大学体验英语听力下第十单元教案[模版]

第一篇：大学体验英语听力下第十单元教案[模版]

Unit 10 Negotiations

Teaching Objectives: In this unit, students will listen to a discussion that has two buyers bargaining with a stall vendor in a market(Listening Task).They will also listen to a telephone conversation that has one person offering another some advice about negotiating a salary in an interview(Real World Listening 1)and a dialog that has two people talking about the differences and similarities between negotiating a salary and bargaining in a market.Students will also role-play a salary negotiation(Real World Speaking).Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise Introduce “negotiation” as an important strategy for reaching agreement.Ask students to interpret the quote, “If you can’t go round it, over it, or through it, you had better negotiate with it.” T: How would you interpret the quote in your book: “If you can’t go around it, over it, or through it, you had better negotiate with it?” Do you agree with that? Why or why not?

2.Vocabulary—Read and Choose similar a.like or alike;of the same kind bargain v.to talk about the conditions of a sale, agreement, or contract negotiate v.to talk with another person or group in order to try to come to an agreement salary n.a fixed regular pay each month for a job worth n.value bankrupt a.unable to pay one’s debts market rate n.the usual amount paid at a particular time budget n.the quantity of money that is available to a person or an organization, or a plan of how to arrange private or public income or spending undervalue v.to put too low a value on someone or something reasonable a.(esp.of prices)fair;not too much previous a.having happened before the time, event, or thing being talked about offer v.to hold something out(to a person)for acceptance or refusal Supplementary Expressions Bargaining on the Buying Side Can you come down a bit? Can you sell it for 3 pounds? I can give you no more than $20.Can you sell it for that? I don’t think I could afford to spend so much money for this jewel.I’m sure you can do better than that.What’s your best price? It’s daylight robbery!Sheer robbery!That is shocking!That’s too dear / expensive.Well then, how about splitting the difference?

Bargaining on the selling Side How much would you like it to be? I’ll bring the price down to $10 a piece3 if you’re going to make a big purchase.It’s a real bargain.It’s our standard price.One hundred dollars——you can’t go wrong with that.That’s almost cost price.That’s our rock-bottom price.That’s the best we can do.The price is reasonable because the quality is superior.We are practically giving this away.We don’t give discounts.3.Listening Task Pre-listening Activity Learning Strategies——Putting Forth Strong Arguments Bargaining, like many other types of negotiation, is an art.The key to bargaining is making a persuasive argument that others can’t resort.In Book 5, you learnt how to find faults in others’ arguments, but that is not enough in negotiations.You have to be persuasive, to know the market value of the item you’re bargaining for, and to have an attitude that shows you intend to get what you want.You also have to be reasonable.Don’t suggest an insulting-low price or make any ridiculous accusations.With these few simple rules, you will usually get what you want.Listening Activities

1)First Listening.Chris wants to buy a plate and the vendor asks for 250 yuan.After bargaining, how much do you think she pays for it? Listen and check your answer.2)Second Listening.Now listen to Part 1 of the conversation and answer the following questions.In Part 2, Minxi explains the basic rules of bargaining to Chris.Listening carefully and choose the best answers for the following questions.4.Real World Listening 1 1)Describe.Josh calls Mary to ask for advice.Listen to Part 1 and answer the following questions.2)Get the Main Idea.Now listen to Part 2.Help Josh complete his notes on how to prepare for and conduct the interview.5.Real World Listening 2 1)Predict.After Josh hangs up, he realizes that he is actually quite experienced in negotiating.What negotiating experience do you think he has had before? 2)Discover.In Part 2, Josh and Mary are discussing the similarities and differences between salary negotiation and bargaining in the market.Listen carefully and fill in the following table with the correct letters.Tapescript for Listening Task

[Part 1]

Minxi: Chirs, look at that glass plate.Isn’t it beautiful? Chirs: Yeah, let’s take a closer look at it.I’ve been looking for something like that for my glassware(玻璃器皿, 玻璃制品)collection.Minxi: Okay.[to stall vendor(货摊小贩)] Excuse me, how much is this vase? Vendor: Three hundred yuan.Chris: Wow!Minxi: Oh, no, that’s too expensive…how about this jar? Vendor: That’s two hundred and fifty.Minxi: Thanks.[to Chris] Let’s look at the other stalls.Vendor: Look, you won’t get a plate like this anywhere else.This is unique.You can have it for two hundred and twenty if you really want it.Minixi: Thanks.I’ll think about it.But I think I’ve seen similar ones elsewhere.Vendor: Two hundred, then…hey!Don’t go!We can talk about this… [M & C walk away]

[Part 2]

