人教版必修5 unit 4 making the news 教案(I)

时间：2023-09-04 03:35:36 作者：未来会怎么样呐教案收藏本文下载本文

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目录
第1篇：人教版必修5 unit 4 making the news 教案(I)第2篇：人教版必修5 unit 4 making the news 教案Writing第3篇：人教版必修5 unit 4 making the news 教案Writing第4篇：人教版必修5 unit 4 making the news 教案Learning about language第5篇：教案 PEP 4 UNIT 5第6篇：高三第一轮课本教案复习：新课标模块5 Unit 4 Making the News(新课标版高考复习英语必修五教案教学设计)第7篇：牛津英语模块5 Unit 4 Making the news （台州市教研资料）(译林牛津版高一英语必修一教案教学设计)第8篇：Unit 4 I want to be an actor教案第9篇：《Unit 5 Can I help you?》教案第10篇：Unit 4 I Have a Pen Pal教案第11篇：200707高二上英语培训单元教学设计-M5 unit 4 Making the news(新课标版高二英语必修五教案教学设计)第12篇：高二英语Unit 1 Making a difference(人教版高二英语必修三教案教学设计)第13篇：2012届高考英语顶尖学案：新课标人教版Unit 4 Making the news 制作新闻(新课标版高考复习英语下册教案教学设计)第14篇：人教版高一教案Unit 4 Unforgettable experiences第15篇：Unit 5 Can I help you?教学教案第16篇：高一英语必修一unit教案 (人教版英语高一)第17篇：人教版必修5 life in the future 教案Listening第18篇：人教版必修5 life in the future 教案Reading第19篇：人教版必修5 life in the future 教案Writing第20篇：人教版必修5 life in the future 教案Speaking

篇1：人教版必修5 unit 4 making the news 教案(I)

Unit 4 Making the news

The First Period Warming up, Pre-reading and Reading(I)

By 姚笑颖 From 教苑中学

一. 教学目标 (Teaching aims)

1. 教学内容 (Teaching content)

Work Book 5 Unit 4, warming up and pre-reading on page 25 and reading on page 26-27

2. 能力目标 (Ability aim)

Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.

Enable the Ss to know what is needed to become a reporter and how to conduct an interview.

3. 语言目标 (Language aim)

重点词汇和短语

occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop

重点句子

1) 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 only am I interested in photography, but I took a course at university, so it’s actually of special 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 wrong end of the stick?

8) Perhaps I too will get a scoop!

二. 教学重难点 (Teaching important points)

Know what is needed to become a reporter and how to conduct an interview

三. 教学方法 (Teaching method)

Fast reading; Task-based method & discussion

四. 教具准备 (Teaching aids)

A computer, a projector, a tape recorder and PowerPoint

五. 教学步骤 (Teaching procedure)

Step I Revision

Check the homework.

Step II Warming up

Talk about your future occupation

Step III Pre-reading

Talk about the jobs in a newspaper company

Step IV Reading

Scanning, reading and discussion

Step V Homework

篇2：人教版必修5 unit 4 making the news 教案Writing

Unit 4 Making the news

The sixth Period Writing

By 陈学恩 From 教苑中学

一. 教学目标 (Teaching aims)

1. 教学内容 (Teaching content)

Work Book 5 Unit 4, Page 29 Disvovering useful structures and Page 64 Using structures.

2. 能力目标 (Ability aim)

Enable the Ss to know the normal order and the inverted order of a sentence.

Enable the Ss to grasp the main points of the inversion.

3. 语言目标 (Language aim)

重点倒装结构：

Not only…but also…; Only…; So…; Neither…; Seldom…; Never…; …

二. 教学重难点 (Teaching important points)

To let the students have a good understanding of the inverted sentence;

After explanation, the students should know how to use the inversion

三. 教学方法 (Teaching method)

a. Finding

b Cooperative learning

c. Practice

四. 教具准备 (Teaching aids)

A projector, PowerPoint

五. 教学步骤 (Teaching procedure)

Step I Lead-in

Ask the students to find out the sentences of inversion in the reading.

Never will Zhou Yang forfet his first assignment at the office of China Daily.

Only when you have seen what he or she does, can you cover a story by yourself.

Not only am I interested in photography, but I took a course at unversity, so it’s actually of specially interest to me.

Step II Presentation

Step III Group Work

Ask students to work in groups of four and do some exercises.

Step IV Written Work

Step VI Homework

Finish the written work at home.

篇3：人教版必修5 unit 4 making the news 教案Writing

Unit 4 Making the news

The sixth Period Writing

By 向雨祺 From 教苑中学

一. 教学目标 (Teaching aims)

1. 教学内容 (Teaching content)

Work Book 5 Unit 4, Page 67 Speaking task & Writing task

2. 能力目标 (Ability aim)

Enable 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.

3. 语言目标 (Language aim)

重点词汇和短语

eyewitness, opinion, information, stick to, rather than, account for

二. 教学重难点 (Teaching important points)

Justify the different point of view and make one’s own opinions.

Write the news clearly and pithily.

三. 教学方法 (Teaching method)

a. Discussion

b Cooperative learning

c. Debating

四. 教具准备 (Teaching aids)

A projector, PowerPoint

五. 教学步骤 (Teaching procedure)

Step I Revision

Check the homework and take a dictation.

How important it is to get the first source, how important the eyewitnesses are.

Step II Warming up

Have 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 Work

Ask 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

Ask four of the students to express their own opinions.

Step V Writing Task

Fill 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.

Step VI Homework

Finish the writing work at home.

篇4：人教版必修5 unit 4 making the news 教案Learning about language

Unit 4 Making the news

The Second Period Learning about language

By 陈学恩 From 教苑中学

一. 教学目标 (Teaching aims)

1. 教学内容 (Teaching content)

Text Book 5 Unit 4, Page 26 Reading , Page 27 Comprehending, Page 28 Learning about language .

2. 能力目标 (Ability aim)

Enable the Ss to understand the meaning and uses of some of the new words.

Enable the Ss to know how to use some of the phrases and words.

3. 语言目标 (Language aim)

a重点词汇和短语

concentrte on…; accuse …of …;

b重点句子

Never will Zhou Yang forget his first assignment at the office of China Daily.

Only when you have seen what he or she does, can you cover a story by yourself.

二. 教学重难点 (Teaching important points)

Listen to the material to fill in the chart and answer the questions. Make sure the students have known Zhou Yang’s experiences.

Discuss with partners and have a dialogue to practice making appointment.

三. 教学方法 (Teaching method)

a. task-based learning

b. explaining ,discussing and practicing.

四. 教具准备 (Teaching aids)

A recorder, a projector, PowerPoint

五. 教学步骤 (Teaching procedure)

Step I. Lead-in

Ask the students to read the whole text and find out the new phrases that they don’t know how to use. Let the students do some exercises.

Step II. Explaining:

Show the students some important phrases and teach the uses of them.

Step III Practice

The students will do some exercises to consolidate.

Step IV. Homework

Make an appointment with your best friend for a dinner at the weekend.

篇5：教案 PEP 4 UNIT 5

教案 PEP 4 UNIT 5

白银莲 Unit 5 What would you like? 【单元目标】 1.能力目标： ⑴能够询问一日三餐的食物及饮料。 ⑵会使用用餐时的基本用语，如：What would you like for ……?Help yourself等。 ⑶能够听懂并发出传递与使用餐具的一些指令，如：Pass me a plate, please .Use the chopsticks. 2.知识目标： ⑴掌握A、B两部分Read and write中，bread, egg, milk, water, rice, beef, fish, chicken 的拼写。 ⑵认读A、B两部分Let’s learn, Let’s talk 中的单词和句子。 (3)理解Let’s do, Let’s chant等部分的内容。 ⑷了解story time, Good to know等部分的内容。 3.情感、策略、文化等有关目标 ⑴情感、态度：激发学生学习英语的兴趣，培养学生学习英语的'积极态度，使学生乐于合作参与，勇于进行交际实践。 ⑵学习策略：注重合作学习。 ⑶文化目标：了解中西方饮食文化方面的一些知识。二、教学重、难点分析： 1.本单元教学重点是A、B两部分的食物、餐具名称以及就餐用语，其中难点是用餐时的基本会话，教师在教学词汇时，应结合过去所学的食物，饮料单词及句型，运用灵活多样的教学方法帮助学生理解、巩固、同时，在教学A、B部分Let’s learn 的词汇时，可适当铺垫渗透Let’s talk 中的句子，如：What would you like for ……？I can use …等，从而降低了对话教学的难度，然后通过朗读，操练，表演等方式使学生比较顺利地掌握用餐会话。 2.本单元主要学习与一日三餐相关的词汇与会话，引入新课时，适当复习句型Can I have a/some…？Do you like…？等，同时利用新的句型，如：What would you like for …？等滚动复习所学知识，新旧联系。交替复现。第一课时【学习目标】 1、知识目标：认读本课中的单词和句子：rice ,noodles, fish, beef, soup ,vegetable, What would you like for dinner? I′d like some… 2、能力目标：能够听、说、认读单词rice, noodles，fish，beef，soup. vegetable.初步掌握What would you like for dinner ? I’d like some …. 3.情感、策略、文化等有关目标（1）情感态度：激发学生学习英语的兴趣，培养学生学习英语的积极态度，使学生乐于合作参与，勇于进行实践。 (2).学习策略：注重合作学习。【目标分解依据】基于课程标准、教材特点结学生实际情况。【教学重点】能听说，认读rice, noodles, fish, beef, soup, vegetable. 【教学难点】能够正确读单词vegetable. 【评价活动方案】针对确定的教学目标，力求评价的可操作性和可检测性。在评价上主要采用课堂观察和课后反馈两种途径，课后反馈分笔试和口试，从而检测目标的适切性和达成度。在课堂上，让尽可能多的学生发言，锻炼自身英语能力。课后，组长检查背书和老师抽查相结合。笔试方面，及时检测所学内容。【教学活动预案】 Step1 Preparation 1.Enjoy the song “An apple a day”,师播放歌曲，让学生在快乐的学习氛围中投入到本节课学习。 2. Free talk. ①T：(出示苹果图片)Do you like apples? ②T：(把图片给学生)I like apples, Can I have some apples? Ss: Sure. Here you are. ③老师出示不同的图片，让学生问，学生答(生生互动，师生互动)可采用集体和个别结合的方式。 ④用以上方法，复习juice, bread, milk, chicken, hot dog, hamburger等单词和句型。 Step 2 Presentation 1、单词导呈 ⑴教学单词 rice T出示图片，板书教读rice,注意升降调教学。指出“I”发字母读音「ai」“e” 不发音，渗透音标教学。齐读说:ricericeI like rice (集体→个别) T: What do you like? Ss: I like rice. What would you like for dinner? 帮助学生回答：I’d like rice. ⑵同样方法教学soup, fish, beef. ⑶教学Noodles (教师做饥饿状) T：You’re full ,But I’m hungry, because I had very little at breakfast. Guess, what did I have? T：(动作演示)They’re long, S：Noodles,T: 板书：hungry ,noodles,教读 B :Let’s sing and act. 唱歌曲：NoodleNoodleDumpling. 配以动作。 ⑷ 教学 Vegetable, T: I like noodles very much. Guess, What else do I like? Ss: Fish/…？ T：No ,I like vegetables. T(拿出各种蔬菜实物图片) Look: I have many kinds of vegetables, Carrot is a kind of vegetables, Tomato is a kind of vegetable. T把图片发给学生， T：I like vegetables, Can I have some vegetables? S1：Sure, Here you are. S1→S2→S3…… 2、听读正音。放录音，生指单词跟读。 2、合作学习。（1）全班齐读，小组齐读、个别读。（2）小组内兵教兵，此时，教师辅导检查后进生。 Step3 Practice (1 )听音，找图片。 (2)看口型猜单词。 Step 4 Production. Let’s play. (1)教师扮演一名顾客，请一名同学上台戴好纸帽扮演营业员，师生之间练习对话：Can I have some…please? Sure ,Here you are ,2/… yuan 。付钱时可象征性地拍一下对方的手。 (2)同桌表演 (3)个别展示。【作业设计】用 “what do you like?”调查小组内同学的喜好食物，不少于3人。 Name Rice Noodles Beef Soup Meat Fish Chicken Vegetable Mike √ √ √ √ 【板书设计】 Unit 5 What would you like? Can I have some…?Sure. Here you are. rice juice beef noodles vegetable 【目标达成检测样题】 rice蔬菜 juice 米饭 beef 面条 noodles牛肉 vegetable果汁第二课时【学习目标】 1．能力知识目标：1能听懂会说：What’s for dinner? Wait and see , What would you like for dinner? I’d like some …,please ,Everything’s ready. 2.能运用句型：What would you like for dinner? I’d like some …“进行相互调查。 2．情感、策略、文化目标：培养学生学习英语的积极态度，勇于进行交际实践的能力，同伴间合作的能力。【目标分解依据】基于课程标准、教材特点结学生实际情况。【教学重点】能听懂、会说Let’s talk中的话。【教学难点】能听懂、会说：What would you like for dinner? I’d like some…, please, Everything’sready. 【评价活动方案】针对确定的教学目标，力求评价的可操作性和可检测性。在评价上主要采用课堂观察和课后反馈两种途径，课后反馈分笔试和口试，从而检测目标的适切性和达成度。在课堂上，让尽可能多的学生发言，锻炼自身英语能力。课后，组长检查背书和老师抽查相结合。笔试方面，及时检测所学内容。【教学活动预案】 Step1 Preparation 1. Sing the song“ What would you like?” 2. Revision ①T：出示rice, soup, beef, fish, noodles, vegetables图片，让学生说出英语名称(集体→个别)。 (2)T出示以上实物的词卡，齐读、个别读的形式交替进行。 ⒊Free talk 借助刚才的图片和词卡互问互答：Can I have some……，please. Sure. Here you are. Step2.Presentation 教学What’s for dinner? Game:猜晚餐吃什么？ T：(出示各张食物图片的背面) What’s for dinner? Guess! Ss：beef/…rice/…? T：Beef/…is ready,(把图片逐张贴在黑板上) 教学Everything’s ready T：(教师贴完图片后小结)Everything’s ready.让学生理解意思，操练由集体到个别，并板书领读。教学What would you like? I’d l

