第一篇：教案unit4

Unit 4 Listening & Speaking &New words in Text A

Learning focus : 1.Get a general idea about the cultural differences

between the east and the west.2.Talk about some cultural differences in your daily life.3.Know something about Chinese traditional culture.4.Learn how to use the grammar of inversion correctly.Teaching Steps I.Listening.A． Listen to the following sentences twice and fill in the missing words

B． Listen to the following short conversations and choose the best answer to each question.C． Listen to the short passage three times and fill in the blanks with the missing words..II．Speaking.Make a dialogue in pairs according to the instructions given in Cue Card A & B.Cue Card A Situation: You two are talking about Chinese tea and western coffee.Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit.Tips for speaking List some famous categories of Chinese tea.Talk about your own favorite Chinese tea and why.Cue Card B Situation: You two are talking about Chinese tea and western coffee.Speaker B: You think drinking western coffee is very fashionable.Tips for speaking List some popular western coffee.Talk about your own favorite western coffee and why.Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course.It’s our tradition to drink coffee.What about you? A：I prefer tea.Chinese tea is part of Chinese culture.It is very healthy and is a traditional habit.B: Can you introduce some famous categories of Chinese tea to me? I know little about it.A：Of course.There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea.B: So many.Which kind do you prefer? And why? A：Green tea.Because drinking green tea can reduce the risk of heart attack and cancers.It can also help me lose weight.You see, I am a lady, so I want to be in good shape.B: Oh, I see.A：Can you tell me some popular western coffee? I seldom drink it.B: Of course.Coffee mocha(摩卡咖啡), latte(拿鐵咖啡), cappuccino(卡布奇諾), Americano(美式咖啡), espresso(濃縮咖啡)and so on.A：Which one is your favorite? B: Coffee mocha.It is very sweet and full of cream and chocolate syrup(巧克力醬).Maybe some day you should have a try.Nowadays, drinking coffee is very fashionable.III． New Words in Text A

The students read the words by themselves ,then the teacher correct their pronunciations.And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.Text A

Teaching Steps : I Guide.A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II.Fast reading.Questions

1.1.How do the Chinese people usually greet each other when they meet? 2.Can you point out some other cultural differences between the western and the eastern countries?

3.How many cultural differences does the author mention in the text? 4.What will a Chinese person say if he or she has received some help from his or her family member? 5.What should we do in order to communicate with the foreigners in a proper way? III.Language points

1.divide into

split or break into parts, separate

They decided to divide the large house into flats.to a large extent

to some/what/an/a certain extent You are correct to some extent.To what extent can he be believed? 2.distinguish v.區(qū)分，辨別

distinguish(between)A from B

distinguish A between B

People who cannot distinguish between colors are said to be color-blind.Speech distinguishes human beings from the animals.3.the former...the latter...前者……后者……

If I had to choose between fish and chicken, I’d prefer the former one.4.not only...but also...不僅……而且……(連接兩個并列部分)Not only Mr.Lin but also his son joined the Party two years ago.（連接兩個主語）

I not only play tennis but also practice shooting.（連接兩個謂語動詞）

He plays not only the piano but also the violin.（連接兩個賓語）

They speak English not only in class but also in the dormitory.（連接兩個地點狀語）

5.greet:give a conventional sign or word of welcome or pleasure when meeting sb.or receiving a guest

6.greet sb.with sth./greet sth.with sth.對某事作出反應(yīng)

greeting n.招呼，問候，歡迎

He greeted me in the street with a friendly wave of the hand.7.case instance or example of the occurrence of sth.實例，情形

in any case 無論如何，總之 in no case 無論如何都不 in this case在這種情況下

in case of sth.若發(fā)生某事，假如

8.tend to

be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men.女人多比男人長壽。

9.not at all 根本不……

He didn’t know how to speak French at all.他根本不會說法語。We didn’t go there at all.10.in some formal situations

under /on the present situations在目前形式下

in an embarrassing situation 處于尷尬境地

go into/ out of a difficult situation The company is in a poor financial situation.11.fetch go for and bring back sb./sth.接來，取來

fetch sth.for sb.Fetch a doctor at once.快去請醫(yī)生來。

Should I fetch your coat for you from the next room? 12.treat...as 對待,看待,把……看作 Do not treat this serious matter as a joke.She treated me all right.13.lack vt.(通常不用于被動語態(tài))缺少,沒有 I don’t seem to lack anything.我好像什么也不缺。vi.缺少;不足;沒有(+for)They lacked for nothing.他們什么都不缺少。n.欠缺;不足;沒有(of)He can not buy it because of his lack of money.4)n.缺少的東西;需要的東西

Water is a lack in this region.這個地區(qū)缺水。14.doing 現(xiàn)在分詞做后置定語

There is a girl standing at the door.門口站著一個女孩。The baby sleeping now is her child.Who is the boy singing there?

