第一篇：unit5教案
Unit 5 Nelson Mandela---a modern hero
一．教材分析与学生分析： 本单元以Nelson Mandela---a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。Warming Up部分利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质；Pre-Reading部分给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人； Reading部分介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。Comprehending部分利用判断正误和时间顺序来整体理解课文。Learning about Language分词汇和语法两部分其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar部分是有关关系副词where, when, why引导定语从句的用法，并通过练习加以巩固；Using Language部分，一是listening, 练习听力可配合p72的listening task 进行。二是reading，这也是一篇精读文章，更详细地了解曼德拉。三是writing，要求写一封信。注意信的格式。二．课时安排：
The first period: Reading The second period: speaking The third period: Grammar
The forth Period：Extensive reading The fifth period: Listening The sixth period: Writing 三．教学目标：
① 知识与技能：了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。掌握和运用本单元的新词汇和短语以及由when, where, why,介词加which whom 引导的定语从句。学会发表评论和表达自己的看法。
② 过程与方法：充分利用Warming up 提供的问卷调查表，让学生分组进行活动。教师可根据班级的情况让学生适当再增加一些问题，如：Are you ready to help others? Do you always try your best to get along well with your classmates? What qualities do you have? What qualities do you think you should have? ③ 情感态度与价值观：对Neil Armstrong等六人是伟人还是重要人物的判断，理解伟人与重要人物的区别和联系；对照伟人的品质，提高自身素养。四．教学重点和难点：
词汇：hero quality willing
active republic principle fight peaceful prison prisoner period law advise continue fee stage vote violence accept blanket degree guard terror fear cruelty reward right(n.)Criminal
leader president sentence(v.)
Sincerely 短语：lose heart
in trouble worry about out of work as a matter of fact blow up
put…into prison
come to poverty
set up
be sentenced to
重点语法项目：由where, when, why, 介词加which whom引导的定语从句.难点： 1.The characteristic of the writing of this unit
2.How to tell an important person from a great person.3.The differences between wherewhenwhyand thatwhich.4.Let the students know how to choose a great person in their eyes and write a short passage.五． 教学策略：Task-based teaching, listening and fast reading, asking and answering, explaining and practicing, reading and discussing, careful reading
Asking and answering activity to check the student’s understanding of the text.Individual, pair or group work.六． 教学煤体设计：A projector and a tape recorder.七．教学过程：详见以下分课时教学设计。
八． 课堂练习与课外作业设计：穿插于分课时教学设计中 九． 教学反思或值得改进的地方：见每个课时最后部分。
The First Period
Reading Aims: Talk about great people Express your points of view Understand the real meaning of the hero / heroine Teaching procedures and ways 教学过程
Step 1 Revision Go over what has been learned in the last period.Who do you admire greatly? Yao ming Luxun Newton Step 2 Background about some characters William Tyndale William Tyndale(1484-1536)was a 16th century priest and scholar who translated the Bible into an early form of Modern English.Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution.Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII.Because his Bible translation also include notes and commentary promoting these views.His translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church.Gandhi(Oct,2 1869-Jan, 30, 1948)was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution.He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replace it with the Commonwealth.His principle of satyagraha , often roughly translated as “ way of truth ”, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela.He often stated his values were simple: truth and non –violence.Neil Alden Armstrong(Aug, 5 1930)is an American pilot , astronaut, and the first person to walk on the moon.He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US.Navy.He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955.The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane.From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing.Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words “That’s one small step for a man, one giant leap for mankind.”
President Abraham Lincoln, the sixteenth president of the United States(1861-1865)Albert Einstein is one of the greatest scientists of the century in the world.He was born in Germany.His theory in physics helped the world to know more about the universe.So he was given the Noble Prize in 1921.However , in 1930s , because of Hitler’s rule, he was forced to leave his homeland and go to the U.S.A.He lived the rest of his life there and died in 1955, at the age of 76.Marie Curie(1867-1934), Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934.She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie.During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland.Together with Becquerel, she obtained the Noble Prize for Physics in 1903.She founded the Radium Institute of Paris , and was the main responsible until her death.In 1911 she was awarded the Noble Prize for Chemistry.Sun Yatwen(Sun Yixian , Sun Zhongshan , SunWen 1866-1925)is considered the founding father of modern China.Born in a peasant family.He was accorded the appellant of “ pioneer of the revolution ”
Qian Xuesen He is widely considered as the “ father of the Chinese space program ”.As one of the leading rocket engineers at the California Institute of Technology.In the 1990s , he , who had worked on top-secret projects all his life, become one of the most well – known intellectuals.Step 3 Reading Get the students to comprehend the passage quickly and accurately, and meanwhile help the Ss to form a good habit of reading.Read the passage on P34 to get the answers to Part 1 and Part 2 of comprehending.Silent reading
Read the text through in 3 mins, and then try to find the main idea of the text: It tells us sth.that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of comprehending.(5 mins)Understanding ideas
1.Why did Elias support Nelson Mandela? 2.What problems did Elias have? 3.Why did he support violence when he did not agree with it? 4.What would you have done if you were Elias? Discussion of ideas
Here are some possible questions students could talk about: 1.Why did the white people not treat black people fairly in South Africa? 2.How do you think the white people stopped the black people from being treated fairly? 3.Is it right for some people in one country to treat other people in the same country differently? Give a reason
Read the text again and summarize the main idea of each part.(work in group of four).Ask the Ss to pay attention to the first sentence of each paragraph.How many parts can this text be divided into?(2 parts)Give the main idea of each paragraph Part 1:(Para.1----2)
