21世纪大学英语教案第三册unit7

第一篇：21世纪大学英语教案第三册unit7

Unit 7 Text A So What’s So Bad About So-So? I.Teaching Objectives: 1.To make clear the writer’s purpose to write the text and the ideas about the pleasures of doing something badly now and then.2.To grasp the key words and phrases.3.To master the skills of writing and reading in this unit.1)To introduce a thesis with the specific-to-general structure.2)To understand idiomatic expressions.II.Teaching Content 1.Lead-in Activities 2.Text Organization 3.Skill Learning in Writing and Reading 4.Language Points(key words, phrases and difficult sentences)5.Grammar Focus(phrases as far as…be concerned & it’s time it’s high time)6.Guided Practice(exercises, oral practice and group work)III.Teaching Process 1.Warm-up Questions(based on the listening material)1)which sport is it about? Compare your equipment list with the equipment mentioned on the tape.2)What attracts you to the activities that you enjoy in your spare time? 3)How important is it to you to “ do them right”?

2.Text Organization Part I(Paras.1-4)

(From one specific example of the author’s poor piano playing, the author introduces the general thesis:)In the competitive world today, we should be “experts” even in our hobbies.(What about the author’s own point of view?)

Part II(Paras.5-9)The author gives five more examples to illustrate that this thesis has been widely accepted.Part III(Para.10)The terrible result this thesis leads to.(What’s the result?)Part IV(Paras.11-12)The author states her position: It’s time we put a stop to all this.3.Skill Learning in Writing and Reading 1)The specific-to-general structure(take Text A for example)

The author starts with a specific example(her bad piano-playing);

She then moves to a more general statement about herself;

And this leads to her general thesis.2)Understanding idiomatic expressions

To hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases.4.Language Points 1)the other afternoon— on the afternoon a few days ago(para.1)Also: the other day(para.7), the other morning, etc.2)My performance would make any serious music student weep…(para.2)

serious---deeply interested;devoted Example: If you’re serious about becoming an actress, you need proper training.weep — v.to shed(tears)as an expression of emotion 3)(every)now and then---sometimes but not very often or regularly(para.3)Examples: Now and then my new method appears to work.I still see her for lunch every now and then, but not as often as I used to.4)out of style—unfashionable;out of fashion(para.4)Example: A style does not go out of style as long as it adapts itself to its period.5)a mark of class— a symbol of a person’s social position;a characteristic feature which indicates that a person is cultured and civilized(para.4)Example: His shirt is ironed and that was a mark of class.6)You can’t tone up your body by pulling on your gym shoes…(para.5)tone up —(cause to)become stronger Examples: He suddenly toned up and reproached the boy for carelessness.I lift weights at the gym everyday to tone up my body.pull on/off — put(clothing, etc.)on/off by pulling Examples: Help me pull on these boots — they are very tight.He began to pull off his shirt.7)take up(an activity, subject, etc.)—become interested in it and spend time doing it, either as a hobby or as a career(para.5)Examples: He decided to take up a career.I thought I’d take up fishing.8)be in(good, bad, etc.)shape — be in(good, bad, etc.)condition

(para.5)Examples: The house was in absolutely good shape.She runs 3 miles every day to keep herself in shape.9)As far as sports enthusiasts are concerned if you…..hopelessly committed to embarrassing yourself.(para.5)as far as sb/sth be concerned---in sb’s opinion commit(sb/ sth)to---put(sb/sth)in(a state or place)Examples: The names were committed to memory.Signing this form commits you to buying the goods.10)In case you don’t know,…(para.6)

in case— In case is used when you are giving a piece of information in order to introduce the reason why you are giving it.Examples: In case you didn’t know, there are three basic wines: red, white and rose.Mary, in case you’ve forgotten, hasn’t forgiven you.11)as it happens/ happened---by chance;although not planned.(sth rather surprising)(para.6)Examples: As it happens, I know someone who might be able to give you some advice.As it happened, I had a few minutes to spare.12)I blew it.(para.7)Paraphrase---I made a mistake and missed the proper time(for your soccer instruction)

blow---vt.(infml)do clumsily or badly;mishandle;ruin

Blow it is often used when you are given an opportunity but you fail to take advantage of it by doing or saying something wrong.Examples: It was your last chance and you blew it.I guess I blew it when I turned down the job offer, didn’t I?

