unit5复习课教案

2024-07-11

unit5复习课教案(共5篇)

unit5复习课教案 篇1

一、教学目标

1.掌握A、B部分“Let’s learn”,“Let’s talk”中的词汇和句子。2.能用句型“What would you like? I’d like some...Would you like some...?进行问答练习。

3.激发学生学习英语的兴趣,帮助学生树立学好英语的自信心,培养学生热爱大自然、热爱家乡的美好情感。

4.培养学生合作交流的能力,满足学生完成任务的成就感和满足感。

二、教学重点

1.掌握A、B部分“Let’s learn”,“Let’s talk”中的词汇和句子。2.能用句型“What would you like? I’d like some...Would you like some...?进行问答练习。

三、教学难点

1.A、B部分“Let’s talk”中的重点句型。

四、教学过程(1)复习单词

1.利用看图猜谜复习学过的食物及餐具的单词。

2.呈现unit5要求四会的单词beef chicken noodles soup vegetable chopsticks bowl spoon knife fork让学生自读,老师过后检查,并改正错误。

3.小游戏巩固单词。

4.复习partB Let`s do的内容,可运用单词卡小组内以表演的形式进行。(2)句型复习1.老师讲解what would you like?Would you like some...?句型及需要注意的重难点,然后进行练习。

2.出示空白重点句型的let`s talk,学生自主完成后同桌互读,练习对话。巩固知识重点。3.A test 按照下发的练习纸,自主完成后小组讨论订正答案。

五、小结

unit5复习课教案 篇2

词汇复习是高三教学的重头戏,关系到学生是否能把握词汇意义和用法,提高阅读速度、培养阅读能力。但是在实际教学中,教师的教学方法单一甚至欠妥当,仅仅是带领学生进行单词读音、拼写、意思和一些固定搭配的学习,让学生死记硬背,灌输多于启发.使词汇的学习脱离了文本语境,成了无源之水,无本之木。此外,教师很少有意识地对学生进行学习方法的指导,只授“鱼”没授“渔”。

二、围绕话题,创设情景,进行词汇有效教学的设计思路

以话题为主线,使词汇复习整体化。话题为主线是指用同一个话题贯穿教学的始终,有利于教师串联整个教学,使词汇复习整体化,又让学生感知词汇的意义和用法的同时培养话题意识。以情景为依托,使词汇复习生活化。

三、北师大版Unit5lesson1performer词汇复习教学课例设 计及说明

本文将以一节词汇复习课为例,探讨围绕话题,创设情景,进行词汇有效复习的策略。

1.导入环节,利用文本,围绕话题,构建学习内容

(1)引导学生回顾讲解过的一篇完型填空,导入话题。

(2)让学生大声朗读文本,在语境中感知词汇的意义和用法。

N i c k n a m e d t h e G o l d e n M u s i c B o y , 2 1 - y e a r- o l d H u Yanbin,was born and grew up in Shanghai.At the age of 15, he made a wish that he would make his own album before he was18.Fortunately,the talented boy’s dream came true.His first album Adept with Both Pen and Sword came out in 2002 and he became the first mainland artist to release a solo album in the mainland,……

[说明]话题可以帮助教师把所要教的内容与学生已有的知识结构,生活经历联系起来,让学生明确知道他们学习这些内容的目的,以及他们可以用这些语言做什么事情。教师通过一篇完型填空,导入话题激活相关背景知识的同时让学生大声朗读,在情景中感知词汇的意义和用法。

2.输入环节,依托文本,创设情景,开展学习活动

1)Chinese singer and song writer,Anson Hu,_____(习惯)being in public eye.

2)Born and growing up in Shanghai,he showed great i in music as a child.

3 ) A t t h e a g e o f 1 3 , h e w a s a t o S h a n g h a i M u s i c Conservatory where he majored in singing.

4)Two years later,he set a goal of r____his first CD before his eighteenth birthday.

5)Fortunately,the ___(有天赋的) boy’s dream came true.

