PEP第二冊英語 Unit 4 教案 第三課時(shí)共3篇

PEP第二冊英語Unit4教案第三課時(shí)共3篇PEP第二冊英語Unit4教案第三課時(shí)1Title:Unit4,Lesson3:ExploringAmericanCulture

Objectives:

1.StudentswillbeabletounderstandandappreciateelementsofAmericanculture.

2.StudentswillbeabletoidentifyanddiscussculturaldifferencesbetweentheirowncultureandAmericanculture.

3.StudentswillbeabletocompareandcontrastdifferentaspectsofAmericanculture.

Materials:

-AccesstoonlineresourcessuchasvideosandarticlesaboutAmericanculture

-Handoutswithdiscussionquestions

-Whiteboardandmarkers

Warm-up:

1.Havethestudentsdiscussinpairsorsmallgroupswhattheythinkofwhentheyhearthewords"Americanculture."

2.Havesomestudentssharetheirthoughtswiththerestoftheclass.

3.Writetheiranswersontheboardandaskforanyadditionalcommentsorquestions.

Vocabulary:

1.Culture:thebeliefs,customs,andpracticesofaparticulargroupofpeople.

2.Diversity:thestateofhavingdifferenttraditions,beliefs,orcultures.

3.Stereotype:awidelyheldbutfixedandoversimplifiedimageorideaofaparticulartypeofpersonorthing.

Presentation:

1.ShowashortvideocliporimagesthatdisplayvariousaspectsofAmericanculturesuchasholidays,foods,sports,etc.

2.Askthestudentstosharewhattheynoticeandwhattheyfindinterestingorsurprising.

3.Askthestudentstomakealistofthingsthatareuniquetotheirownculture.

4.DiscussasaclassthesimilaritiesanddifferencesbetweentheirowncultureandAmericanculture.

5.IntroducedifferentfactorsthathaveinfluencedAmericanculturesuchashistory,geography,immigration,andtechnology.

6.Dividethestudentsintosmallgroupsandassigneachgroupadifferenttopicsuchasmusic,holidays,education,etc.Havethemresearchandpresenttheirfindingstotheclass.

Practice:

1.DistributehandoutswithdiscussionquestionsbasedondifferentaspectsofAmericanculture.

2.Havethestudentsworkinpairsorsmallgroupstoanswerthequestionsandsharetheiranswerswiththeclass.

3.Encouragethestudentstoaskeachotherquestionsandengageindialogue.

Assessment:

1.Monitorthestudents'participationinclassdiscussionsandgroupwork.

2.HavethestudentswriteashortreflectiononwhattheyhavelearnedaboutAmericanculture.

3.AssignaprojectwherethestudentscreateapresentationorposterbasedonaspecificaspectofAmericancultureandpresentittotheclass.

Extension:

1.HavethestudentsresearchaculturalfestivalorcelebrationintheirowncommunityandcompareittoasimilareventinAmerica.

2.Havethestudentsinterviewsomeonefromadifferentcultureandwriteareportonthesimilaritiesanddifferencesbetweentheircultures.

3.Havethestudentscreateasurveytocollectdataonthedifferentculturalbackgroundsoftheirclassmatesandcreateagraphorcharttorepresenttheirfindings.

Closure:

1.AskthestudentswhattheyfoundmostinterestingorsurprisingaboutAmericanculture.

2.Remindthestudentsthatwhiletheremaybeculturaldifferences,itisimportanttorespectandappreciateothercultures.

3.Encouragethestudentstocontinueexploringandlearningaboutdifferentcultures.PEP第二冊英語Unit4教案第三課時(shí)2教學(xué)目標(biāo)：

1.學(xué)生能夠正確使用并熟練掌握情態(tài)動詞may和might表達(dá)推測的能力。

2.學(xué)生能夠在日常生活中運(yùn)用所學(xué)的語言知識進(jìn)行聽、說、讀、寫的綜合應(yīng)用。

語言知識：

1.May和might表示推測。

2.采用現(xiàn)在時(shí)態(tài)+may/might進(jìn)行句式構(gòu)建。

3.May/might在表達(dá)推測時(shí)后面要跟動詞原形。

教學(xué)步驟：

一、引導(dǎo)學(xué)生知曉情態(tài)動詞的概念。

情態(tài)動詞是一種輔助動詞，用于表示說話者的高度情感色彩、意圖、可能性等。

二、引導(dǎo)學(xué)生掌握may和might的含義和用法。

1.May的含義和用法

May表達(dá)說話者對某事物的一種猜測或估計(jì)的觀點(diǎn)，通常用于對現(xiàn)在或未來的推測。

2.Might的含義和用法

Might與may類似，但語氣更加弱，通常用于對過去或未來較遙遠(yuǎn)的推測。

三、聽、說、讀、寫綜合訓(xùn)練，以表達(dá)推測為例。

一篇聽、說、讀、寫綜合訓(xùn)練：

HarrywasonceagainlateforEnglishclass.Herushedthroughthehallwaystogetthere,hopingthathisteacher,MissThompson,wouldn'tnotice.However,asheenteredtheclassroom,hesawthatshewasalreadystandingatthefront,glaringathim."Harry,"shesaidsternly,"youmayhaveagoodexcuse,butIdoubtit.Ithinkyoujustoversleptagain,didn'tyou?"