13)be out to do/for sth.— want or intend to do/to achieve sth.(para.7)Examples:You might feel that they’re out to use your house as a free hotel.Mark my words — he’s only out for one thing and that’s her money.14)Competition keeps getting in the way.---Competition is always preventing kids from having fun.If something gets or stands in the way of something else, it make it difficult for that thing to happen, continue, or be appreciated properly.Examples:She won’t let anything get in the way of her ambitions.May nothing stand in the way of your future happiness together.15)Homework and tennis and piano lessons kind of eat it all up.(para.8)

kind of---(infml)somewhat;to some extent Examples:Actually, I felt kind of sorry for him.I kind of thought you might help me.eat up---use or consume(money, time, or fuel)in large quantities Examples:A big car like that eats up petrol.Rising costs were eating up most of the profits.16)occupations at which no particular expertise is expected(para.9)

occupation---an activity in which you engage habitually, either sth that you do for pleasure or as part of your daily life or a job or profession.Examples:Cycling was his favorite occupation.Everyone, irrespective of age, sex or occupation.expertise---n.expert knowledge or skill, esp.in a particular field.Examples:Customers will be impressed by the expertise of our highly trained employees.We admired the expertise with which he prepared the meal.17)It strikes me as so silly.(para.10)Paraphrase----I think that’s very silly.strike sb.as---have an effect on sb.or impress sb.Examples:The plan strikes me as ridiculous.Henry strikes me as a very dull boy.18)Make peculiar-looking objects out of clay.(para.11)Cf.peculiar, odd and strange Peculiar implies marked or conspicuous distinctiveness, odd stresses a departure from the usual, the normal, or the regular, while strange, the most comprehensive of the three words, suggest unfamiliarity.Examples:This difference arises from the peculiar character of the US government.Some great men have odd habits.To most of us the art of India is strange.Cf.clay, soil and mud Clay is earth that is used to make things such as pots, soil is the top layer of earth in which plants grow, and mud is wet and sticky earth sometimes used for building a house.Examples:A clay pigeon is a disk made of clay fired into the air to be shot at for sport.The soil here is very fertile.They lived in a mud hut.The boy was covered with mud.18)the joy of creative fooling around---the fun in not doing things seriously.(para.11)

fool around---to behave in a playful, silly, or irresponsible way without thinking seriously about what you are doing.Examples:We spend the afternoon fooling around on the beach.Don’t fool around with matches.19)out of shape---unhealthy and unable to do a lot of physical activity without getting tired.(para.12)5.Grammar Focus 1)as far as…be concerned

This phrase is used of either people or things to indicate that the people or things are involved or affected in that way or to that extent.Examples:As far as older people are concerned, they need to keep mentally active as well.The rise in interest rates will be disastrous as far as small business are concerned.When the phrase is used of people, it may also mean in … ’s opinion.Examples:This is all rubbish as far as I’m concerned.As far as we were concerned, they were foreigners.2)it’s time and it’s high time---sth ought to happen or be done sooner without delay.Examples:It’s time to go It’s time to lunch

It’s high time for Europe to take responsibility for its own defense and stop depending on the United states

When it’s time or it’s time is followed by a that-clause, the verb in the clause is in the past With the meaning of the whole sentence in the present.Examples: I think it’s time(that)we stopped.It’s time(that)the school improved its meal service.It’s high time(that)we had our car serviced.6.Guided Practice 1)Answer questions with imagination(Page 205)a)If you were to take the author’s advice and start some new hobby this week, what would it be? b)Have you ever felt too shy or embarrassed to try some leisure activity? What was it, and what were you afraid of? c)Your teacher is looking for a new hobby.What do you recommend? Why? 2)Group discussion a)What’s your hobby?