The life of Elias’ life before he met Nelson Mandela.Part 2:(Para.3 and 5)The change of Elias life after he met Nelson Mandela and what Mandela did.Do Exercises 1, 2 and 3 Careful study Read the text again carefully, after that, answer the following questions Step 4 Extensive Reading Get the Ss to learn more about Nelson Mandela from P38 Finish the related exercise Who do you think is a great person? What do you think I should do then? Which food do you think is healthy and which is unhealthy? Choose the answer which you think is correct in the following.Are you willing to do public service work without pay? Step 5 Speaking & talking Talk about your hero/heroine Discuss in pairs to talk about the qualities great people have.Sa: In my opinion, a great person is someone who should be hardworking, determined, unselfish and generous.If he/she works hard, no matter how great the difficulty he/she meets, he/she will try to deal with it.If he/she is unselfish and generous, he/she will help others without pay and get respect from others.If he/she is determined /she will never lose heart when he/she is in trouble.Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident.As a great person, he first should be kind-hearted.Only when he is kindhearted, he can help others when they are in trouble.Second, he should be brave.When he is facing danger, fear or terror, he would no be afraid.And he should be determined and confident.When he has confidence he will never lose heart in front of failure.T: I think both of you said are very good, thank you.Step 6 Language points 1.be willing to do sth be willing for sb.to do sth.will n.意志, 意愿
wish n.心愿, 愿望 I’m willing to help you.I’m quite willing for your brother to join us.Where there is a will, there is a way.It’s my best wish to you!2.Do you easily lose heart when you are in trouble? lose heart(不可数)灰心, 泄气 lose one·s heart to
爱上, 喜欢
Please don’t lose heart, you still have more chances.She lost her heart to him as soon as she saw the handsome soldier.at heart 从内心来说
heart and soul 全心全意
break one’s heart 心碎
put one’s heart into 把全部心思放在 learn / know by heart记熟 3.in trouble
ask for trouble
自寻麻烦 make trouble
制造麻烦
take trouble to do sth.费心做某事 get into trouble
遇到麻烦
have trouble(in)doing sth.做某事有困难 save / spare trouble 省事
1)He never came except when he is __________(有麻烦)2)Don’t imagine that you’re the only person _________(不幸)3)The boy _______(出事了)when he left home to live in London.4)That’s none of your business.Please don’t _______(自寻麻烦)Keys: 1.in trouble
2.in trouble 3.got into trouble ask for trouble 4.he fought against the German Nazis and Japanese invaders during World War fight +n.与------作战 / 打架 fight for
为了-----而战
fight against 与------作战 / 斗争 fight with
与------作战 / 并肩作战 fight back 还击, 忍住 fight a battle.战斗
fight one’s way back(out)费很大劲恢复, 打回去 They told the workers to fight for their rights.We will have to fight against difficulties.If the enemy comes, we’ll fight back.5.He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.give up 放弃 give in
让步
She has given up her life to nursing the sick.Don’t give up halfway.You can’t win the game, so you may as well give in.6.He fought for the black people and was in prison for thirty years.be in prison
在狱中 go to prison
入狱 put-----in prison
send----to prison throw----into prison
把-----投入监狱 be taken to prison
被关进监狱
They broke into prison and set free the soldiers who had been imprisoned.He has thrown in prison for five years and you may see him at home nest year.注意: 以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词 7….only then did we decide to answer violence with violence.当修饰状语位于句首时, 句子采用部分倒装的结构,而修饰主语时句子不用.Only by practicing a few hours every day will you be be able to master English.Only when the war was over was he able to return home
Only in this way can you hope to make improvement in the operating system.8.advise vt.advise + n.advise sb.to do advise doing advise sb.on sth.advise + wh-+ to do
advise + that(should)+ do that-----a piece of advice
1.We are often advised _____ notes in class, but few do so.A.taking
B.take
C.to take
D.took 2.My sister advised me that I ______ accept the job.A.would
B.might
C.could
D.should 3.The old man often advised the young workers on ______ the machine and they learned quickly.A.to operate B.how operate C.how operating D.how to operate 4.I advised _____ until the right time but they wouldn’t listen.A.to wait
B.waiting
C.waited
D.on wait Keys : CDDB 9.We choose to attack the law.choose + n.选中
choose from / between 从------选择
choose sb.+ as / for
选某人当-----choose sb.sth.= choose sth.for sb.为某人选物 choose + wh-+ to do
cannot choose but do 只好做----1.Some people say that they _______ to live in the countryside.A.enjoy
B.feel like
C.choose
D.don’t to
2.No doubt her husband could have told her , but he didn’t ______.A.choose
B.choose to
C.choose from D.choose to do 3.There are five pairs _______ , but I’m at a loss which to buy.A.to be chosen B.to choose from C.to choose D.for choosing Keys : CBB Step 7: Homework
Exercise 1 and 2 on page 71
Copy the left new words and expressions 课后反思：新课标强调学生自主探究学习，合作学习，教师在课堂的活动如果只是单纯的照本宣科，唱独角戏，机械的照搬教材内容，那么学生的学习方式就很难改变。因此，在上课时，要努力达到新课标的要求，在快读细读的环节中培养学生自主探究的能力，通过讨论难点和讨论曼德拉的优秀品质等活动来培养学生的合作精神。不足之处是由于内容太多，时间比较紧迫，因此有中意犹未尽的感觉。
The Second Period
Speaking Aims: How to express one’s point of view
Enable the students to tell what a great person is and help the students develop a good quality.教学过程（teaching procedures）Step 1 Revision Check the homework exercise
Have a dictation of the following sentences.1.The time when I met Nelson Mandela was a very difficult period of my life.2.Mandela had opened a black law firm to advise poor black people on their problems.3.I was worried about whether I would be out of work.4.we were put in a position in which we had either to accept we were less important, or to fight the government.5.it was very dangerous because if I was caught I could be put in prison for years.6.I knew it was to realize our dream of making black and white people equal.Step II Warming-up Pair-based activity
Ss work in pairs to ask each other the questions shown on the screen.They should give each other marks according to the answers, one Yes one point, No no point.Finally everyone’s mark will be shown on the screen.The higher the better.The highest 5 will be the heroes.Step III Pre-reading Show the pictures of some important or great persons to the whole class.Each group will describe what they see.Collect as much information as possible.Sometimes hint is necessary.Then discuss: are they all great people? Why? Step IV Talking(p69)
1.In groups talk about your hero/heroine.Some pictures provided for choice.Use the following questions to help.Who is your hero/heroine?
Why do you like him/her so much?
What are his/her best qualities?