15.neither 否定意義的詞在句首, 句子半倒裝(參看本單元語法部分)He seldom tells others his secrets, neither does his sister.16.be aware 知道的,察覺的(+of)(+that)(+wh-)I am well aware that this is a tough job.She was not aware of having done wrong.Are you aware of the danger?

17.go(消息等)被傳遞,流傳(+that)The story goes that the Prime Minister will resign.There is a rumor going round that Sue and David are having an affair.18.while doing...用來做狀語

Please be careful while doing your homework.He always feels nervous while speaking with strangers.IV.Exercises.V.H.W.Reading.Text B，練習(xí)冊講解

I.Warm-up Skimming for specific information: 1)How many kinds of personal names do both Western and Chinese people have? 2)In a formal situation,what do we address men as ? 3)From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4)What shouldn’t we do when we meet a foreigner for the first time? II.Detailed Reading.1.in...situation 在…情況/狀態(tài)下

In a formal situation, we address men as “Mister”(abbreviated as “Mr.”), married women as “Mistress”(abbreviated as “Mrs.”), and unmarried women as “Miss”.In such a difficult situation, we should try our best to help him out.He is in a desperate situation.他處于絕望的狀態(tài)之中。

2.abbreviate shorten(a word, phrase, ect), esp by omitting letters縮短（字、詞組等，尤指省略字母）；縮寫

In writing, the title “Doctor” is abbreviated to “Dr.” 在書寫時，Doctor頭銜的縮寫是Dr.3.prefer（更）喜歡

These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal.prefer + noun 寧愿選擇，更喜愛

She prefers cheese, if you have some.如果你們有的話，她更喜歡奶酪。（連接名詞）prefer + verb-ing She prefers running to walking.比起走路，她更喜歡跑步。（連接動名詞）

4.occasionally adv.now and then;from time to time;not regular He visits me occasionally.他偶爾來看我。

5.exception

1）(an instance of)leaving out or excluding;person or thing that is not included除外；例外；不包括在內(nèi)的人或物 The children did well, the only exception being Jo, who failed.All students without exception must take the English examination 2）不合規(guī)則的事物an exception to a rule of grammar語法規(guī)則的一項例外

6.position

1）place or rank in relation to others（相對于他們的）地位，等級 a high/ low position in society 高的/低的社會地位

What is his position in class? He’s third from the top.他在班上得第幾名？ 第三名。

2）place where sb./sth.is 位置；方位

From his position on the cliff top, he had a good view of the harbor.We are sitting in a position near the door.我們坐在靠門邊的地方。

7.provost

1）(Brit)(title of the)head of certain university colleges（大學(xué)中某些學(xué)院的）院長（的稱號）

2）(US)senior administrator in certain universities（某些大學(xué)的）教務(wù)長

8.otherwise

Unless they tell you otherwise, faculty should be addressed by their title and last name(e.g., “Professor Smith”).otherwise

adv.in other or different respects;apart from that 在其他方面；除此之外 The rent is high,(but)otherwise the house is fine.租金貴是貴，（但）房子倒很好。conj.If conditions were different;if no 不然；否則

We must run, otherwise we’ll be late.我們得跑著去，要不就晚了。

Do as you’re told, otherwise you’ll be in trouble.照你被告之的去做，否則會有麻煩。Put the cap back on the bottle, otherwise the juice will spill.You should study hard from now on, otherwise you will fail to pass the coming exam.Button up your coat, otherwise you will catch cold.扣上外衣扣，不然你會感冒的。

9.in doubt 不能肯定的，不能確定的

When in doubt, use the formal manner of addressing.當(dāng)你不能確定時，應(yīng)該使用正式的稱呼方式。

The outcome of the election was in doubt.選舉結(jié)果還不能確定。

Whether he will come or not is still in doubt.他是否會來還不能肯定。

III.Exercises Unit 4 Practical Writing I． Warm –up.Microsoft，Inc.Interoffice Memorandum To： Peter Clark，Rachel White From： Linda Larson Date： September 16，2004 Subject： Scheduling the project meeting As you know，we are having the project meeting next week in the projection room.Since the room holds only fifty people comfortably without overcrowding.I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m.and to the remaining forty-three from the other sections on Friday at the same time.If there‘s any problem about this arrangement，please let me know.II． Memo（備忘錄）

Writing Tips : 備忘錄其實也是廣義的信函中的一種，主要用于公司內(nèi)部對公司的職員、部分通報信息，如會議安排、情況報告、問題處理等等。在英語中稱之為interoffice memorandum，其復(fù)數(shù)為memoranda，簡稱memo.除了可以采用書面形式之外，備忘錄也可以通過e-mail 發(fā)出。