b)Do you have several hobbies or just one? c)Are you an expert at your hobby/ hobbies or are you just an amateur? d)Do you think it’s okay not to be an expert at hobbies? 3)Ask several students to retell the text by using their own words.7.After-class Assignment 1)Review Text A 2)Do exercises: Structure(Ex.X, p.209)Cloze(Ex.XI, p.209)Translation(Ex.XII, p.210)3)Structured Writing(p.213)

Text B Stripping Down to Bare Happiness Language Points 1.bare happiness---happiness of life consisting of the most basic and important things.2.What we’re talking about is simplification, not deprivation.----What we mean is a simple life, not a needy one.deprivation---the state of not having the normal benefits of adequate food, etc.Examples: She led a life of comparative deprivation.There were food shortages and other deprivations.(=lack of the things that are usually considered necessary for a pleasant life)during the war.3.you really lose your taste for them.---you’re really bored of them.4.a two-career couple---a couple with husband and wife having full-time jobs.5.Neither one of them was willing to jam what they considered the most important part of their life into the brief time before work and the tired hours afterward.---Neither the husband nor the wife was satisfied with a home life ― the part of life they considered most important ― only in their spare time or after work when they are in a hurry or tired.6.to trade two full-time careers for two half-time careers, and to cut back on consumption---to change two full-time jobs for two part-time jobs and to reduce expenses.7.construction of a world where family and friendship, work and play, are all of a piece.---creation of a lifestyle in which each aspect of one’s existence does not conflict with the other.If something with several different parts is(all)of a piece, it is the same throughout or consistent in some way.If one thing is(all)of a piece with another, it is consistent with it.Examples: The building is remarkably of a piece architecturally.The new measures are all of a piece with the government’s policy.8.a living area defined by a comfortable couch and a wood stove.---an area set apart for general use during the day time by a comfortable couch and a wood stove

define---vt.Determine the boundaries of

9.Don’t they miss what they do without?---Don’t they feel regret at the absence of certain things in their life?

do without---manage or survive in spite of not having(sth)Examples: Many people living in old houses still do without a bathroom.If you don’t have cigarettes, you must simply do without.10.items that just went to waste.---things that were simply to be thrown away in the end.If sth goes to waste, it remains unused, goes bad and is thrown away.11.By sifting and discarding, and by keeping track of what they have---By picking out what is needed and throwing away what is useless, and by knowing well all the time what they possess.1.they aren’t constantly satiated with images of new(and unnecessary)temptations.---they are rarely tempted by descriptions of new(and useless)articles in advertisements.13.expenses of work in the commuter age---costs in going to and from work in the age in which people spend much of their time and money driving back and forth to work between a suburb and a city.14.first-run movies---movies available for public viewing for the first time, of which the tickets are expensive.15.thrift shops---shop that sell secondhand articles and exp.Clothes, and are often run for charitable purpose.16.that’ so much a part of this culture---which is in the basic character of this society.17.giving myself in high marks in some areas, surprised at my socially sanctioned irrational behavior in others---deciding that I do pretty well in some areas while finding, to my surprise, that my behavior in other areas, though socially accepted is irrational.18.It is a world of illusion, this shopping merry-go-round we ride, but with all the action and excitement, it’s sometimes hard to find the resolve and the courage to dismount.---Shopping often gives false impressions, and going shopping is like riding the merry-go-round.It’s often so exciting that it becomes addictive.It is sometimes as difficult to find the determination and the courage to stop shopping as to get off that fast revolving machine.

第二篇：人教版高一(下)英语教案Unit7

人教版高一（下）英语教案Unit7 Cultural Relics(Reading)

A City of Heroes 河北广平一中 周允东

一、教材分析

（一）教材内容分析

本单元话题——文物古迹（Cultural relics）历来是全世界较为关注的焦点之一，尤其是在伊拉克战争中，大量代表古人类文明的文物、古迹惨遭破坏，甚至毁灭！本单元所采用话题构成了一个现代意义十足的时尚理念，能够充分唤起学生的参与欲望。单元内容极具生活化，富有活力，体现了本套新教材的一个重要特征，即紧扣时代脉搏，富有时代气息。Reading通过对俄罗斯著名城市——圣·彼得堡有关史实的介绍，以“A City of Heroes”为标题讴歌了圣市人们为保护历史文物和重建家园所作的一切。整个单元自始自终围绕保护代表人类历史与文明的文物古迹这一主线。话题反映了《课程标准》所提出的“向学生渗透人文理念和注重对学生文化意识的熏陶”要求，非常具有现实教育意义，教师利用素材不但可以传授英语知识，而且可以在教学过程中通过渗透的方式将文物保护知识有机地渗透于每堂课的课堂教学之中，培养学生爱护人类文明、保护文物古迹、热爱伟大祖国的思想品德。

