高级英语5 教案 unit6

第一篇：高级英语5 教案 unit6

Unit 6

Text I

Preparing for College Lincoln Steffens

I)Pre-reading Brainstorming:

1.How did you prepare yourself for admission to college or university? Were you opposed to such examination-oriented preparation? 2.How did the author of the text, Lincoln Steffen, prepare for college? II)Main Idea of the passage:

In the passage, basically a narrative, the author intends to tell his readers what happens in the year 1884-1885: his failure in examinations and his discovery of the right way to prepare himself for college, which he thought was a period of great adventure for him.III)Structure of the passage:

1.P.1-4---His failure and the cause of it;2.P.5-12---His private tutor’s influence on him(to think and discover all by himself)3.P.13-18---He found the best preparation for college in the stimulating Saturday night conversations among all those Oxford and Cambridge men(P16-17: what he gained from the conversations).IV)Comprehension Questions:

i.From Steffens’s description of “the elect” in para.2, what has been revealed about himself?---He must be very different from those boys.To him study did not mean performing all the tasks assigned by the teacher without thinking and reasoning.He must be unhappy to be told to memorize what he was supposed to learn without a thorough understanding.He was motivated by a strong quest for knowledge, not by the desire to distinguish himself in terms of marks.ii.Where can you find Steffens’s critical comments on the school education he received? Was it at least in part responsible for his failure to get into university?---Mainly in para.3&4.He was not interested in those subjects which seemed to him irrelevant to his life, and the teachers failed to interest him in those subjects.As a result, he did not do well in them.This partly accounted for his failure.iii.What is the antecedent of the pronoun “it” in the first sentence of para.6? Apart from referring to its antecedent, what cohesive function does it perform?---“It” refers to the change that had come over him.“It” links the paragraph with the preceding one.iv.How does the man Evelyn Nixon impress you? Support your answer with information from the text.---A well-informed Oxford scholar, a good teacher, who knew how to interest his student in what he had to learn, a creative and original man, who was not satisfied with what was known, but was more interested in the exploration and discovery of the unknown.For supporting information, refer to paras.6 to 13.v.Despite their similar background, the Englishmen who met at the Saturday night gatherings had “no common opinion on anything apparently”(para.13).By which sentence in the same paragraph is this fact restated? Why does the author seem to emphasize this point?---“They could not among them agree on anything but a fact.” To emphasize the originality of these searching minds and the infinite nature of the pursuit of knowledge.vi.why does Steffens say that those wonderful Saturday nights in San Francisco were his preparations for college?---The conversations he heard were brilliant, scholarly, and stimulating, thus greatly broadening his scope of knowledge.And the way in which the conversations were carried on was inspiring, too.(Refer to paras.14 and 15)They were much more beneficial to him than the kind of school education he had received.vii.What did Steffens gain from the conversations at the Oxford and Cambridge men?---“Cultivated ignorance and objectivity” as explained in para.16&17.V)Key Words and Expressions:

1.driving motive(L.12)---the incentive / encouragement that urges them on;2.the rudiments(L.32)---the basics, the fundamentals(The word rudiments is always in the plural form when used in this sense.)

3.metaphysics(L.36)---the branch of philosophy that deals with abstract concepts, etc.形而上学，玄学，纯粹哲学

4.conscious culture(L.48)---the culture(i.e.customs, arts, etc,)that is directly perceptible or known to us 5.fanatic(L.49)---one who is very enthusiastic about a particular activity 6.personify(L.53)---express or represent(a quality in human form)7.sedentary(L.65)---inactive;done while sitting down 8.underline(L.74)---indicate the importance of 9.balked(L.77)---baffled;frustrated 10.a maddening lot(L.83)---a wild, uncontrollable group 11.righteous sects(L.91)---morally justifiable groups of people whose religious beliefs are considered different form those of a larger group 12.relish(L.105)---味,味道,兴趣;开胃小菜;great enjoyment VI)Language Points in Text II(S.B.):