篇6：高三第一轮课本教案复习：新课标模块5 Unit 4 Making the News(新课标版高考复习英语必修五教案教学设计)

三维目标

一．知识目标

1．词汇

occupation reporter profession photograph photographer colleague eager concentrate course acquire meanwhile trade recorder case accuse deliberately guilty section technical technically thorough gifted defend crime normal seldom edition department task accurate employ polish note chief approve process intension appointment senior

2. 词组

concentrate on accuse…of so as to defend against

3. 重点句子

1) Can I go out on a story immediately? P26

2) …, it may be possible for you to concentrate on that later on. P26

3) Meanwhile you have to prepare the next question depending on what the person says. P26

4) This is a trick of the trade. P26

5) If the person being interviewed agrees, we sometimes use small recorders to make sure that we get all our facts straight. P26

6) Have you ever had a case where soembody accused your reporters of getting the wrong end of the stick? P27

7) This is how the story goes.P27

8) A footballer was accused of taking money for deliberately not scoring goals so as to let the other team win. P27

4. 语法

倒装句(Inversion)

二. 技能目标

1) Review the basic procedure of making a newspaper and jobs in a newspaper.

2) Revise the basic qualities and skills a journalist should have.

3) Revise how to make an appointment.

4) Revise how to use Inversion correctly.

三．情感目标

学生通过对本单元的复习，了解新闻工作者应具备的基本素质和新闻采访的基本程序。让学生明白一个道理，无论未来从事什么工作，素质条件很重要，从而激发学生努力学习，为自己的未来事业铺平道路。

教学的重点和难点

1) Master the important words and sentences.

2) Revise the Inversion

教学课时安排：共三课时

第一课时：归纳与《高考考试说明》的相关话题词汇，与高考完形填空和阅读理解题进行链接，进一步提升这一类文章的阅读技能。

第二、三课时：单元词汇及重点实用句型并完成本单元的语法讲解和练习。

Part 1 Topic vocabulary

Step1 Teaching content of the unit

Topic vocabulary → MET-linking → Unit vocabulary → Grammar

Step2 Vocabulary revision

1. media 媒体: newspaper 报纸 ( article 文章 ) television 电视 internet 因特网 computer 电脑（ can you think of the parts of the computer?）

2. persons related to news: editor 编辑 chief editor 主编

deputy editor 副主编 sub editor 审校主编 reporter、journalist记者 photogtapher 摄影记者 cartoonist 漫画家 critic 评论家 correspondent 通讯员 designer 设计者 news desk editor 新闻文字主编

3. other expressions related to the topic: interview people 采访…

校对事实 checks the facts 作些更改makes some changes

拍摄…的照片 takes photographs of … 对…发表评论 gives opinion on …

编排文章和照片lay out articles and photographs

送报纸 deliver newspaper

对某事表示深切关注be deeply concerned about sth.

出去采访 go out on a story 设计主标题 design the main headline

例行新闻发布会regular news conference 进行新闻采访cover a story

4. 新闻[专栏]编辑 the news [department] editor

● 新闻报导的时间性强 News reports must be timely.

● 新闻报道 news [newspaper / press] report ● 新闻道德 press ethics

● 新闻报道使他给人一种不好的印象。 ● 新闻团体 the press corps

Press reports made him appear in a bad light.

● 新闻解说 news explanation ● 新闻媒介 news media

● 新闻界 newspaper world; the journalistic world

● 新闻界人士 people of press circles; personalities in journalism

Step 3 高考链接 --- 05全国I （B）、05福建E、实战演练 -- 完型填空

高考实战演练 ---- 完型填空

Americans today are offered many sources of news. Some say that the United States has become a nation of “news junkies,” or people who are addicted to the news.

With the increased demand for news, __1__ questions have come up about the role of the news media in society, There is criticism that the news media in common are __2__ following the lead of the tabloids (小报 ) and the television shows, which __3__ negative stories of violence, crime, and scandal. Many critics say that the media are focusing too much on __4__ the private lives of celebrities and film stars. These types of stories help to __5__ more newspapers and attract bigger audiences.

This type of tabloid journalism has a number serious __6__, as the media pay attention to stories about the celebrities, crime and scandal, they increasingly __7__ the more important issues that we __8__. Also, some critics fear that media attention to __9__ might lead people to become less __10__ to its effects or even to act violently.

1. A. embarrassing B. academic C. serious D. personal

2. A. carefully B. faithfully C. blindlly D. increasingly

3. A. focus on B. base on C. hold on D. touch on

4. A. involving B. exposing C. mistaking D. displaying

5. A. sell B. advertise C. broadcast D. publish

6. A. causes B. criminals C. consensus(共识) D. consequences

7. A. avoid B. ignore C. raise D. solve

8. A. back B. face C. gather D. relate

9. A. violence B. fight C. battle D. attack

10. A. serious B. considerable C. difficult D. sensitive.

1~5 CDABA 6~10 DBBAD

1. C 新闻媒体在社会中的作用，这种严重的问题出现了。

2. D 新闻媒体的共性是愈加跟随小报和电视节目。

3. A 这些小报和电视节目注重事情的负面性。

4. B 媒体太过集中暴露名人的私生活。

5. A 有助于销售更多的报纸。

6. D 这种小报造成了一些严重的后果。

7. B

8. B 他们日益忽视了我们面临的更重要的社会、政治和经济问题。

9．A 媒体对暴力的关注，重视

10. D 媒体对暴力的关注可能致使人们对其暴力产生的影响越来越不敏感，甚至于会促使暴力行为的发生。

Part 2 Language points

Step1 Words & phrases

A. 完成《名家指路》P161~162 词汇活学活用练习。

B．用所给短语的正确形式完成句子。

accuse…of, ahead of, have a good nose for, concentrate on, so as to, defend ...against，on one’s own, make an appointment, get the wrong end of the stick, the tricks of the trade,

1. All our officers are trained to defend themselves against knife attacks.

2. Having failed my French exams, I decided to concentrate on science subjects.

3. I got up early so as to catch the first bus.

4. You got the wrong end of the stick; he doesn’t owe me money, but I owe him!

5. The manager accused one of the hotel servants of stealing money.

6. He is a reporter who has a good nose for news.

7. Although her father is in the firm, she got the job on her own.

8. If you want to start your own car business, you should ask for his advice. He knows all the tricks of the trade.

9. She soon got well ahead of the rest of her class because of her hard work.

10. I made an appointment to meet him on Sunday.

Step2 Important sentences（complete, read, and recite）:

1. His discussion with his new boss, Hu Xin, was to strongly influence his life as a reporter.

2. Not only am I interested in photography but I took a course at university, so it is actually of special interest to me.

3. Here comes my list of “dos” and “don’ts”: don’t be rude, don’t talk too much yourself, and make sure you listent to the answers carefully.

4. Meanwhile, you have to prepare the next question depending on what the person says.

5. Have you ever had a case where somebody accused your reporters of getting the wrong end of the stick?

6. This is how the story goes.

7. A footballer was accused of taking money for deliberately not scoring goals so as to let the other team win.

8. I’m looking forward to my first assignment as a reporter. Perhaps I too will get a scoop!

9. The law allows people to defend themselves against a charge.

What’s the main idea of this passage?

This passage is about Zhou Yang’s first assignment at the office of China Daily. And his discussion with his new boss, Hu Xin, was to strongly influence his life as a reporter.

Step3 Sentences learning:

1. Now discuss in your group what the first day would be like, and how you would feel if you were to work for a famous newspaper or company.

这里if 引导虚拟条件句,表示与将来的事实相反。虚拟语气是一种特殊的谓语动词形式;用来表示一种假设、愿望、建议、命令、可能等。注意下面表格中的主句与从句时态。

篇7：牛津英语模块5 Unit 4 Making the news （台州市教研资料）(译林牛津版高一英语必修一教案教学设计)

Unit 4 Making the News

温岭中学

The First Period Warming up, Pre-reading and Reading(I)

一. 教学目标 (Teaching aims)

1. 教学内容 (Teaching content)

Work Book 5 Unit 4, warming up and pre-reading on page 25 and reading on page 26-27

2. 能力目标 (Ability aim)

Enable the Ss to recognize the variety of jobs there are in newspapers and what is needed to work in a newspaper office.

Enable the Ss to know what is needed to become a reporter and how to conduct an interview.

3. 语言目标 (Language aim)

重点词汇和短语

occupation, do research, on one’s own, cover, concentrate on, acquire, accuse…of, so as to, scoop

重点句子

1) 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 only am I interested in photography, but I took a course at university, so it’s actually of special 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 wrong end of the stick?

8) Perhaps I too will get a scoop!

二. 教学重难点 (Teaching important points)

Know what is needed to become a reporter and how to conduct an interview

三. 教学方法 (Teaching method)

Fast reading; Task-based method & discussion

四. 教学步骤 (Teaching procedure)

Step I lead-in

Present a picture of Peter Parker-the Spider Man-to remind Ss of his job in the film, a reporter or a photographer, to be specific. Then ask the following two questions, leading to the Warming-up:

Do you want to work for a newspaper, like Peter Parker?

If you are offered a chance for a job at China Daily, you will need to find out what kind of jobs they have?

Step II Warming up

1. Use several pictures to show Ss some kinds of jobs a newspaper has, such as reporter/ journalist, photographer, editor, printer.

2. Ask the question--What kind of jobs do the newspapers have? And Ss can get more information about the jobs and what they involve.

Jobs: reporter/ journalist, photographer, editor, printer, chief editor, advertising editor, distribution organizer and designer.

Reporter-- Interviews people or finds out about events from onlookers

Photographer-- Takes photographs of important people or events

Printer-- Prints the newspaper

Editor-- Makes sure the writing is clear, concise and accurate; checks facts

Designer-- Lays out the article and photographs

3. Quiz on the jobs

1.journalist 2.chief editor 3.reporter 4.deputy editor 5.photographer 6. printer

7. critic 8.foreign correspondent 9.desk editor 10.cartoonist 11. sub-editor

1).Which two words mean the same? (1.journalist/3.reporter)

2).Who gives opinions on plays and books? (7. critic)

3).Who reports from aboard? (8. Foreign correspondent)

4).Who decides on the content of the newspaper? (2. chief editor)

5).Who prints the newspaper? (6. printer)

6) Who writes news stories? (1.journalist/3.reporter)

7) Who makes corrections to articles and design? (11.sub-editor)

8) Who designs comic drawings with captions(说明,标题)? (10.cartoonist)

9) Who is in charge of the newspaper when the boss is away? (4.deputy editor)

10) Who takes photos of important people or events? (5.photographer)

4. How is a newspaper made?

The chief editor hold a meeting

Journalists interview people and write stories

Photographers take photographs.