備忘錄的一般格式如上其中To項是收箋人，在其姓名前可以加上Mr.，Mrs.，Dr.等，在其姓名后可加上職位和部門。From項是發(fā)箋人，其姓名前一般不加尊稱，但姓名后同樣可加上職位和部門。Subject即內(nèi)容主題，一般用簡短的幾個字做簡略陳述，不需要是一個完整的句子，幾個詞或詞組即可。

Body即內(nèi)容是備忘錄的主要部分，寫作應(yīng)力求簡明、確切。首先應(yīng)直入主題，列出最重要的信息，然后可以具體說明事由、情況，提出意見和建議等，最后可以根據(jù)具體情況或重申主題或表示意愿或感謝。

需要指出的是，在備忘錄的末尾不需要簽名。但是，如果備忘錄還發(fā)給了收箋人以外的其他人，須在末尾cc： 之后寫上其姓名。

III． 練習(xí)答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008

The student newspaper is currently looking for a journalist for the summer semester.Applicants should currently be studying at the university, and should preferably have at least two years’ writing experience.The successful applicant will be expected to write two articles every week on happenings in the city and on campus.The position will commence at the end of May and will last through to the end of August.The salary for the position is negotiable and will be based on experience.If you are interested, please send your resume to the campus newspaper office.

第二篇：unit4集體教案

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The first period）

2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.教學(xué)目標(biāo)：1.Learn to ask and answer questions about where things are.重點難點：where’s ＝ where is

It’s ＝ It is They’re ＝ They are the prepositions: on, in, under---where’s the bag?---I don’t know.Is it on the desk?---Please take these things to your sister.---Can you bring some things to school? 教學(xué)資源：Radio

PPT 授課類型: 新授課

教學(xué)方法：任務(wù)型教學(xué)、分級評價法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page 19.page20.Step2：Teaching aims:

1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.3.Grasp the prepositions: on, under, in.4.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in

T: Zhang Chenglong can’t find his backpack.So where is his backpack? Can you help him?

T: What can you see in Tommy’s room?

2.words

(1).Learn the new words on the first page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words quickly.4.Ask and answer(important expressions)

T: Where is the my schoolbag ? 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

S: It’s ___________

T: Where are the my schoolbag ? S: They’re ___________

5.Conversations(Pairwork)(Groupwork)

(1).Get the students to look at the balls in my hands.Learn the new sentences.Where is the ball? It’s on the desk.Where is the ball? It’s under the desk..Where is the ball? It’s in thedesk.(2).Practice: Look at some pictures and practice the similar conversations.(3).Look at more pictures and learn new conversations: Where are the…?

They are …

(4).Practice the conversations with a picture or your own things.(5).Guessing game

Show a picture of a room with some furniture, and some flashing pictures with different things one by one.Guess: where is …? It’s… / Where are …? They are…

6.Listening

(1)Listen and do 1b..(2)Check the answers.(3)Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of Section A, 1c.教學(xué)反思：

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育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The second period）

教學(xué)目標(biāo)：1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.重點難點：New words: keys, baseball, computer game Sentences: Is the baseball on the sofa? No, it isn’t.It’s under the chair.教學(xué)資源：Radio PPT 授課類型: 對話課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page 19.page20.Review the expressions in page 19.page20.Step2：Teaching aims:

1.Learn to ask and answer questions about where things are.2.Learn the names of some furniture and some personal things of students.Step3：New lessons 1.lead-in(Warming-up)Do some exercises: Choose the correct answers.Look at some furniture and a flashing backpack, and ask the sentence pattern:

Where’s…? It’s…

Look at some furniture and a set of flashing keys, and review the sentence pattern:

Where are…? They’re…

2.words

(1).Learn the new words on the third page of Unit 4.(2).Show the pictures/things on the screen with no words.Get students to speak out their names.3.Remember these words and phrases quickly.4.Ask and answer(important expressions)

T: Where is the my schoolbag ? S: It’s ___________ T: Is it on your desk? S: No.___________ 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

5.Conversations(Pairwork)(Groupwork)(1).Practice: Look at some pictures and practice the similar conversations.(2).Look at more pictures and learn new conversations: Where are the…?

They are … Are they in /on/under…? No.…

6.Listening

(1)Listen and do 2a..(2)Check the answers.(3)Listen for the last time and repeat 2b 7.Game: Find the difference(1)Look at the pictures on Page 21 and Page 19, get students to find the difference.(2).Show 2 pictures of rooms with some furniture: They look similar.Get students to find the difference.Step4: Exercises in class.Step5: Homework.1.Recite the conversation of Section A,3a.2.Write down the Chinese meaning of the new words and key sentences, then translate them into English.教學(xué)反思：

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育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The third period）