1.to be put off for a year---to be delayed for a year put something offunderstand, see, or hear.Examples: That problem is just beyond me;I can't make it out.He muttered a complaint that nobody could make out.4.they looked dazed or indifferent---they looked confused/ bewildered or uninterested/ unconcerned Daze is often used in the passive.To be dazed is to be made unable to think or feel clearly.Example: His answer to the question left us all dazed.indifferentnot at all.Example: Lots of people love to read science fiction.but I'm not in the least interested.10.to be crammed for Berkeley---to be stuffed with as much book knowledge as possible for me to pass the entrance examination of the University of California at Berkeley cram---learn as much as possible in a short time just before the examination.Example: Learning is a long-range process.Cramming for an examination in the last minute does one no good.11.all the poets of all the ages---all the poets of all periods in history.Call the students' attention to the meaning of of all the ages(不同的历史时代)here in comparison with of all ages.which means “of different ages”(不同的年龄)12.romance and language sang songs to me---I enjoyed romance and language so much that they were like songs sung to me 13.inspire---encourage in somebody the desire and ability to take effective action by filling with eagerness, confidence.etc.Example: The Party secretary's words inspired us to work still harder/to greater efforts.14.It was too great and too various for me to personify with my boyish imitations and heroism---Life was so good and so different in kind that I was not able to express what it was like with my youthful mind and boldness.15.when I looked...balked---when I looked...thwarted阻碍 / frustrated 16.With a sureness which withstood reference to the books---with such a certainty that they did not have to refer to the source of the quotation 他们在引用权威人士所述时是如此的肯定,他们不必提及引文的出处.withstand---hold out against, stand up to, not be changed by.Examples: Buildings in this area should be able to withstand earthquakes 经得住地震.Great works of art/literary works can always withstand the test of time 17.studied minds as polished as fine tools---great intellectual faculties great mental capacities as flawless as first-class tools 18.those picked Englishmen---those excellent / superior Englishmen Picked is an adjective meaning “chosen as very suitable for a special purpose”.Example: Prizes are awarded to a picked few.

第二篇：高级英语5 教案 unit3

Unit 3

Text I:

My Friend, Albert Einstein

Banesh Hoffmann

I)Pre-reading Brainstorming:

What do you know about Einstein? What was he like? How do you think Hoffmann describes Einstein as his friend?

* Hoffmann takes a different perspective.He tries to reveal some of the less well-known aspects of Einstein’s personality, traits that characterize him more as a man than as a scientific genius.Note: * Wolfgang Amadeus Mozart:

1756-1791, Austrian composer, one of the world’s greatest musical geniuses. Ludwig van Beethoven:

1770-1827, German composer, was one of music’s greatest geniuses. The Nobel Prize:

Alfred Bernhard Nobel(1838-1896), a distinguished Swedish chemist and industrialist, provided for the award of Nobel

Prize in the field of physics, chemistry, physiology or medicine, literature, and peace, regardless of nationality. The Nazis:

Nazism is a political doctrine of racial supremacy, nationalism, and dictatorship.Nazi is an abbreviation of German word for National Socialism.I)Comprehension:

1)Main Idea:

This profile(short, vivid biography, briefly outlining a person’s most outstanding characteristics: his ability, personality, or career)is mainly about Einstein’s personality and his incomparable contributions to science.2)Purpose of writing and Tone:

The purpose is to illustrate with anecdotes some characteristic features of Einstein both as a man and as a scientist.3)Organization and Development: Introduction(P1):

Using the word “simplicity” to begin the illustration of Einstein’s essence

Body(P2-19):

P2-4: About his modesty;P5-7: Einstein’s brief life history and his two great theories;

P8-11: About his concentration on work;P12-13: About his love of natural simplicity;P14-16: About his academic courage;P17-18: About his sense of justice;P19: About his youthful innocence;Conclusion:(P20)

Summing up what it means to have known Einstein and his work.4)Comprehension Questions:

1.Which phrase in the first paragraph explains the abstract notion of “simplicity”?---“going instinctively to the heart of a matter” 2.From the two anecdotes related in para.2-4, what impression of Einstein have you got?---He was a very modest person, never thinking himself any superior to or more authoritative than others because of his fame and achievements as a great scientist of the time.3.What, according to the author, is Einstein’s most outstanding trait as a scientist?---Concentration.Refer to the first sentence of para.9.4.Why did Einstein insist on working hard when he was so badly shaken by his wife’s death?---Working hard requires concentration, which would help him to dispel the feeling of sorrow.5.How do you interpret the sentence in para.11: “To help him, I steered the discussion away from routine matters into more difficult theoretical problems”?---Tackling more difficult theoretical problems requires greater concentration and absorption.This would help him temporarily forget the sadness caused by his wife's death.6.What revelation is made through Einstein’ comment on Beethoven and Mozart’ works?---As a simple man, Einstein takes it that beauty exists in the Universe.Such beauty is natural, pure, and simple.Beauty found is even greater and more admirable than beauty created.7.How did Einstein feel about the destructive effect produced as a result of the application of his E=mc2 formula?---This is something he had not expected.He was greatly dismayed by the devastating effect his formula produced once it was put into application.8.Do you think the anecdote related in para.19 aims to illustrate Einstein’s “whimsicality”? If not, what personality trait other than being whimsicality is revealed here?---He was not really a whimsical man.If he could be called a whimsical man, then his whimsicality came from the young heart and childlike innocence which he had managed to retain.5)Difficult Sentences for Paraphrasing:

1.This knack for going instinctively to the heart of a matter was the secret of his major scientific discoveries---this and his extraordinary feeling for beauty.(Para.1)---This natural ability of intuitively getting to the essence of a subject was the key to the great discoveries made by him in science.This natural gift and his unusual awareness of beauty.2.The intensity and depth of his concentration were fantastic.When battling a recalcitrant problem, he worried it as an animal worries its prey.(P-9)---His engrossment in ideas was incredibly intense and deep.When attacking a problem difficult to solve, he kept attempting to deal with it with great effort, just as an animal chases and bites a weaker animal it preys upon until the latter gives in.3.A dreamy, faraway and yet inward look would come over his face.There was no appearance of concentration, no furrowing of the blow---only a placid inner communion.(P-10)---He would look lost in thought, thinking about something distant, and yet meditating within himself.He did not seem to be in deep thought, nor did he knit his browsnot harmed by;not adversely affected by.Example: He got lost in the street for quite a while, but was none the worse for it.3.knack---a special skill or ability, usually the result of practice.Example: She has a knack of doing sums in her head, however complicated they may be.4.plead with---ask(someone)very strongly in a begging way.Example: The girl pleaded with her parents to let her go to school by herself.5.awe n.cause a feeling of amazement or fear.Example:

The magician's performance awed us all.awed adj..with voice qualities that showed amazement as well as respect and fear 6.the staggering-and altogether endearing request---the surprising and shocking, almost unbelievable, and yet very pleasant and affectionate request stagger v.---cause shocked disbelief.Example: His excessive conceit and self-confidence staggered all his colleagues.endearing adj.do something by oneself.Example: Tim solved the mathematical problem all on his own.be on one's owndistant in time and space, and in relationship.Examples: She is interested in the life of the people in this area living in the remote past.They used to live in a remote village hardly known to outsiders.Xiao Ling is a remote cousin of his.turmoil-state of confusion, chaos, disorder.Example: She liked to live in a remote village cut off from the turmoil of the bustling city.23.alert v.---make someone fully aware of(a situation);warn someone of danger or trouble.Example: It is necessary to intensify the campaign to alert people to the dangers of smoking.24.endeavor(British spelling: endeavour)---effort, attempt.Example: His honest endeavour brought him success.25.ineffable sadness---sadness that is too intense to be described Ineffable meaning “indescribable” is usually used to describe something positive that is too wonderful to be described, e.g., ineffable joy/happiness/beauty/delight.9)Translation Exercise for Practice of Language Points(C-E):

1.他按了按汽车喇叭以引起路上行人的警觉。(alert)

He honked his car to alert the pedestrians.2.信息工程的迅速发展是人类尝试的一个突出实例。(endeavor)

The fast development of Information Technology is an outstanding example of human endeavor.3.Mary 试图找到恰当的语言来表达他对老师的感激。(grope)Mary groped for the appropriate words to express her indebtedness to her teacher.4.学校校长以平易话语向年轻人传递了富有挑战性的信息(convey)The school principal's plain words conveyed a message of challenge to the young people.5.不要胡乱摆弄电线,要不然会引起电线短路。(tamper with)Don't tamper with the wires, or you may cause a short circuit.6.他自以为在竞争中可以战胜对手。但是他过分的自信使她失败了。(fail)He thought he could beat everyone at the competition, but his excessive confidence failed him.7.他的话似乎简单明了,但是其中的含蓄意思我们不能理解。(fathom)What he said seemed simple and clear, but there was an implied meaning that we couldn't quite fathom.8.他试图把小组的漫无目的的谈话引导到一些有建设性的话题上去。(steer)He tried to steer the group's random talk towards some constructive subjects.III)Post reading Activities:

Talk in a small group about a person you respect and esteem most, and later following the example of the text learned, write a short passage about him / her.