Photos are quickly developed.

Editors check the report.

Editors write the headlines.

The newspapers are printed.

The newspapers are delivered by train and truck

Step III Pre-reading

1. Now Ss get to know more about newspapers, so we can ask them:

Do you remember the first time you read a newspaper?

How about the first time you had your article printed on a newspaper?

What kind of qualities do you think a reporter should have?

2. Then we can do the pre-reading exercises.

What are the qualities a good news reporter needs to have? Discuss in groups and tick the boxes below.

Very important Important Not very important

1 Higher level of education □ □ □

2 Work experience □ □ □

3 Good communication skills □ □ □

4 Curious, active personality □ □ □

5 Hard-working character □ □ □

6 Enthusiasm for the job □ □ □

7 Prepared to work long hours □ □ □

8 Ability to work in a team □ □ □

Step IV Reading

1. Fast reading

Questions

1. Where did the conversation happen?Who were talking?

-- Zhou Yang was talking with his boss, Hu Xin at the office of China Daily.

2. What mistakes must Zhou Yang avoid?

-- He must avoid being rude and talking too much himself.

3.How did Zhou Yang feel on his first day at work

-- He felt excited ,curious and eager to go out on a story .

True or false and give reasons

1 Zhou can go out on a story immediately. F

2 Zhou took a notebook,a pen, a camera with himself. T

3 While interviewing, the reporter would just ask the questions prepared before hand. F

4 The footballer admitted he took the money . F

5 Zhou took a course of photography at mid-school. F

6 Zhou is very enthusiastic. T

Main idea-- What does the reading passage mainly talk about? (E)

A. The skills necessary to become a good reporter

B. The skills necessary to become a good photographer

C. How to conduct a good interview

D. Being carefully in the new environment

E. A and C

2. Careful reading

Ex1 on p.27

Comprehending

1. The purpose of writing the passage

1) It shows the students the skills necessary to become a good reporter.

2).It wants to show how to conduct a good interview.

2. What a new reporter should do on the first day

1) The first time he will be sent with an experienced reporter.

2) There is no need for him to take a camera with him. He will have a professional photographer with him to take photographs.

3. What a reporter needs to remember when going to cover a story

1）He needs to be curious.

2) A good reporter must have a “ nose ” for a story.

3) He has to listen to the detailed facts

4) If necessary, he can prepare a recorder to make sure that he gets the facts straight.

Understand some idioms

1 What do I need to remember when I go out to cover a story? (A)

A. to go and interview somebody about an incident or happening

B. to write a story

C. to make up a story

2 A good reporter must have a “nose” for a story. (B)

A. to have a sense about what is going to happen

B. to be able to “smell”when somebody is trying to hide a good story that may reflect badly on him/ herself.

C. to be able to ask the truth from the one who is interviewed

3 This is a trick of the trade. (B)

A something that cheats somebody

B something that helps you do the job in a professional way.

C something used to achieve secrets

4 We sometimes use small recorders to make sure that we get all your facts straight. (A)

A. to make sure that the story is accurate

B. to get the facts directly

C. to get the things specially

3. post-reading

questions & discussion

1. What does Zhou Yang have with him when he goes out?

-- a notebook, pen and a camera

2. What equipment do you think a news reporter should have nowadays?

-- mobile phone, digital camera, small recorder, laptop computer, satellite telephone, etc.

3. Ex3 on p.27 and discuss “What is the main difference between a reporter and being a photographer?”

activity

Suppose that you have a chance to interview Peter Parker about his working experience for a newspaper. Please prepare questions with the help of the reading passage and conduct an interview with your partner. (Try to use most of the useful phrases).

[cover a story be eager to do a real “scoop” concentrate on

have a “nose” for a story a trick of the trade get all the facts straight

accuse of so as to get the wrong end of the stick]

summary

To the reporters, it’s ____________for them to take a camera because they have ______________________ with them. The reporters should be ________ and they must have a _____ for a story. They know how to _______the information they need. While interviewing, they won’t ______, ___________________________, __________________________________. They will listen to the _______ facts and ask new questions. There is a trick of the______, that is, with the permission of the interviewer, they would use ____________ which could keep the evidence to help __________their story.

(unnecessary, professional photographers, curious, nose, acquire, be rude, they won’t talk too much themselves, and they listen to the answers carefully, detailed, trade, small recorders, support)

Step V Homework

1. Read the reading text aloud for some times until you can read it fluently.

2. Retell the passage

3. Find out the difficult or useful expressions by yourselves.

Learning about language

In this part, students are supposed to review the new words and expressions learned in the reading part first. Then, they are asked to find out the examples of inversion in the reading passage and compare them with the sentences in the normal order. In this way, they can get a general idea of what inversion is. After that, the teacher can explain to them the detailed rules of inversion and make them get familiar with the rules by doing exercises.

1. Find the idiomatic expressions in the reading passage

Idiomatic expressions Meaning

cover a story to report on an important event

trick of the trade clever ways known to experts

get the facts straight to present ideas fairly

get the wrong end of the stick not to understand an idea properly

this is how the story goes this is the story

get a scoop to get the story first

2. Complete sentence B using a word or phrase from the reading passage which has the opposite meaning to the words underlined in sentence A.

1. A By accident she broke that beautiful bowl.

B She deliberately broke that beautiful bowl.

2. A He did not steal the vase so he didn’t do anything wrong.

B He did steal the vase so he is guilty.

3. A She does not get absorbed in her studies for long.

B She can concentrate on her studies for a long time.

4. A The reporter went out with an untrained photographer.

B The reporter went out with a (an) professional photographer.

5. A Chris is not interested in starting his new occupation.

B Chris is eager to start his new occupation.

6. A “This room needs a light clean,” explained the housewife.

B “ This room needs a thorough clean ,” explained the housewife.

7. A The law allows people to defend themselves against a charge.

B The law does not allow people to accuse themselves of a crime.

8. A I don’t mind losing that skill if it is not useful.

B I want to acquire that skill if it is useful.

3. Fill in the blanks

Noun Adjective Meaning

profession professional to act like a person trained for a particular job

education educational connected with the teaching of students

form formal an official part of an activity

tradition traditional following ideas and methods used for a long time

person personal sth. to do with oneself

occupation occupational related to one’s job

4. Find out the sentences in the passage, which are with the same meanings of the following sentences and then compare them.

1. Zhou Yang will never forget his first assignment at the office of China Daily.

Never will Zhou Yang forget his first assignment at the office of China Daily.

2. You can’t go out on a story till you are more experienced.

Not till you are more experienced can you go out on a story.

.3. You can cover a story by yourself only when you have seen what he or she does.

Only when you have seen what he or she does can you cover a story by yourself.

4. I am not only interested in photography, but also I took a course at university.

Not only am I interested in photography, but also I took a course at university.

5. My list of “dos” and “don’ts” comes here.

Here comes my list of “dos” and “don’ts”.

倒装（Inversion）

由于语法，修辞等的需要，将谓语全部或者一部分提到主语的前面，这种语序叫倒装。倒装分为全部倒装和部分倒装。

1 倒装句之全部倒装

全部倒装是指将句子中的谓语动词全部置于主语之前。此结构通常只用与一般现在时和一般过去时。常见的结构有：

1) here, there, up, down, now, then, thus, out, away等表示地点、方向和时间的副词或者介词置于句首, 谓语动词常用be, come, go, lie, run。

There goes the bell.

Then came the chairman.

Here is your letter.

On the wall hangs a picture.

Here comes the bus.

Out rushed the puppy

Away went the girl.

注意：上述全部倒装的句型结构的主语必须是名词，如果主语是人称代词则不能完全倒装。

Here comes he. ×

Here he comes.

Away went they. ×

Away they went.

2 倒装句之部分倒装

部分倒装是指将谓语的一部分如助动词或情态动词或be 动词倒装至主语之前。如果句中的谓语没有助动词或情态动词，则需添加助动词do, does或did，并将其置于主语之前。

否定或半否定的词语，如no, not, never, nowhere, seldom, little, few, hardly, scarcely, rarely, at no time, in no way, not until…

以及 not only…but (also), no sooner…than, hardly… when, scarcely… when, no longer, by no means, on no account, in no case,

under no circumstances 等位于句首时，主句要倒装。

I have never seen such a performance.

Never have I seen such a performance.

You will find the answer to this question nowhere.

Nowhere will you find the answer to this question.

Not until the child fell asleep did the mother leave the room.

当Not until引出主从复合句，主句倒装，从句不倒装。

这里绝不允许吸烟。（translate the sentence）

At no time are you allowed to smoke here.

In no way are you allowed to smoke here.

Not only can mp3s provide us with fun, but also they can help us learn English well.

只有当Not only… but also连接两个分句时，才在第一个分句用倒装结构。如果置于句首的Not only… but also仅连接两个并列词语，不可用倒装结构。

Not only you but also I am fond of music.

Only after being asked three times did he come to the meeting.

Only by practicing everyday can you learn English well.

only在句首要倒装的情况

1. 如果句子为主从复合句，则主句倒装，从句不倒装

Only when he is seriously ill, does he ever stay in bed.

2. 如果only后面跟的是主语，则主句不倒装。

Only he knows the truth.

由as 或though 引导的让步状语从句有时也用倒装句，即把表语或部分谓语提前。

他虽然是个孩子，但已经熟知英语。

Child as / though he was, he had a good command of English.

他虽有耐心，但也不愿意等三个小时。

Patient though / as he was, he was unwilling to wait three hours.

虚拟语气中，省去if 后，从句需要倒装。

1. Had he not been promoted, he never have remained with the company.

（＝ If he had not been promoted, …）

2. Should you change your mind, no one would blame you.

3. Were he to leave today, he would get there by Monday.

4. Had I known what was going to happen, I would never have done such a thing.

Fill in the blanks.

1. Not only did he refuse the gift, he also severely criticized the sender.

2. Hardly had she gone out when a student came to visit her.

3. No sooner had she gone out than a student came to visit her.

4. Tom can speak French. So can Jack.

5. If you won't go, neither will I.

1) ---Why can‘t I smoke here?

---At no time___ in the meeting-room

A. is smoking permitted. B smoking is permitted

C. smoking is it permitted D does smoking permit

2) Not until the early years of the 19th century ___ what heat is.

A. man did know B. man know

C. didn‘t man know D. did man know

3) No sooner___ than it began to rain heavily.

A. the game began B. has the game begun

C. did the game begin D. had the game begun

4) ---Do you know Jim quarreled with his brother?

---I don‘t know, _____.

A. nor don’t I care B. nor do I care

C. I don‘t care neither D. I don't care also

5） Not until I began to work ___ how much time I had wasted.

A. didn‘t I realize B. did I realize

C. I didn‘t realize D. I realize

As a reporter, Zhou Yang was eager to get a scoop. Now comes the chance. Let’s go to the text “ Getting the Scoop”

What do you suppose the “ scoop” is about? Who ? What?

Read the text and answer the following questions.

What is the scoop about?

What should be done before the scoop appear in the newspaper?

How should be a good article like?

What is the scoop about?

The scoop tells about a famous film star, who has done something wrong but has been lying.

Did he really do that?

-- Yes, I’m afraid he did.

What do you suppose the film star may have done?

What is the film star’s response to the affair?

And how did Zhou Yang deal with the affair?

The famous film star has been lying about the affair, but Zhou Yang is determined to find out the truth that he has been lying.

Although he had realized the man had been lying, Zhou Yang knew he mustn’t accuse him directly. He would have to be accurate. Concise too!

accuse, charge, blame 词义辨析

accuse sb. of ( doing ) sth.

-- 指控

charge sb. with ( doing ) sth.

--指控

blame sb. for ( doing ) sth.

--责备

他被指控偷了一辆汽车。

He was accused of stealing a car.

He was charged with stealing a car.

accurate

-- conforming exactly to fact; errorless

Your answer to question must be very, very accurate

Concise

--Expressing much in few words; clear and succinct

a concise dictionary 简明词典

What should be done before the scoop appears in the newspaper?