2.share some of their stories together.Step V Speaking task(p74)Maybe great people have some of the following qualities.intelligent determined generous kind unselfish
hard-working
brave confident Discuss in pairs to choose 4 necessary qualities that great people should have and explain why.Step V Homework Preview ELIAS’ STORY and finish comprehending ex
课后反思：本课能比较好地完成教学目标，训练了学生说的能力，懂得如何表达自己的思想和意见。还使学生懂得伟人应该具备什么样的优秀品质。
The Third Period
Grammar Aims:
Knowledge aim: Learn the attributive clauses by Where, When and Why.Ability Aim: Let the students learn how to use the relative adverbs.教学过程（Teaching Procedures）: Step 1 Revision Revise what we have learnt about the attributive clause by asking questions.Step 2 Lead-in Show the students the sentence structure of the attributive clause by when, where and why.Ask the students to discover how to join two simple sentences into a compound sentence with when, where and why.Step 3 Explanation The teacher explain to the students how and why we choose a relative adverbs.关系副词有when, where, why 关系副词when,where,why 分别表示时间，地点和原因，在定语从句中起状语的作用。
如：He told me the date when the meeting would be held.(相 当on which)
This is the place where he works.(相当于at which)
No one knows the reason why he suddenly died.• 注意：如果先行词是reason，关系词为why, that 或省略。
The reason why/that/ he changed his mind is not clear.The reason why/that/she didn’t get the job was that her
English was not good.Step 4 Practice Show the students the exercises of the attributive clause “Choose the right answers” on the screen.选择 : 1.Is that the house __
you bought last year? A.where
B.Which 2.Is that the picture__
you are laughing at? A.Which
B.where 3.It is the most interesting book __
I’ll ever read.A.which
B.that 4.The street----is to the park is very narrow.A.where
B.which 5.The person __finds my watch will get a reward.A.who
B.when 6.This is the room__
we listened to the lecture.A.which
B.where 7.The boy __mother is ill can not come to the party.A.Who
B.Whose 8.Tell me the reason__
you are late.A.which
B.why Key: 1.B 2.A 3.B 4.B 5.A 6.B 7.B 8.B 翻译：1.他指给我看他丢钱包的地方.2.你记不记得我们到这儿的那一天? 3.这就是我丢失钱包的公园。
Keys: 1.He showed me the place where he lost his wallet.2.Do you remember the day when we arrived here? 3.This is the park where I lost my wallet.Step 5 Homework Do the Exercise 1, 2 on Page 71.课后反思：本节课是语法课，能以学生为主体，通过指导学生观察、体验探究、合作等积极主动的学习方式，发现语言的规律并运用到各种语言实践活动中。做到精讲多练，使学生区分关系代词和关系副词的用法。
The fourth period:
Extensive Reading Aims: Integrating skills on reading Help the Ss to comprehend the text through different ways of reading skills.Get the students to learn the rest life of Elias and more about Nelson Mandela.Teaching important points: 1.The general idea of the text.2.Enlarge the knowledge of the different great people in different field.3.Let the Ss talk about the great people in different fields.Teaching methods: Skimming, fast reading and comprehension, task-based, explaining.教学步骤 Teaching procedure: Step I.Greetings Step II.Extensive Reading 1.Lead-in question: What do you think the people in the prison will do? Have a discussion in groups.2.Get the students to learn more about Nelson Mandela.Read the text on Page38, then do the exercises and check it out.3.Answer some questions about Elias.1).How did Mr.Mandela help Elias in the prison? 2).When did Elias lose his job? 3).Does Elias like his present work? Step III.Leading in.Get the Ss to know whether Bill Gates is a great man or not.Show the pictures of Bill Gates on the screen, ask the Ss whether they know and what they know about the man on the screen.Ask the Ss to answer whether he is a great man or not.Step IV.Reading Task.Whether Bill Gates is a great man or not, let the Ss keep their idea and read the passage carefully in page 73.After reading the passage, finish the information sheet.Five minutes later, check the answers together.Step V.Afterthoughts Ask the Ss to think about the question again, whether Bill Gates is a great man or not in their eye after the reading of two evidence giving.Step VI.Homework.1.Recite the key sentences in the text.2.Find more information about Bill Gates after class.课后反思：本节为泛读课，主要培养学生良好的阅读习惯。能根据课文设计各种阅读任务，使学生较好的理解课文的大意，进一步了解曼德拉的优秀品质。
The Fifth Period
Listening Teaching aims Improve the students’ listening ability
Tell the Ss’how to get the information about listening in advance.According to the contents of listening, let the students get the skills of listening.Teaching important points Listen to the three materials about Elias, Bible and Accidents and choose the correct answers.Work together with partners and write down their reasons of accidents.Teaching methods Listening and cooperative learning 教学步骤Teaching procedures Step I: Revision Get the Ss’ to retell Elias’ story with their own words Step II: Listening(P37)Ss’ are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.T: Please open your books and turn to Pages.Before you listen to the tape, please read first the questions and multiple answers to find out your listening points.Pay attention to these important points while listening.Now, I’ll play the tape twice.Please listen carefully and pay much attention to the important points.You may choose the best answers while listening the second time.Check the answers together.T: Listen to the tape a third time and the following two questions: 1.Do you think Elias was right to join the ANC Youth League? Give your reason 2.Imagine you are Elias, what would you do? Give your reason.Ask some Ss to answer them..Step III: Listening T: Let’s come to Page69, look at the questions before you listen to the text, and answer them..Play the tape three times.Step IV : Listening Task Listen and answer the questions in Part1.T: Now turn to Page72..In the listening task, there are four questions.You should form the habit of going through the questions to get the important listening points.And make notes if necessary.After listening, check the Ss’ work.The teacher gives the answers.T: Now look at the two tables in Part2.I’ll play the tape a third time.After listening, the Ss check their answers with their partners.Step V: Homework:
Write down the cause of the accident.课后反思：本节是听力课，从帮助学生形成有效学习策略的角度出发，培养学生如何去获取信息，处理信息的能力。提高学生的听力能力。
Period 6:
writing Aims:
Learn to write a short passage of a great man.Let them know how to choose a great person in their eyes and how to write a short passage.Teaching important points Let the students know how to choose a great person in their eyes and how to write a short passage.Teaching methods Task-based method，group work 教学步骤Teaching procedures Step I.Greeting: Greetings Step II.Lead in Ask the students to play a game.（This will get the students to know how to describe a person.)Show some pictures of some important or great people to the whole class.Each group will choose one student standing with his back to
the blackboard.If he or she can guess the name of the person
by listening to other students’ description, he or she will get one point.(We can ask the students to choose only some of the pictures describe.)Step III.Writing(p.39)
1.Tell the Ss some steps when writing: Before writing you can follow these steps: •
collect ideas for the letter •
write them down in any order •
Sort them out in an order
Put those idea into a form so that you can easily see them •
Use the form to help you as you write.2.Show them how to get some ideas before writing: 1)In this unit we have learned a lot about the modern hero---Nelson Mandela.Can you give me some information about him? 2)After the Ss give some information about Nelson Mandela with the help of the text, the teacher may add some more information in a form.3)Enjoy the sample letter.Suggested answer
Jinan No.1 Middle School
Shandong, China
May 27, 1989 Dear President, I am writing to ask you to free Nelson Mandela.Here are some reasons why I think he should be free.As we all know, people with different colors should be equal.Nelson Mandela devoted all his life to realize this dream.In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote.In 1952, he opened a law office to help the poor black people in Johannesburg on their problems.The black people loved him.In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor.One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.I think, what he did was for his people, his country, not for himself.He has an unselfish and brave heart.As he is a great man, you should set him free.Best whishes!