( 2 ) W h a t d o I k n o w a b o u t t h e s i n g e r ’ s w o r k s a n d achievements?

1)He ________(签) a contract with a record company and released his first album in August 2002.

2)The album became an instant hit.

3)The album won Hu many “Best New Artist”_____at the end of the year in China and overseas.

4)He was the first mainland artist to release a solo album in the mainland,Hong Kong,and Taiwan all at the same time

5)In July 2003 his second album made him again sweep through the award ceremonies..

[ 说明 ] 情景创设是指在教学过程中为了达到既定的目标,创设与教学内容相适应的具体事件,场景或氛围,引起学生的情感体验,激发和吸引学生主动学习的兴趣,……在此环节中,教师通过两个问题,创设学生所熟悉的情景,开展活动,寓词汇知识于情景中。

3.输出环节,基于情景,辅以任务,进行学习检测

(1)短文填词,强化应用

Chinese singer and song writer,Anson Hu,is 1._____to being in public eye.At the age of 15,he made a wish that he would make his own 2.____ before he was 18.Fortunately, the 3._____ boy’s dream came true.His first album Adept with Both Pen and Sword came 4.____in 2002.The album became an instant5. and won Hu many “Best New Artist”6._____ at the end of the year in China and overseas.Audience were impressed by his7.______musical talents and mixed musical8.______.Since then,he has made several more albums and he has continued giving great 9.______on stage.His fame as a 10.______continued to rise,and he gained more and more fans,in China and abroad.

[说明]输出检测环节,教师基于情景设置了短文填词的任务,让学生在回顾,总结所学的词汇知识的同时,能具体地去运用所学的词汇知识。

(2) 话题写作,提升能力。请根据今天所学的相关,写一篇关于歌手胡彦斌的简介及你从中得到的启发.

unit5复习课教案 篇3

戴氏教育剑桥少儿英语教育中心

【亲爱的小朋友们,让我们一起快乐的加入到英语的学习中吧,相信你们会学得更好的!加油!加油!加油!】

复习Lesson5-Lesson8

1、Greeting:(问候)

复习几种问候的方式:

---Hello!/Hi!

---Hello!/Hi!

你好。

---Good morning!

---Good morning!

早上好。

---Good afternoon!

---Good afternoon!

下午好。

---Good evening!

---Good evening!

晚上好。

---Good night!

---Good night!

晚安。

---Bye!/Good bye!

---Bye!/ Good bye!

再见。

2、Warm up:(热身)

3、Review:(复习)

Review the words and letters which we have learned before.(复习以前学习的单词和字母,并且规范字母的书写。)Letters:

Games(游戏):打地鼠练习单词。亲爱的小朋友们,让我们一起快乐的学习吧!加油!加油!

电话:0830-6661375 6661305 地址:泸州市江阳区新马路与迎晖路交汇处(妇女儿童医院旁)城市之心一号楼三楼

成都戴氏教育精品堂培训学校泸州校区 剑桥少儿英语预备级(A)赵婷婷 ***

Words: lemon(柠檬)

lamp(台灯)mango(芒果)map(地图)

nose(鼻子)

no(不)

orange(橘子,橙子)

on(在...上面)pineapple(菠萝)

pig(猪)

pear(梨)

queen(女王)

pen(钢笔)

plane(飞机)

sky(天空)

water(水)

ballon(气球)

rabbit(兔子)

red(红色)

snake(蛇)

snail(蜗牛)

turtle(乌龟)

tea(茶叶)

umbrella(雨伞)

uncle(叔叔)

vest(背心)

violin(小提琴)

window(窗户)

wall(墙壁)

watermelon(西瓜)

Phases:

Stand up!(起立)

Sit down!(坐下)

Come here!(过来)

Go back!(回去)

Run to the window!(跑到窗户那边)

Hop to the door!(跳到门那儿)

4、Games(游戏)

举一反三规则:读单词,老师读一遍,学生读三遍;老师读三遍,学生读一遍。

5、Summarize:(总结)

What we have learned today, letters, words.6、Homework:(作业)

Remember how to read the words.亲爱的小朋友们,让我们一起快乐的学习吧!加油!加油!