Step1 You go to an interview to get the information for your story.

Step2 -- You do some research to see if the story is true or not.

Step3 -- You begin to write the story using the notes from the interview

Step4 --You give the article to the department editor

Step5 --The article is given to a native speaker to check the use of English and improve the style

Step6 -- The last stage the article is checked and approved by the chief editor.

Step7 -- All the stories and photos are set and the colour negatives for the printing are made ready.

step8 --The first edition of the newspaper is printed.

We can learn from the text that the staff of a newspaper is made up of

many different people

What are they? What are their jobs?

Reporters, photographers,

department editors, copy editors,

English editors, chief editors,

news desk editors, printers

Look at the following pictures, and guess what they are?

Read the passage again and think about the following questions:

What did you think about making news and being a reporter before you read this passage?

How about now?

Do you think it’s a easy job to be a reporter?

Talking and writing

Step 1 dialogue

-- Zhou Yang, the famous film star and two interviewees.

Pay more attention to the questions to be asked.

Step2

--Write the scoop according the dialogue.

the main headline at the top and a smaller one under it.

A good article should be written with no wasted words or phrases.

A film Star Caught Unexpectedly

Did he need the money?

There has been a strange happening at a downtown shopping ara. It has been said that a famous film star, Wang Ping, was caught stealing a gold necklace yesterday. He went into a shop and when the jeweler turned his back, Wang Ping took the necklace and ran out of the shop. The shopkeeper shouted and a crowd of people gathered. The police went to Wang Ping’s home and questioned him. He denied he had stolen the necklace and told he had enough money to buy the necklace anyway. He said he had been at a restaurant with his wife. But a reporter, Zhou Yang , found this was untrue. So the police are treating this case seriously.

（必修5） Unit 4 Making the news (the fifth period)

Reading task

Searching for the truth (WB P65)

Teaching aims

1. To improve students’ reading ability.

2. To enable students to know the primary sources and the secondary sources.

3. To let students know how to search for the truth.

Teaching procedures

Step 1: lead in

As a news reporter, one has to make sure that the story is true. Otherwise, the writer will be accused of guilty. As a reader, one also has to find out whether the story is true. So no matter what you are, you have to find out the truth. How can we find the truth?

①From the reporters who were there at the time. ------Primary sources

②From the person presenting the programmer in the studio----Secondary sources

Step 2: reading

Skim to find the information:

1. Where does the best information come from?

(Those who were there at the time)

2. What are primary sources?

(The writings of the people who lived there)

3. What are secondary sources?

(The writings of people at a much later date who write about the same events)

4. What sources are included in a newspaper?

(Both the primary and the secondary sources)

5. Why is it important to separate primary and secondary sources?

(Because they can help us to decide what is a fact and what is an opinion.)

Step 3: Listening

Listen to the tape to check the students’ pronunciation and intonation.

Step 4: Reading task

Now you have been asked to recommend a primary source from these writings about Julius Caesar, a Roman leader. Only one of them is a primary source so you must look at them carefully. Remember dates are very important. Tick the correct boxes. Then think which of them will have fewer facts and more opinions. Give a reason.

Book Author

Date Written

Primary

source Secondary source

1 Life of Julius Caesar

(100 BC-44 BC) Plutarch

(Greek) Between

46 AD

and 120 AD × √

2 The Gallic Wars

(France)

(57 BC – 52 BC) Caesar

(Roman)

In 50s BC √ ×

篇8：Unit 4 I want to be an actor教案

教学目标：

1. 学会不同工作的英文表达方式。

2. 了解同学父母的工作。

3. 学会简单的介绍自己将来的理想。

教学导向：

重点词汇：teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police

重点句型：1. What does your mother do? She is a teacher.

What does your father do? He is an engineer.

2. What do you want to be? I want to be a teacher.

What does she want to be? She wants to be a singer.

本节课流程图

教学板块设计

Task 1：Know the names of the different jobs

目的：通过这个环节，教师完成本单元的新单词的导入，通过提供给学生对于不同工作的具体描述，让学生猜出工作的名称，这样为整节课任务的完成奠定最基本的词汇基础。在做猜谜游戏时学生能够做到精神集中，并能激发学生的学习兴趣。

课前准备：教师需要准备关于teacher, nurse, engineer, manager, air hostess, lawyer, doctor, clerk, reporter, police等工作的具体文字描述。

课堂学生活动：

1. 教师向每个小组发放一份关于工作的描述，竞赛看那个小组最先猜出答案，并将本组的谜语提供给全班，让其他组竞猜，这可以将学生的注意力，吸引到课堂上来，并对同学年的谜语加以思考。此活动以小组为单位，让学生通过谜语来猜测工作的名称，猜对者给小组加分。

The riddles supplied by the teacher:

1) I work in the hospital every day. My work is very hard but also very important. The doctors and patients need my help. I help the doctor and look after the patients. I always wear white clothes. People call us “angels in white”.

2) I drive a car every day, but the car is not mine. There are many people sitting in my car every day. After they go out of the car, they must pay me money.

3) My job is very difficult but interesting. I help people on the court. If I succeed I will get lots of money, but if I fail, I get no money.

4) I am very proud of my job. Because I am like your mother. I will tell you what is right and what is wrong. Sometimes I am very strict.

5) I work outside; I am very busy because there are many letters in my bag, and I must give the letters to different people.

6) I work in a restaurant and I always carry some fruits and dishes. I often ask people: What would you like? I am really very busy.

2. 在所有单词导入后，以小组为单位，将所有单词按不同的标准分类，如：适合男人的工作，适合女人的工作等，通过这项活动，学生能将所学单词落到笔头上，同时是对所学单词的又一次巩固，而且不同的组有不同的分类原则，开发了同学无限的想象空间。

Task 2: Know what your group members’ parents do.

目的：通过这个任务，学生能应用本单元的主要句型，询问本组成员父母的工作。

课堂活动：

1. 小组活动，在小组内小组成员互相询问父母的工作。

应用句型：What does your mother do?

She is a ………

What does your father do?

He is a…….

Name Mother’s job Father’s job

Tom nurse driver

2. 向全班同学汇报调查结果

3. 同学下座位，在限定的时间内，看谁能找到父母与自己父母工作一样的同学，并且数量最多。

4. 向全班同学作汇报。比赛看那个小组完成的数目最多。

Task 3 What do you want to be?

目的：让学生学会用简单的句型来介绍自己的理想，通过此活动导入新的句型并进行大量的操练，让学生充分的掌握。

课堂活动：

1. 教师通过介绍自己的理想导出句型: I want to be a singer. What do you want to be?

2.小组内组长来统计本组同学的愿望，比赛看那组同学的愿望最多，并作小组汇报。

Homework: 思考一下自己的理想工作对人都有哪些要求？

课后反思：

这是第四单元的第一课时，任务主要是导入本单元的基本词汇和基本句型，内容较多，所以针对不同的内容设计了不同的任务活动。通过课堂的试验，证实了这些任务的可行性，并达到了意想不到的效果。

1. 在导入新单词时，通过小组比赛的形式，让学生通过工作的描述，来猜测工作的名称，首先比赛的形式，调动了学生的兴趣，其次猜谜的这种形势更有利于让学生开动脑筋，思考问题大大吸引了学生的注意力。

2. 第二个任务由学生自己下座位找与自己父母工作相同的同学，通过这个竞赛形式教师为学生提供了一个安全的语言环境，学生可以大胆的练习所学的句型。其后让学生用所学句型谈论自己的理想，培养了学生的价值观和理想观。

3. 由单词到句子，由简单的对话，到简短的语篇，本节课所有任务的设计，由简到难，每一个任务都为下一个任务的完成奠定了一定的语言基础。为任务的最终完成服务。

本节课的不足之处，由于本节课的内容较简单，所以在各个任务环节的难度梯度不是很明显。这样没有为能力较强的同学提供战线的机会，而且本单元涉及的单词较多，学生不能完全的熟练掌握。所以在以后的教学中还应不断的探索，寻求更大的突破。

篇9：《Unit 5 Can I help you?》教案

《Unit 5 Can I help you?》教案

一、重点。

1、询问物价的问话及其答语。

2、购物时，售货员和顾客之间的常用交际用语。

3、1——100 以内的数词的表达法。

二、难点。

1、How much …和How many…句型的区分。

2、单词doll 的发音不容易到位。

三、过程。

（一）热身/ 复习。（warm-up / revision）

1、复习数字的读法。

2、造句练习：…can … with… 鼓励学生说出更多的句子，只要句式对就可以。教师此时要有意识的`开拓学生的思维，比如主语不一定是人，也可以是动物，植物等。这是培养创造思维的好时机，同时也可以丰富学生的语言，复习学过的单词。

3、复习单词：can spell Can you spell your name? 并说出中文意思。

（二）呈现新课。（presentation）

1、教师出示贴有标签的文具，请学生说一说价钱。先练习整数，再过渡到“角”“分”。

2、教师拿起学生的文具让学生猜：How much is it？教师问几遍后，可由学生来问。

3、让学生下位子，去问一问同学的铅笔盒，书包分别是多少钱。

4、教师将教室布置成商店，教师模仿售货员和学生进行文具的买卖。开始时柜台上可以只放一样文具，等到学生熟练以后，可以多放几样，并且引导学生从中选择。在活动中教师可以根据本班学生情况由学生扮演售货员。

5、教师播放课文的课件，学生观看。

教师提问： How much is the doll？（学生边观看课件，边回答教师提问。）

6、模仿课文对话。教师再次播放腾图课件或录音带，学生跟读。

（1）两人一小组，练习对话。

（2）请几组到前面来表演。

7、学习单词：教师读词，由学生试着拼字母。

（1）教师带读单词。

（2）学生做拼读练习。

（三）趣味操练。（practice）

1、给课件配音：教师播放课件，但关掉声音，由学生来配音。

2、自编小对话：学生自愿结合，编写小对话。

（1）请几组到前面来表演。

（2）师生共同给予评价。

3、听录音写出下面服装的价钱：

（1）教师将几件衣服制作成课件或较大的图片。

（2）教师播放录音带，学生边听边写出价钱。

（3）小组间交流答案，教师公布答案。

（四）扩展活动。（add-activities）

玩具交易市场：学生家里一定会有一些还很新，但却不太爱玩的玩具或是还没有用的文具，可以让孩子选择其中一两件，拿到学校来交换。教师提前让孩子带一些零用钱来，根据本班学生的家庭条件，教师可以限定交易金额以一元、三元或五元为限。

让孩子自己进行交易，买自己喜欢的文具或玩具，或卖出自己闲置不用的东西，在实际交易中巩固，运用所学知识。

在活动中，教师要巡视，辅导，要求学生用英语进行交流，不要使用中文。

（五）板书设计：

Lesson 26 Shopping

left on the left

help Can I help you?

how much

How much is it?