Yours truly，Li Hua 4)After reading the sample, ask them to tell me how to write a persuasion letter.5)Tell them the structure of a persuasion letter in general to make the writing easy.Structure of such letters
Part 1.A small paragraph(Reason for the letter)
Part 2.Body paragraphs
(reasons in detail)
Personal information
Hard work achievements
Good qualities
Part 3.Closing paragraph
(your opinion)Step IV.Writing Task Ask them to try to write a persuasion letter
1.Suppose you are going to write a letter to the senior organizers of the Nobel Prize to persuade them to give the Nobel Peace Prize to Mother Teresa.2.Read the information given below.Mother Teresa Personal information Was born in Yugoslavia, on August 27, 1910, a nurse，Hard work achievement Help the poor and comforting the dying in the street of the city;her work spread to other part of India Good qualities hard-working, kind-hearted, persistent Your opinion A well-known person, worth the prize 3.Pay attention to the structure of such letters.4.Give them some time and ask to write the letter in groups.5.Share their ideas with the class by reading their letters aloud.6.Correct the writings together.Suggested answers: Dear senior organizers:
I am writing to ask you to give the Nobel Peace Prize to Mother Teresa.Here are some reasons why I think she should be given the prize.Mother Teresa was born in Yugoslavia, on August 27, 1910.When she was 20 years old, she went to India, Where she began to be a teacher.After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress.However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city.Slowly others came to help her, and her work spread to other parts of Indian.She became a well-known person.When she travels the world, she opens many new schools and hospitals in poor countries.She is known for many great achievements.because of her hard work, kindness and persistence.I think she is really a great person in my eyes.We should give her the Nobel Peace Prize.Step V.Homework: Read a passage about a great person or write a short passage about a great person in your hometown.课后反思： 本节为写作课，体现了英语课程标准的理念。旨在训练学生的书面表达能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。
第二篇：unit5教案
Unit 5
Teaching Objectives(教学目的)1.To Require students obtain the information related to the text.2.To help students learn the new words and expressions.3.To get the students to communicate in English confidently.4.To teach the reading skill---finding out word meanings through many different ways.Teaching Requirements(教学要求)1.Students are able to get a clear understanding of the text.2.Students are required to master new words and phrases.3.Students should do some extra reading and exercises after class Teaching methodology(教学方法)1.Communicative method(交际法)2.Cognitive method(认知法)3.The Grammar-translation method（语法翻译法）4.The audio-lingual Method(听说法)
Time distributive(时间分配)1.Preparation and analyses of the passage A(1.5-2 hours)2.Analyses of passage A and exercises(2-2.5hours)3.Analyses of the passage B(2.5 hours)4.listening and speaking(2-2.5 hours)
Focuses and difficulties(教学重难点)1.Comprehension of passage A.2.New words and phrases.3.Reading skill---finding out word meaning.Teaching Procedures(教学过程)I.Before Reading
Background Information II.Global Reading III．Detailed Reading
1．illustrate: v.1)add pictures to(something written)This book is a beautifully illustrated history of science.这本书是一本插图精美的科学史。那本杂志有精美的插图。
The magazine is well illustrated.2)show the meaning of(something)by giving related examples The story he told about her illustrates her true generosity very clearly.这个题目很难，请容我举例说明。The subject is difficult.Permit me to illustrate.1 2．genius: n.1)(a person of)very great ability Her latest book is a work of genius.2)a special ability She has a genius for mathematics.genius, gift & talent 这三个词都是名词，都有“天才”，“天赋”，“才华”之意。
genius 语气最强，指智力水平超越大多数优秀人才的一种独特理解力，也指天才人物。例如： The composer Mozart was a genius;he played the piano beautifully at the age of four and conducted an orchestra at twelve.作曲家莫扎特是位天才，他4岁时钢琴就弹得很好，12岁就指挥乐队了。gift 强调天生的特性和技能，但与独创性无关。例如： With his gift of gab, he would be an excellent orator.他具有雄辩口才，会成为一个出色的演说家。
talent 指能从事某种特殊工作或活动的独特的、非凡的才能，这种才能往往先天就有。例如： His talent was largely self-developed.他的才能主要是自己培养的。
3．embarrass: vt.(cause to)feel ashamed, uncomfortable, or anxious I don’t like making speeches in public;it’s so embarrassing.许多人走进一间满是陌生人的房间时总会感到局促不安。It embarrasses many people to walk into a room full of strangers.4．burst: v.1)(cause to)break suddenly, esp.by pressure from within The river burst its banks and flooded the town.河水冲决了堤岸, 淹没了城镇。