第三篇：高级英语5 教案 unit8

Unit 8

Text I:

Why Nothings Works

Marvin Harris

I)Pre-reading Brainstorming:

Have you ever got anything which fails to work? What are the possible causes?---Some possible causes of an object's failure to work: mishandling, overuse, faulty parts, faulty workmanship, fake product, inferior quality Notes: Library Work

1.The Porno Indians belong to a North American Indian tribe that forms the second largest tribal group in California, U.S.A.The name “Porno” comes from a suffix that the Porno people add to many words in their language.The Pomo women's fine basketry is the artistic triumph of the people.Pomo basketry includes small masterpieces as well as large, colourfully decorated containers, and is considered among the world's finest.2.In the summer, Eskimos used two kinds of boats for hunting and travel.1)The kayak Pkaiaek/ was decked over except for a manhole that accommodated one person.Such craft had frames made of pieces of driftwood bound together.The frames were covered with dehaired sealskins sewn with waterproof stitching.2)The umiak /'u:nugek/ was a large, open boat made by covering a driftwood frame with split walrus hides or sealskins.II)Comprehension: 1)Main Idea:

No matter how advanced the technology, quality demands intelligent, motivated human thought and action(l.13-15)and the cleads to a constant quality problem.2)Purpose of writing and Tone:

To trace the cause of the shoddy goods problem.3)Organization and Development:

(P1)Theme: No matter how advanced the technology, quality demands intelligent, motivated human thought and action;(P2-4)Some reflection about primitive cultures to help illustrate the theme;

(P5)In our era of industrial mass production and marketing, quality is a constant problem due to withering away of intimate sentimental and personal bonds.Key to Exercise of filling out the table(page 117): 1.Quality-control instruments need maintenance;gauges go out of order;X rays and laser beams need adjustment.2.Quality is not dependent on technology alone.3.Men made their own spears, bows and arrows.and projectile points;women wove their own baskets and...or fiber.And the whole of para.4.4.craft specialties adopted by different members of the band or village 5.management, the worker on the factory floor, the office help, the salespeople

Thread of Harris's causal analysis:

He first of all makes it clear that the cause is basically human rather than technological.Then instead of plunging immediately into such likely causes as unskilled labor and lack of responsibility, he turns to look at what made the artifacts of primitive cultures so reliable in quality, the very lack of which is the cause of shoddy products in modern industrialized society.Process: In para.3 Harris employs process to help explain the formation of social relationship between producer and consumer.The step-by-step explanation makes it easy for the reader to follow the author's flow of thoughts.Contrast: In the last two paragraphs, Harris employs contrast.The purpose is to reveal the wide difference in the quality of products made by the producer for himself or his kin, and of those made for unknown users.This contrast occurring towards the end of the essay naturally adds emphasis to the thesis.4)Comprehension Questions:

1.What role does Murphy’s Law play in Harris’s writing?

---Murphy's Law, which seems to be an answer to the question posed by the title “Why Nothing Works?” , is in fact no answer at all.But it calls the reader's attention to a phenomenon so common that it is often taken for granted.Thus it helps lead to what Harris intends to discuss in this passage: What causes things to go wrong so quickly? Can we do anything to prevent it? 2.Which sentence in para.1 tells us that Harris thinks Murphy’s Law irresistible?---The sentence “While Murphy's Law can never be wholly defeated, its effects can usually be postponed.” tells us that Harris thinks the law is irresistible.3.What is the meaning of the word “inputs” in “If these human inputs are assisted by...”---“Inputs”, as the compounding indicates, means “what is put in.” In this context, the word refers to the efforts made and responsibility taken by human beings, to the “intelligence, skill, and commitment” they contribute to production.4.For what reason(s)does the writer think that people nowadays honor the lable “handmade”?---People have a high regard for handmade products because of their reliability and their association with a more personal relationship between the producer and the consumer.5.What are the two developmental stages of “prehistory” in para.3? What remained unchanged in these two stages?---1)People made things for themselves and for their close kin.2)People obtained many items through barter and trade.The connection between the producer and the consumer remained intimate, permanent, and caring.6.Is there a topic sentence of para.4? What function does this para.perform in the passage?---No.Not within the paragraph.The whole paragraph is an illustration of the sort of intimate relationship between the producer and the consumer mentioned in the previous paragraph.7.What is the cause of shoddy goods?---He has stated it explicitly in para.5---“...because the intimate sentimental and personal bonds which once made us responsible to each other and to our products have withered away.” 8.Where is the thesis statement?---Last sentence of the first paragraph.9.What is your personal view of the cause of shoddy goods?---Open to discussion.5)Difficult Sentences for paraphrasing