篇10：Unit 4 I Have a Pen Pal教案

Unit 4 I Have a Pen Pal教案

Unit 4 I Have a Pen Pal （A．Let’s try Let’s talk Let’s play）执教：孟小燕一、教学内容 A. Let’s try A. Let’s talk A. Let’s play 二、教学目标 1. 知识目标能听懂、会说A. Let’s talk部分的会话。能听、说、读、写A. Let’s talk中的四会句子，能听、说、认读A. Let’s talk中的白体句子。 2. 能力目标能简单介绍自己或他人的爱好并就爱好进行问答。如：What’s your hobby? I like --- He/ She likes --- 3. 情感目标鼓励学生发展广泛的兴趣爱好，培养乐于与人交往的性格。三、教学重点掌握句型“What’s your hobby? I like --- He likes ---”。四、教学难点第三人称单数运用于句型中的注意点及在实际情景中灵活运用所学对话。五、课前准备 PPT课件。六、教学流程 Step 1: Warm up 1. Greetings. 2. Play a game. 活动方式：教师PPT课件呈现许多词组，如：diving, playing the violin, making kites等等。让学生默记一遍后随即说出所看到的动词词组，谁说得最多谁获胜。 Step 2: Revision/Lead in 师生共同说个人的爱好。活动方式： T: I like playing the violin. S1: I like collecting stamps. S2: I like running. S3:--- Step 3: Presentation Let’s try and lets talk 1. Let’s try T:Now it’s time to listen. Look! There is a listening comprehension. Let’s try. OK? 学生听录音，做Let’s try部分的练习。录音内容如下： Boy: Look! This is Bill. He is from the UK. He likes playing football. This is Daniel. He is a university student. He’s tall and strong. He likes diving. Woman: Circle their hobbies. 就此内容提问：What’s Bill’s hobby? What’s Daniel’s hobby? 然后分别请喜欢 playing football和 diving 的学生站起来，说：Wow! So many boys. I like watching a football match. But I don’t like playing football. I like wearing new clothes. 教“He/ She likes ---”句型，并练习用“I like ---. She/ He likes ---”说话。 2. Let’s talk 1) 带着问题听录音，问题：What’s Wu Yifan’s hobby? What’s John’s hobby? 2)回答问题后，学生跟读对话，进行角色扮演。 3)强调以下知识点：知识乐园： show ①把某物给---看，出示，显示 Show me your book. Show your book to me. ②展览，展览会 stamp show/kite show/painting show/bike show/book show fashion show（时装秀） talk show（脱口秀） “脱口秀”是从英语词组Talk Show（口才展示）中音译的，在西方，“脱口秀”是一个视频节目的栏目，也是一种主持风格。我国的相声cross talk就被西方国家认为是“脱口秀”。比较出名的有：陈鲁豫主持的.《鲁豫有约》Luyu Hours A date with Luyu. 汪涵主持的《天天向上》Make progress every day。Day day up. 周立波主持的《壹周立波秀》A week with Libo show Step 4: Practice 1）Let’s play 活动方式：四人一组，第一名学生A说：“I like ---”第二名学生B进一步说：“ A likes --- ，I like --- ”接下来第三名学生C更进一步说：“A likes --- B likes--- I like ---”第四名学生再进一步。如下: A: I like … B: A likes … I like … C: A likes … B likes … I like … D: A likes … B likes … C likes … I like … Step 5: Consolidation 语法点拨当主语是第三人称单数（he,she,it）时，谓语动词要变成动词的三单形式。例如：like―likes I /You /We /They like… She /He /It likes… 活动方式： 1）教师用课件展示一些学生较为熟悉的名人照片，如：郭晶晶、姚明、刘翔等以开火车的方式进行造句练习。如：This is Guo Jingjing. She likes diving. This is Yao Ming. He likes playing basketball. This is Liu Xiang. He likes running. 2）师生根据信息表一起编对话。 Pencil Club Fashion Show Time: Sunday Place: Xingye Pedestrian Street Make a dialogue like this.(如下编对话) A: What’s your hobby? B: I like . What about you? A: Me too. There is a show on . Let’s go together. B: I have a friend. He likes , too. Can he go with us? A: Sure! 3）学生根据以下信息表分组编对话并表演对话。 KITE SHOW TIME: SATURDAY PLACE: PARK BIKE SHOW TIME: SATURDAY PLACE: STADIUM PAINTING SHOW TIME: SUNDAY PLACE: MUSEUM Step 6: Summing up/ Homework Evaluate the performance of the students in class. 活动方式：全班活动 1. 由刚才的活动总结今天的内容。 2. 引导学生进行评价和自我评价。 3. 课堂作业 Fill in the blanks with the right answers.（选择正确答案填空。） like likes ① I ________ watching TV. ② She _________ playing the piano. ③ It __________ eating bananas. ④ They _________ English. ⑤ Wu Yifan _________ collecting stamps. 4. 布置家庭作业。 ① 用今天所学的语言与父母对话。 ② 抄写四会句子三遍。 ③ 预习四单元A部分的Let’s read（48页）。 Bb Design: Unit 4 I Have a Pen Pal （A．Let’s try Let’s talk Let’s play） What’s your hobby? I like collecting stamps. He likes collecting stamps,too.

篇11：200707高二上英语培训单元教学设计-M5 unit 4 Making the news(新课标版高二英语必修五教案教学设计)

1. 单元教学内容分析

本单元的中心话题是 “新闻”。话题依附于热身、阅读、语言学习、语言运用、听力、口语与写作等语言载体中。内容涉及新闻工作者应该具备的素质、制作新闻的基本程序以及报纸和电视节目。

“热身”(warming up)部分通过讨论将来想从事的工作，使学生了解多种职业类别，帮助学生认识报社工作人员的各种类别和所需承担的职责。重点在于“types of jobs”和 “What is involves？”

“读前 ”(Pre-reading)部分通过调查问卷引导学生思考他们眼中优秀的新闻记者应该具备的素质，为文章涉及的内容“What is needed to become a good reporter?”做了铺垫。学生通过讨论他们人生中各种“第一次 ”的经历和感受，为下一部分阅读的开展做了准备。

“阅读”(reading)部分通过周阳---一位刚刚走上新闻工作岗位的记者和他的上司胡星---一位经验丰富的资深新闻工作者之间的对话，通过阅读，引导学生了解并意识到作为新闻工作者应该具备的素质、新闻制作的基本程序以及新闻工作者在采访过程中应该注意的细节要点。通过阅读部分所设计的一些教学活动来帮助学生加深对文章内容的理解。

“语言学习”(learning about language)部分归纳和运用了本单元的重点词汇和短语。帮助学生分析和掌握倒装句的语法项目。

“语言运用”(Using language)部分包含了读、听、说等基本语言技能。第一部分学生通过阅读“获得独家新闻”，一方面了解新闻写作的基本步骤和新闻制作的相关程序，另一方面学生通过想象来讨论文中所提到的“著名影星”可能说的谎言，在此基础上引导学生象周阳一样写出一篇关于此“著名影星”的独家新闻。第二部分是周阳想采访刘明关于他去国外工作的决定，和刘明的助手商谈安排采访刘明的对话。通过练习来帮助学生获取要点和细节，提高他们听的能力。在听的基础上，学生通过所设计的情景来开展两两对话活动，巩固本单元的交际功能“约会”的相关用语。

练习册(Workbook)部分涵盖了听、说、读、写的语言技能训练。通过这些练习，进一步加深对本单元主题的理解，巩固本单元的重点词汇、短语、语法和交际功能用语的运用能力。

小结(Summing up)部分归纳本单元的学习内容，让学生自我检测学习效果。

建议（learning Tip)部分建议学生要多阅读适合中学生的英文报纸，拓宽阅读的渠道，拓展词汇量。

NSEFC Module 5 Unit 4

Period 1 Warming up, Pre-reading & Reading

Teaching Procedures

Step 1 Warming up & pre-reading

1. Show the students some pictures about some pieces of news and ask them what is happening.

Pic 1 Pic 2 Pic 3

Pic 4 Pic 5

( Pic 1: The terrorist attacks on the World Trade Center on September 11, 2001

Pic 2: Saddam Hussein Is Sentenced to Death

Pic 3: Yao Min, the tallest flag bearer in Olympic history, marched into the 28th Olympic Stadium

Pic 4: Floods attacked Lianzhou, Guangdong

Pic 5: President Hu Jintao received foreign guests )

2. News may have five functions: economic; social; political; record-keeping; entertainment. What are they about? What kind of news do you like most and why?

A. Journalists are responsible for monitoring (监督) the activities of the government.

B. Not everything in life is serious. We want something entertaining. We want sound advice. We want our MTV.

C. Newspapers and broadcast news provide us with topics to talk about at the office and over coffee.

D. Advertising carried in the media helps to develop the economy and provide us with information about new products and services.

E. Through the records kept by the news media, we know who is born, gets married, gets divorced, dies, who won the game, etc. How can we know what happens around us or what happens abroad?

(five forms of the news media: )

3. How are these media different from each other? Discuss with you partner.

Forms Advantages Disadvantages Your preference

Radio

Newspapers

Internet

TV: a broadcast medium / be broadcast alive / provide people with colorful moving pictures // have to own a TV set

Internet: fast / varieties of information / have different opinions of the same subject / communicate with each other easily // have a computer which is linked to the Internet

Radio: a broadcast medium / be broadcast live / listen to it whenever you like with a portable radio // can’t have visible enjoyment

Magazine: provide people with detailed information on a certain subject / focused on a topic /published weekly / monthly // news comes late

Newspaper: a medium for reading / report the latest news / can be kept for a long time / cheap to buy // can’t express one’s idea freely

4. Questions and answers:

(1) Which one do you think is the most reliable among these news media?

(2) Which kind of news media do you think is more convenient and cheaper for us to read?

Step 2 Newspaper making

1. Recognise how newspaper is made and ask:

Do you know how a newspaper is made?

2. Who are needed in producing a newspaper? What it involves? Make a match.

Step 3 Practise

1. Group work: each group works for one of the 4 kinds of newspapers: international newspaper, Chinese newspaper, Ningbo newspaper, class newspaper. There should have three important things appearing in your newspaper. The following may help you. Tell us the reasons why your group choose them?

a) 200 people died in an earthquake in Turkey.

b) France elected a new president.

c) Two men robbed a bank in Shanghai.

d) Food prices are going up.

e) A house in your city burnt down. Nobody was injured.

f) 2000 people in your city moved into new building today and were happy.

g) A Chinese scientist has invented a new engine that does not pollute the air.

h) There is a rumour that a large company wants to build a factory in your city.

i) …

2. Pair work: The first day as a reporter.

3. Pair work:

(1) Discussion: You work as a reporter for the class newspaper. What qualities a good new reporter needs to have?

a) Higher level of education

b) Work experience

c) Good communication skills

d) Curious, active personality

e) Hard-working character

f) Enthusiasm for the job

g) Prepared to work long hours

h) Ability to work in a team

(2) What should you do as a reporter? (before /during/after the interview)

(3) Make an interview and give us a report.

Homework: a composition: what do you think of your first day as a reporter?

Period 2 Reading

Teaching Procedures

Step 1 lead-in questions

1. What are you going to be in the future?

2. Since some students want to become reporters, here are some questions for them?

If you are a new reporter

1. Can you go out to cover an event by yourself? Why?

2. If so, what do you need to take with you?

3. What do you need to keep in mind when you go out to cover a story?

4. What qualities should a good reporter have?

Suggested answers: Good communication skills, higher level of education, hard working, curious, working experience…

I think curiosity is the most important because ….

3. If you are the host of people in the news, now you are going to interview Yang Yang, a 3-year-old boy, who tries to approach a Beluga Whale at the Animal Performance Area of the Popar Region Ocean World in Qingdao, east China's Shandong Province Tuesday, May 29, 2007. Little Yang Yang, an all-round swimmer , is also a fan of ocean animal s and has always hope to swim alongside the Beluga Whale at the Ocean World. As a gift for the upcoming Children's Day, the ocean world offered to help him accomplish his dream. Make a dialouge with your partner.

Step 2 fasting reading

1.Read the text fast and get the main idea of the text

Suggested answers: This is about Zhou Yang’s first assignment at the office of China Daily. And his discussion with his new boss, Hu Xin.

2. Underline the difficult words and expressions and guess the meanings:

cover a story, to have a “nose” for a story, a trick of the trade, get all your facts straight, get the wrong end of the stick, a real “scoop”

3.true or false questions

1) Talk a lot during the interview.

2) If the person being interviewed disagrees, we should use small recorders to make sure that we get all our facts straight.

3) A reporter doesn’t need to listen to the detailed facts.

4) Zhou Yang wants to get a scoop too after he talks to his boss.

5) Hu Xin never had a case where somebody accused his reporters of getting the wrong end fo the stick.

篇12：高二英语Unit 1 Making a difference(人教版高二英语必修三教案教学设计)

一．单词复习

1． .着手做；从事；承担 vt./vi

2．分析；分解 n.

3． .显然的；明显的 adj

4．在……里面；在……范围之内 prep.

5．农学；农业 n.

6．重力；引力；地心吸力 n.

7．好奇的；好求知的；爱打听隐私的 adj.

8．（学科）分科；树枝；支流；支线；分支结构 n.

9．辩论；争论 vt/vi. n.

10. 浏览；细看；反复察看 vt.

11. 分界线；边界；界限 n.

12. 大学毕业生；毕业生 n.

13. 探索；调查；研究 n. vt./vi.

14. （病人等用的）轮椅 n.

15. 使丧失能力 vt.

16. 理论；学说；原理；推测 n.

17. 寻找；探索；追求 vt./vi.

18. 误解；误会 vt.

19. 科学（上）的;符合科学规律的 adj.

20. 观察；察觉到；遵守；庆祝（节日等）

21. 和……相配；和……相称；使较量 vt./vi.