（二）教学重点、难点

1.Functional Items：Ways of giving advice or making suggestions.2.Topic：Talking about cultural relics, including ways of protecting them.3.Word-formation：“re + V.”（eg.rebuild, replaced, recreate）.4.Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins, in pieces, bring … back to life, etc

5.Structure(Grammar)：The Passive Voice(I)— The Present Perfect Passive Voice 6.Writing：Write a letter to the editor on a certain cultural site, suggesting ways of protecting the cultural relics.【 “现在完成时”是中学阶段英语语法教学的重点，也是难点，不过学生在初中阶段已学过现在完成时和被动语态，本单元可以作为一个语法复习巩固来处理。】

总之，本单元通过语法、功能项目与新话题的有机结合，充分体现《新课程标准》“以学生为本，以学生的发展为本” 之要求。

二、教学目标

（一）语言知识目标

本单元要求学生除掌握必要的单词、词组和句型外，同时要求学生掌握一定量表达“提建议或劝告”的交际功能用语，以及现在完成时的被动语态。

（二）语言技能目标

通过本单元的学习，培养学生良好的“听、说、读、写”的技能，使学生能运用所学知识解决相关情景中的一些类似问题，并能结合所给任务，综合运用新旧知识解决问题，完成任务，在此基础上鼓励学生大胆地根据各自的语言基础与能力，有个性地解决问题，就如何最有效地保护文物古迹提出独特的见解。

三、教学原则

（一）以任务型教学(Task-based Language Teaching)作为课堂教学设计之理念，具体采 用情景教学法（Situational Approach），交际教学法（Communicative Approach），整体语言教学法（Whole Language Teaching）等教学方法。从一定程度上说，人们使用语言是为了完成各种各样的任务，而任务型的教学活动就是让学习者通过运用所学语言来完成各种各样的交际活动。学习者通过表达、沟通、交涉、解释、询问等各种语言形式来学习和掌握语言，实现目标，感受成功。

（二）在教学中突出交际性，注重读写的实用性；同时适时进行情感与策略调整，以形成积极的学习态度，促进语言实际运用能力的提高。

（三）坚持“教师为主导，学生为主体，任务为基础”的教学原则，在课堂教学的不同环节教师应扮演自身作为“设计者，研究者，组织者，促进者，协调者”的角色。

（四）贯彻“教中学，学中用”策略，真正使学生学以致用。

四、教学总体设计

（一）创设情景，营造氛围，体现语言教学的真实性

语言教学的最终目的是培养学生的言语技能。根据语言本身的交际性原则，本单元教学紧紧围绕３P（Presentation—Practice—Production）教学环节，充分运用情景教学法、交际法、启发法等教学方法，让学生在学习过程中充分展示其所学知识。如针对本地区旅游业的不断开发给文物古迹保护所带来的负面效应，要求学生用英语表达如何采取相应的保护措施等。

（二）采用“任务型”教学，培养学生综合运用英语能力

本单元每堂课采用任务型教学，模拟真实生活中的任务，任务的设计注重由简到繁，由易到难，层层深入，形成由初级任务到高级任务并由高级任务涵盖初级任务的循环；同时多样化的任务又由课内延伸至课外，不仅可拓展学生的知识面，更可培养学生的学习兴趣，从而提高学生综合运用英语的能力。