2)(cause to)come into the stated condition suddenly, often with force She burst through the door into the room.他从起跑线冲出。
He burst away from the starting line.burst是个常用词，经常与其他词构成短语，下面是几个与burst有关的短语。
burst into 闯入；爆发成；突然„起来 burst out of 冲出„
be bursting with 充满；挤满 burst to do sth.急于„
burst in on(upon)打扰；打断 burst out doing
突然开始
5．astonishment: n.great surprise or wonder To the astonishment of her colleagues, she resigned.express astonishment
表示惊讶 astonishment at
对„惊讶 in/with astonishment
惊讶地
to one’s astonishment
使某人惊讶的是
6．publish: vt.(of a business firm)choose, arrange, have printed, and offer for sale to the public(a book, magazine, newspaper, etc.)The New York Times is an internationally influential daily newspaper published in New York City and distributed worldwide.当她的第一部小说出版时，她只有十九岁。She was only 19 when her first novel was published.7．dumb: adj.1)lacking the power of speech She was struck dumb by what she had seen.2)(infml.)stupid Are they brave or just dumb? 他说“是”是愚蠢的。
It was dumb of him to say “yes”.deaf and dumb
聋哑的 play dumb
装聋作哑 be dumb to do sth.做„是傻的 8．taste: v.1)be aware of the taste of sth.I’ve got a cold, so I can’t taste what I’m eating.你尝得出这饮料有什么怪味道吗? Can you taste anything strange in this drink？ 2)have experience or enjoyment All of them tasted the fear of death that day.3)have a particular taste These oranges taste good.这个汤有点咸了。This soup tastes salty.9．dozens of: a group of There are dozens of people waiting in the line.a dozen of
（一）打，十二个 half a dozen
（约）六个 by the dozen
成打的 by the dozens
大量的 10．minus:
adj.(of a number or quantity)less than zero I got A minus for my English homework.今晚气温会降到零下8度。
Temperatures could fall to minus eight tonight.prep.reduced by a stated number That will be $500, minus the deposit of $50 that you have already paid.七减三等于四。
Seven minus three equals four.11．smart: adj.1)good or quick in thinking;intelligent I wish I was smart enough to invent something and maybe get rich.2)bright;new-looking;clean Go and make yourself smart before we call on the Joneses.12．intelligent, clever, smart & bright
这几个词都是形容词，都有“聪明的”，“才思敏捷的”之意。intelligent 是正式用语，指中等以上的智力，有较强的理解能力，有学习能力，强调对新知识、深奥问题的理解力，尤其是解决新问题的能力。clever 与intelligent相比，更强调天生的聪颖，有较高的理解力、思维敏捷、思路灵活，接受新东西快，但不强调理解得深刻全面。这个词也指灵活的双手与矫健的身躯。bright 是普通用语，多指年轻人或小孩，常用于口语，书写语言不易多用。强调理解力强，思维非常活跃，谈话与态度也活泼生动。13．echo:
n.a sound sent back or repeated, e.g.from a wall or inside a cave Thick carpet would reduce the echo in this hallway.v.(cause to)come back as an echo The room echoed with the sound of music.我说什么她都附和。
She echoes everything I say.produce an echo
产生回声 hear an echo
听到回声 listen for an echo
注意倾听回声
14．live on: have as one’s only food or income They lived on very little when they got married.You cannot live on love only.live是个常用词，经常与其他词构成短语，下面是几个与live有关的短语。
live by
靠„生活手段过活 live in/at
住在„；生活在 live off/on
依赖„生活
live out
活过（某一段时间）；活到„结束 live up to
遵守；不辜负（期望）
live with
与„在一起生活；忍受（不愉快的事情）15．ancient: adj.in or of times long ago old, ancient & antique 这三个词都有“旧的”、“古老的”、“过去的”之意。
old 为普通用语，主要指人或物已存在或使用了相当长的一段时间，即指人或动物的年龄大、年老，也指事物的古老和陈旧。可使用于任何场合，可作定语，也可作表语。例如： Cambridge and Oxford are old universities.剑桥和牛津是历史悠久的大学。ancient 意为“古代的”、“古老的”，特别用于历史范畴，表示在遥远过去时代所存在或发生的人或物。例如：
In ancient times people did not think the brain was the center of mental activity.在古代，人们并不认为大脑是智力活动的中心。
antique 意为“古代的”、“自古即存在的”、“古风的”，通常指自过去的时代一直保存下来的、具有价值的东西。其时间范围既可指遥远的古代，又可指近代或现代以前的一段时间。例如： I have a fine collection of antique furniture.我收集了很多古董家具。
16．at random: aimlessly;without any plan She asked questions at random.恐怖分子向人群胡乱射击.The terrorists fired into the crowd at random.17．enclose: vt.1)put(esp.sth.sent with a letter)inside Please enclose a curriculum vitae with your letter of application.2)surround with a fence or wall so as to shut in or close The park that encloses the monument has recently been enlarged.enclose sth.in/with
把„装在„内 I'll enclose your letter with mine.我在此信中附上50美元支票一张。I enclosed a check for $50 with this letter.en-, em-作为前缀可以加在名词和形容词前，构成动词。意思为“将„放入（上）；使„成为”。例如：
encase---cover completely(as)with a case
把„装入箱内
enclose---put a wall or a fence around
用墙（或篱笆）围
empower---give(someone)the right or power to do sth.授权（给某人）18．favorite:
n.something or someone that is loved above all others These books are my favorites.老师不应该过分宠爱某些学生。