Chris: Why did you walk away? I think two hundred yuan is a good price for a plate like that.It would cost much more in the States.Minxi: Trust me, you can do better than that.Chris: But I really wanted to buy it.I think he was willing to bargain too.I’m sure I could have got him down to a hundred and eighty.We might not find another one like it.Minxi: Don’t worry we’ll go back.There’s no need to rush.Chris: He might be too angry to bargain when we go back.Minxi: Oh no he won’t.It’s expected that you’ll go round checking prices before bargaining.There’s an art to bargaining, even a profession.Some people earn a living by bargaining for other people in the market.Chris: So, teach me the art.How much would you be willing to pay for a plate like that? Minxi: I would normally pay thirty to forty yuan for a plate of similar size.But given the quality and design of that particular plate, I would allow another ten yuan in budget.Chris: What? That’s a fifth of what he asked for!Minxi: It doesn’t matter how much the vendor asks, what matters is how much the thing is worth.Now, let’s go back to the stall.I’m ready to bargain properly with him.[back to the vendor] [Part 3]

Minxi: How much is that plate again? Vendor: You can have it for one hundred and fifty.Now that’s a bargain!Minxi: I’d be a fool to think that was a bargain…

Vendor: How much do you want it for then? Just give me a price.Minxi: Thirty yuan.Vendor: Impossible!Eighty yuan.That’s the lowest I can go.Minxi: Let me see…no, this plate isn’t worth eighty yuan!There’re too many bubbles in the glass.And, oh dear!Is that a scratch? Yep, thought so, and a very deep one too.Vendor: You can hardly see that, no one else would have noticed it;and the bubbles are meant to be there.Minxi: I know when bubbles are meant to be there and when they’re not.Now, thirty yuan really is the highest price I can pay you.Vendor: No way!I’ll lose money.Minxi: Too bad then, I really don’t want you to lose money, but I can’t afford a scratched and bubbly eighty-yuan plate.I’m afraid I’ll have to leave it.Goodbye.Vendor: Wait a minute…okay,okay, sixty yuan.Minxi: Forty? Vendor: Fifty!Minxi: Forty-two.Vendor: Now forty-five, take it or leave it.Minxi: All right, deal.

第二篇：大学体验英语听力下第九单元教案

Unit 9 Travel Alternatives Teaching Objectives: In this unit, students will listen to monologues and conversations about travel alternatives.Students will listen to a talk about eco-tourism in Listening Task and a conversation about travel experiences in Real World Listening.In Real World Listening 2, students will hear about three people’s travel plans.Students will be asked to design a present a backpacking itinerary in Real World Speaking.Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise Students will listen to monologues and conversations about travel alternatives.Students will listen to a talk about eco-tourism in Listening Task and a conversation about travel experiences in Real World Listening 1.In Real World Listening 2, students will hear about three people’s travel plans.Students will be asked to design and present a backpacking itinerary in Real World Speaking.2.Vocabulary—Read and Choose development n.the act or action of developing or the state of being developed revenue n.money collected from taxes and fees benefit v.to bring advantages to someone or improve his/her life in some way economy n.operation of a country’s money supply, industry and trade impact n.strong impression or effect on someone or something take advantage of v.to use a particular situation to do or get what one wants awareness n.having knowledge or understanding of someone or something sustainable a.an action or process that sustainable can continue or last for a long time refuge n.(a place that provides)protection or shelter from danger outstanding a.better than others;very good community n.the people living in one place, district or country, or with a shared awareness or experience, considered as a whole environment n.the natural or social conditions in which people live Supplementary Expressions

a day trip

一日游

a short trip

短暂的旅行

a voyage

海上旅行

be(away)on a journey

在旅行中

business trip

商务旅行

camping holiday

野营度假

fare

票价

guided tour

有向导的团队旅行

holiday / vacation

假日旅行

holiday camp

假日旅行

homeward journey

蜜月旅行

honeymoon

蜜月旅行

jaunt

远足；短途旅游

junket

公费旅游

package tour 团队旅行

return journey 返航；回程

round trip

（乘船、飞机、火车等）来回票

round-the-world trip 环球旅行

school trip

学校远足；休学旅行

suitcase

旅行箱

tour bus

游览巴士

tour car

游览车

tour of inspection

视察旅行

tour operator

包团旅游承办商

tourist attraction

旅游胜地

tourist group

观光团；旅游团

tourist map

旅游地图

3.Listening Task Pre-listening Activity Learning Strategies——Keeping a Travel Diary Most of us never travel without a camera as it helps us to record our expenditures.But there is a better way to do this: keeping a travel diary.In a travel diary, we can write about and comment on the places we’ve visited, the people we’ve met, the difficulties we’ve encountered, and our emotions during the journey.Pictures can make our diary even more interesting.Listening Activities

1)Now listen to Part 1 and decide whether the following statements are true(T)or false(F).2)Now listen to Part 3 of the conversation and choose the best answers.4.Real World Listening 1 1)Predict.Jeff is an American taking a gap year traveling.He is talking to two other backpackers and telling them why he has never been to Europe.Why do you think he hasn’t been there? 2)Get the Main Idea.Listen to Part 2 of the conversation and fill the details about Simon and Isabel’s first two trips.5.Real World Listening 2 1)Describe.Listen to Gary talk about his travel in Part 1.Use the following questions to help you make notes and then describe to your partner what he has said.2)Discover.In Part 2, Jacky talks about her travel plans.Listen carefully and match the beginnings with the endings to make complete sentences.Tapescript for Listening Task