一、教學(xué)目標(biāo)：

1.語言知識目標(biāo)：

1)進(jìn)一步掌握一些表示家具的名詞以及學(xué)習(xí)用品的單詞； 2)進(jìn)一步熟練運用方位介詞表述物品所在的位置。

3）在不同情景下熟練運用以下句型來詢問及回答事物的位置。①

—Where's…? —It's in/on/under… ②

—Where're…? —They're in/on/under…

③ —Is the …in/on/under…? —Yes, it is./ No, it isn't.④ —Are the …in/on/under…? —Yes, they are./No, they aren't.4）總結(jié)歸納詢問事物位置的句型及回答語。2.情感態(tài)度價值觀目標(biāo)：

進(jìn)一步培養(yǎng)學(xué)生整齊地擺放自己物品的生活習(xí)慣。在描述物品的位置的學(xué)習(xí)中獲得英語學(xué)習(xí)的樂趣，逐步培養(yǎng)學(xué)生們對英語學(xué)習(xí)的興趣。

二、教學(xué)重難點 1.教學(xué)重點：

1）總結(jié)歸納詢問事物位置的句型。

2）在不同情景下正確運用所學(xué)的句型來詢問與回答事物的位置。2.教學(xué)難點：

1）訓(xùn)練學(xué)生們在不同情景下運用所學(xué)的句型來詢問與回答事物的位置的能力。

2）能在實際生活情景中中運用所學(xué)的句型來詢問與回答事物的位置。

三、教學(xué)過程

Ⅰ.Warming-up and revision 1.Sing “Where is Tom?” song(like “Two tigers”)Where is Tom? Where is Tom? It’s in the case.It’s in the case.Where is Tom? Where is Tom? It’s on the case.It’s on the case.2.Ask and answer the school things around them.(Put S1's pencil box on the desk)T: Where is your pencil box? S1: It's on the desk.(Then put it in his desk)

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

T: Is your pencil box on the desk now? S1: No, it isn't.It's in the desk.（Put it under the desk）T: Is your pencil box in the desk? S1: No, it isn't.It's under the desk.3.Let Ss ask and answer in the same way.Ⅱ.Grammar Focus.1.閱讀指導(dǎo)：

詢問事物的位置時可用特殊疑問詞where引導(dǎo)的特殊疑問句來提問。句型結(jié)構(gòu)為：

Where is…? It's in/on/under…(句子的主語為名詞單數(shù))

Where are…? They're in/on/under…(句子的主語為名詞復(fù)數(shù))2.Let Ss read the sentences and fill in the blanks below.① 地圖在哪里？_________ the map? ② 它在你爺爺奶奶的房間里。It’s ___ your ______________ room.③ 我的書在哪里？_______ _____ my books?

④ 它們在沙發(fā)上。They’re _____the _______.⑤ 他的鉛筆在哪里？ ______ _____ pencil box? 3.Check the answers with the class.Ⅲ.Practice

1.(Make a conversation with a student.)T: Look at Picture 1 in 3a.Where is the baseball? S1:(help S1 answer)I don’t know.T:(Teach Ss the expression “I don't know.” with a body language.for example shook your head.)2.Now look at the pictures and read the conversation below and fill in the blanks.3.指導(dǎo)：① 注意句中事物的單復(fù)數(shù)形式，正確運用句型Where is…? Where are…?。

② 認(rèn)真看圖畫，看清物品的位置，正確運用介詞in, on, under來表達(dá)。4.Check the answers.Ⅴ.Practice

1.T: When we ask about the place of something.We often use the sentence structure below: —Where is + 單數(shù)事物？ —It's in/on/under… 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

—Where are + 復(fù)數(shù)事物？ —They're in/on/under… —Is the …in/on/under…?

—Yes, it is./ No, it isn't.—Are the …in/on/under…? —Yes, they are./No, they aren't.T: Where is the computer? Is it in the bookcase? S1: No, it isn't.It's on the sofa.2.T: Work in pairs.Make a similar conversation like this.Ⅵ.Game(Find the differences)T: Student A looks at the picture on P19, student B looks at the picture on P21, 3c.Ask and answer questions to find the differences in pairs.Sample: SA: Where is the schoolbag? Is it under the table? SB: No, it isn’t.It’s on the table.SA: Where are the books? Are they on the sofa? SB: No, they aren’t.They are on the bed.教學(xué)反思：

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育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The fourth period）

教學(xué)目標(biāo)：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重點難點：New words: video tape, alarm clock, math book, hat Sentences: The math book is on the dresser.教學(xué)資源：Radio

PPT 授課類型: 鞏固課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page22 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.lead-in

T: I can’t find my English book.So where is English book? Can you help me?

