第一冊Unit5新編實用英語教程第4版高教社教案

UnitFiveOurWeatherandClimateTeachingTime:8periodsTeachingObjectives:SsShouldLearnto:Understandweatherforecasts;Talkaboutweather;Writeaweatherreport;KnowaboutcelsiusandfahrenheitKey&DifficultPoints:1.Understandweatherforecastsprofoundly;2.Talkaboutweathertostartaconversation;3.BasicsentencestructuresTeachingProceduresandClassActivitiesSECTIONITalkingFacetoFaceLead-inactivities:ImitatingMini-TalksWarm-upquestions:doyouoftenlistentoaweatherforecast?Whyorwhynot?Whatistheuseandimportanceofaweatherreport?ClassActivities:1).Readthemini-talks,trytorecitethem;Askthestudentstoreciteandperformtheminitalksinclass.Thestudentsdiscussingroups,summarizingthewords,phrasesandsentencesfrequentlyusedaccordingtothefollowingtopicswiththehelpoftheteacher.Thestudentsspeakoutthesentencesundertheguidanceoftheteacher.SECTIONIIBeingAllEars1LearningSentencesforWorkplaceCommunicaiton1)Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.Listentothetapeforthefirsttime.Thefocushereisoncross-referenceoftheEnglishsentencesandtheirChinesemeanings.Playthetapeforasecondtime,andaskthestudentstodoexercisesinthissection.4)Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstorepeatthesentenceduringthepause.2HandlingaDialogue1)Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.2)Listentothetapeforthefirsttimewithoutlookingatthebook.3)Playthetapeforasecondtime,andaskthestudentstoanswerthefollowingquestionsorally:4)Playthetapeforthethirdtime,andthestudentsreadthedialogues,followingthetapesimultaneouslyandtryingtocatchupthespeedandsimulatethespeakers’tones.5)Dotheexercisesinthissection.3UnderstandingaShortSpeech/Talk1)Givethestudentsafewminutestoreadthroughtheprintedmaterialsforeachlisteningitem.2)Listentothetapeforthefirsttimewithoutlookingatthebook.3)Playthetapeforasecondtime,andaskthestudentstodotheexercisesinthissection.4)Playthetapeforthethirdtimewithapauseaftereachsentence,andaskthestudentstotakenotesofthekeywords.SECTIONIIITryingYourHandPracticingAppliedWriting1Sampleanalysis:Teachersummarizesbrieflytheformatandlanguageusedinweatherforecasts.TheteachermayshowthefollowingpassagewithPPT(IfthereisnoPPTprepared,askthestudentstotakeadictationofthepassage).Afterwards,askthestudentstoreaditandtranslateitintoChineseorally.2Simulatedwriting:1)Thestudentsreadandtranslatethesampleweatherforecastswiththehelpoftheteacher.2)DoExercises2,3and4ingroups.SECTIONIVMaintainingaSharpEyePassage1WecanMakeaDifferenceWarm-upquestions:Whatistheconsequencesofglobalwarming?Guidedreadingaloudofthepassage:Thestudentsreadthepassageindividually.Theteachershouldpayattentiontocorrectingthestudents’pronunciationandintonation.3Explanationofdifficultwordsandexpressions:Thestudentshaveadiscussioningroupstopickoutthedifficultwordsandexpressionsinthewholepassagewhichtheydon’tunderstandandreportthemtotheclass.Theteacherwilldemonstratetheusageofthosechosenpoints,andthenaskthestudentstomakeupatleasttwosentenceswiththemingroups.KeyLanguagePointsinTeacher’sBook1)trap:store---sothatitcannotescape.Eg:Afiltercantrapdustfromtheair.2)stand-by:readinessforduty.Eg:Thesoldiersareonstand-by,readytosetoutatanytime.3)stuff:things.Eg:Thereisalotofstuffaboutintoday’snewspaper.4)membership:beingamemberofanorganization.eg:Helosthismembershipcardandwasdeniedaccess.5)swell:growbigger.Eg:Thepopulationswelledduringthattime.4Understandingthepassageindetail:1)Paragraph1:Groupwork:Givethestudents3minutestopreparethetranslationofthefirstparagraph,andthenanoralclasspresentationisrequired.2)Paragraph2:Askoneortwostudentstoreadthisparagraph.3)Paragraph3:1)Pairwork:Onestudentreadsthisparagraphloudly,andanotherhelpscorrecthisorherpronunciation.Andthentheychangetheirrolestodothesameworkagain.2)WorktogethertosummarizethegeneralideaofPara.3,andthenpresentitinclass.5SummaryofthepassageGroupwork:Thestudentshaveadiscussionofthemainideaofthepassage.Thestudents’ideasmayvary,andtheteachergiveshisorherownidea.6Assignmentsforthissection:1.ReciteParagraphs2and32.PreviewPassageII.PASSAGEIITheBritishLikeTalkingAbouttheWeather1Warm-upactivities:HowdotheBritishgenerallystarttheircoversations?2Guidedreadingaloudofthepassage:Thestudentsreadthepassageandgetitsgeneralidea.3Explanationofdifficultwordsandexpressions:ChooselanguagepointsinLanguagePointsinTeacher’sBook4Understandingthepassageindetail:Paragraph1:1)Thestudentsreadthisparagraphtogether.2)Dictationpractice:Theteacherreadseachsentenceoftheparagraphfororthreetimesaccordingtothestudents’Englishlevel,andthestudentswritethemdown.Afterwards,thestudentscheckupthemwiththeirpartners.Paragraph2:1)Asktwoorthreestudentstoreadtheparagraphindividually.Pairwork:Onestudentasksabout2or3specificquestionsaboutParagraphs2,andtheotheronegivestheanswers.Thenthestudentsexchangetheirrolestodothesameworkagain.Therestofthepassage:1)Thestudentsreadthispartfollowingtheteacher.Groupwork:Theteacherdrawsthefollowingtableontheblackboard(orshowsitwithPPT),andthenasksthestudentstohaveagroupdiscussionformatchingthegreetingsentencesinColumnAwiththecountriestheyarespokeninColumnB.Intheend,thewholeclasstrytopronouncethegreetingwordsindifferentlanguages.5Summaryofthepassage:1)Groupwork:Thestudentshaveadiscussiontotranslat