[Part 1] Tourism can bring a lot of money and development to a region.In many places it is a vital source of revenue welcomed by the local people.However, the benefits to the local economy are not automatic and sometimes tourism may even have a negative impact on a region.The environment is often the first to suffer and this can be particularly disastrous to a region if its natural beauty was the attraction that brought visitors in the first place.If an area is very popular, people from outside may move there to take advantage of the money-making opportunities, which may force the local people out of their homes and villages to make way for larger resorts.Thanks to a growing awareness of these problems, a different type of tourism that doesn’t destroy the tourist site is gaining popularity.Some call it “sustainable tourism”, some call it “eco-tourism”.Imagine an area of untouched natural beauty, such as a rainforest or a refuge where you can see animals in their natural habitat.The visiting tourists get to see a place of outstanding natural beauty and animals otherwise only seen in a zoo or on television.And, while there, he or she spends money in the local economy, thereby contributing in a significant way to the community.The local inhabitants see their standard of living improve and understand the importance of spending time and money protecting and improving their environment.In this kind of tourism, everybody wins.[Part 2]

So, where can you go as an eco-tourist? The list is a long one.Many eco-tourist holidays include outdoor activities, such as trekking trough jungles, climbing mountains, canoeing, white water rafting, skiing, or any one of a hundred other options.Do you want to see a tiger? Do you want to come face to face with a gorilla? Some people have always wanted to see a bear up-close.There are eco-tour companies that can arrange such activities for you and they’ll make sure it’s all done without harm to the natural environment or the local communities.So, if hunting is your idea of fun, ecotourism isn’t for you.[Part 3]

Resorts at eco-tourist destinations are often different than other resorts.Many are small with a restriction on the number of visitors.Hotels and guesthouses are made with environmentally friendly materials that are found locally.Electrical power might

come from solar, wind or water energy, and the waste is often recycled.The tourist guides are local people who share their knowledge of the area.Before you book your next holiday try doing some research yourself.Find out what impact your visit will have on the local ecosystem and people.Do they want more tourists to come to their area? How will the animals benefit? Will your visit cause them stress and possibly harm their future breeding patterns? A good eco-tour company will be happy to answer your questions and will take pride in the fact that they are helping the local communities.With a little research, you can enjoy your trip because you know that you will not only have a great holiday, but also make a positive contribution to the area you visited.

第三篇：大学体验英语下第5单元教案

研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

Unit 5 Eccentricity Teaching Objectives: In this unit, students will listen to a talk about what eccentricity is, and positive and negative views towards it.Students will hear the biographies of four famous eccentric people in Real Word Listening 1.In Read World Listening 2, students will hear two sides of the same set of events between two flat mates who can’t get along.Then students will have an opportunity to role-paly a mediator between those two flat mates in Real World Speaking.Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise Students will start by examining their own attitudes toward eccentricity.Then they will hear a talk which explores the meaning of the word and how so called eccentric people are viewed in society.2.Vocabulary—Read and Choose odd: a.strange;unusual;peculiar useless: a.not of any use refuse: v.to say or show that one is unwilling to give, accept , grant or do something appreciate: v.to understand and enjoy the good qualities or value of something emphasize: v.to place special meaning, value or importance on something conformity: n.behavior, etc.of keeping to or complying with generally accepted rules, customs, etc.productive: a.that produces well or much behavior: way of acting or functioning inventive: a.having or showing the ability to invent things and think originally contradictory: a.containing information which is contrary to other information or gives opposite information paranoia n.abnormal tendency to suspect and mistrust other people without reason depression n.a feeling of sadness and hopelessness

3.Listening Task 研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

Pre-listening Activity

Learning Strategies——Thinking Independently

Whilst being eccentric cannot be regarded as a learning strategy, independent thinking most certainly can.Thinking independently means being able to look at problems from new angles and going beyond received opinions.It is the basis of all scientific developments.However, it should be balanced by accepting guidance and the wisdom of experience.Finding the right balance can catapult a good student towards becoming a brilliant student.Listening Activities

1.Listen to the recording and find out which famous person used to walk away from his guests during conversations.2.Listen to Part 1 and complete the summary by choosing the right words or phrases.3.Listen to Part 2 and complete the following table about reactions to eccentricity.4.Listen to Part 3 and check the best summary of the speaker’s own conclusion.4.Real World Listening 1 1)Describe.What do you know about these four people? Why are they famous? Discuss these questions in pairs.2)Get the main idea.Listen to each part separately and decide whether the sentences true(T)or false(F).5.Real World Listening 2 1)Predict.Listen to Part 1 and discuss in pairs to guess what kind of person Mathew is.Listen again and complete the summary.2)Now listen to Part 2 and complete the summary according to Mathew’s version of events.Have you views on Mathew changed? Discuss in pairs.Tapescript for Listening Task