2.words

Look at the pictures of Tommy’s room and learn the new words: math book, 育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

video tape, alarm clock, hat.And also review some words.a)Do 1a.b)Close your books and see: How many things can you remember? 3.Remember these words quickly.4.Ask and answer(important expressions)

T: Where are the schoolbags ? S: They’re ___________

5.Conversations(Pairwork)(Groupwork)Student A: ask questions.Student B: Keep your books closed.A;Where’s the notebook? B: It’s on the bed.A:Where are the schoolbags ? B:They’re ___________ 6.Listening

(1)Listen and do 1d.(2)Check the answers.(3)Listen and do 2b: Write sentences like this: The math book is on the dresser.Call attention to: The keys are…(plural form)(4).Listen for the last time and repeat.Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教學(xué)反思：

_________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

Unit 4 Where’s my schoolbag?（The fifth period）

教學(xué)目標(biāo)：1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.重點難點：Please take these things to your sister.Can you bring some things to school? I need my hat.教學(xué)資源：Radio

PPT 授課類型: 復(fù)習(xí)課

教學(xué)方法: 任務(wù)型教學(xué)、分級評價法、直觀教學(xué)法、模仿示范法、情景教學(xué)和合作學(xué)習(xí)法

教學(xué)過程： Step1：Review

Review the words in page23.24 Step2：Teaching aims: 1.Grasp the prepositions: on, under, in.2.Learn to write a note of taking or bringing things.Step3：New lessons 1.words

Tidy

but

our

everywhere

always

Remember these words quickly.2.Presentation: Show a picture of Lily, a worried girl, and some pictures of her sister and grandma: T explains: Lily is unhappy.She needs some things at school, but they are at home.She calls grandma.But she’s going shopping.Her sister is playing in the park and she’s coming soon.So grandma leaves a note for her sister and asks her to take the things to Lily.Let’s read the note.3.finish 3a 3b Step4: Exercises in class.Step5: Homework.1.Recite the first conversation of SectionB, 2b 教學(xué)反思：

__________________________________________________________________________________________________________________________________________育英學(xué)校集體備課教案

七年級英語（上）

主備人： 段雪芳

審核人：李麗娟

_______________________________________________________________________________________________________________________________________________________________________________________________________________

第三篇：unit4 earthquake reading教案

Teaching Plan for Lesson 2, Unit 4, Book 1(Senior 1)Earthquakes

教學(xué)內(nèi)容：Lesson 2 for unit 4 Earthquake 課 型：Reading 教學(xué)對象：51 students in class 9, senior 1 授課時間：40 minutes 授課教師：Zhou zhuoling

Learning Objectives: 1．Predict the possible contents of a text through the title.2．Skimming for main idea of the text.(From the whole text to each paragraph)3．Sum up the main idea of a paragraph by reading the topic sentences as well as key words or phrases.4．Scan for the detail information(when, where, what and result)by answering questions and filling in the blanks and chart.5．Understand the function of the data in reading.6．Be familiars with the key words and phrases: suffering, canal, burst, at an end, shock, rescue, million, mine, miner, shelter, useless, track, brick, extreme, survivor, trap, electricity, dig out.7．Understand the implied meaning of the text.(We can predict and prepare for the earthquake to reduce the loss, and we should never give up and be united when the disaster comes.)Teaching aids: PPT slides, blackboard Teaching Procedure Stage 1: Leading in(5 minutes)Step 1: Review last lesson.(2 minutes)(T: Class, what we have learned yesterday? T: Yesterday we have learned what may happen before an earthquake.What else? We learned how to protect ourselves in the earthquake.And we also learned what was happening during the earthquake.Step 2: Ss predict the content from the title.(3 minutes)(T: Let's turn to Page 26.Please look at the title of the reading, “ A night the earth didn’t sleep ” Why did the writer say so? What do you think of the title?

Step 3: T invites Ss to give their answers.(T: ** , what' s your understanding of the title.)

Step 4: T summarizes the Ss' opinions about their understanding of the title.(T: The earth didn't sleep in the night.That is to say, a big disaster may happen there.)(If Ss keep silent, T continues to say :)T: OK.It may be difficult to answer now.Please keep this question in mind.After we finish this lesson, I’d like you to give me your answers.)Stage 2: Fast reading.(8 minutes)Step 1: Skimming: Ss do fast reading to find out the main idea.(5 minutes)

(T: Now please read the text quickly, and find out the main idea of this reading.Please pay more attention to the first sentence in each paragraph and the time in the text.And then do the exercises on PPT.You have 3 minutes to go.Now begin.PPT: 1)What's the main idea of the text? The passage mainly talks about a(n)earthquake that happened in Tangshan in 1976.2)Match each paragraph with its main idea.Para.1 A.Damage caused by the earthquake.Para.2-3 B.Rescue after the earthquake.Para.4 C.Signs(跡象)before the earthquake.)Step 2: T checks Ss' answers and guides Ss to sum up the main idea of each paragraph by going through the topic sentences as well as the key words and phrase.(3 minutes)(T: This passage tells us an earthquake that happened in Tangshan in 1976.What's the topic sentence in Paragraph 1? What's the topic sentence in Paragraph 2? What's the topic sentence in Paragraph 3? What's the topic sentence in Paragraph 4?)Stage 3: Scanning(Careful reading).(21 minutes)Step 1: Ss read Para.1 and fill in the chart to show signs before the earthquake.(3 minutes)(T: Let's look at paragraph 1, what strange things happened before the earthquake? Read paragraph 1 quickly and fill in the blanks.You have 2 minutes to go.Now begin.)Chart: Time What happened?