"Uh,well,MissThompson,myalarmclockdidn'tgooff,"Harrystammered.

"Maybeso,"MissThompsonsaid,"butIdon'tbuyit.Yourconstanttardinessisbecominganissue.Youmightbeabletofixitifyousetyouralarmabitearlier."

Harryknewthatshewasright.Hemightneedtostartgoingtobedearlierifhewantedtoavoidgettingintotrouble.

練習(xí)一：

聽力練習(xí)

根據(jù)短文內(nèi)容，選擇正確的答案，將其序號填入括號中。

1.WhatwasHarry'sdestination?

A.Historyclass.B.Englishclass.C.Gymclass.

2.WhowasalreadyintheclassroomwhenHarryarrived?

A.Harry'sbestfriend.B.Harry'steacher.C.AgirlHarryliked.

3.WhatwasHarry'sexcuseforbeinglate?

A.Helosthiskeys.B.Hissisterneededhelp.C.Hisalarmclockdidn'tgooff.

答案：1.B2.B3.C

口語練習(xí)

假設(shè)你是Harry，請回答下面的問題：

1.Whywereyoulateforclass?

2.Whatdidyourteachersayaboutyourtardiness?

3.Whatadvicedidshegiveyou?

參考答案：

1.Myalarmclockdidn'tgooff.

2.Shesaidthatmyconstanttardinesswasbecominganissue,andthatImightneedtostartgoingtobedearlierifIwantedtoavoidgettingintotrouble.

3.ShesaidthatImightbeabletofixmytardinessifIsetmyalarmabitearlier.

閱讀練習(xí)

仔細(xì)閱讀短文，然后根據(jù)所給情境完成句子。

1.在某個(gè)聚會上聽到別人說，公寓樓里的電梯有點(diǎn)出問題。

Iheardatapartythattheelevatorintheapartmentbuilding__________.

2.聽到自己喜歡的歌曲時(shí)，你無法忍住跳舞。

Whenyou__________asongyoulike,youcan'thelpbutdance.

3.你正在想保留什么樣式的發(fā)型。

You__________whichhairstyletokeep.

4.當(dāng)前的趨勢是選用更環(huán)保的能源。

Thecurrenttrend__________choosingmoreeco-friendlysourcesofenergy.

參考答案：

1.maybeactingup2.hear/arelisteningto/listento/mightbelisteningto3.mightbedeciding4.maybetowards/istowardsPEP第二冊英語Unit4教案第三課時(shí)3Unit4Lesson3:CommunityService

I.Objectives

Bytheendofthelesson,studentsshouldbeableto:

1.Describedifferenttypesofcommunityservice.

2.Recognizethebenefitsofcommunityservice.

3.Writeanessayabouttheirownexperienceincommunityservice.

II.Vocabulary

1.Communityservice:workdonebyapersonorgroupofpeoplethatbenefitsothersinthecommunity.

2.Volunteering:givingtimeandefforttoacausewithoutreceivingpayment.

3.Charity:anactivityororganizationthathelpspeopleinneed.

4.Donation:agiftofmoneyorgoodstohelpsomeoneoranorganization.

5.Non-profitorganization:agroupthatusesitsprofitstoachieveasocialorenvironmentalgoal.

6.Philanthropy:theactofgivingmoneyorresourcestohelpothers.

7.Servicelearning:atypeofeducationthatcombinesacademicstudywithcommunityservice.

8.Goodwill:thefriendlyandhelpfulattitudesorbehaviorsthatpromoteapositiveatmosphereinacommunity.

III.Introduction

Askstudentsiftheyhaveeverdoneanycommunityservice.Whatdidtheydo?Whydidtheydoit?Howdiditmakethemfeel?Writekeywordsontheboard.

IV.Presentation

A.TypesofCommunityService

Askstudentstoreadthefollowingtypesofcommunityserviceandmatchthemtothedescriptions:

1.Environmentalservice

2.Healthservice

3.Elderlyservice

4.Animalservice

5.Educationservice

6.Homelessservice

7.Culturalservice

Descriptions:

a.Helpingpeoplewithdisabilitiesormentalillnesses.

b.Helpingpeoplewholiveonthestreetsorinshelters.

c.Helpingtocleanupparks,rivers,orothernaturalareas.

d.Helpingtoimprovethequalityoflifeforpeopleinothercountries.

e.Helpingtocareforanimalsinsheltersorsanctuaries.

f.Supportingmuseums,libraries,orotherculturalorganizations.

g.Workinginhospitalsorcommunityhealthclinics.

B.BenefitsofCommunityService

Askstudentstoreadthefollowingstatementsaboutthebenefitsofcommunityserviceanddecidewhethertheyaretrueorfalse:

1.Communityservicecanhelpyoumakenewfriends.

2.Communityservicecanhelpyoudevelopnewskills.

3.Communityservicecanmakeyouhappierandlessstressed.

4.Communityservicecanimproveyourchancesofgettingajob.

5.Communityservicecanmakeyourcommunityabetterplacetolive.

V.Practice

A.WritinganEssay

Askstudentstothinkabouttheirownexperienceincommunityservice.Havetheyevervolunteeredatacharitableorganizationortakenpartinaservicelearningproject?Askthemtowrite