（三）面向全体学生，关注学生的全面发展

经常性地开展pair work、group work、class performance，培养学生的团体合作精神。

（三）情感目标

1）激发并提高学习英语的兴趣，乐于接受新鲜事物，勇于尝 试；体现课堂教学“主体者”的身份，积极主动参与教学各环节，成为学习的主人；具有个性，培养创造能力。

2）培养同学之间日常融洽相处的感情，乐于合作，善于与人分享喜好，培养正确的审美观和价值观。

3）培养学生具有良好的文明习惯，具有文物保护意识。

（四）教学策略

1）开放式教学策略。以有限的课堂为载体，带学生进入广阔的知识天地。

2）引趣激趣策略。创设多种情景（境）激发学生的兴趣，只有让学生真正有了参与的欲望，才能点燃他们的思维火花。

3）任务型活动策略。在做中学，在做中练，在做中巩固，往往会使课堂教学产生事半功倍的良好效果。

4）循序渐进和尊重差异策略。由简到繁，由难及易，为有困难的学生搭好梯子，让有能力的学生“跳一跳”摘到果子。

（五）学习策略

1）课前认真预习，利用互联网或其他媒体收集国内外文物古迹以及有关文物保护信息，课后能及时复习。

2）上课勤思考，多动脑，掌握所学词汇，热情、积极、主动参与课堂上各种活动。

3）注意学习方法，及时提问并注意倾听他人意见。

4）确立“学用英语相结合”的思想，用英语开展思维，分析（复述）课文、发表个人 2 看法、提出独到的见解等。

（六）文化意识

1）了解文物古迹所折射出的不同时期、不同地区的特殊文化内涵。

２）培养学生良好的社会公德意识，树立文物保护意识。

六、单元教学设计（课时计划及操作步骤）

依据《课程标准》及对学生教学目标的要求，课堂教学中充分利用与教材相配套的教学挂图、录音带、VCD、投影片、练习册、阅读训练以及多媒体软件等，并以此作为学生学习和教师教学的重要内容和手段。适应信息时代之所需，教师应重视使用一些先进的现代教学技术手段来激发、提高学生学习英语的兴趣，主要运用多媒体辅助教学，以增加教学的直观性和趣味性，加大课堂密度，提高教学效率。本单元计划用六课时完成教学任务与测试评估。具体教学程序设计如下：

(1)To help the students know something about cultural relics.(2)To talk about ways to protect cultural relics(3)To train the students’ ability of listening and improve their spoken English.Teaching Design A.Lead-in

As is known to us all, China is a country with a history of more than 5,000 years.In the long history, people in different periods have left us quite a number of cultural sites,many of them are world-famous.Have you heard of the world heritage list? Qs: How many properties are on the list?(730 up to 29 June, 2000)How many Chinese sites are included?(28)Can you name some familiar ones? And try to talk about some familiar ones in our hometown, Jiangsu.B Warming-up

Look at the three pictures on the book, these three sites are all on the world heritage list.Talk about them separately and answer the following questions(1)Where are the three sites?(2)What can you see in these pictures?(3)Which one would you like to see most and want to travel there if a chance is given? And why?

These three cultural sites are called cultural relics and we should do our best to protect them.Step 1 Warming-up

1.Questions: 1)What are cultural relics?

The Great Wall in China;The Pyramids in Egypt;Stonehenge in England

2)What do they have in common? They are all very old and are all symbols of their countries and their cultures.They are very important to their countries.They once had a practical importance(burial site,defence , magic / superstition).Now people from all over the world go to visit these places.3)What does the phrase Cultural relics mean? relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared;something cherished for its age or historic interest.4)Do you know any other cultural relics in China or in the world? 2.Some information about: 1)The Pyramids in Egypt 2)The Great Wall in Chins 3)Stonehenge in England When they were built What they were built for Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England.People began to build the site about 3,100 BC.It is not clear who built it.Focus: reading Teaching goals: 1.To train the ability of skimming and scanning.2.To develop the students’ ability and skills of guessing words and reading comprehension.3.To help the students get into a good habit of reading.Teaching aids: a recorder, a multi-media computer, etc.Teaching procedures: Step1: warming up 1.Greetings 2.Comment on the students’ report about the culture capsule.3.Go over the ways of giving advice or making suggestions.Step2.Pre-reading T : Throughout the world, there are many well-known cities, and quite a few of them are particularly great.Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics.Now let’s have a free discussion about the following questions: 1.Some cities, like Paris and Beijing, are called great cities of the world.In your opinion, what makes a city great? 2.What are your favorite cities?