22. （作）预言；（作）预测；预计 vi./vt.

23. 悲伤；不幸 n.

24. 罪；犯罪活动；不法行为 n.

25. 天文学家 n.

26. 显微镜 n.

27. 望远镜 n.

28. 天；天空；天国；上帝 n

29. 理解力强的；有才智的 adj.

30. 忍耐的；容忍的；有耐心的 adj.

31. 进行实验；进行试验 vi.

32. genius

33. inspiration

34. perspiration

35. quote

36. radioactivity

37. biologist

38. PhD

39. promising

40. incurable

41. engage

42. exploration

43. observation

44. geographer

二．词组归纳

1. make a difference产生差别，造成影响，起作用

2. within himself 在心中

3. be on fire for 热衷于;对…感兴趣

4.be similar to 与…相似

5. a promising graduate student一位有希望的研究生

6.give up one’s dreams and hopes 放弃梦想和憧憬

7.work on 致力于，从事于,忙于

8.go by(时间)过去;从旁边经过; (时机等)轻易放过” “依照，遵循” “凭……判断”

9. get engaged (to) 与某人订婚

10.go on with 继续

11.dream of 梦想

12.in the early 1970s在20世纪70 年代初期

13.make new discoveries (about) 在…有新发现

14.seek answers to questions寻找问题的答案

15.in a (practical) way 用实际的方法

16.according to 根据

17.on the other hand 在另一方面

18.turn out 结果是;证明是;原来是；生产出；关掉，熄灭；出席，在场

19.build a theory 创立理论

20.the causes and effects 前因后果

21.use up用光,用完

22. take measures 采取措施

23.the crime scene 犯罪现场

24.be satisfied with 对…满意

25.take a (closer) look at近距离观察

26.what if……倘使……将怎样

27.change from season to season随季节变化

28.the other way around用相反方式

29.be known as scientific pioneers 被认为是科学先驱

30.reach one’s goal 实现梦想

31. be descibed as……被叫做，称作

补充词组：

1. be curious about…对…感到好奇

be curious + wh-对……有兴趣;

2. be curious + to do 极想做…;

3. It is curious + that... ……是奇怪的 2. 与某人订婚 3. 结果是,证明是

4. seek to do sth. 设法、试图做谋事

5. be a match for 与 …相匹配

6. be engaged in sth. / doing sth. 忙于(做)某事

7. It turns out that……结果是;证明是;原来是

8. be patient with sb 对某人有耐心

9. give out 用完，耗尽，筋疲力尽（不用于被动）

10. run out (指供应品) 用完，耗尽（不用于被动）

11. wear out 用完，耗尽

12. run out of 用完，耗尽(供应品)

三．重要句型

1.It takes a very unusual mind to undertake analysis of the obvious.

分析明显存在的事物需要非凡的头脑

2. Nothing in life is to be feared. It is only to be understood.

生活中没有什么可怕的东西,只需要理解的东西。”

3. There is no doubt that…

4. Readers were pleased and surprised to find that a scientist could write about his work in a way that ordinary people could understand.

读者们感到惊喜的是，科学家竟能够以普通人理解的方式来阐述自己的理论。

5.There did not seem much point in working on my phD--- I did not expect to survive that long.

取得博士学位对我来说没有什么意义，我没有期望活那么久。

6.Nor did he let the disease stop him from living the kind of life he had always dreamt of. 他也没有让病魔阻止他过上他一直梦想的生活。

7.To explain what they have seen, they build a theory about the way in which things happen and the causes and effects.

为了解释看到的东西，他们创立理论，来阐述事情如何发生及其前因后果。

8. Scientists, on the other hand, Hawking writes, know that their job is never finished and that even the best theory can turn out to be wrong. 霍金写道，从另一方面讲，科学家知道，他们的工作是永无止境的，即便是最后的理论，都可能被证明是错误的。

9.People laughed at Zhang Heng when he first introduced his seismograph, and it was later that the world recognised his greatness.

张衡刚刚介绍他的地动仪的时候，别人取笑他，直到后来人们才承认他的伟大。

10. Perhaps the most important thing if we want to make a difference is to find something that we like to do and that we are good at.

我们如果想要有所作为，最重要的也许是从事自己愿意做，且善于做的事情。认识自我就要弄清自己的思路，明白自己的爱好。

11.Everyone has his or her special skills and interests, and only by discovering what we do best can we hope to reach our goals and truly make a difference.

人人都有自己的专长和兴趣，只有发现自己的专长，我们才有希望达到自己的目标而真正有所作为。

12. It is not necessary to be a great scientist to make a difference, but there are things we can learn from the best minds in this world.

要有所作为，不一定非要成为大科学家，但是我们可以从世界上顶尖人物身上学到很多东西。

13. By asking why, how and what if, curious mind find new ideas and solutions

有好奇心的人通过探寻所以然、如何然，设想前因后果，就可以获得新思想、找到解决问题的方案。

篇13：2012届高考英语顶尖学案：新课标人教版Unit 4 Making the news 制作新闻(新课标版高考复习英语下册教案教学设计)

核心词汇

1．Everyone who is interested in the position needs to ____________(递交)their applications before May 5.

2．We should try to find ways to help beginners ____________(获得)the basic skills required to learn a new language.

3．It will require lots of time to ____________(评估)the effect of the new policy carried out last week.

4. The courtyard is too messy and needs a ____________(彻底的)cleaning.

5．I ____________(赞成)of this suggestion which may help our firm make more profit.

6．He was thrown into a ____________(困境)where he couldn’t put up with the management but he didn’t want to quit the wellpaid job.

7．Mary is the right person who can finish the job before the ____________(最后期限)．

8．____________(通知)us as soon as possible if anything happens.

9．My mother was chatting on the phone.____________(在此期间)，my father was cooking in the kitchen.

10．The novel ____________(出版) last month was very popular with teenagers.

11．Mary and I had ____________to meet at the entrance to the zoo，but she failed to keep the ____________，which made me very angry.(appoint)

12．用admire的适当形式填空

(1)While still at primary school，Rowan had already shown ____________talent.

(2)She stood at the window，looking at the skirt with ____________.

(3)China and Japan have midautumn festivals，when people ____________ the moon and in China，enjoy mooncakes.

1．submit 2.acquire 3.assess 4.thorough 5.approve 6.dilemma 7.deadline 8.Inform 9.Meanwhile 10.published 11.appointed；appointment 12.(1)admirable (2)admiration (3)admire

高频短语

1．________________ 集中；全神贯注于

2．________________ 依靠；依赖

3．________________ 因……指责或控告……

4．________________ 为了(做)……

5．________________ 在……前面

6．________________ 对……有敏感的嗅觉

7．________________ 通知某人某事

8．________________ 完全误解；完全搞错

9．________________ 盼望……

10．________________ 把……传给……

11．________________ 最后

12．________________ 被制成……

1.concentrate on 2.depend on 3.accuse...of 4.so as to (do sth.) 5.ahead of 6.have a nose for... 7.inform sb.of sth. 8.get the wrong end of the stick 9.look forward to... 10.pass...on to... 11.last of all 12.be processed into...

重点句式

1．Have you ever had a case ________ someone ________ your journalists ________getting the wrong end of the stick?

你们有没有过这样的情况：别人控告你的记者，说他(她)们的报道完全失实？

2．____________ I interested in photography，but I took an amateur course at university to update my skills.

对摄影我不仅只是感兴趣，在大学里我还专修过业余摄影课来更新我的技术。

3．__________________ you ask many different questions ____________________ all the information you need to know.只有提很多不同的问题，你才能收集到你需要的信息。

4．____________Zhou Yang(ZY) forget his first assignment at the office of a popular English newspaper.

周扬将永远不会忘记他在一家流行的英语报社的第一次任务。

1．where；accused；of 2.Not only am 3.Only if；will you acquire 4.Never will

知识详解

1acquire vt. 获得；取得；学到

(回归课本P26)Only if you ask many different questions will you acquire all the information you need to know.

只有通过多提问不同的问题你才能获得你想知道的信息。

①(牛津P17)She has acquired a good knowledge of English.

她英语已经学得很好。

②It will take her a long time to acquire the skills she needs to become a famous player.

要获得成为著名选手的技能需要花费她很长时间。

③I managed to acquire two tickets for the football match.

我设法弄到了两张足球比赛的票。

[例句探源]

acquire，achieve，obtain

(1)acquire 指经过不懈努力才获得的技术、知识等抽象的东西，也指养成习惯等。

(2)achieve 强调由于极大的努力，克服困难后达到目标。

(3)obtain指经过努力或付出代价或经过很长时间才得到所需要的东西。

①He has acquired a reputation for dishonesty.

②After so many years of hard work，he finally achieved success.

③In the second experiment they obtained a very clear result.

[易混辨析]

1．(江西省八校联考)In order to ________ a good command of German，she quitted her job and went to study in Germany.

A．require B．inquire

C．acquire D．request

解析：选C。考查动词辨析。require 要求；inquire 咨询；acquire 学得知识；养成习惯；request 要求。句意：为了好好掌握德语，她停止工作，去德国学习了。

[即境活用]

2 concentrate vt. 集中；聚集

(回归课本P26)You’ll find your colleagues very eager to assist you，so you may be able to concentrate on photography later if you’re interested.

你将发现同事们会热情地帮助你，因此如果你对摄影感兴趣，以后你可以集中精力去研究它。

[归纳拓展]

①(牛津P406)I can’t concentrate with all that noise going on.

吵闹声不绝于耳，我无法集中精神。

②(牛津P406)I decided to concentrate all my efforts on finding somewhere to live.

我决定全力以赴找个住的地方。

③You’ll solve the problem if you concentrate upon it.

如果你专心致志，就能解决这个问题。

[例句探源]

④At that moment，all their thoughts were concentrated on themselves.在那时大家都在想着各自的心事。

⑤We must focus our attention on urgent problems.

我们必须把注意力集中在紧急的问题上。

[即境活用]

2．我不愿和她多说什么，我只顾专心学习。

I didn’t feel like talking to her，so I just __________ ________ ________ ________.

答案：concentrated on my study

3inform vt. 通知；告诉

(回归课本P26)They must use research to inform themselves of the missing parts of the story.

他们必须通过调查研究来获悉被遗漏的那部分的情况。

[归纳拓展]

①(牛津P1046)Please inform us of any changes of address.

地址若有变动请随时通知我们。

②(朗文P1061)Then the doctors informed the family that there was no hope for his recovery.

然后医生通知家属他康复无望。

[例句探源]

③You should keep us informed whenever you are in trouble.

一有麻烦你就应该告知我们。

④Where is the information counter/desk?

信息问询处在哪？

[即境活用]

3．完成句子

(1)我希望你将常常写信给我，把你的进步告诉我。

I hope you will write me from time to time and ________ ________ ________ your progress.

答案：inform me of

(2)我们很遗憾地通知你，你的申请被拒绝了。

We ________ ________ ________ ________ ________ your application has been rejected.

答案：regret to inform you that

4case n．情况；病例；案例

(回归课本P26)Have you ever had a case where someone accused your journalists of getting the wrong end of the stick?

你们有没有遇到过这种情况：别人控告你的记者，说他(她)们的报道完全失实？

[归纳拓展]

①(牛津P296)There is no point complaining now-we’re leaving tomorrow in any case.

现在抱怨毫无意义，不管怎样我们明天都要离开。

②(牛津P296)You’d better take the keys in case I’m out.

你最好带上钥匙以防我不在家。

③In no case should you leave your post.

在任何情况下你都不能离开岗位。

[例句探源]

④It may rain；you’d better take an umbrella in case.

可能会下雨，你最好带把伞，以防万一。

⑤As is often the case with him，he was late for class.

上课迟到对他来说是常有的事。

4．Please remind me of the meeting again tomorrow________I forget.

A．though B．so that

C．in case D．until

解析：选C。句意：请明天再次提醒我关于会议的事，以免我忘了。本题考查连词及连词词组的用法。根据句意选in case(以免，以防)。

[即境活用]

5．It is reported that there will be a heavy rain tomorrow，________the hike would be put off.

A．in any case B．in which case

C．in no case D．in case

解析：选B。该题考查case的相关短语及定语从句，根据前面“据说明天有大雨”，可知hike在这种情况下要推迟，which引导定语从句，指代整个主句。

5demand n．要求，需要

vt. 强烈要求

(回归课本P26)It was a dilemma because the footballer could have demanded damages if we were wrong.