[Part 1] Most of us want other people to think we are normal.So we dress in the same way as others and live in the same kinds of houses as our neighbors.We want to be liked and to have friends.We are polite when friends talk to us and get along well with the people at our job or in our school.We know that sometimes it is okay to act a little bit crazy;but mostly we want to fit in with the crowd, happy to be conventional.However, not everyone fits in with the crowd.Some people stand out from the crowd, they are unconventional, they may even be eccentric.In mathematics, the word eccentricity means the measurement of how much a round object is different from the shape of a perfect circle.Eccentricity for people is the same idea.Eccentricity is when a person acts very differently to what everyone else says is normal.Eccentric people seem to do strange and odd things.If you think of 研究生大学英语体验英语听说（下）教案

2014-2015学年第二学期

conventional people as smooth circles, perhaps eccentrics are egg shaped, or cones.In fact, you could say eccentrics are any number of different shapes because there are so many ways that eccentricity may be expressed.An eccentric may be someone who likes a hobby so much that she never spends any time doing anything else.Or, an eccentric might love to invent things, but all his inventions are useless.Some eccentrics wear the same kinds of clothes every day.Others live in oddly shaped house, or have more than two dozen cats, or refuse to throw anything away.[Part 2] Reactions to others’ eccentric can vary too.Some people appreciate how an eccentric will often have a strong opinion about something and not be afraid to share it.Some admire how an eccentric might refuse to do something just because everyone else is doing it.They may enjoy the amusing antics of an eccentric friend.But others are disturbed by how eccentrics act.These people emphasize the importance of conformity and promote the idea of peer pressure as a positive force.Whether a person’s eccentricity is approved of or not often seems to depend on the person’s standing in their community.There is a famous saying from an unknown author about this.It is: “Crazy people who are productive are geniuses.Crazy people who are rich are eccentric.But crazy people who are neither productive nor rich are just crazy.”

[Part 3] So what are you? A perfect circle? Or do you sometimes feel more like a cone? If a cone, you are not alone because none of us are perfect, no matter how much we want to be.We all have a little bit of eccentricity inside of us.And, that’s good.Experts believe that eccentric behavior makes us more creative, and for certain, history agrees.Some of the smartest, most inventive people in the world have been called eccentric.For example, did you know that Sir Isaac Newton was a famous eccentric? When people came to visit him, he used to wander off to work on his inventions while he was in the middle of talking to them.People thought this was strange, but nobody was laughing when he discovered the Law of Gravity.Of course, most eccentrics are not Sir Isaac Newton, but they still make life very interesting.

第四篇：大学体验英语听力下册教案

Experiencing English Advanced Listening and Speaking

Book II 大学体验英语听说教程

下册 Unit 1 International Conferences

Teaching Objectives: In this unit, students will listen to an introduction speech at an English Language Teaching Conference in the Listening Task section and a speech on mnemonics for real world listening.They are expected to find many useful concepts and practices for English language learning in this unit, so tell them to pay particular attention.Teaching Difficulties: 1.Students may encounter some difficult words while listening, and they are required to figure out the contextual meanings of these words.It takes time and the instructor has to take pains to gradually acquaint students the skill of how to understand unfamiliar words while listening.2.Students may come across difficulties of taking down notes while listening.The instructor has to pause while listening to tell the students how to jot down brief notes in process of listening comprehension.Teaching Procedures: 1.Warming-up exercise The purpose of this task is to draw students into the unit by asking them to reflect on their personal experiences and linking those with the unit topic.Instructors are advised to ask students as many questions as they can think of, relating to the conference a student talks about to the class.The purpose of your questions is to give the students an opportunity to speak up in English, and also to get students thinking about the unit topic.2.Vocabulary—Read and Choose strategy: n.a particular plan or method for winning success in a particular activity insight: n.deep understanding, the power of using one’s mind to understand something deeply effective: a.having a noticeable or desired effect;producing the desired result honored: a.feeling very proud and pleased principle: n.a general truth or belief that is used as a base for reasoning or action or for the development of further ideas overall: a.including everything

acclaimed: a.publicly praised by a lot of people currently: adv.at present fundamental: a.of or forming the basis or foundation of something;essential meticulous: a.very careful;with attention to detail fluency: n.the quality or condition of speaking a language very well issue: n.an important point;a point in question or a matter that is in dispute or may be argued about because of its importance 3.Listening Task Pre-listening Activity: Students are asked to present their problems in learning English and discuss these problems in pairs.Listening Activities: 1)First Listening

The chairperson at an International English Language Teaching Conference is introducing three speakers.Listen and choose the best summary of each introduction.2)Second Listening Who are the most likely to attend educational conferences? What do people share at an educational conference? Discuss the words below.Then listen to Part 1 of the introduction again and circle the words that are mentioned.Learning Strategies: Staying Motivated Studies have shown that motivation plays a huge role in learning and achievement.However, after many years of study, our enthusiasm can diminish.There are many ways to stay motivated and different methods to work well for different people.It’s important to find the method that works best for you.4.Real World Listening 1 1)Ingrid Anderson is giving her speech to the conference.Listen to Part 1 and complete the sentences.Then choose the sentence that best states what Ingrid will talk about in the rest of her speech.2)Listen to Part 2 and complete the outline of this part of Ingrid’s speech.3)Listen to Part 3 and complete the following tasks.5.Real World Listening 2 1)Listen to Part 1 and circle the best answer.2)Listen to Part 2.Which of the following is NOT one of Karl Grass’s concerns?