A teacher shouldn’t have favorites in the class.adj.being a favorite What’s your favorite television program? 19．bestseller: n.something(esp.a book)that sells in very large number J.K.Rowling's Harry Potter novels are all bestsellers.His latest book has gone to number two in the bestseller list.20．on tour: a journey during which several places are visited The singer is currently on tour in South American.我们在导游的带领下参观了城堡。
We went on a guided tour around the castle.journey, tour &travel
这三个名词均含“旅行”之意。
journey 最普通用词，侧重指时间较长、距离较远的单程陆上旅行，也指水上或空中的旅行。At first I was afraid the long journey would be too much for her.起初我担心她受不了长距离的旅行。Life is a journey from birth to death.生命是从生到死的一次旅行。
tour 指最后返回出发地，旅途中有停留游览点，距离可长可短，目的各异的周游或巡行。There came a party of business men on the tour.来了一群实业家观光团。
They are now making a bridal tour.他们正在做新婚旅行。
travel 泛指旅行的行为而不指某次具体的旅行，多指到远方作长期旅行，不强调直接目的地，单、复数均可用。
He made a number of English friends during his travels.The Travel Marco Polo is one of the most interesting books that I have ever read.《马可波罗游记》是我生平读过的最有趣的书之一。
21．qualification: n.ability, experience, or training ability enabling one to do something He's got all the right qualifications but is temperamentally unsuitable.在这里工作你需要的资格之一是要有幽默感。
One of the qualifications you need to work here is a sense of humor excellent qualification
优越的条件
physical qualification
体格要求 professional qualification
专业资格
educational qualification
学历资格 the necessary qualification
必要的条件 have the qualification for sth.做这项工作需要什么资格？
What sort of qualifications do you need for the job? 22．discipline: vt.train and control the mind and character I'm trying to discipline myself to eat less chocolate.train, educate, teach & discipline 这几个词都是动词，都有“教育”、“培养”之意。
train
尤其指在艺术、职业、技能等方面的教育及训练。educate
尤指对人心智及性格总体上的教育、训练及锻炼。teach
意思是“教导”、“训练”、“控制（某人）”，尤其用于文学语中。discipline
意思是“训练或训导”、“约束或惩罚”等。23．fit sb./sth.in: find a time to see(sb.)or do(sth.)Doctor Jones can fit you in on Thursday afternoon.你在那个箱子里已装不下更多的玩具了。You can't fit any more toys in the box.24．odds: n.the probability that sth.will or will not happen The odds are that he will fail his exam.The skirt and jacket looked a bit odd together.by all odds
毫无疑问地
at odds over
在„上意见不一致
at odds with
与„意见不一致 against odds
尽管有极大困难
odds and ends
残余的东西
IV Exercises and homework
1)Learn the Section B by yourself 2)Preview Unit 6
第三篇：unit5教案
Class1 Group3 赵明灯、王露、李杏桦
Background information: Students: 40 students, Grade 7 Time: 45mins
Teaching aims: 1.Knowledge: ① Students can learn 8 new words’ pronunciation, spelling, meaning, and their variant(smart, beautiful, lazy, small, friendly, cute, scary, shy).②
Students can learn 6 sentence patterns(-What animals do you like？-I like„-Why? –Because they’ re„-Where are„from? –They’ re from„).2.Skills: ① Students can use 8 new words learned before to describe some animals’ character.② Students can recognize the 8 new words learned before in the record.③ Students can use the 6 sentence patterns learned before to communicate with other students about animals that they like.3.Strategies: ① Students can remember new words about animals better through look pictures of animals.② Students can learn English pronunciation and intonation by imitate the record.③ Students can make new sentences by apply sentence patterns learned mechanically.4.Emotion: Students can talk about animals they like and arouse awareness of protection for animals.Teaching contents: Text book 2 of grade 7, unit5, section B, 1a, 1b, 1c, 1d, 2a
Teaching aids: Blackboard, chalk, PPT, pictures, record
Teaching procedures: T: Good morning Ss: Good morning…
T: Today we will learn unit5 section B.Open the textbook turn to page 20.First we will review some words we learned last class.(复习2minutes)大家看着PPT中的图片直接用英语说出这些动物。Let us begin.Look at the first picture.What is it?（依次放映PPT的图片）Ss: Tiger.（这次复习中如果有不会读的词就再教读一遍）T: Good next one.What is this? Ss: Lion T:大家明白我的意思了吗 Ss:明白
T:接下来，大家看到图片之后就按照刚才的步骤，说出它的英文。This？ Ss: Panda T:Very good.Next one T:Which animal? Ss: Giraffe T:Good next one Ss: Elephant T:The last one Ss: Koala
T:大家读的很好，大家下去要多练习多记忆。上次我们学的都是一些动物的名词，你们知道怎样去描述它们吗？ 如果你喜欢它们，该用什么词去描述，不喜欢有该用什么词去描述,接下来我们就学习一些描述动物的形容词（新词学习8minutes）T:Look at the 8 new words under the pictures.T:Look at the PPT and read after me T:Smart Ss: Smart T:聪明的 Ss:聪明的
T:它的名词形式在后面加上-ness，变成smartness Read after me T:Smartness Ss: Smartness T:很多形词的后面加上后缀-ness可以变成名词形式
T:它的副词形式在词末加上-ly 变成smartly.Read after me.smartly Ss: Smartly T:Read the short sentence after me.He is a smart boy.Ss: He is a smart boy.T:Next one.这个单词可以用来形容很多东西，学会了很有用，可以用来夸奖别人 Beautiful T:Read after me.Beautiful Ss: Beautiful T:漂亮的 Ss:漂亮的