People's reaction

Three days before the earthquakes

Well:_____ Nature walls:_____ crack:____

In the chicken & pig:__ countryside Animals mice:___ Fish: ____ People thought little of the quake and they were asleep as usual..At about 3:00 am July 28, 1976 See: _______ In the sky: Hear: _______

In the city: water pipes: ______)

Step 2: T checks Ss’ answers.(3 minutes)

(T: From which sentence can we know that the water rose and fell? What about walls? Where can we find the answer? What happened to the cracks? Read the sentence that tells us what happened to animals? T:.At about 3:00 am July 28, 1976, what can we see in the sky? What can hear in the sky? What happened to the water pipes? T: There were many strange things that happened before the earthquake.But did the people who lived in Tangshan pay more attention to it? How do you know?)

Step 3: Ss read Para.2-3 and fill in the blanks with data from the text.(3 minutes)(T: Let’s read the paragraph 2 and paragraph 3 quickly;try to find out the data in Para.2 and 3.You have 2 minutes.Let’s do it.)PPT: Para.2-3: Fill in the blanks with data(數(shù)據(jù))from the text.2 _1/3__ of the nation felt the earthquake.2 A huge crack that was __8_ kilometers long and _30_ meters wide cut across houses.2 In _15__terrible seconds a large city lay in ruins.2 ___2/3__of the people died or were injured during the earthquake.2 The number of the people who were killed or seriously injured reached more than _400,000_.2 All the city's hospitals, _78%__ of its factories and buildings and _90%_ of its homes were gone.)

Step 3: Discussion: What are the functions(功能, 作用)of these data listed in the text?(2 minutes)(T: We can see that the author uses so many data in Para.2 and Para.3.Why does the author use these data? What is the function of these data listed in the text? Discuss with your classmates.PPT: What are the functions(功能, 作用)of these data listed in the text?)Step 4: T invites Ss to share their opinions.(2 minutes)Step 5: T summarizes Ss’ answers.(1 minute)

(T: From the data, we can see that the earthquake happened suddenly and it caused a great damage.)Step 5: T guides Ss to pay more attention to the damage of the second earthquake.(2 minutes)(T: Was there only one earthquake in Tangshan? When did the second quake hit the city? What was the result of that? Where can you find the answer?)

Step 5: T guides Ss to know more about the rescue after the earthquake.(4 minutes)(T: Great damage caused by the earthquake, Tangshan really suffered a lot from it.Was all hope lost? Which sentence tells us?)(T: Who came to help Tangshan first? Please read last paragraph as quickly as you can and do the exercises on the PPT.You have 2 minutes to do it.One , two, begin.)PPT: Q 1: What did the army do? 2 The army sent _______ to Tangshan to help _______.2 They organized teams to _____ those who were______.2 They also rescued ____ from the coal mines there.Q 2: What did the rescue workers do? 2 They built ____ for survivors whose homes had been destroyed.)Q 3: What other help did the survivors get? 2 ____ was taken to the city by train and plane.Step 6: T checks Ss’ answers.(1 minute)

Stage 4: Post reading: Summary and homework(6 minutes)Step 1: Free talk: What should we do when we face the disaster?(5 minutes)(T: Class, when we face the disaster, what should we do? T: We should be united, we should never give up, we should help each other, we should challenge ourselves.)

Step 2: Homework:(1 minute)1.Retell the story according to the time.2.Underline the difficult phrases and sentences.

第四篇：UNIT4對話課教案

UNIT4對話課教案

本課時選擇的是第四單元2d的對話內(nèi)容，話題是談?wù)撔聦W(xué)校的校規(guī)。

教學(xué)重點：在口語交流中運用情態(tài)動詞can, must, have to表達(dá)許可和禁止；祈使句的否定形式；語音語調(diào)和意群停頓。教學(xué)難點：不同情態(tài)動詞表達(dá)的意義區(qū)別；can和can’t的重弱讀變化。

1.導(dǎo)入對話情境。教師創(chuàng)設(shè)情境：When you go to a new school, you want to be a good student so you may want to know about school rules.John is at a new school.Let’s see what rules his new school has.2.理解對話大意。讓學(xué)生讀對話，或聽對話，回答幾個問題。

1）What are John and Alice talking about? 2)How many rules does Alice mention? 4 3． 理解對話細(xì)節(jié)。讓學(xué)生再讀一遍對話，提一個關(guān)鍵的細(xì)節(jié)問題：What rules does the school have? 請幾個學(xué)生問答，再將完整的祈使句板書在黑板上，分成兩欄。