6.Post-listening Activity What would you ask if you were at the Q&A session with the three speakers? Look at the following three examples and then write down three questions of your own.7.Homework Students are asked to listen to Listening Tasks and Real World Listening materials one more time in their spare time.Tapescript for Listening Tasks:

Introducing Speakers at a Conference [Part 1] Host: Good evening ladies and gentlemen and welcome to the fifth annual International English Language Teaching Conference.Every year English language educators of all kinds—teachers, lecturers, researchers, authors and publishers—come from all over the world to share research results, strategies and fresh insights for effective English language teaching and learning.As usual, this year, we’re honored to have here some very highly regarded speakers, who are all leading experts in their fields.[Part 2] Host: We have three speakers tonight.Our first speaker this evening is Professor Ingrid Anderson.She will be talking about using mnemonics in vocabulary learning.Mnemonics are often mentioned as useful memory aids but how do they work? Ingrid Anderson will be telling us about some general principles behind mnemonics and how these principles can improve our overall learning.Ingrid Anderson has been an English language teacher for the past twenty-five years;she is the author of the widely acclaimed book Vocabulary and Language Learning and is currently a senior professor of ELT at The Institute of Foreign Languages in Shanghai.It’s my great pleasure to introduce to you Professor Ingrid Anderson.[Applause] Host: Mr.John Bhudrani will follow Professor Anderson to talk to us about another fundamental area of language—grammar.In particular John Bhudrani will be focusing on the confusing area of grammar and natural language.Why do some second language learners who pay meticulous attention to grammar, sometimes lack a natural fluency? John Bhudrani will be tackling this and other related issues in his speech.John Bhudrani’s career has taken him through twenty-two years of study, lecturing and research at Edinburgh University in the UK and Harvard University in the United States, where he is currently the head of the linguistics department.He wrote his Ph.D thesis on language teaching theory and is a leading expert in ELT pedagogy.Please welcome Mr.John Bhudranni.[Applause]

[Part 3] Host: Our final speaker will talk on a subject that teachers spend a great deal of time thinking about: motivation.Motivation has long been recognized as an important area of language learning—so how do educators create the best conditions to stimulate motivation? What can educators do when faced with a classroom of unmotivated students? Or, if a teacher is lucky enough to have well motivated students, how can that teacher get the most out of the students’ motivation? To help us find answers to these and other questions about motivation Ms.Naomi Green will be our third speaker.[Part 4] Host: Naomi Green is a highly effective and experienced language teacher.She started her career in ELT more than thirty-five years ago and since then has worked all over the world as a teacher and an administrator.She is currently the director of the British Council in Tokyo.She has a master’s degree in ELT and will soon complete a second master’s degree in applied linguistics at Reading University.She’s not only an excellent teacher but also an outstanding student of languages herself and is fluent in Spanish, French and Japanese.Ladies and gentlemen, please welcome Ms.Naomi Green.[Applause]

第五篇：北师大四年级语文下第十单元教案

第八单元 路

单元说明

本单元围绕‚路‛这一主题，选编了《天路》、《丝绸之路》两篇主体课文，《邓稼先的人生之路》《蜀鄙二僧》两篇自读课文和一个‚语文天地‛。从被称为‚天路‛的青藏高原、商路、求学路、现代的路、古代的路等角度，传播民族历史的文化，赞美国家今天的繁荣，激发学生的民族自豪感和爱国热情；讲述脚踏实地的求学精神，宣扬鞠躬尽瘁的风骨，为学生树立做人的榜样。‚语文天地‛中，‚日积月累‛继续练习写摘录笔记，积累词句，了解恰当地使用语气词可以表达强烈的感情。体会重点词语表达的情感，还要积累关于‚路‛的名人名言，测试书写速度；‚畅所欲言‛把对路的认识扩展到更广阔的领域；‚开卷有益‛指导学生练习略读，把握主要信息；‚笔下生花‛练习围绕‚路‛写事，继续综合运用以往学习的修改方法和标准修改习作；小‚金钥匙‛指导学生品味精彩语言的课文题目，‚金钥匙‛对良好的阅读习惯做总结和测试。

单元教学要点：

1．正确、流利、有感情地朗读课文，背诵《天路》。了解青藏铁路和丝绸之路，培养爱国主义的情怀；学习邓稼先鞠躬尽瘁为祖国无私奉献的崇高精神；欣赏歌词的韵律美；树立‚正确选择人生之路‛的观念，懂得求学要脚踏实地、持之以恒的道理。

2．继续练习自读课文时提问和解答，练习写摘录笔记，练习交流后对批注笔记进行修改和补充。学习品味精彩的课文题目。

3.理解‚霞光、吉祥、巨龙、翻山越岭、雪域、神奇、人迹罕至、畅通无阻、融洽、煎熬、纽带、浩瀚‛等词语在课文中的意思。积累名言警句。

4．继续练习写摘录笔记，独立识字学词。认字23个，写字17个。5．自读《邓稼先的人生之路》，初步引发学生对人生的思考。与文言文对照学习《蜀鄙二僧》，培养学生学习文言文的兴趣。增强养成良好的阅读习惯的自觉性。