电话:0830-6661375 6661305 地址:泸州市江阳区新马路与迎晖路交汇处(妇女儿童医院旁)城市之心一号楼三楼 成都戴氏教育精品堂培训学校泸州校区 剑桥少儿英语预备级(A)赵婷婷 ***

7、Practice:(练习)抄写字母:(每个字母写七个)从Ll-----Ww

_________________________________________________________________ _________________________________________________________________ _________________________________________________________________ _________________________________________________________________(2)

__________________________________________________________________ ___________________________________________________________________ ___________________________________________________________________ ____________________________________________________________________(3)

_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________(4)

__________________________________________________________________________________________________________________________________________ __________________________________________________________________________________________________________________________________________(5)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(6)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(7)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(8)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

亲爱的小朋友们,让我们一起快乐的学习吧!加油!加油!

电话:0830-6661375 6661305 地址:泸州市江阳区新马路与迎晖路交汇处(妇女儿童医院旁)城市之心一号楼三楼 成都戴氏教育精品堂培训学校泸州校区 剑桥少儿英语预备级(A)赵婷婷 ***(9)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(10)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

(11)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________(12)

____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

把下列字母的大小写连接起来。

看图写单词

______________

______________

____________

___________

____________

_____________

___________

______________ 亲爱的小朋友们,让我们一起快乐的学习吧!加油!加油!

电话:0830-6661375 6661305 地址:泸州市江阳区新马路与迎晖路交汇处(妇女儿童医院旁)城市之心一号楼三楼 成都戴氏教育精品堂培训学校泸州校区 剑桥少儿英语预备级(A)赵婷婷 ***

______________

________________

___________

____________

写出下列单词的中文意思

nose___________

pear_____________

pig______________

queen_________

sky_____________

plane____________

pen____________

ballon____________

red____________

snake__________

tea____________

uncle___________

亲爱的小朋友们,让我们一起快乐的学习吧!加油!加油!

unit5复习课教案 篇4

talk about volcanoes and the work of volcanologists

practise expressing fear and anxiety

learn the –ing form used as adverbial in a sentence

write about an experience in a nature disaster

II.目标语言

1. 功能句式: expressing fear and anxiety.

I was so excited about what I had done and where I was, I forgot my fear.

I was very worried that…

I was very relieved when…

I was trembling almost as much as the ground under my feet.

I was still terrified.

I was so nervous that my whole body was damp with sweat.

I was so anxious that I couldn’t move for a long time.

I had to force myself not to panic.

Then I got up the courage to …

2.词汇

四会词汇:volcano erupt eruption ash hurricane adventure bore excite evaluate unfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious novelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon heaven diverse diversity unique bathe swallow guarantee

词组:compare …with burn to the ground make an effort make one’s way

glance through vary from … to

3. 语法:the –ing form used as adverbial in a sentence

looking carefully at the ground , I made my way to the edge of the crater.

Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.

III.教材分析

本单元以the power of nature 为话题,旨在通过本单元教学使学生了解火山爆发,地震,台风,洪水,海啸等自然现象,认识到自然的伟大力量,并会用所学词汇描述在经历自然灾害时的感受,思考人类应对自然灾害的态度和方法,提高自我保护意识。

Warming up 通过对火山爆发示意图的探讨激活学生了解与本单元话题相关的背景知识,而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考,激发学生的求知欲,为随后进行的听说读写打下基础。

Pre-reading 通过回答问题测试自己是否适合作火山学家,让学生了解这一陌生职业,为阅读做好准备。

Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情,描写了人与自然的斗争与和谐相处的乐趣,使学生认识到火山是美丽的,