1.Much of human existence consists of efforts aimed at making sure that things don’t go wrong, fall apart, break down, or stop running until a decent interval has elapsed after their manufacture.---People spend much of their lifetime trying hard to keep things in good shape.They think a product, after leaving its factory, should last at least for a reasonably long period before ceasing to work.2.But gadgets and sampling alone will never do the trick since these items are also subject to Murphy’s Law.---Quality-control instruments and testing devices are also governed by Murphy's Law, so they are not reliable.3.A single visit to a museum which displays artifacts史前古器物 used by simple preindustrial societies is sufficient to dispel the notion that quality is dependent on technology.---Look at the artifacts of the pre-industrial era exhibited in a museum and you will see that technology is not the factor that decides the quality of these items.4.In unskilled or uncaring hands a handmade basket or boat can fall apart quickly as basket or boats made by machines.---If a handmade basket or boat is made by an inexperienced or irresponsible worker, it may break down as easily as machine-made baskets or boats.5.I rather think that the reason we honor the label “handmade” is because it evokes not a technological relationship between producer and product but a social relationship between producer and consumer.---My opinion is that it is the social relationship between producer and consumer rather than the technological relationship between producer and product that makes “handmade” items so highly regarded.6)Difficult Sentences for Translation(E-C):

7)Key Words and Expressions:a

1.savant(l.1)---/s'vant/ a man of learning, especially a person with detailed knowledge in some specialized field 2.corollary(l.2)---an immediate inference from a proved proposition 3.forestall(l.7)---defeat, prevent by prior measures 4.commitment(l.8)---a pledge to follow certain beliefs or a certain course of action;devotion(to duty etc.)5.artifact(l.16)---a usually small object(as a tool or an ornament)showing human workmanship that has special historical interest 6.evoke(l.28)---bring to mind 7.projectile point(l.32)---the tip of a weapon that is thrust forward;spear or arrowhead 8.band(l.35)---a group of people formed for some common purpose and often with a leader 9.barter(l.36)---trade by exchanging one commodity for another 10.alienation(l.58)---a withdrawing or separation of a person from an object or position of former attachment;a feeling of not belonging to or being part of one's surroundings 8)Key Language Points:

1.corollary---an idea, an argument, or a fact that naturally follows something else Corollaries to Murphy's Law suggest themselves as clues to the shoddy goods problem.the act of pledging or devoting(oneself)to a course of action.Example The teacher's commitment(responsibility)is more than imparting knowledge.A person is committed if he devotes himself to a certain cause, e.g., a committed educationist.5.maintenance---the act of keeping something in good order/condition by regularly checking it.Example: You may be able to afford a second-hand automobile, but its maintenance may cost you a lot.6.artifact---an object that is made by man, such as a tool or a decoration, especially one that is of historical interest.Example: Various artifacts of prehistoric times were discovered during the excavation.7.dispel---remove(false belief, doubt, fear)by proving them wrong.Example: His encouraging words dispelled all my doubts about my own inability.8.we honor the label “handmade”---we show respect for/think much of the tag which says that the article is made by hand 9.evoke---bring forth, call up, cause something to be remembered or expressed.Example The songs evoked memories of my school days.10.the intimate sentimental and personal bonds---the close/familiar emotional and person-to-person relationship/connection 11.wither---become weaker or shrink.Plants, trees, flowers may all wither away, and so may one's hopes, when one becomes hopeless.12.the women and men involved in...---the women and men taking part in...be involved in---be as a necessary part in.Example: Are you involved in your class's new project? 13.alienation---a feeling of not belonging to or not being a part of one's s surroundings.Example The foreman's haughtiness caused alienation from work among the workers.14.sabotage---intentional damage to machines, buildings, etc.carried out secretly to weaken a government, an enemy, or as a protest.Example: All attempts at sabotage must be mercilessly crushed

第四篇：三年级英语unit6 Me教案

Unit6 Me 教案

程 巾

一、教学目标： 1.语言知识目标：

核心词汇：eye，ear，nose，mouth，hair，face 核心句型：My hair is long.My ears are small.2.语言技能目标：