6．练习抄写句子，在保证书写质量的基础上提高书写速度。7．习作，并进行修改。

天 路

教学目标：

（一）知识与技能

1．认字14个，写字8个，并理解‚神鹰、祥云、巨龙、神奇‛等词语在文中的意思。

2．有感情地朗读课文，背诵课文。

3．结合歌词后的文字理解‚天路‛修筑之艰难，理解‚天路‛的真正含义。感悟建设者遇到的困难以及克服困难的艰巨与顽强毅力。

（二）过程与方法

1．采用多种形式的朗读，让学生读准节奏，读出感情，自读自悟，受到熏陶。

2．资料的充分利用为理解诗歌做准备。

（三）情感态度与价值观

感受新一代建设者遇到的困难以及克服困难的艰巨与顽强毅力。

教学重难点：

结合简介理解‚天路‛的设计及建设之难，了解‚天路‛的含义。感悟建设者遇到的困难以及克服困难的艰巨与顽强毅力。

课时安排：二课时 教学过程：

第一课时

教学目标：

1.认字14个，写字8个，并理解‚神鹰、祥云、巨龙、神奇‛等词语在文中的意思。

2.正确朗读歌词，初步感知歌词内容。教具准备：青藏高原的图片、课件。

一、课前检测，初步质疑。1．导入：师：同学们，我们的生活中都有哪些路？ 生：水泥路、柏油路、高速公路、石子路、泥巴路„„ 师：孩子们真是见多识广，说了这么多你们知道的路。今天老师要带你们去认识一条与众不同的路。它犹如一条巨龙，穿过崇山峻岭，越过草原戈壁，跨过盐湖沼泽，奔腾在莽莽的‚世界屋脊‛青藏高原上。人们惊叹地称它为：天路。（师指课题，生齐读。）

2．看到课题，你有哪些疑问？ 3.检查预习：

（1）字词检测：我会读、我会写： 雪域 横贯 崇山峻岭 缺氧 奔赴 誉为 山冈 漫长 盐湖 沼泽 适宜 妨碍 彻底

（2）我会理解：神鹰 巨龙 神奇 祥云

二、自主学习，整体感知。

课文朗读、理解： ①指名读歌词的前三节，你从中读懂了什么？谁来说一说作者的美好愿望？ ②作者的家乡有什么特点？（课件：青藏高原的图片）③带着虔诚指名读这三小节。④指名读歌词后两小节，作者的理想实现了吗？你从哪个词语知道的？ ⑤齐读歌词

三、合作学习，精读深研 概括课文的主要内容。

四、拓展延伸，升华主题。

作者为什么会把青藏铁路称为‚一条神奇的天路‛？谈谈自己的初步理解。

五、反馈学情、达标训练。1．听写本课生字。2．辨字组词。

惯（）域（）宜（）漫（）贯（）或（）谊（）慢（）3．给句子中加点的字注音。

（1）青藏．（）高原海拔高，空气稀薄，气候复杂多变。（2）这座大山里蕴藏．（）着数不尽的宝藏．（）。4．填空。歌词介绍了神奇的天路就像是（），为藏家儿女带来（），为雪域高原带来了（），带我们走进（）。作者的美好愿望是（）。从（）一词可知作者的理想实现了。

板书设计： 天路

盼望 理想

看到 实现 铁路修到我家乡

课后反思与建议

第二课时

教学目标：

1．结合歌词后的简介理解‚天路‛的设计及建设之难，了解‚天路‛的含义。体会青藏铁路建成后藏族同胞欢欣鼓舞的心情。

2．有感情地朗读歌词，背诵歌词。教学重点：感情朗读，背诵歌词。教学难点：

理解‚天路‛的设计及建设之难，了解‚天路‛的含义。体会藏族同胞欢欣鼓舞的心情。教具准备：青藏高原的恶劣环境图片、青藏铁路地图、歌曲《天路》、课件。教学过程：

一、课前检测，初步质疑。

1.导入： 同学们，‚要想富，先修路。‛西藏地处祖国的边疆，虽有青青的牧场，却被高高的山岗挡住了发展之路。藏族同胞有一个共同的心愿，谁来虔诚地说一说。他们的愿望实现了吗？那条铁路就是？（青藏铁路）它的通车日期是什么时候？（2006年7月1日）

2.美梦成真是件多么幸福的事，让我们带着激动、兴奋的心情读一读歌词。女同学读歌词的前三节，男同学读歌词的后两节。

3.出示学习目标：（同上）

二、自主学习，整体感知。1．出示自学提纲：

（1）认真读读青藏铁路的简介，想想为什么称青藏铁路为‚天路‛？（2）在重重困难面前，铁路的设计者和施工者以怎样的精神来面对困难的？

（3）有感情地朗读歌词，背诵歌词。

三、合作学习，精读深研 1．学生自主学习。

要求：（1）学生自己读书做批注笔记。（2）小组内互相交流个人收获。（3）在班上汇报交流。四.拓展延伸，升华主题。

过渡语：经过大家的认真学习，你还有哪些困惑？请在小组内探究一下。学习收获稍后在班上展示！

1．小组探究疑难。

2．班上展示学习所得，师做点拨（1）学生汇报‚为什么称青藏铁路是‘天路’‛老师总结。（海拔之高、线路之长、修建之难、作用之大„„）①海拔高：从课文的哪些语句能体会到青藏铁路海拔高？指名读一读。②线路长：全长1956千米，是世界上线路最长的高原铁路。犹如一条巨龙。（课件：青藏铁路地图）