但同时极具破坏力,而火山学家的工作可以减少由火山引发的损失。

Comprehending 设计了两种题型:第一题要求学生在阅读后发表对火山学家这一职业的看法;第二题检测学生对文章细节的理解。

Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方

面对学生学习词汇给予指导;语法部分学习ing形式在句子中作状语表原因,时间及结果。

Using language 以语言实践为目的,包括四个部分的内容。Listening 三位火山学家

讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。

Speaking 是listening 的延续。要求学生讲述自己类似的经历,同时在运用中巩固单词。

Reading 介绍了旅游胜地the lake of heaven, 培养学生快速获取信息的能力。Reading

与writing 属于同一话题,要求根据所给信息写一篇介绍hot springs 的作文。

Sunning up部分要求学生就火山,火山学家,天池,本单元词语,-ing形式和表达情感的日常交际用语等方面进行自我评价,判定呢感学习情况。

learning tip 部分介绍单词记忆方法:利用构词法或话题分类记忆单词;利用图表,图片等记忆单词;随身携带生词本;多

说多写。

IV.分课时教案(多媒体教学)

The first period Warming up and pre-reading

1. Warming up

In order to talk about what volcanoes are and how they are formed, students need to learn

Some new words: lava erupt/eruption crater active/dormant/extinct volcanoes

1) Show some pictures of disasters

Ask student to name disasters as much as they know.

Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide

Volcano tsunami earthquake flood hailstorm sandstorm

2) ask them What they feel when they see the power of nature showing in the pictures:

Have you ever experienced one ?

Share you experience and feelings ? (were you frightened and how frightened were you?)

Some expressions tips: scared to death frightened worried

unforgettable unbelievable

3) Have you ever seen a volcano ?

Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class.

Ask students to help you make a list of words connected with volcanoes

Discuss with students where in the world active and extinct volcanoes occur.

2. pre-reading

1) Can you tell me who will climb into a live volcano in order to take the temperature

of the boiling rock inside ?

volcanologists--do they take up a crazy job?

2) get the students to answer the six questions in pre-reading to find out whether they will

enjoy working as a volcanologist.

Students could do this activity as a survey by asking others in their class these questions

Or they could do it individually.

3) after they have completed the task, survey the class to find out how many might enjoy

the work of a volcanologist.

their guesses were.

The second period Reading and comprehending

1.First reading

Skinning & skimming

1)Ask students to read through the passage quickly to get a main idea of

the whole passage. Give them a limited time to read the whole passage

in order to encourage them to practice reading for general ideas and to

discourage them from reading word by word

main idea: This passage is a first-person account of a volcanologist’s experiences. The volcanologist described his exciting job and wrote down his first sight of an eruption.

What does a volcanologist do ?( answer in the text )

Then let students do the multiple-choices (见课件)

2)Set Exercise 1 in “comprehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text.

2.Second reading (intensive reading)

Before reading, glance through Exercise 2 on Page35.

Choose some to ask them and check their answers:

1). Why is a volcanologist’s job important ?

Volcanologists study volcanoes so that they can warn people when the volcano

is going to erupt and so save many lives.

2). Why is the lava that flows on Mount Kilauea more dangerous than the actual

eruption ?

The lava flows down the mountain and can cover up or burn villages in its path. the rocks that erupt from the volcano usually don’t damage anything because no one lives the crater.

3). Why was it difficult for the writer to walk towards the edge of the crater ?

The author was wearing special protective clothing that made it difficult

to walk

4). What does the writer find impressive about volcanoes even after studying them for 20 years ?

The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.

3.Third reading (Read again to find more details)

1).what made the author realize that an eruption occurred ?

answer: my bed began shaking

a strange sound

my bedroom became as bright as day

an abosolutely fantastic sight

red hot lava was fountaining hundreds of metres into the air

2).what did the scientists do after the eruption ?

answer: put on white protective suits, helmets, big boots

dropped as closed as possible to the crater

slowly make our way to the edge of the crater

looked down into the red boiling center

Homework

Spend some time researching one disaster. You can use books, magazines, newspapers

or the Internet. Collect pictures and diagram and look for information about:

what causes this kind of disaster

actrual events that happened in the past in china and/or the rest of the world

how people helped the victims

what is being done to prevent the disarster happening again or to lessen the damage

The third period Language Points

Explain language points in the reading passage.