1)会正确拼读单词和掌握核心句型； 2)使学生能够根据指令做动作；

3)在特定场景下进行简单的英语交流和表演。3.情感态度目标：

通过本课学习使学生有兴趣听、说英语、做游戏、敢干开口，乐于模仿，在鼓励性评价中树立信心，在小组活动中积极参与合作。懂得爱护眼睛，并且学会关爱盲人。

二、教学重难点：

重点：学习并掌握关于五官的单词，eye，ear，nose，mouth，hair，face；在语境中会说My hair is long.My ears are small.难点：介绍自己的五官，学会关爱他人。

三、教具准备： PPT, blackboard，cards

四、教学过程：

Step 1.热身(Warm-up)

让学生在预备铃后听Sing a song中的歌曲，让学生在课前对英语有一些感性的认识，激发学生参与的兴趣和愿望。Step 2.呈现新课(Presentation)1)Play a guessing game.猜谜语，引出核心单词；

2)板书单词并进行教学；

趣味说单词(我大声，你小声，我小声，你大声;我指你说)3)小组单词比赛，我说你做

4)找东西：找出动物缺少的五官部位

5)听课文录音，跟读

6)开火车说句子

Step 3.巩固练习（Practice）

1)Pair-work: 和同桌玩，我说你做

2)听课文录音，完成表格

3)Group-work: 我来比划，你来猜 Step 4.小结（Conclusion）1）总结学习的单词和句型；

2）教师引导学生，眼睛的重要性，提醒学生在平时生活和学习中爱护眼睛。并告诉学生每年的10月15日是国际盲人节，要学会关爱盲人。Step 5.作业（Homework）1.Listen and read Pages 26-27.2.Introduce yourself to your parents.

第五篇：四年级英语上册Unit6教案

博乐市第三小学课堂教学设计

单 元：Unit6 课 题 ：Meet My Family 课 时: 四课时 教学内容：Period1 A Let’s learn Let’s play 教学目标 知识与技能：

1.知识目标： 能够听、说、认读单词：family、parents、uncle、aunt、baby brother，并能用“This is my„.He/She has„.He/She likes„.He/She is„.”等英语正确、流利地介绍自己的家庭成员。

2.技能目标：能够用英语简单介绍自己的家庭成员。过程与方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：

培养学生热爱家庭，关心父母的情感。教学重点：

使学生掌握单词：family, parents, uncle, aunt, baby brother并能在情景中运用。教学难点：

能用英语正确、流利地介绍自己的家庭。教学准备： Some pictures 教学过程： Step1 Greetings

2、教师出示单词卡片，孩子抢答。教师在黑板上画出family tree，3、教师出示课件（自己的家庭照片），用This is my„.She/He is.„进行介绍和描述。

4、孩子把自己的照片放在投影上，尝试用This is my„.She/He is.„进行介绍和描述。Step2 Presentation

1、教师出示课件说：“Do you know this is my family? 教师把family这个单词贴在黑板上family tree的顶端。教师：I have a big family.How many people in my family?。再问：How many people

in your family.鼓励孩子回答。This is my mother.This is my father.They are my parents.教师带读，学生练词。教师把parents贴在family tree上相应的位置。教师指自己的家庭成员说：“This is my uncle.This is my aunt。”并把两个单词贴在family tree上，说：“My uncle is my father’s or mother’s brother.My aunt is my father’s or my mother’s sister.”

2、播放配套课件：教师说：“This is Amy’s family.How many people in Amy’s family.Who are they? ”指课件中的单词认读。

3、教师分别出示Amy的家庭成员的照片，让孩子说说单词。

4、进行Group work的练习，先让一个孩子拿着自己的家庭照片放在投影上，介绍和描述家庭成员。Step3 Practice

1、Listen to a song Come and see my family2、听一听，画一画

学生相互描述自己的家庭成员，同组同学根据描述画出来。看看描述的是否准确 Step4 Production.1.Group work 2.Good to know.教师介绍C部分Good to know的内容，学生跟说mom, mommy, dad, daddy, papa.教师让学生了解这些都是口语。

边看视频边学唱《Come and see my family 》 Step5.Homework 学生做配套练习。

板书设计： Unit6 Meet My Family This is my„.教学反思：

博乐市第三小学课堂教学设计

单 元：Unit6 课 题 ：Meet My Family 课 时: 四课时 教学内容：Period2 A Let’s talk Let’s count 教学目标 知识与技能：