③修建难：你从哪里体会到修建青藏铁路很艰难？（课件：青藏的恶劣环境图片）指名读一读。再请一位同学带我们一起感受一下青藏高原恶劣的地理环境。

总结前面三点：谁能用关联词语‚因为„„所以„„‛来说一说。④作用大：简介中哪里写到了青藏铁路修建的战略意义？请同学来读一读。再请一位同学读一读。交流青藏铁路修建的重大意义。正因为如此，这条铁路又被各族人民誉为什么路？（板书‚团结路、发展路、幸福路）其实这条路不仅仅带来了藏族团结、发展、幸福，请你想想它还是一条什么路？请同学说一说。(2)感受困难及精神。过渡：这样的一条幸福路、团结路、发展路、亲情路、关爱路，是谁决策修建的呢？我们还要感谢谁呢？他们是以什么样的精神修筑铁路的？让我们怀着崇敬之情再读第三自然段。

(3)指导有感情的朗读歌词，背诵歌词，感受藏族人民欢欣鼓舞的心情。

同学们，2001年春天，青藏铁路正在紧张地建设时，一位叫拉姆的藏族老阿妈激动地对正在采访的词曲作家屈塬、印青说：‚青藏铁路是共产党为我们藏族人民修的天路！多少年来，我们西藏人民就一直渴望能有一条通往远方的路，这条路可以带我们走出贫穷，走出落后，走向富裕，走向北京。‛老阿妈的一席话，让两位词曲作家心情非常激动。几天之后，经过几十次反复修改，一首专门歌颂青藏铁路的歌曲《天路》很快就创作出来了。让我们一起来用心聆听歌曲《天路》。听完后，将你们看到的、听到的、想到的、感受到的，自由地说一说。教师总结： 同学们，记住吧！青藏铁路的全线贯通，这是党中央、国务院领导为21世纪的人类创造的巨大文明成果。这是人类社会有史以来，中国的筑路工人创造的最大的高原文化奇迹！青藏铁路的成功修建充分体现了我们中国人万众一心、众志成城，脚踏实地、开拓进取、挑战困难、勇创一流的精神，我们要把这种精神传扬下去。

五、反馈学情、达标训练。我能根据课文内容填空。

（1）那是一条神奇的天路，把（）送到边疆，从此山不再（）路不再（）,各族儿女（）。

（2）那是一条神奇的天路，带我们走进（），青稞酒酥油茶会（），（）传遍四方。

（3）青藏铁路犹如一条巨龙，穿（），越（），过(),奔腾在（）的‚世界屋脊‛上。

（4）青藏铁路的贯通，彻底解决了人员和物资（）（）的问题，被各族人民誉为（）路、（）路、（）路。

2．仿写句子。

（1）它犹如一条巨龙，穿崇山峻岭，越草原戈壁，奔腾在莽莽的‚世界屋脊‛上。

（2）滚滚的春潮把坚冰击溃了，淹没了，迫使它顺服地和残冬一起向远方流去。

板书设计： 海拔之高

天路 线路之长 团结路、发展路、幸福路

困难之巨 意义之大

课后反思与建议：

丝绸之路

教学目标：

（一）知识与技能

1．正确、流利、有感情朗读课文。2．掌握本课生字，理解重点词语的意思。

3．读懂课文内容，了解丝绸之路的来历及其开辟的意义，激发学生的民族自豪感和爱国热情。

（二）过程与方法 通过反复读文，体会过渡段的作用，并学习运用这一写作方法。

（三）情感态度与价值观 通过学习，激发学生的民族自豪感和爱国热情，树立开放、与各国人民友好往来的观念。

教学重、难点：

1．运用‚金钥匙‛介绍的方法默读课文，复述课文。2．让学生体会张骞的爱国情怀，激发学生的爱国热情。教具准备：

1．学生搜集丝绸之路的相关资料。2．有关丝绸之路的地图（示图）。教学时数：两课时 第一课时

教学目标：

1.学会生字，理解重点词语的意思。2.正确、流利、有感情地朗读课文。3.初步感知课文内容，体会过渡段的作用。教学过程：

一、课前检测，初步质疑。

1．有一条路，东起我国的汉唐古都长安，向西一直延伸到罗马。这条路，承载了无数的骆驼与商旅；这条路，传播了东方的古老文化；这条路，传承了东西方的友谊与文明。它是东西方文明交往的通道。今天，让我们一起随着一座古朴典雅的巨型石雕，穿越时空的阻隔，一起走近──丝绸之路。板书课题：丝绸之路