3.What cultural relics are there in the place where you live? How important are they? Step3Reading

Task1.Fast reading.T: Read the passage quickly, and find out where you have the problem understanding the whole story.Discuss the problems in pairs first and in groups later.Deal with some common problems in class.Finish off the following Qs.1.What’s the name of the city? Which river flows through the center of it? Who built it? 2.Why is it called a city of heroes? 3.True or false questions: T: This time I’ll play the tape for you.Please listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.1)The city of St Petersburg was built and rebuilt by peter the Great.2)Many great palaces in the city, which were large and beautiful, were built after Peter’s death.3)The Germans attacked St.Petersburg a hundreds ago.4)When the palaces and buildings were rebuilt, people changed their old beauty.5)The Germans destroyed a portrait of the great.6)It was difficult for people to rebuild the old palaces.7)Workers and painters used paragraphs to help them rebuild the city.8)St Petersburg will never be as beautiful as it was before.4.Vocabulary Ask the Ss to complete the sentences with the right words from the passage.(Workbook p.122)T: Now please complete the sentences with the right words from the passage.(Workbook p.122)

Task 2.Intensive reading

Reading the passage carefully and answer the following questions.1.Why was the city important in the past? 2.Why did it seem impossible for people to restore the city and its cultural relics after the German left? 3.Why was it so difficult for people to rebuild the old palaces? 4.What did people do before the Germans came? Why? 5.What did people use to help them rebuild the city? Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph.Meanwhile the teacher may ask the Ss to answer some detailed questions.Questions：① Where do people usually build a city? Why? ② What were the palaces like? ③ What were the palaces used for after the Czars' rule over the city ended? ④ What did the Germans do as they left the city? ⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why? ⑥ What did the people do to bring the city back to life?

5.Reading aloud Play the tape and ask the Ss to read along in a loud voice.Step four Post-reading 1.Ask the Ss to discuss the following questions in groups: ① Why do people think St Petersburgh is a great city? ② Why was it so difficult for people to rebuild the old palaces? ③ What did people use to help them rebuild the city? ④ Why are the people of St Petersburgh heroes? Step 4.Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.【Model】R--reporter C--citizen of St Petersburgh R: Good morning, I'm from Shaoxing Daily.May I ask you several questions? C: Sure.R: When was your city built and and who built the city? C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation(topic).Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings.There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings.Do you t hink it necessary to pull down this old building or to leave it as it is?

Step seven Summary and homework 1.Summarize the passage and ask the Ss to retell the story.2.Finish off the exercises on p.46 “Word study”-2 and p.123 “Vocabulary”-2.Period 4 Language Points Focus: Language Points Step1.warming up 1.Greetings 2.Check the homework, giving some explanation if necessary.Step2.Lead-in

Ask the students to find out the sentences from the passage that they think most beautiful or sound sweetest.Step3.Reading 1.Ask the students to read on page 124 and finish the following exercises shown on the screen.①The word, which has similar meaning to “finish”, is___.②___means to go or run quickly.③The word ____means to save.④A _______is a place where people worship the god ⑤To ____large areas means that water covers large areas.⑥If something is needed ,it is _____.⑦When you are seriously ill , your life could be________.2.Ask the students to find out the main idea of each paragraph.Paragraph 1.the build of the city.Paragraph 2.the decline of the city.Pragraph3.the rebuild of the city.Paragraph 4.the present of situation of the city.Step4.Further discussion As we know, the British and the French coalition destroyed the winter palace in 1806.Here we have two topics to discuss: 1.Do you think it is possible to for Chinese people to rebuild it? 2.Do you think it is necessary to rebuild it? How can people rebuild it? Step5.Explain some new words.1.Words under attack: being surrounded and assaulted by enemies’ military action rebuild: build again replace: to put back in a former position or place represent: to stand for, symbolize recreate: create something past again restore: to bring back to the original condition in ruins: being destroyed completely in pieces: broken and damaged revolution: to overthrow of one government and its replacement with another portrait: a likeness of a person, especially one showing the face destroy: to ruin completely;spoil;todo away with;put on the end to 2.Practice: The city is built in the _____of the Neva River ___though its center.After the Russian_____, the palaces there were _____as museum.The city was___ _____for three months during the Second World War, but people there didn’t____ _____.The Germans _____the buildings and everywhere you could see paintings and _______in_______and the whole city was ____ _____.After the war, Russian people began to ___the city.They wanted to ____the city_____to life.Now, many ______pieces have been ___, old portraits have been____, and the city has been ___.Dreams can ___ ____.Step6.Homework 1.Retell the story in your own words.2.Find more information about peter the great.6