这是一个两难问题，因为如果我们错了，足球队员就可以要求补偿损失。

[归纳拓展]

①(牛津P530)This sport demands both speed and strength.

这项运动既需要速度也需要体力。

②(朗文P535)I demand to know what’s going on here?

我要求知道这里正在发生什么事？

③All the settlers nearby demanded that the nightclub (should)be moved away as soon as possible.

附近所有居民都要求那家夜总会尽早搬走。

[例句探源]

④(朗文P535)As many as 300,000 new houses were needed to meet demand this year.

需要30万幢新房子来满足今年的需求。

⑤My car demands/ needs/requires repairing/to be repaired，so I have to go to work by bus.

我的小汽车需要修理了，因此我必须乘公共汽车上班。

6．完成句子

(1)经理许诺他们会尽力满足客户的需求。

The manager promised that they will try to ____________ ____________ ____________ ____________.

答案：meet their customers’ demands

(2)那个地方非常需要医疗工作者。

Medical workers are ________ ________ ________ in that area.

答案：in great demand

[即境活用]

6approve v．赞成；认可；批准

(回归课本P30)Last of all，the chief editor read it and approved it.

最后主编审读了这篇稿子，并且批准发表了。

[归纳拓展]

①(牛津P84)I told my mother I wanted to leave school but she didn’t approve.

我告诉我母亲我不想继续上学，但是母亲不同意。

②(牛津P84)She doesn’t approve of me leaving school this year.

她不同意我今年离校。

[例句探源]

③She would never do anything that was not approved of by her parents.她从来不会做父母不赞成的事情。

④Nobody would approve your ideal plans for reforming the system of government.

没有人会赞成你的关于改革政体的不切实际的计划。

7．我同意你去挣一些钱，可是不要耽误功课。

I ________ ________ ________ ________ to earn some money，but please don’t neglect your studies.

答案：approve of your trying

[即境活用]

7depend on 依靠；依赖

(回归课本P26)Meanwhile you have to prepare the next question depending on what the person says.

同时，你还要根据被采访人所说的话准备提出下一个问题。

[归纳拓展]

①(牛津P534)He was the sort of person you could depend on.

他这个人你是可以信赖的。

②(牛津P534)He knew he could depend upon her to deal with the situation.

他知道可以依靠她来应付这种局面。

③You may depend on it that she will help you.

你可以相信她会帮助你的。

[例句探源]

④In general/Generally speaking，a person’s health depends on good food，fresh air and enough sleep.

一般说来，身体健康依赖的是好的食物、新鲜的空气和充足的睡眠。

⑤(牛津P534)I don’t know if we can help-it all depends.

我不知道我们能不能帮上忙，一切都得看情况而定。

8．Whether you can lose your weight successfully in this case ________very much on your condition.

A．insists B．bases

C．focuses D．depends

解析：选D。depend on 在本句意为“取决于，视……情况而定”。insist on 坚持；base on以……为根据；focus on集中于，以……为焦点。

[即境活用]

9．-How long are you staying?

-I don’t know.________.

A．That’s OK B．Never mind

C．It depends D．It doesn’t matter

解析：选C。从所提供的情景“你要呆多久？”“我不知道。”表明对方不确定他要呆多久，只能“看情况而定(It depends)”。That’s OK.意为“行，好吧”；Never mind.和It doesn’t matter.意为“不要紧，没关系”。故选C。

句型梳理

【教材原句】 Have you ever had a case where someone accused your journalists of getting the wrong end of the stick？(P26)

你们有没有过这样的情况：别人控告你的记者，说他(她)们的报道完全失实？

【句法分析】 where引导的定语从句，修饰先行词a case。当先行词为case，situation和position，point时，常用where或in which来引导定语从句。

①Will you please give us a case where the word can be used?

请你举一个这个单词的实例好吗？

②He has reached the point where a change is needed.

他到了必须改一改的地步。

③We are in a position where we may lose a great deal of money.

我们在这种处境下可能会损失大量金钱。

④Can you think of a situation where this word can be used?

你能想出使用这个单词的语境吗？

⑤I can think of many cases where students knew quite a few English words and expressions but couldn’t write a good essay.

我能想出许多情况，学生知道很多英语词汇却写不出好文章。

10．(高考浙江卷)I have reached a point in my life________I am supposed to make decisions of my own.

A．which B．where

C．how D．why

解析：选B。句意：我已经到了应该自己做决定的人生阶段。where引导定语从句修饰先行词point。

（小周）

篇14：人教版高一教案Unit 4 Unforgettable experiences

Period 1

I. Teaching aims:

1. Get some common knowledge about history;

2. Promote the students’ listening ability;

3. Learn about earthquakes.

II. Important points:

1. Grasp some pattern about describing emotions;

2. Learn the Attributive Clause;

3. Get the students to know how to use the structural words in writing.

III. difficult points:

1. Learn to use the Attributive Clause;

2. Learn to talk about an unforgettable experience;

3. to learn to use the following phrases: take place, pull sb. up, go through, on holiday

Teaching methods:

listening, speaking and discussing method.

Teaching procedures:

Step 1 Warming up

1. ask the students to talk about the pictures using the given words and phrases.

2. ask the Ss to read the example and know what to do.

3. the Ss talk in pairs.

4. let some Ss to talk about the other pictures after the example.

5. ask the Ss to make sentences about other people, inventions or discoveries using “who, that, which”.

Step 2 Listening

1. ask Ss some questions about earthquakes

2. give some necessary introductions to the Ss.

3. Ss listen and make some notes.

4. let the Ss listen a second time and try to write down the answers to the questions.

5. Check the answers with the class.

6. Ss do Part 2 while listening.

Step Three Consolidation

1. ask Ss to use the Attributive clause to complete these sentences:

A good friend is someone ____________________.

Hank Chuck has a friend ______________________.

A raft is a small boat _________________________.

A paddle is a kind of equipment ___________________.

Pandas are animals _____________________________.

2. describe an unusual experience in an earthquake using the following words.

take place, driving along the road, finish work, on one’s way to, move from side to side, slow down, start to shake, fall down, fall onto the cars, be lucky

Homework

1. finish off the writing;

2. preview the new words of the text.

Period 2

I. Teaching Aims:

1. Promote the Ss’ listening and reading abilities

2. Grasp some patterns about describing people’s emotions.

3. Words and expressions: a wall of, be upon, advance, swallow, drag, get on one’s feet, around the corner, completely, etc.

II. Important point:

Help the students to understand the passage better.

III. Difficult point:

How to improve the students’ reading ability.

IV. Teaching methods:

1. Fast reading to get the general idea.

2. Discussion to exchange ideas.

3. Careful reading to get details.

V. Teaching Procedures:

Step 1 Revision

1. ask the Ss to talk about earthquakes.

2. ask the Ss what they say to comfort him or her when somebody is sad or has done something wrong.

Step 2 Dialogue

1. ask the Ss to look at the first picture and answer:

1) What kind of difficulty or problem is the girl experiencing?

2) What would you say to encourage her?

2. Useful expressions:

1) Help!/ I’m afraid to…./ It scares me.

2) Don’t worry. / It’ll be all right.

3) Well done!/ You can do it / Come on.

3. ask the Ss to think what kind of problem is in each picture.

4. work in pairs.

1) Situation 1:

A: Help!, My family, where ___________?

B: Don’t worry. Everything will __________

A: ……………………….

2) Situation 2:

A: Is that dog you want us to _______________?

B: Yes. It is my favourite dog. Will you _____________________?

A: …………………………

3) Situation 3

A: Help! Help! Help!

B: Please step aside. Everything will be OK.

A: ………………………..

Step 3 Pre-reading

1. ask the Ss to think about different types of natural disasters.

1) flood 2) fire 3) typhoon 4) earthquake

2. ask the Ss to imagine what a natural disaster is like and how people feel.

1) When a flood happens, there will be too much water in rivers and fields. ……

2) When a big fire happens, ………..

3. ask the Ss to discuss the following situations in groups:

Disaster Flood Earthquake Typhoon Fire

Situation In the classroom Sleeping in your bedroom Riding a bicycle on the road Shopping in a supermarket

Action

Step 4 Consolidation

1. ask the Ss to list some sentences to comfort people in trouble.

2. ask the Ss to write a short passage about disasters using “First, Next, Then, Finally”

Homework

1. finish off the writing.

2. Go over the words and expressions in the reading text..

Period 3

I. Teaching Aims:

1. Promote the Ss’ ability of reading comprehension

2. Know how to describe events

3. Learn to use the following expressions

look around, grow to…, before she could …, pull up, get on one’s feet, look into one’s face, with a look of fright, move up and down

II. Important points:

1. Do some exercises to master some important verbs better.

2. Review the Attributive Clause and learn to use the relative pronouns who, whom, whose, which and that.

III. Difficult point:

How to help the students master the Attributive Clause better.

IV. Teaching methods:

1. Review method to help the students remember what they have learnt in this unit.

2. Individual work or pair work to make every student work in class.

V. Teaching Procedures:

Step 1 Revision

Check the homework with the class.

Step 2 Lead-in

1. introduce what will happen in a flood and study new words:

rescue, roar, advance, seize, swallow, drag, struggle, fright…

2. ask the Ss to talk about the picture.

1) What kind of disaster is it?

(ask the Ss to list some logical sentences of possible events during a flood)

2) What are the people shouting?

Step 3 Reading

1. read through the passage and then answer the questions:

1) What were Flora’s first two feelings when she turned around and saw the water coming?

2) What happened to the garden at last?

3) Why was Jeff looking for the chimney?

2. ask the Ss to work out what the underlined words refer to.

1) which --- a loud noise

2) there ---- behind her

3) it --- a wall of water that was quickly advancing towards her

4) whose --- Flora’s

5) both --- Jeff and Flora

Step 4 Language points

Pick out some difficult sentences, words or phrases and explain to the students.

1. the noise grew to a terrible roar.

--- Roar is the noise that lions make

2. before

1) the bell rang off before I could answer it.

2) She heard a roar before she could move.

3. V-ing

1) The first wave swept her down, swallowing the garden.

2) A new wave came, sweeping down trees.

3) He was standing, holding on….

4) She stopped, listening….

4. advance

1) the soldiers advanced on the enemy.

2) A month has passed and the work has not advanced.

3) You can’t stop the advance of old age.

4) in advance = ahead of time

5) advanced education

5. must have been

1) He must be a student.

2) He must be working in the room.

3) He must have come here yesterday.

Step 5 Retelling

1. ask the Ss to retell the story.

First ---- Flora saw …… She turned around as she saw ….

Next ---- the water swept …down, struggle for ….

Then ---- try to get to the house, climb the stairs to …..

Finally ---- A part of the house ……chimney.

Step 6 Talking

1. (Page 103) ask the Ss to work in pairs first.

2. ask some pairs to present their dialogue.

Homework

1. write a short summary about the text.

2. Do Part 2 of vocabulary on page 104 in their exercise books.

Period 4

I. Teaching aims:

1. to go over the key words and expressions;

2. to review the Attributive Clause and learn to use the relative pronouns “who, whom, whose, which and that”.

II. Important points:

1. Improve the students’ intergrating skills.

2. Help the students master the Attributive Clause better.

III. Difficult point:

How the get the students’ intergrating skills improved.

IV. Teaching methods:

1. Reading and writing to help the students to improve their intergrating skills.

2. Pair work or individual work to make every student work in class.

V. Teaching Procedures:

Step 1 Revision

1. check the homework with the class.

2. ask one or two Ss to describe an event they experienced using “first, next, then, finally.”

3. review the following phrases:

look around, advance towards, sweep down, pull up, get on one’s feet, look into, go down, cut down, move up and down

Step 2 Word Study

1. ask the Ss to get the meaning of the following words.

2. the Ss fill in the blanks using the correct verb in its correct form.

3. check the answers with the class.

Step 3 Practice

1. (Page 26) ask the Ss to fill in the blanks with who, whom, that, which, whose”.

2. check the answers with the class.

3. (P27) ask the Ss to describe certain types of people using the Attributive Clause.

1) A bookworm is someone ____________________.

2) A couch potato is _____________.

3) A sports fan is _______________.

4) A workaholic is ____________________.