1. have you ever considered how weak humans are compared with a volcano,

hurricane or earthquake ?

你是否想过, 和火山,飓风或地震相比人类是何等脆弱。

consider 思考, 主要用于:

consider +名词/-ing形式:

He is considering studying abroad.他正在考虑出国留学。

Consider + wh-:

We considered how we should help them.我们仔细考虑应该如何帮助他们。

Consider + 副词:

Consider carefully before you decide.要慎重考虑后再作决定。

2. Do you enjoy taking risks ?

risk n. 风险,危险:

he was taking a risk by overtaking on a bend. 他在转弯处超车是在冒险。

The house is a fire risk. 这房子有起火的危险

短语联想:

at risk 在危险中:

You are at risk if you don’t wear a seat belt. 不系安全带真的会有危险。

at the risk of 冒……危险:

At the risk of seeming rude, I must refused your request, I’m afraid.

尽管似乎无理,恐怕我还是必须拒绝你的要求。

3.Many houses have been covered with lava or burnt to the ground.

许多房屋被熔岩覆盖或烧毁。

burn to the ground 指楼等被烧毁。例如:

He has no place to live in because his house has been burnt to the ground. 他无处栖身因为他的房子被烧掉了。

短语联想:

burn away 烧掉:

The wood had burnt away to nothing. 木头已烧成灰烬。

burn down (建筑物) 烧毁:

The cinema burnt down last year.电影院去年被烧毁了。

The school was burnt down by vandals.学校被人纵火烧毁了。

Burn off 烧掉:

He was badly injured in the accident, and his hair was burnt off.

他在事故中严重受伤,头发也被烧掉了。

Burn out 烧坏:

The engine had burnt out. 引擎给烧坏了。

Burn up 烧毁,燃得更亮/旺:

The rocket burnt up when it reentered the earth’s atmosphere.

火箭重入地球大气层时烧毁。

He put more wood in the fire to make it burn up.

他往火上加木材想让他烧的更 旺。

4. We slowly made our way to the edge of the crater. 我们慢慢向走

火山口的边缘。

make one’s way (向某地)走(去):

She hesitated, but made her way forward. 她犹豫了一下,但向前走去。

She hastily left the room, and made her way to her bed.

他迅速离开房间,朝她床边走去。

短语比较:

make one’s way 还表示“有出息” :

If you want to make your way in the world, you must learn to work hard

while you are still young. 你若想要有出息,趁年轻的时候要学会发奋。

make way (for) 让路,让位:

All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。

I shall make way for a younger man .我将把职位让给更年轻的人。

5. Today , I am just as enthusiastic about my job as the day I first started. 如今, 我和开始从事这项工作时一样满怀热情。

enthusiastic (about) 感兴趣的,热心的:

She seemed enthusiastic about the idea. 她好像对这个主意很感兴趣。

We got an enthusiastic response from our customers.

我们得到了顾客们的热情反应。

6. She made an effort to be nice to her boss.她努力对老板好些。

effort 可用做不可数名词,表“力气”:

It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。

effort 可用做可数名词,表“费劲的事” “尝试”:

It was an effort to get up this morning.今天早晨起床很费劲。

Despite all our efforts, we failed. 尽管我们尽了力,我们还是失败了。

make an effort to do sth 努力做某事:

He made an effort to arrive on time. 他尽量准时到达。

Homework: finish exercises in “learning about language”

The forth period Grammar

Review the usage of –ing form:

1.Write the following pairs of sentences(or other similar ones)on the board.

I was feeling tired. I went to bed early→

feeling tired I went to bed early

I worked hard all day. I went to bed early→

Having worked hard all day, I went to bed early.

2. Ask student to consider when the action in each pair of sentences happened and

Lead them to understand that in the first pair of sentences, the feeling and the

action are happening at the same time; whereas in the second pair, the working all

day happened before he/she was tired

3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different

Looking carefully at the ground, I made my way to the edge of the crater.

Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.

Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.

4. Read and discuss Exercise 1 in the SB

5. Set Exercise 2. check answers and discuss structures.

6. Set Exercise 3,4 and 5. check answers after each exercise and discuss reasons for

the structures used.

7. 小结-ing 形式的用法

1) –ing 形式作状语

用法 例句

时间 Walking along the street, I met Mary. (= While I was walking along the street….)在街上走的时候,我遇到了玛丽。

条件 Turning to the left, you will find the school. (= If you turn to the left, ….)向左走,你就会找到那个学校

让步 Knowing where I live, he never come to see me .(= Though he knows where I

live, ….)尽管他知道我的住处,但从不来看我。

伴随 I stood there, waiting for her. (= …, and waited for her.)我站在那儿等她

原因 Being tired , I stopped to take a rest. (= Because I was tired, ….)因为疲倦,我停下来休息。

结果 It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下的如此大,以至引发了洪灾。

2) –ing形式的完成式

2) . 使用-ing形式需注意的几个问题:

.①分词(短语)作状语时,其逻辑主语必须与句子的主语一致。如果不一致,必须

用独立主格结构来表示,也就是在分词前面加上它的逻辑主语。

My wife had a long talk with Sally, explaining why she didn’t want the

children to play together我妻子与莎莉谈了很长时间,解释她为什么不想让

孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作,它

们之间是主动关系,即explaining的逻辑主语,就是句子的主语my wife 。)

The train having gone, we had to wait another day.(the train逻辑主语 +

having gone 既为独立主格结构)

②分词短语做状语时,前面可以加上连词或 介词,但是分词短语和句子之间不能用并列连词(如but,and),因为并列连词接的是两个并列成分,而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。

例如:

误: Having been told many times,but he still couldn’t understand it.

正: He was told many times, but he still couldn’t understand it.或

Having been told many times, he still couldn’t understand it.

③-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。

例如:

Opening the drawer,he took out his wallet. (=He opened the drawer and took

out his wallet.)他打开抽屉,拿出钱包。

Coming into the room,he put down his bag. (=he came into the room and put

down his bag.)他走进房间,放下提包。

Having brushed his teeth,Mr. Brown came downstairs for breakfast.

布朗先生刷过牙,就下楼来吃早饭。 (此句如写成:Brushing his teeth,

Mr. Brown came downstairs for breakfast.可能指“边刷牙,边下楼’。

④分词的否定形式是在分词短语前面加上 not, never等否定词构成。

例如:

Not fearing the fire, the child touched and got a finger burnt.

小孩儿不知道怕火,用手去摸,把手指烫了。

Not knowing how to find the subway, I asked a policeman for help. 我不知道怎

样找到地铁,就去找警察帮忙。

The fifth period Listening

Listen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear.

1. First listening

1) Set Exercise 1. Remind students that they are required only to listen to names

of the three scientists and to try to understand the gist of each recount.

2) check answers. Ask students to recall what happened to each speaker, in

general terms only, they are not expected to remember details at this stage.

2.Second listening

1) This time students will be listening for details. Stop the tape after each speaker

and give students time to write their answers. Check answers before moving to

the next speaker.

2) At this point, you could ask students work in groups of three, each taking the role of one of the volcanologists and recounting the story to others in the group. Before

they start, ask them for some useful expressions to talk about fear and anxiety. Write these

on the board and suggest students use these in their recounts.

Eg: I was very worried that…

I was trembling …

I was still terrified.

I was so nervous that …

I was so anxious that…

3.Third listening

This time the students are listening for a different kind of detail. They must listen

for the expressions listed in Exercise 3 in order to identify who said what. These

sentences model ways of expressing fear and anxiety.

1) Having individual students read the sentences aloud to the class. Ask them to try to recall who said each one. Ask them to write their guesses in their books in

the left-hand margin beside the expressions.

2) Play the tape for students to identify the expressions and record the name of the

speaker in the SB. It may be necessary to play the tape more than once. Check

answers by playing the tape and stopping when one of the expression is heard.

3. Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions.

4. Ex: speaking

Think of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can use your imagination if you have not experienced any of these things. Tell your partner about your experience and how you felt. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of..

The sixth period Using language

This reading passage is written as though it is from a tour guide. It describes some of

the tourist attractions in Changbaishan in Jilin provinc.

1. Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about

Changbaishan.

2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.

Changbaishan is the second largest nature reserve in China. (F)

The peak of Changbaishan can reach as high as 2,000 meters. (T)

You can see a lot of black bears, leopards or cranes in Changbaishan. (F)

Tianchi is a lake in the crater of an extinct volcano. (T)

The ancestors of the Manchu people were believed to be good at language and persuasion. (F)

3. Read the questions that appear before the reading passage. As going through each

question discuss which key words are and have students underline them. Point out

that they do not need to understand every word in the passage in order to find the

answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.

4. Check answers.

5. some explanations:

The height of the land varies from 700 metres above sea level to over 2,000 metres

and is home to a great diversity of plants and animals.

这里的地面高度从海拔700米到2,000多米不等, 是各种各样的动植物的生长地。

vary v. 呈现不同 ;改变,变化:

My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。

vary from…to… 由…到…不等; 从…变为… :

These fish vary in price from 3 to 5.

这些鱼的价格从3镑到5镑不等。

Her mood varied from optimism to extreme depression.

她的情绪由乐观一变而极为消沉。

variety

(质量,种类或特征的)变化:

You need a lot of variety in your diet.

你的膳食要多样化

种类,品种:

different varieties of bananas

不同品种的香蕉

Unit5教案 篇5

Let’ s learn Let’ s do

教学设计

东风小学

赵婧妍

Part B

Let’ s learn Let’ s do

Unit5 Dinner’ s ready

东风小学 赵婧妍

概述:

小学人教pep版四年级上册Unit5 Dinner’s ready本单元共需六个课时,本节课是第四课时,本节课学习的主要内容是学习单词:knife, fork, spoon, chopsticks, bowl.能够熟练运用句型 Would you like some …? Yes, please.Pass me the …在课堂教学中,教师要使教学内容生活化,结合学生的实际情境,使学生口语练习生活化、交际化,从而达到学以致用的目的。

设计理念:

在跨越式理念的指导下,以言语交际为中心,借助现代信息技术,努力为学生创设理想的英语学习环境,提供丰富的网络资源,倡导体验、实践、参与、交流与合作的学习方式。倡导任务型教学,把语言综合运用能力的培养落实在教学过程中。面向全体学生,突出“以人为本”的素质教育理想,使语言教学的过程同时成为提高人文素养、增强实践能力、培养创新精神的过程。

教学目标: 1.知识目标.要求学生能够听,认读单词: knife, fork, spoon, chopsticks, bowl.2.能力目标

能够熟练运用句型Would you like some …? Yes, please.Pass me the … 3.情感目标

结合实际生活,创设真实情境,激发学生学习兴趣和热情,提高学习的积极性和主动性,增长课外知识,激发学习热情。

学情分析:

学习对象是四年级上学期的学生,他们已经学习了一年的英语,有水果,动物,文具,数字等等,他们对英语的学习很感兴趣,也有了一定的基础。本节课学习还主要是以培养学生学习兴趣为目的,让学生掌握一定的单词和句型,并能运用所学句型进行简单的交际。同时激发学生学习积极性,帮助学生提高学生的语言交际能力。

教学重难点:

教学重点:单词knife, fork, spoon, chopsticks, bowl.熟练运用句型Would you like some …? Yes, please.Pass me the …

教学难点: spoon的词的尾音; Chopsticks的读音。

教学策略:

由于四年级学生已学习英语已经有一年了,读与说的能力相对较好,因此在教学过程中采用语言交际的教学策略,通过角色扮演、情景创设、教室内真实的辅助性教学资源提供等,多种方式,激发学生学习积极性,帮助学生领会对话内容,提高学生的语言交际能力。