Dos

Don’ts Wear the school uniform.Don’t be late for school.Be quiet in the library.Don’t bring music players to school.4． 語言探究及學(xué)習(xí)。讓學(xué)生找出對話中所有的情態(tài)動詞并畫線，與同伴核實自己的判斷并討論這些情態(tài)動詞的意思。5.讓學(xué)生聽對話跟讀，模仿語音語調(diào)和意群停頓。

6.在班級中開展集體性的分角色對話朗讀活動，表演對話。

閱讀課教案

本課時選擇的是UNIT4,B部分2a-2c 的內(nèi)容。

主題部分是Molly寫過Dr.Know的求助信和Dr.Know給Molly 的回信

1，讀前熱身討論，讓師友討論幾個問題 快速閱讀，找家規(guī)。這是本節(jié)活動的重點。將兩封書信分開閱讀。

1）學(xué)生閱讀2B中的第一封信，圈出Molly的家規(guī)，然后再將圈出的內(nèi)容轉(zhuǎn)寫出來

2）學(xué)生閱讀第二封信，找出Dr.Know的觀點并畫線，師友相互交流各自的判斷，觀點，教師核對答案。

3.再讀信件，聚焦求助信特征和語言。要求學(xué)生快速瀏覽兩封書信，讓學(xué)生比較一般文章，找出信中有哪些特別之處?？偨Y(jié)如下：

1）書信稱呼中所共有的詞匯Dear 2）稱呼后用逗號，不用冒號

3）求助信中第一句是主題句。其后就是解釋說明主題句的細(xì)節(jié)句。

4）信件結(jié)束前一般會有明確求助的句子，即What can I do？ 4．師友共同解決 文章中常用的短語，再全班討論，體會意義和用法。

5．讓學(xué)生用情態(tài)動詞填空，完成活動2c。注意第三人稱的轉(zhuǎn)換。

6.拓展討論。讓學(xué)生回顧molly的家規(guī)和校規(guī)并思考問題： Which rules do you think are fair? Which rules do you think are unfair? If you were Dr.Know, what would you say to Molly?

第五篇：曬課教案unit4

教學(xué)設(shè)計

Unit 6 Don’t eat in class.Section B(2a—2c)（閱讀課）

【教學(xué)目標(biāo)】

1.知識目標(biāo)：學(xué)習(xí)西方學(xué)生的求助信的書寫規(guī)范及祈使句的正確使用。2.能力目標(biāo)：閱讀策略之尋讀（scanning）讀法指導(dǎo)。

3.情感態(tài)度與價值觀：在教學(xué)中滲透情感教育，教會孩子們學(xué)會正確分析和看待面臨的問題。

【重點和難點】

祈使句與非祈使句之間的轉(zhuǎn)換?！窘虒W(xué)策略】

自主探究及討論，調(diào)查?！驹O(shè)計思路】

借學(xué)習(xí)校規(guī)家規(guī)之機(jī)對學(xué)生進(jìn)行一次思想教育。雖然有一節(jié)課知識方面的內(nèi)容很少，但我覺得很有意義，比多講些知識更值得。SectionB第二課時2b的兩封信。期中第一封信是小姑娘Molly寫給萬事通博士的求救信。在信中，Molly 描述了自己的生活中的煩惱，主要是來自父母和學(xué)校的規(guī)定讓她苦惱不已，不知該如何處理。第二封信是萬事通博士的回信。信中博士首先表達(dá)了對小姑娘的理解。這在心理學(xué)中表達(dá)的是一種共情。然后順勢疏導(dǎo)。說你看啊，從你的描述中我知道你還有很多可做的事情呢。而且，最重要的一點你必須明白，他們制定規(guī)定都是為我們好，所以我們要遵守?！窘虒W(xué)過程】

Step 1: 復(fù)習(xí)本單元表示規(guī)則的句型： * Don’t watch TV after school.* Don’t go out on school nights.* Do your homework after school!* Practice your guitar every day.* Be quiet when you’re in the library.Step 2:Talk about your home rules.（思考、談?wù)撃愕募乙?guī)）。

根據(jù)section A 所學(xué)內(nèi)容引導(dǎo)、啟發(fā)學(xué)生跟自己的同桌談?wù)勛约旱募乙?guī)。* Get up at 6 every morning.* Don’t talk loudly.* Do your homework after school!* Practice your guitar every day.* Don’t watch TV after school.* Don’t go out on school nights.Step 3:第一封信：尋讀：劃出Molly 的家規(guī)。小組交流，代表發(fā)言。例如：Get up at 6 every morning.Don’t leave the dirty dishes in the kitchen.Don’t be noisy.…