1.能听懂、会说本课对话，并能在情景中进行运用。

2.能听、说、认读本课句型How many people are there in your family ?并能进行替换练习。

3.了解英语国家的一些称谓方式。过程与方法：

Use tasked-based teaching methods and situation teaching method.情感态度价值观：

Pupil is interesting at English, they like to do action., and they feel happy for communicating.教学重点：

熟练掌握句型How many „„are there?的用法并能在实践中运用。教学难点：

理解Let’s talk中句子的含义，并能进行初步的运用 教学准备：Some pictures 教学过程：

Step1 Greetings and revision Sing the song(上节课扩展练习的中的歌曲)单词抢答: 教师出示单词卡片，学生快速抢答

教师少拿一张卡片，让孩子猜猜。“How many cards in my hand?” Step2 Presentation 教师出示上一课Let’s learn部分的课件。说：“This is Amy’s family.How many people are there in my family? Who are they?”

教师分别请几名学生拿着自己的家庭照片提问：How many people are there in my family? Who are they?”大家试着猜一猜，用句子:”There are „people in the picture.They are my„.”来回答。

教师让学生猜一猜自己的照片：（把照片在孩子面前晃一下）问：How many people are there in my family?。学生说：“There are 6 people in your family.”教师说：“My family 教师提问一些学生How many people are there in the picture?将答案写在黑板上，再请孩子用My family has „ members.的句型说一说。

教师指着人数较少的家庭说：“That’s only 3”

教师和学生一起总结：问：“How many apples are there on the tree?”引导学生回答。Step3 Practice

1、Who are they? 教师快速出示Amy 的家庭成员照片，让孩子猜猜Who are they?

2、猜一猜 Step4 Production 1.Let’s count.教师先做好示范和要求，然后让学生两人一组练习。2.Make a survey.How many people are there in your family? Who are they? Step4.Homework 学生做配套练习。

板书设计： Unit6 Meet My Family How many people are there in your family?

Who are they?

My family has „members 教学反思：

博乐市第三小学课堂教学设计

单 元：Unit6 课 题 ：Meet My Family 课 时: 四课时 教学内容：Period3 B Let's learn Let’s play 教学目标 知识与技能：

单词nurse, doctor, farmer, driver的拼写。过程与方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：

培养学生热爱学习，热爱劳动的高尚品质。教学重点：

熟练掌握四个单词的拼写。单词nurse, doctor, farmer, driver的拼写。教学难点：

单词的正确拼、读、写。I’m going to be a„ 教学准备：Some cards 教学过程： Step1 Warm up

口语练习：How many people are there in your family? Who are they? What are they? 让学生改编B部分的chant, 然后表演出来。

Listen and act 看一看，传一传

各组的第一个孩子看卡片，向后耳语传单词，最后一个学生说出来，看看那个小组传得最快最准。Step2 Presentation

教师出示Read and write部分的课件，问“What can you see?”学生根据情况说出家庭成员的单词。

教师出示词卡，孩子抢答单词，指导每个词读音时提醒学生注意每个单词的最后尾音（mother father sister brother）

教师板书四会单词，学生边拼读，便跟着老师书空练习。每个单词，分别请每组一名同学拼拼，比一比谁拼读的熟练，快速。

教师遮盖单词，孩子试拼每一词。在小组里进行拼读练习，学生互为小老师，互相帮助

教师出示卡片，让孩子拼出相应的单词，哪组拼出的多奖励一个苹果标志，拼出的单词最多的组获胜。

教师贴出图片，问：“Can you spell these words?”学生回答并拼出单词。教师把家庭成员的单词写在黑板上的四线三格中。

出示单词，教师在四线格中示范书写单词，学生在本上模仿拼写。

教师出示Write and say部分的内容，让学生看图独立完成短文。

通过Read and write部分的动画来学习本部分的内容。

学生小组为单位，模仿Write and say部分表演，拿出自己的家庭照片，介绍自己的家庭。Step3 Practice

1．拼读单词列队比赛

将全班分成两组，教师发给每个学生一张字母卡片，不常用的字母(如Q，Z)可以一人多拿几张，游戏开始，2．字母组词。Step4 Production

做Let’s check练习：教师播放录音，让学生 Step5: Homework.做配套练习。

板书设计： Unit6 Meet My Family How many people are there in your family? Who are they? What are they? 教学反思：

博乐市第三小学课堂教学设计

单 元：Unit6 课 题 ：Meet My Family 课 时: 四课时 教学内容：Period4 B Let's talk read and write 教学目标 知识与技能：