教具准备: 1.教学用具。2.教师自制的PPT。

3.跨越式课题组提供的拓展资源。4.教学实物

教学过程:

一.Warm-up /Revision(5minutes)1.Revision 通过ppt展示之前学过的有关食物的图片,只露出一部分,让学生猜这是什么,然后引导出他们联系What would you like ? I’ d like ……

【设计意图:通过学生观看图片猜测单词,既能激发学生的兴趣,又能营造英语氛围帮助学生进入学习英语的环境中。】

2.Free talk.(划线单词可以替换)A: What would you like? B: I’d like some …please.A: OK, Here you are.B: Thank you.A: You’re welcome.Practice in pairs.One or two group show us.【设计意图:老师示范,然后师生交际,最后生生交际。复习旧知识,起到温故知新的作用。】 二.Presentation(15minutes)

1.教师展示一张图片,是John去吴一凡家做客,他的妈妈准备了一桌的

饭菜,时钟已经六点了,教师引导:It is six o’clock now, It is tine for dinner , I f you were Wu Yifan’ s mother, what would you say ? 引导学生说出Would you like some beef ? 接着教师出示beef一词的图片,说:Here is some beef.How can I eat it? Can you help me?学生提醒教师使用刀叉,引出单词knife fork,教师拿出真实的刀叉边做边说:“Use fork..I can use fork.Cut with the knife, I can cut with the knife.”鼓励学生一起做一做,说一说。用soup引出单词spoon.并且让学生了解国外的餐桌礼仪。

【设计意图:通过图片和实物展示单词,在真实的情景中增强了学生对单词的记忆,并调动他们学习的积极性。】

2.在PPT上进一步展示牛肉和汤的图片进一步巩固单词knife,fork,spoon,bowl。

【设计意图:通过PPT展示图片进一步巩固所学新单词,可以激发学生的学习兴趣。】

3.对话练习(ModelPair workFeedback)A: I’m hungry.B: Would you like some beef? A: Yes, please.How can I eat it? B: You can use knife and fork.A: Pass me the knife and fork please? B: Sure.Here you are.4.教师出示noodles一词的图片,说:Here are some noodles.How can I eat them? 学生示意使用筷子,从而引出单词chopsticks,教师边说边做,Use chopsticks, I can use chopsticks.教师紧接着又问:W here are the noodles?在PPT上展示一碗面,回答说:They are in the bowl.引出单词bowl.【设计意图:通过图片和PPT展示单词,可以降低学生学习的难度,也可以激发学生的学习兴趣。】

5. 教师播放Let’s do 部分的动画材料,先让学生整体感知,在让学生做动作。

【设计意图:通过播放动画材料进一步巩固所学新单词和词组,可以激发学生的学习兴趣。】

三、Practice 1.modelpair workfeedback A: I’m hungry.B: Would you like some …? A: Yes, please.B: Would you like a knife and fork? A: No, thanks.I can use chopsticks.B: OK.Here you are.【设计意图:把学到的知识活用到言语交际中,让学生在练习中掌握新知。从而实现跨越式的要求。】

四.Cooperation and making dialogues

A: I’m hungry.B: Would you like some …? A: Yes, please.How do I eat this? B: You can use a knife and fork? A: Pass me the …please.B: sure.Here you are.【设计意图:此环节是对学生听读情境对话的反馈和运用,同时也是在语言输入的基础上为学生提供语言输出的机会,在老师的示范和引导下进行对话,培养学生灵活运用语言的能力。既能落实课标的要求,又能实现语言的迁移运用。】

五. Summary What did you learn?

【设计意图:总结本课学习的内容,使学生产生成就感,激发学习英语的兴趣。】

六. Homework 1.How are they eat foods? 问一下你的父母亲或朋友是怎样吃东西的。

【设计意图:复习巩固本课所学内容。】

2,。学过的单词每个两行 【设计意图:巩固单词】 板书设计:

Unit5 Dinner’s ready Knife—knives(复数)

fork spoon

chopsticks

bowl

教学反思:

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