小組繼續(xù)合作，組長負(fù)責(zé)檢查把所有的祈使句轉(zhuǎn)換成非祈使句。匯報時換成第三人稱

如：Molly has to get up at 6 every morning.Molly can’t leave the dirty dishes in the kitchen.…

Step 4: 完成2c.(Read the letters again and complete the sentences with have to/ must, can or can’t.Step 5: 閱讀→遷移（文化差異）。

小組討論：在日常生活中，每個人都會遇到這樣那樣的問題，都會有煩惱，面對不快，你是怎樣解決的呢？

同學(xué)們七嘴八舌，有的說聽音樂，有的是跑步，有的是和朋友老師聊聊等等。多年的從教經(jīng)驗使我深深體會初中的孩子正值青春期，叛逆的個性使得他們解決問題時容易沖動，而我利用業(yè)余時間學(xué)習(xí)了心理咨詢方面的知識，借此機(jī)會也就發(fā)揮了一下。同學(xué)們聽得是津津有味。下面是我的這節(jié)課的感受：

同學(xué)們熱火朝天討論的時候我注意到有個同學(xué)低著頭。這個同學(xué)曾離家出走過。我靈機(jī)一動，怕敲側(cè)擊一下吧。于是我對全班說：“同學(xué)們都很聰明，解決問題的辦法有很多。找到適合自己的哪一種很重要。但也有的人想不開，和父母老師同學(xué)有了矛盾總會用一種極端的方法去解決，尤其是和父母意見不和時，用離家出走當(dāng)成解決問題的辦法。其實那真的很痛苦。我有一個親戚現(xiàn)在在青島，24歲了。從他15歲離家出走開始算，已經(jīng)9年的時間了。想當(dāng)初，15歲的他給奶奶要了5塊錢，搭著他們村拉面粉的車去青島。以為自己很英勇。發(fā)誓不混個人樣不回家。離家后，三年都沒有跟家里聯(lián)系過。家人找遍了能找的地方，也沒有任何音訊。三年后來了一個電話，也不說自己在哪兒。只是給他爹說我給你寄500塊錢吧。他爹說兒啊，你回來吧。我們不用你的錢。結(jié)果錢也沒寄來，人也又失蹤一般。后來到了2008年的時候，終于跟家里說他人在青島。說是在車站給人帶個路什么的，也能養(yǎng)活自己。那年我和老公去青島，找到了他。聊了很久，他把剛到青島時的遭遇說了一遍，就像在講別人的故事一樣的平靜。說‘我那時人又瘦又小，又沒有文化，單憑一股勁干活不惜力，說好一個月300塊錢，到頭來就給一半，換，我又幫人烤羊肉串，管吃，不管住，但老板給我介紹了一個住的地兒，一個月后，不給工資說他給我提供住的地方了，哪有的事兒，我自己付的錢他只是介紹介紹。很氣人。后來我看到人家有的人在火車站舉個牌子給人帶路，每天也能養(yǎng)活自己。我也那樣干，結(jié)果不行，有人說我搶了他的生意，把我一頓痛揍。之后，我大哥找到我，說可以罩著我，我每天要給他分一部分。他也把他手頭的生意介紹給我做，挺好。’我當(dāng)時就覺得不對勁，什么大哥，他說得輕松，很多話我沒有聽到，大概講他的光榮史，生活還挺滋潤。但我總有一種擔(dān)心，給老公說了。他說每個人都有自己的選擇，都有自己的活法。我也不好說什么了。結(jié)果不出我所料，那之后的第二年，也就2009年的時候，他所謂的大哥帶領(lǐng)他們的團(tuán)伙持槍搶劫被抓了，那大哥把主要責(zé)任推到他的身上，判死刑，全家人慌了，托關(guān)系找熟人，保住了他的一條命。真的同學(xué)們，千萬別跟自己過不去，聽父母老師的話可以讓我們少走很多彎路。就算我們有不同意見，要主動和他們交流，溝通，把你的想法告訴他們，理解萬歲！” 說完這些話，當(dāng)然大部分孩子只當(dāng)是聽故事，我看到那個曾離家出走的孩子若有所思，真的，我覺得這些話沒有白說。

思想教育真的比知識傳授更重要。教書育人該育人在前，教書在后。這一節(jié)課讓我自己都覺得受益匪淺，重視育人迫在眉睫。反思： 任務(wù)型課程的設(shè)計要自始至終體現(xiàn)任務(wù)的要求與特點，尤其要確保任務(wù)的設(shè)計與完成是從簡單重復(fù)逐步過渡到真實或接近真實?；谶@一要求與特點，本課的五個任務(wù)先以談?wù)撚嘘P(guān)家規(guī)為話題，從閱讀中延伸出去，解決生活中的實際問題。通過完成這一系列任務(wù)，既使學(xué)生學(xué)會了如何描述規(guī)章制度，又滲透了對學(xué)生的情感教育。