T:根据刚才我讲的形容词变副词大家知道beautiful 的副词怎么变吗 Ss:加-ly 吗
T:对在形容词后面加-ly可以变成副词形式
beautifully Read aft r me T:Beautifully Ss: Beautifully T:我们学习一下它的名词形式 beauty T:Read after me.Beauty Ss: Beauty T:It is a beautiful flower.Ss: It is a beautiful flower.T:接下来这个词也很有意思，早上不想起床上课的同学，我们就说他是lazy Read after me lazy S:Lazy T:大家知道它的意思吗 Ss:懒惰的
T:对！我们不能做一个lazy的人 T:Lazy的副词怎么变 Ss:加-ly T:很好大家记住了刚才的规则，但是lazy有点特殊，它是以字母y 结尾的，我们要变“y为“i”再加-ly，它的名词形式也是要先变“y“为” “i“再加-ness“再加-ness“再加-ness“再加-ness T:Lazy 的名词形式就说laziness T:Read after me
laziness Ss: Laziness T:它的副词是lazily T:Read after me T:Heis too lazy，we don’t like him.Ss: He is too lazy ,we don’t like him.T:下面这个词很简单，small 小的 T:Read it Ss: Small T:Small的名词形式同样是加-ness smallness T: Read after me smallness S:Smallness T:副词直接加y smally T:Read after me
smally Ss: Smally T:我们来造个句子，“我想要一个小的苹果”怎么说 TSs：I want a small apple T:作为学生我们要和别人友好相处，我们就学习一下friendly Ss: Friendly T:Friendly的名词形式去掉ly变成friend T:我们一起造个句子“我们是友好的学生” TSs: We are friendly students T:The next one we will learn “cute T:Read after me
cute Ss: Cute
.” “友好的T:可爱的 Ss:可爱的
T:Cute 的形容词和名词的变形都遵循我们刚刚讲过的方法，cute的副词是什么 Ss：Cutely T:名词呢？ Ss:Cuteness T:很好看来大家都学会了形容词变副词的一般方法，加-ness变名词大家都掌握了。
T:Read after me “You are so cute” Ss: You are so cute T:这句话可以用来夸奖别人，多夸夸别人有利于和睦相处。T:Very good continue to learn the news T:Scary Ss: Scary T:可怕的 Ss:可怕的
T:Scarey的名词有点不同之前几个形容词的变法，它的名词是scare，同时也可以做动词 T:Read after me scare Ss: Scare T:I think tiger is scary Ss:I think tiger is scary.T:Okay The last one T: Shy Ss: Shy T:害羞的 Ss:害羞的
T:Shy 的副词有两种形式可以直接加-ly 也可变“y”为“i”再加ly.名词直接加-ness T: She is a shy girl.Ss: She is a shy girl.T:今天的新词学习就到这里，接下来我们巩固一下（学习过程中把新词写在黑板上）
T:我指到哪个单词，你们就读哪个，并说出它的汉语意思,比如，我指着shy，你们就读“shy，害羞的”就ok了.Let us begin.（练习2minutes，可进行多遍练习）
(依次指各个单词)Ss: Smart聪明的shy害羞的small小的 lazy 懒惰的 scary 可怕的friendly 友好的 beautiful 漂亮的cute可爱的 T:大家能不能记住这些单词了
T:课后再进行记忆，接下来我们完成1a的练习，巩固一下今天所学的单词.T:来，我和大家一起完成，March the description words with the animals.You can use some words more than once这些词可以描述哪些动物，把表示动物的字母写在相应的单词后面（完成练习包括简单句应用3minutes）这个题没有正确答案，你认为这种动物可以用哪个词形容就填哪个。我先带着大家做一个，然后大家再完成，smart可以描述哪种动物，例如，你认为elephant is smart你就说elephant is smart 或者其它的 koala /panda is smart。明白我的意思了吗？ Ss:明白；不明白（如果不明白的学生较多就再讲一遍）T:Which animal is beautiful Ss: Giraffe is beautiful(不同学生会有不同的答案，但都会开口说)T :Which animal is lazy Ss: koala…is lazy
T:In these pictures which animal is small Ss: Koala is small T:Which one is friendly Ss: Panda is friendly
T:Which animal is cute?可能有些男生认为老虎也是cute, 都可以的有些同学可能比较喜欢老虎狮子这些凶猛的动物
T:Which is scary? I think lion and tiger are scary.Do you agree? The last one----shy, which one is shy ? Ss: Koala…is shy
T:Very good，刚刚练习的是怎样描述一种动物，大家要多联系。（总共从复习单词到新单词学习15minutes完成）今天的新词学习以及练习就到这里。下面让我们来听一段录音，完成1b的练习。刚学过的8个新单词中有几个出现在录音里，听录音的过程中你需要把它们圈出来。（播放录音）Ok，大家告诉我是哪些单词出现在了录音中呢？
Ss：smart，lazy，cute，beautiful，shy.（听第一遍录音以及学生回答问题用了3minutes）
T：Perfect!看来大家找得很好。Next, listen again,再听一遍，完成1c的练习。大家需要分别找出Mary和Tony用了哪些词来描述elephants和pandas。填在表格里，为了在听的过程中节省写的时间，大家如果听到在1a中出现过的词，可以先做标记，过后再完整地写下来。（播放录音）Ok,现在大家告诉我，这四个空分别填什么？
Ss:（只有一部分学生回答，一些学生没有找出答案）Mary用smart形容elephants,用beautiful和shy形容pandas，而Tony用lazy形容elephants,用cute形容pandas.（听第二遍录音以及学生回答问题用了3minutes）
T:许多同学都漏了一个单词，Mary还用了一个单词来形容elephants，这个单词是以前学过的。而且还有一部分同学没有清楚的分清哪些单词是Mary用来形容elephants和pandas，哪些是Tony用来形容elephants和pandas的。下面，我带着大家一句一句的来分析。（我用PPT展示录音内容，并进行翻译，到“Oh, they're interesting and they're really smart”这句时进行强调）在这里Mary还用了interesting来形容elephants。大家还记得它的意思吗？ Ss:有趣的。
T: Ok, continue.(继续分析录音)现在，大家都清楚了吗？
Ss:（异口同声）清楚了。（我带着同学分析录音用了5minutes）T：Ok,我在放一遍录音。This time，you need to imitate.同样，我放一句停顿一下，你们需要模仿它的发音复述一遍，目的让你们学习英语的语音语调。（播放录音，学生们模仿）Ok,听力练习到此为止。(学生模仿录音用了4minutes)We learned many animals,can you talk about it in English ? Ss: yes.T:Very good.now we are going to study 1d,turn to page 28.talk about the animals you know with your partner.let us read this converation.read after to me.(这里用了1minutes)Ss: Ok
T:What animals do you like? Ss: What animals do you like? T:I like elephants.Ss: I like elephants.T:Why? Ss: Why? T:Because they are cute.What animals do you like? Ss: Because they are cute.What animals do you like? T:I like dogs because they are friendly and smart.ss: I like dogs because they are friendly and smart.T:Everybody do good job.大家还是注意了这里用do,如果是第三人称的话要用does，还有用Why,来提问原因，同学们要用because回答。同学们记住了吗？ Ss：记住了。
T：Ok,我们回顾一下grammar focus。(这里用了2minutes)当提问为什么不喜欢老虎怎么说 Ss: Why do not you like tiger? T:怎么回答呢？
Ss: Because they are scary.T：对的，大家也可以询问动物来在哪里where are lions from ?now I will show some picture ,please tell me where are they from? Ss:ok.(look at PPT）