4. Extension: ask the Ss to describe certain types of things.

1) A alarm clock is something _____________.

2) A computer

3) A cellphone

Step 5 Workbook

1. Do Parts 1&2 on page 105.

2. Do Part 3 orally.

Homework

Do Part 2, page 105 in exercise books.

Period 5

I. Teaching aims:

1. to review the Attributive Clause;

2. to learn the usage of linking words;

3. to learn how to write about an experience;

4. to write about an unforgettable experience.

II. Teaching procedures:

Step1 Revision

1. ask the Ss to fill in the blanks.

1) The boy with ________ I played basketball is my cousin.

2) Betty, _____ has never come to China, is studying Chinese now.

3) The student, _______ brother has gone to Qinghua University, is in our class.

4) The electronic dictionary ______ his father bought him as a present was broken last week.

5) I want to take back the book ______ he borrowed from me.

Step 2 Reading

1. ask the Ss to go through the passage and answer the questions:

1) Where did the writer go on a holiday?

2) What did the writer visit in Leshan?

3) What was the nicest part of the day in Mount Emei?

2. some useful expressions

go on a holiday to …., a travel agent , go on a two-day trip, climb all the way up the mountain, in a second, etc.

3. find out complex sentences:

1) put a circle around the relative pronouns “who, whose, which and that”

2) put a circle around the linking words “and, but”.

3) Ask the Ss to analyze the complex sentences into their constituent sentences.

4. ask the Ss to analyze the structure of the passage.

Paragraph 1 --- choose the destination and make plans

Paragraph 2 --- visit the Buddha in Leshan

Paragraph 3 --- climb Mount Emei

Paragraph 4 --- return home

Step 3 Writing

1. ask the Ss to read through the six questions quickly:

1) Why did you choose to go there?

2) Where did you go?

3) How did you get there?

4) What did you see there?

5) What did you do there?

6) How did you feel about this holiday?

2. ask the Ss to talk in pairs and then write down 20 short sentences

3. ask the Ss to put their sentences in the order in which they want to tell the story.

Ask the Ss to organize their ideas and sentences in a logical order, using “first, next, then and finally”.

4. ask the Ss to try to combine short, simple sentences into somewhat longer, complex sentences using conjunctions or relative pronouns.

1) I found some photos of interesting places.

They were not too far away from Chengdu.

---- I found some photos of interesting places which were …….

2) Xiao Rong took a photo of a monkey.

The monkey was sitting on my head.

---- Xiao Rong took a photo of a monkey that was sitting …….

5. suggest that the Ss use the unforgettable trip to Sichuan as a sample writing.

Homework

The students write their composition.

篇15：Unit 5 Can I help you?教学教案

Unit 5 Can I help you?教学教案

【重点】

第三人称做主语，拼写他人名字，询问与他人有关的问题。

根据音标词能够正确拼写出单词。

【难点】

its 和 it’s 的辨析。

询问与他人有关的问题。

【过程】

一、热身/ 复习（warm-up / revision）

日常口语会话。

游戏：猜猜他是谁。教师叙述，学生猜，如果学生程度较高，也可以由学生来叙述。

eg: There is a boy. He has short hair, small nose… Who is he?

学生用He is … 或 His name is…回答。

说说自己：介绍一下自己的情况，复习第四单元内容，同时为新课做准备。

二、呈现新课（presentation）

教师展示图片（小猫和小鸟）

教师问：Who is she？ Who is he？ What are their names？

Do you know how to spell their names？

教师播放腾图教育资源中的配套课件。

回答刚才教师的提问。

模仿课文对话。教师播放声音，学生跟读。

两人一小组，练习对话。

请几组到前面来表演。

学习单词：教师读词，由学生试着拼字母。

教师带读单词。

学生做拼读练习。

游戏：看看哪组写的快：发给每组一张小纸条，从排头开始写：Can you spell your name？这句话，然后向后传，看哪组写得快，哪组写得好。

三、趣味操练（practice）

给课件配音：教师播放课件，但关掉声音，由学生来配音。

自编小对话：学生自愿结合，编写小对话。

请几组到前面来表演。

师生共同给予评价。

看图练习：教师或学生做示范：I have a bird. Its name is [′pCli ]. [ ka:l] [′mimi] [rEUz] [sAm] [keit] Can you spell its name?

让几个同学模仿。（第51页练习）

待学生明白教师的要求后，学生在小组中练习。

拼读音标词，拼出相应的`字母。

替换操练。

小组竟赛：每组出一位同学，为下一组点一幅图，点一位同学。如果这个同学说得很好，就为组里加一分，否则不加分。最后看哪组分高，哪组胜。

its 和 it’s 的辨析。教师提问：你们知道“its”是什么意思吗？

那么“it’s”呢？

这两个词一样吗？（同时板书这两个单词）

学生可以讨论。

请同学汇报讨论结果。

教师总结。

请同学试着用这两个词造句，检查一下学生是否理解了。

四、扩展活动（add-activities）

介绍我的好朋友：学生根据平时的了解，和热身时同学的自我介绍，来描述自己的好朋友，但不要说出他的名字。请同学猜一猜他是谁？

拼一拼，写一写：根据音标词写出下列单词：教师给出下面单词的音标，请同学来写词：

can spell we wash hurry sorry weather water sun read do pass give very much big clock today Monday day week many fourteen

五、板书设计：

Lesson 25 Mimi and Polly

Can you spell your name？

it’s its a dog name is Panpan.

篇16：高一英语必修一unit教案 (人教版英语高一)

Student’s level: Senior 1, SEFC

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

1.1 Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

1.2 Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

2.1 Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

2.2 Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

2.3 Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

2.1 Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

2.2 Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

2.3 Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

2.4 Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

2.5 Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!

S: Bye!

篇17：人教版必修5 life in the future 教案Listening

Unit 3 Life in the future

The Second Period----Listening

By 黄蔚 from 深大附中

一，教学目标(teaching aims)

Students’ Book: Using Language

Work Book: Listening

1. 能力目标（ability aim）

a. Enable students to understand the story about Li Qiang’s trip in the space station and tell the differences between two kinds of aliens.

b. Enable Ss to understand the facilities in the Wonderworld.

c. Get Ss to learn how to promote a new invention by analyzing different situations.

2. 语言目标（language aim）

Important words and phrases: extraordinarily; atmosphere; gravity; assist in

二，教学重难点（Teaching important points）

1. Listen to the material about Li Qiang’s trip in AD3005, finish the chart and find out some details about the Wonderworld.

2. Listen to the material about the new invention. Find out its special qualities.

三，教学方法(teaching method)

a. Discussion

b. Listening

c. Cooperative learning

四，教具准备（teaching aids）

A computer, a projector, a recorder

五，教学步骤（teaching procedures）

Step I Leading in

1. Get Ss to discuss whether it’s possible to have a time travel and which places will they want to go to visit?

Step II Listening (using language)

The Ss will listen to the material twice. After listening for the first time, Ss will answer some simple questions to check their general understanding. For the second time, the Ss will be asked to take down some notes to finish the chart.

Step III Listening (p23)

1. Ss will listen to the rest part of Li Qiang’s travel in the future. They are expected to find out some details about the “Wonderworld”.

Step IV Listening (WB listening)

Ss are expected to listen to material and finish the chart.

篇18：人教版必修5 life in the future 教案Reading

Unit 3 Life in the future

The First Period----Reading

By 黄蔚 from 深大附中

一，教学目标(teaching aims)

Students’ Book: Warming up and Reading.

1. 能力目标（ability aim）

a. Enable students to talk about their life at present.

Look back to the life in the past.

Predict the life in the future.

b. Understand the text and try to find out what life in the future is like.

c. Understand the details about the text and make a comparison among life in the past, life at present and life in the future.

2. 语言目标（language aim）

Important words and phrases: take up; constantly; remind; lack of; lost sight of; sweep up; catch sight of

二，教学重难点（Teaching important points）

1. Compare life in the past, life at present and life in the future.

2. What is life in the future like? What changes will take place?

三，教学方法(teaching method)

a. Fast and careful reading.

b. Asking-and-answering activity to check Ss’ understanding.

c. Individual, pair or group work to finish each task.

d. Discussion.

四，教具准备（teaching aids）

A computer, a projector

五，教学步骤（teaching procedures）

Step I Warming up

1. Lead in the topic by the song “whatever will be will be”. Ask Ss about their predictions about future.

2. Set a scene for the Ss. Imagine you are working for a tour firm. Your company organize special trip to transport people to the past and transport people in the past to your city. Ask Ss to organize the trip, and think of something which are representative of that age to introduce to those travelers.

3. Do a life style investigation. Compare life in the past and life at present, let Ss have some impression about the changes.

Step II Pre-reading

Get the Ss to discuss about the problems that human beings are facing today. (such as pollution, all kinds of shortages.) Make a prediction about the future. Which problems may be solved, and which will still be there. This part will prepare the Ss for the text.

Step III Reading

1. Get the Ss to read the text quickly and get the general idea. Give Ss a few minutes and then ask them to rearrange the correct order of some of the sentences picked out from the text.

2. Ask Ss to scan the first two paragraphs quickly to get some basic knowledge of the travel, and then check their understanding by asking some comprehending questions.

3. Give Ss a few minutes to go through the third paragraph and to think over the questions. Get some details on the environment in the future. Encourage them to find out the reasons for the terrible environment.

4. Get Ss to read the forth and fifth paragraphs and find out something about both transportation and daily life in the future. Try to retell the daily life in Wang Ping’s house.

5. Get Ss to close their books and try to review what they had read by judging some true or false questions.

Step IV Follow up activity

Get Ss to compare life at present and life in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good.

篇19：人教版必修5 life in the future 教案Writing

Unit 3 Life in the future

The sixth Period----Writing

By 黄蔚 from 深大附中

一，教学目标(teaching aims)

WB: speaking task and writing task

1. 能力目标（ability aim）

Enable Ss to master the way of preparing oneself before writing a composition----brainstorm. And learn to write a report.

2. 语言目标（language aim）

brainstorming

二，教学重难点（Teaching important points）

1. Teach Ss to draw a brainstorming map

2. Help Ss to find out the style of writing a report.

三，教学方法(teaching method)

a. Discussion and cooperation

四，教具准备（teaching aids）

A computer, a projector

五，教学步骤（teaching procedures）

Step I Speaking

Get Ss to go through speaking task quickly and find out the answer to the questions. This will prepare them for the brainstorming. Held a discussion in the class on the organization of the upper part of the city.

Step II Brainstorming

Draw a brainstorming map on the following topics: education, entertainment, and sports. Help Ss to find out as much information as possible before they write the report.

Step III Writing style

Help Ss to find out the writing style of report by analyzing the text: rising to a challenge. Summarize the basic points on the screen.

篇20：人教版必修5 life in the future 教案Speaking

Unit 3 Life in the future

The Fifth Period----Speaking

By 黄蔚 from 深大附中

一，教学目标(teaching aims)

Students’ Book (p23)

WB: Talking

1. 能力目标（ability aim）

Enable Ss to talk about things at present and predict things in the future. Help Ss to make up their short-tern plan. Encourage Ss to make a prediction of themselves.

2. 语言目标（language aim）

Make predictions:

Suppose that ……

I wonder if ……

Is it likely/ unlikely that ……?

Do you imagine that ……?

Is it possible that ……?

Do you suppose that ……?

二，教学重难点（Teaching important points）

1. Teach Ss to make predictions and express their idea about future.

2. Help Ss to make up their personal future plans.

三，教学方法(teaching method)

a. Pair work and group work

b. Discussion and cooperation

四，教具准备（teaching aids）

A computer, a projector

五，教学步骤（teaching procedures）

Step I Talking

Set scenes for the Ss. A man who is living in AD 2046 comes to visit your city and wants to know something about jobs in your city. Ask Ss to work in pairs to make out a introduction plan.

The man invites you to AD2046, encourage Ss to predict what changes will take place to the jobs.

Make a comparison between jobs at present and jobs in the future, find out the changes and why these changes take place.

Step II Talking (WB)

Encourage Ss to design an object for the future. Ask them to work in groups to make an introduction of their inventions.

Step III Talking

Encourage Ss to predict their future life. Make a short-tern plan. First give them an example. Then encourage them to talk about their dreams and then write into passages.

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人教版必修5 unit 4 making the news 教案(I)（精选20篇）

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