2．学生交流对丝绸之路的了解。

二、自主学习，整体感知。概括课文主要写了什么？

三、合作学习，精读深研

1．指名读课文，思考：丝绸之路是从哪里到哪里的？丝绸之路是什么样的？为什么叫丝绸之路？张骞是怎么开辟丝绸之路的？

四.拓展延伸，升华主题。

文中的哪一段既写了开辟丝绸之路的意义，又写了张骞开辟丝绸之路的过程这两部分？找出来，读一读。巧妙地把两部分内容衔接起来，在文中起着承上启下的作用，我们叫它过渡段。请同学们再读一读，体会过渡段的作用。

五、反馈学情、达标训练。

检查生字词预习情况。1．出示词语，认读。

欧洲 覆盖 恶劣 贸易 派遣 煎熬

恐怖 融洽 日夜兼程 2．区别形近字并组词。罗（）贯（）乃（）练（）萝（）惯（）仍（）炼（）3．文章中的过渡段是第（）自然段，它在文中的作用是（）。

板书设计： 丝绸之路 中国（古代商路）欧洲 张 骞

课后反思：

第二课时 教学目标：

1.读懂课文内容，了解丝绸之路开辟的过程及意义，激发学生的民族自豪感和爱国热情。

2.学会提出有思考价值的问题，并且学会与同学共同交流解决。

教学重难点：

读懂课文内容，了解丝绸之路的来历及其开辟的意义，激发学生的民族自豪感和爱国热情。

一、课前检测，初步质疑。1．听写生字词语。2．说一说过渡段的作用。

二、自主学习，整体感知。

1．丝绸之路是在什么样的环境和历史条件下开辟出来的？ 2．在这种特定环境中张骞为什么能开辟出丝绸之路？ 3．开辟丝绸之路有什么重大意义？

三、合作学习，精读深研

1．从‚交通不便，没有公路，没有汽车和飞机„„‛能看出张骞开辟丝绸之路困难重重；

2．从‚日夜兼程‛能体会出张骞为开辟丝绸之路不辞辛劳； 3．从‚他耐心地、不露声色地等待着、准备着‛，‚忍受着炎热和干渴的煎熬„„‛，‚历尽千难万险，出使西域十三年‛等语句中，体会到张骞开辟丝绸之路的坚定信念以及他的深深的爱国情怀。

4．从‚张骞向汉武帝介绍了西域各国的方位、人口、兵力、风俗、物产、相互关系以及对汉朝的态度‛中我们能感受到张骞此行虽历尽艰辛，却也收获颇丰。

5．重点品读第9自然段，思考：丝绸之路发挥了怎样的巨大作用？

四、拓展延伸，升华主题。

请以一名小导游的身份，向大家介绍‚丝绸之路‛。（通过介绍丝绸之路的来历、形成、开辟的意义及作用，表达自己的民族自豪感。）

五、反馈学情、达标训练。

1.请你仿写文中这样的词语： 栩栩如生、（）（）（）（）（）（）（）（）（）。

２．望着这座雕像，我仿佛看到了当年丝绸之路上，商旅不绝的景象，仿佛听到了大漠中的悠悠驼铃声。⑴ 画出句子中的有关联想的内容。用‚————‛标出。⑵ 摹写句子：望着高高的五星红旗，我仿佛＿＿＿＿＿＿＿＿＿＿＿＿＿＿、＿＿＿＿＿

３．如果你是导游，你能介绍一下你所了解的丝绸之路吗？现在你就带着小朋友走向世界各地，向他们介绍一下。把你的导游词写下来。

板书设计：

丝绸之路 东西方友谊交流之路 东西方经济交流之路

东西方文化交流之路

语文天地十

教学目标：

1.继续学习摘录笔记并提高摘录速度。2.积累有关‚路‛的名言、警句。3.围绕主题‚路‛进行口语交际、习作。教学重点：围绕‚路‛进行口语交际、习作。教学难点：学习两篇有关路的文章，拓宽对路的理解。课前准备：多媒体电教 教学过程：

一、日积月累

1.我的摘录笔记。

2.抄写《丝绸之路》的最后三句话，测试自己的书写速度。

3.读一读。

二、畅所欲言

1.说说你知道的路 2.你都了解上面的哪些路？

3.联系实际你还了解哪些路？

4.人生之路与其他路不同在哪儿？

三、课堂作业。

第二课时

一、学习《邓稼先的人生之路》

1.自读课文，边读边做批注笔记。

2.交流读书体会和感想。

3.质疑深思。

二、金钥匙

幻灯片出示。

三、运用此方法学习《蜀鄙二僧》

1.熟读古文和释文。

2.运用阅读方法自学课文。

3.讨论。

第一课时

四、拓展练习。

第三课时

一、出示习作要求。

二、指导。

1.让学生留心观察放学回家的路，观察路的变化。2.做观察笔记，对路进行描写，为习作作准备。

三、学生习作。

板书设计：

成长的道路

成长的道路上，你遇到过挫折吗？

你做过幼稚可笑的事吗？

你成功过吗？

你失败过吗？是怎样克服的？

你从中懂得了什么？