T：Where are pandas from ? Ss: They are from china.T:Good,老师把这些动物在地图上的位置给大家，大家在编对话时可以提问这些动物的家乡.now marking a new converation with your you have 1 minutes.go ahead.(这里用了2minutes)(students make some conversation.)T:Ok,time is up ,any volunteer?(some students raise their hands)T:You two please.S1:What animals do you like? S2:I like lions.S1:Why ? S2:Because they are the king of the forest.S1:Do you know where lions from? S2:They from South Africa.do you like koala? S1:No I do not like.S2:Why do not like it? S1:Because they are lazy.T:Great.sit down.T:Now，let us do a game.每个组两个人你可以选择PPT上三道题中的任意一道做答，ok, first group.which one you chose?(这里用了5minutes)
S:Fist T:Ok,请用英文在十秒钟内说出七种动物的名字，ready go.S:Dog tiger panda koala cat mouse monkey T:Great.second group ,which one you chose ? S:Third T: Ok, let us see what is the question? wow,说出两种你不喜欢的动物及其原因
S:I do not like tiger ,because they are scary.I also do not like koala, because they are lazy.T:Very good.third group, you just have one choice ,ok ,second,你喜欢狗吗？请现场编一段对话。
S:Ok，I like dogs ,they are cute and friendly ,you can require them do something ,they are helpful and interesting.I love them very much.T:Good,do you have one ? S: Yes T:I believe you take care of them well.三组同学都做得很好。对句子的掌握也很好。
T:Look at PPT，这是一张调查表，请询问你的组员他喜欢哪种动物和原因，你可以使用ppt上的这些句型，you have 3 minutes.go ahead.（同学们进行问卷调查）(这里用了5minutes)
T:Time is up.this is your homework.请将刚才的调查表内容写成句子介绍你的同学们.for example :Wang Ming likes cats, because they are cute.Li Hai likes„请同学们明天交给我，do you have some question? S:No T:Ok,bye bye.Ss: See you.Homework:将课堂上使用的那张调查表中内容写成句子介绍你的同学们.For example: Wang Ming likes cats, because they are cute.Li Hai likes„
第四篇：Unit5教案
Unit5 Dinner’ s ready Part B
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：
本节课新授时我使用了具体的实物餐具，激发了学生学习的兴趣，但有些混乱，所以给学生的对话练习带来了不便，下次要多注意，设置游戏操练时应仔细考虑学生的学习的难易程度。
第五篇：unit5 教案
育英外国语学校集体备课教案
八年级英语（上）
主备人：段雪芳
审核人：李丽娟
Unit5 Do you want to watch a game show?
Section B Self Check
一、教学目标：
1.语言知识目标：
1)复习下列单词: educational, news, discussion, stand, happen, action movie, successful…
2)能够综合运用所掌握的知识来描述自己所喜欢的一些动画片或影视剧。3)通过自己所喜欢的一些动画片或影视剧来达到熟练运用所学知识的目的。
2.情感态度价值观目标：
1)每个人都有自己的爱好，要了解个体的差异性，了解自己的爱好，尊重别人的爱好。
2)了解一些影视片的内容，通过观看不同形式的影视片来了解社会，丰富自己的文化知识。
二、教学重难点 1.教学重点：
1)能运用所学的知识及提示来阅读相关影视片的简介，并能完成相关任务。
2）能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。2.教学难点：
能运用所学的知识与句型表达方式来简介一下自己所看过的影视片。
三、教学过程 Step1:Teaching aims.1.Review old words: educational, news, discussion, stand, happen, action movie, successful…
2.To learn to talk about all kinds of movies and TV shows.3.To finish self check.Step2.Revision Review the main words and phrases learned this unit.Step3:Teaching procedures.1.Lead-in
Ask some questions about Mulan.Let the Ss think and answer the questions: “Do you like cartoons? Do you know Mulan? Can you say anything about it?”
Ss discuss the questions and answer the questions.e.g.S1: Yes, I do.Mulan didn’t have any brothers.She took his father’s place to fight 育英外国语学校集体备课教案
八年级英语（上）
主备人：段雪芳
审核人：李丽娟
in the army.S2: Mulan dressed up like a boy.Nobody knew she was a girl in the army.2.Let ′s discuss which TV show do you like best ?(1)A:What kind of TV show is it?
B:It’s a soap opera.A:What do you think of it?
B:I don’t like it.(2)A:What kind of TV show is it? B:It’s a sports show.A:What do you think of it? B:I don’t mind it.3.Survey: Do you like watching movies? Do you know the kinds of movies? Which kind do you like best? Why ? 4.Pairwork.5.Group work.A: Do you want to watch a movie? B: Yes, I do.B: What kind of movies do you like? C: I like ……
D: Why do you like watching….? C: Because it is ……Let′ s go 6.Finish self check(1.2).Ss try to fill in the blanks.Work on Self check 1:
1.Fill in the blanks with the superlative forms of the words in the box.2.本题是根据提示词来进行问答。问句和答语中没有对人称的提示，因此应自主确定人称。可以用you来询问，则回答应用I；如果是用第三人称来询问，则回答也相应的用第三人称来答，如果是第三人称单数形式还应注意动词用恰当的第三人称单数形式。
具体分析：
如：1）─What do you think of soap operas? ─I can’t mind them.─What does your father think of soap operas? ─He can’t mind them.…
育英外国语学校集体备课教案
八年级英语（上）
主备人：段雪芳
审核人：李丽娟
4.学生做每个试题，并校对答案。Work on Self check 2
1.Tell Ss to read the statements below.Then think about them.Which of the statements they agree.Check(√).Check(×)if they disagree.Give at least one reason.2.Ss work and by themselves.说明原因： Give some examples: e.g.I think we can learn some interesting things.3.学生们完成试题并说明原因。Step4:Exercises.Step5:Homework.教学后记：
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