（1）能听、说、读新授单词，baseball player, driver, farmer, doctor, nurse.（2）能综合运用句型：What's your...?She/ He is a...She/He is...She/He likes...（3）能说Let’s do 部分内容，并且能够做出相应的动作。过程与方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感态度价值观：

为了自己的梦想而努力学习，尽力实现梦想。教学重点：

掌握5个单词的读音，特别是baseball player和 driver。教学难点：

掌握句型：What's your...?She/ He is a...She/He is...教学准备：school things 教学过程： Step 1: Warm-up（1）Sing the song with the actions: finger family ［设计意图］通过学生喜欢和本课时有关的简单易唱的歌曲，活跃课堂气氛，学生开心地进入今天的课堂。

（2）after the song, change some some words: Change daddy finger to father finger.Change mommy finger to motherr finger.Change brother finger to uncle finger.Change sister finger to aunt finger.Change baby finger to brother finger.［设计意图］改歌词是为了本课时要出现的人物做铺垫。（3)出示本课时课题：Meet my family Step 2: Lead-in(1)T: Look at the board.There is a family tree.Whose family tree is it? 拿出 Chen Jie的头像贴到Family tree 的右下角。This is Chen Jie's family tree.引导学生说出：This is Chen Jie's mother ,father, aunt ,uncle and brother ［设计意图］通过黑板上的写有Chen Jie家庭成员的单词来导出今天要学的新单词

Step 3: Presentation and practice（1）ppt show mother's picture and ask: What's her mother? 并在ppt上标注了中文（她妈妈是干什么的）以便学生更好得理解这句话的意思。She's a nurse.(从学生知道的单词入手）

① Practice this sentence groups by groups(注意学生的发音）② T: Look at her, is she tall? Ss: No, She isn't.She's short.T: Look at her face 引导学生说出 She's beautiful.③ ppt 中出现一个画板，引导学生说出：She likes painting.如果学生回答art也可以。

④ Practice the sentences together: What's her mother? She's a nurse.She's short and beautiful.She likes painting.(因为nurse这个单词以前出现过所以在教授新知时不是一个单词出现，而是以句子为单位呈现的。)③

（2）Chen Jie's mother is a nurse.What's her father? Here is a riddle for you.He helps sick people.He works in a hospital.(在hospital 的后面加上了医院的标志以便学生更容易猜出)① Teach： He's a doctor.② Practice the sentence two lines by two lines ③ T: Look at him, is he short? Ss：No，he isn't.He's tall and thin.④ ppt 中出现一幅有关实验的图片，引导学生说出 He likes science.⑤ Practice the sentences together: What's her father? He's a doctor.He's tall and thin.He likes science.(3)Let's chant Make a new chant(换成妈妈的头像)Father,father, _____ , _______, He's your father.___'s your ______? What's your father? What's your _____? My father is a doctor.My _____ is a ______.［设计意图］本课时的重点句型是What's your father? 设计这个chant是为了将之前的What's her father?转换成What's your father?（4）Show them the rules drive---driver teach---teacher write---writer sing---singer dance---dancer clean---cleaner read---reader work---worker play---player(7)Show them the picture of a football Show them the picture of a footbal player.Show them the picture of a baseball Can you play baseball? No Chen Jie's brother can teach us.He's a baseball player.Teach the new word: baseball player He's ______.He likes ________.(8)Look back to the board(让学生看着黑板上的图片回忆刚才学过的有关职业的单词)(9)Game : I say you do(10)Let's do(11)将已经准备好的有关本课时的重点句型让学生念了之后贴到黑板上，并进行对话操练。

What's your father? My father is a doctor.He's tall.He likes sports.Step 4: Consolidation(1)Pair work(学生根据自己的实际情况问答)A： What's your __________ ？

B： My __________ is a _________.He/ She is _________..He/ She likes ___________.(2)My dream(老师的梦想)T: When I was a child.I have a dream.My dream is to be a teacher in the future.What are you going to be in the future? I am going to be a/an _____.Write down your dream.Say out your dream, and put it into the wish bottle.(3)情感教育：Please study hard and you can realize your dream.希望同学们能够努力学习实现自己的梦想。Step5Homework 做本课时配套练习。

板书设计： Unit6 Meet My Family A： What's your __________ ？

B： My __________ is a _________.He/ She is _________..He/ She likes ___________.课后反思：