第三篇：(苏教版)牛津英语教案 6B unit7

（苏教版）牛津英语教案六年级下册 unit7

Unit7 A letter to a penfriend

The first period 教学内容

B Look read and learn & C Look and say 教学目标

1、能正确地听、说、读、写词组glue , write a letter。

2、能正确地听、说、读单词及词组a postcard , writing paper , an e-mail , an e-mail , a fax number 3.四会句型：Can I have …

What for…？

I want to do …

4、能根据图片提供的情景进行描述和对话。

5、了解几种常见的通信设备及相关词汇并会用英语向别人要自己需要的材料。

教学重点

1、能正确地听、说、读、写词组glue , write a letter。

2、能正确地听、说、读单词及词组a postcard , writing paper , an e-mail , an e-mail , a fax number 教学准备

1、教具准备

1）关于通信设备的实物、图片。2）录音机和磁带。

2、板书准备：写好课题和日期。

教学过程

Step 1 Free talk/ Revision T: Good Morning!How are you?

------小学资源网投稿邮箱: xj5u@163.com-------1--

Did you have a good time on May Day?

What did you do on May Day?

Did you call your friend? What’s his/her telephone number？（出示）a telephone number Step 2 Presentation and pratice 1.T: Did you call your friend? What’s his telephone number?

S1: Yes, I did.His /Her telephone number is … T: How about you？ S2: …

T: Did you write an e-mail/give a fax?(出示)write an e-mail

a fax number/ machine 2.T: Did you write an e-mail/a letter to your friend? S3: …

(出示)write a letter

T: What do you need if you write a letter/ an e-mail /a fax?

S4: …

(出示)write a letter: a writing paper, an envelope, glue, a stamp write a postcard: a postcard

write an e-mail: an e-mail address, a computer

give a fax: a fax number, a fax machine 3.Look, read and learn.Listen and read the words of Part B.4.（1）T: Show me your things or pictures.What do you have?

S1:I have a/an/some …

T: Can I have an envelope? I want to write a letter.S1: Sure.Here you are.------小学资源网投稿邮箱: xj5u@163.com-----

--2--

（2）T: I have many things here.If you want something,you may ask me and tell me what for.（板书）Can I have a/an/some/the …?

What for?（3）S2: Can I have a/an/some/the …?

T: What for?

S2: I want to …

T: Sure.Here you are.(4)Practice in pairs.5.Look and say.Talk about the pictures of Part C.Step 3 Consolidation

Activities: 1.给好友写封信

2.为班级墙报设计一幅图画

3.做一个风筝

要求：分四-六人一组，其中一人为材料保管员，其他学生在完成以上任务时首先要向保管员领取材料，用以下句型： A: Can I have a/an/some/the …?

B: What for? A: I want to …

B: Sure.Here you are.板书设计

Unit 7 A letter to a penfriend write a letter: a writing paper , an envelope , a postcard , glue, a stamp write an e-mail: an e-mail address , a computer give a fax: a fax number , a fax machine A: Can I have a/an/some/the…?

