鼓励,使他们尽早能提高对学习英语的兴趣。 本堂课之前学生们已经完成了对Model 6 Unit3 A healthy life 的学习任务,对健康生活的真正涵义也有了一定的理解。因而在本堂课的引入环节中就结合这个内容进行了设问。如“健康生活需不需要保护环境呢?”等。且学生在这一单元以及之前所掌握的英语语言知识技能如:环境和健康的关系;如何开展讨论;如何发表自己的观点等都可以运用到本节课中。 二、本节课教材分析与教材整合 1. 单元教材分析 本单元以Global warming 为主题,学生通过单元教学经过思考、学习,讨论从而认识到全球变暖的真正涵义和它所带来的种种后果。同时学生能够进一步认识我们的地球所面临的其它严重问题,激发学生的环保意识。引导学生运用所学语言知识、句式表达自己对这些现象的看法,培养他们为自己的观点辩论的能力。 Warming Up通过真实的图片再现,使学生对能源的用途和种类有一个基本的了解。从而为本单元主题Global warming 作了很好的铺垫。 Pre-reading部分组织学生对这些问题的讨论、回答,也让学生有进一步思考的空间,为下一步阅读做好准备。


(5) (6) Unit 4 Earthquake 教案设计 河北乐亭新寨高级中学 徐艳芹 (1) 课题: Earthquake (2) 教材分析与学生分析 : 本单元的主题是“地震” 。 Warming Up 部分 Pre-Reading 部分要求学生 描述、讨论与地 震有关的话题。 Reading 部分是一篇新闻报道,介绍了唐山大地震前的预兆、地震造 成的城 市建筑和人畜损失以及地震后的救援情况。 Learning about Language 部分涉及了本单元的词 汇和语法。该部分主要通过阅读和句型练习帮助学生学习单词、数字的表达法以及有 that, which, who, whose 引导的定语从句,培养学生的自主学习能力。 Using Language 部分的"读 写说( Reading, writing and speaking )”训练提供了一封信,要求学生阅读后写一篇大地震纪 念公 园落成仪式上的演讲稿,接着说一说唐山大地震纪念邮票。随后的听力( 一位美国人 以第一人称叙述他在 1906 年旧金山大地震中的可怕经历。写作( 训练学生如何写新闻报道,学会拟地定写作提纲。 of 重点语法项目: 由 that, which, who, whose 引导的定语从句 . 难点: 1. Teach the students how to enjoy an article 2. Teach the students the way to express themselves. 3. The usage of the words of that, which, who and whose. 教学策略 : Student-centered method, asking and answering, explaining and practicing, reading and discussion, speaking and listening, pair work 教学煤体设计 :A projector and a tape recorder. Liste nin g )是 Writing )部分 (3)教学目标: ① 知识与技能: 了解地震的成因、 预兆,地震造成的损失, 地震时的应急措施以及 震后的救援 ; 掌握和运用本单元出现的新词汇和短语以及数字的表达法;熟练运用 that , which, who, whose 引导的定语从句;学会写英文新闻报道,拟订写作提纲。 ② 过程与方法:在学习阅读部分时,可以根据教学的需要和教学班级的实际,从不 同的角度奋力抢险的事迹, 地震无情人有情, 1. 组织 2. 模拟采访被抢救的矿工。 3. 写一篇新闻故事, 描述救护人 感人至深。因此可以将他们作为素材,设计多种任务,展开课堂教学活动。 如: 学生讨论震后孤儿的安置 员和军队救灾的感人故事。 ③ 情感态度与价值观: 中逃生和救生方法的了解。 教学重点和难点: 词汇: shake rise 培养日常对自然现象的观察能力和思考能力,对地震等灾难 (4) destroy dam army organize 短语: at an end right away smelly pond burst canal steam dirt useless shock quake rescue bury shelter fresh honor prepare dig out a (great) number of ruin injure electricity disaster Europe give out thousands

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