------小学资源网投稿邮箱: xj5u@163.com-----

--3--

B: What for? A: I want to … B: Sure.Here you are.------小学资源网投稿邮箱: xj5u@163.com-------4--

第四篇：(广东版)开心英语教案 3A unit7

第一课件网 www.xiexiebang.com 广东开心英语三年级上册教案

Unit 7 Is this a dog? Teaching objectives: 1.Target language: Is this a panda? No, it isn’t./Yes, it is.2.Function: Identifying animals.Teaching difficult points:

words and drills.Teaching key points:

Conversation and communications.Teaching aids:

The word cards, objects, pictures, a recorder, a computer, TVs and so on.Period one 1)Free talking.2)Listen and say the new words: whale, panda, polar bear, lion, tiger, rabbit.(with pictures)3)Listen and look:

G: What’s this? Tony: It’s a bird.G: Is this a bird? T: Yes, it is.G: is this a bird? T: No, it isn’t.It’s a dog.G: Is this a bird? T: Yes, it is.His name’s Boomer.Is this a dog? G: No, it isn’t.It’s a cat.T: Very good, Gogo.Teacher asks the students with the pictures.Then in groups of two to ask and answer, ask the best students to act in front of the classroom.4)Target--Listen and say.5)Practice 1.Is this a---? Yes, it is./ No, it isn’t.6)Practice 2: Listen and number.a tiger a rabbit a panda a polar bear()()()()第一课件网 www.xiexiebang.com

第一课件网 www.xiexiebang.com 7)Practice 3: Your turn!Listen and answer.Is this a----? a lion, a whale, a polar bear.板书设计：

Unit 7 Is this a dog? Is this a panda /tiger/ lion / whale / polar bear /rabbit? Yes, it is./ No, it isn’t.Period two(Review the words and target, song, Activities 1.2.3)1)Talk freely.2)Read the following on page 35 and 36.3)Listen and sing.Listen to the recorder, sing after the teacher.Is this a dog? Is this a dog? Ruff, ruff.Ruff, ruff.It’s a dog.Is this a cat? Is this a cat? Meow, meow.It’s a cat!4)Activity 1.read and mark(√×).A.Polar bear B.whale C.rabbit D.lion E.panda F.tiger()()()()()()5)Activity 2 Play and say.Draw some pictures on the blackboard.Is this an umbrella? Is this a cat? Is this a dog? Yes, it is./ No, it isn’t.6)Activity 3 Play and say guess(with pictures)Is this a lion? No, it isn’t.Is this a girl? Yes, it is.Period three(Alphabet and workbook)1.Alphabet 第一课件网 www.xiexiebang.com

第一课件网 www.xiexiebang.com a.Listen, point and say.Pp panda piano Qq queen question Rr rabbit rice.b.Listen and chant.2.Exercises:

Finish the exercises in workbook and writing book.板书设计：

Unit 7 Is this a dog? P p panda piano Q q queen question R r rabbit rice

第一课件网 www.xiexiebang.com

第五篇：大学英语教案

Unit 8 Book 1 Experiencing English I.Teaching objectives

1.Skills:

1)Reading: Reading Between the Lines 2)Writing: how to use punctuations in a sentence 3)Listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening 4)Speaking: talking about love and friendship 2.Vocabulary development: 1)Words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim, 2)Expressions: compare… to, drift apart, ever after, even if/ though, join hands(with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out 3.Grammar and structure: 1)Adverbial clause 2)Attributive clause 3)modal auxiliaries in subjunctive mood

II.Important points:

Leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ to

III.Difficult points: 1.distinguishing replace, substitute, take the place of;confront, encounter, meet;bear, endure, put up with, stand, suffer, tolerate;acknowledge, admit, confess, recognize 2.Speaking: talking about love and friendship 3.Listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listening

IV.Teaching arrangements: 1.Total class time for this unit: 8 periods 2.Suggested arrangement: 1)Talking:(duty report, group discussion, free talk etc.)40' 2)Pre-reading activities: 15-20' 3)Understanding the structure of text A: 15-20' 4)Detailed study of the language:100' 5)Writing skills: 15' 6)Text summary 10’ 7)Exercises: 55' 8)Reading skills: 15-25' 9)Detailed study of of text B: 60-70' 10)Comprehensive exercises: 20'

IV.Lecture scripts:(by the teachers)2