第一篇：高級(jí)英語(yǔ)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.形而上學(xué)，玄學(xué)，純粹哲學(xué)

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,興趣;開(kāi)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(不同的歷史時(shí)代)here in comparison with of all ages.which means “of different ages”(不同的年齡)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阻礙 / 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 他們?cè)谝脵?quán)威人士所述時(shí)是如此的肯定,他們不必提及引文的出處.withstand---hold out against, stand up to, not be changed by.Examples: Buildings in this area should be able to withstand earthquakes 經(jīng)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：高級(jí)英語(yǔ)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.他按了按汽車?yán)纫砸鹇飞闲腥说木X(jué)。(alert)

He honked his car to alert the pedestrians.2.信息工程的迅速發(fā)展是人類嘗試的一個(gè)突出實(shí)例。(endeavor)

The fast development of Information Technology is an outstanding example of human endeavor.3.Mary 試圖找到恰當(dāng)?shù)恼Z(yǔ)言來(lái)表達(dá)他對(duì)老師的感激。(grope)Mary groped for the appropriate words to express her indebtedness to her teacher.4.學(xué)校校長(zhǎng)以平易話語(yǔ)向年輕人傳遞了富有挑戰(zhàn)性的信息(convey)The school principal's plain words conveyed a message of challenge to the young people.5.不要胡亂擺弄電線,要不然會(huì)引起電線短路。(tamper with)Don't tamper with the wires, or you may cause a short circuit.6.他自以為在競(jìng)爭(zhēng)中可以戰(zhàn)勝對(duì)手。但是他過(guò)分的自信使她失敗了。(fail)He thought he could beat everyone at the competition, but his excessive confidence failed him.7.他的話似乎簡(jiǎn)單明了,但是其中的含蓄意思我們不能理解。(fathom)What he said seemed simple and clear, but there was an implied meaning that we couldn't quite fathom.8.他試圖把小組的漫無(wú)目的的談話引導(dǎo)到一些有建設(shè)性的話題上去。(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：高級(jí)英語(yǔ)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：三年級(jí)英語(yǔ)unit6 Me教案

Unit6 Me 教案

程 巾

一、教學(xué)目標(biāo)： 1.語(yǔ)言知識(shí)目標(biāo)：

核心詞匯：eye，ear，nose，mouth，hair，face 核心句型：My hair is long.My ears are small.2.語(yǔ)言技能目標(biāo)：

1)會(huì)正確拼讀單詞和掌握核心句型； 2)使學(xué)生能夠根據(jù)指令做動(dòng)作；

3)在特定場(chǎng)景下進(jìn)行簡(jiǎn)單的英語(yǔ)交流和表演。3.情感態(tài)度目標(biāo)：

通過(guò)本課學(xué)習(xí)使學(xué)生有興趣聽(tīng)、說(shuō)英語(yǔ)、做游戲、敢干開(kāi)口，樂(lè)于模仿，在鼓勵(lì)性評(píng)價(jià)中樹(shù)立信心，在小組活動(dòng)中積極參與合作。懂得愛(ài)護(hù)眼睛，并且學(xué)會(huì)關(guān)愛(ài)盲人。

二、教學(xué)重難點(diǎn)：

重點(diǎn)：學(xué)習(xí)并掌握關(guān)于五官的單詞，eye，ear，nose，mouth，hair，face；在語(yǔ)境中會(huì)說(shuō)My hair is long.My ears are small.難點(diǎn)：介紹自己的五官，學(xué)會(huì)關(guān)愛(ài)他人。

三、教具準(zhǔn)備： PPT, blackboard，cards

四、教學(xué)過(guò)程：

Step 1.熱身(Warm-up)

讓學(xué)生在預(yù)備鈴后聽(tīng)Sing a song中的歌曲，讓學(xué)生在課前對(duì)英語(yǔ)有一些感性的認(rèn)識(shí)，激發(fā)學(xué)生參與的興趣和愿望。Step 2.呈現(xiàn)新課(Presentation)1)Play a guessing game.猜謎語(yǔ)，引出核心單詞；

2)板書(shū)單詞并進(jìn)行教學(xué)；

趣味說(shuō)單詞(我大聲，你小聲，我小聲，你大聲;我指你說(shuō))3)小組單詞比賽，我說(shuō)你做

4)找東西：找出動(dòng)物缺少的五官部位

5)聽(tīng)課文錄音，跟讀

6)開(kāi)火車說(shuō)句子

Step 3.鞏固練習(xí)（Practice）

1)Pair-work: 和同桌玩，我說(shuō)你做

2)聽(tīng)課文錄音，完成表格

3)Group-work: 我來(lái)比劃，你來(lái)猜 Step 4.小結(jié)（Conclusion）1）總結(jié)學(xué)習(xí)的單詞和句型；

2）教師引導(dǎo)學(xué)生，眼睛的重要性，提醒學(xué)生在平時(shí)生活和學(xué)習(xí)中愛(ài)護(hù)眼睛。并告訴學(xué)生每年的10月15日是國(guó)際盲人節(jié)，要學(xué)會(huì)關(guān)愛(ài)盲人。Step 5.作業(yè)（Homework）1.Listen and read Pages 26-27.2.Introduce yourself to your parents.

第五篇：四年級(jí)英語(yǔ)上冊(cè)Unit6教案

博樂(lè)市第三小學(xué)課堂教學(xué)設(shè)計(jì)

單 元：Unit6 課 題 ：Meet My Family 課 時(shí): 四課時(shí) 教學(xué)內(nèi)容：Period1 A Let’s learn Let’s play 教學(xué)目標(biāo) 知識(shí)與技能：

1.知識(shí)目標(biāo)： 能夠聽(tīng)、說(shuō)、認(rèn)讀單詞：family、parents、uncle、aunt、baby brother，并能用“This is my?.He/She has?.He/She likes?.He/She is?.”等英語(yǔ)正確、流利地介紹自己的家庭成員。

2.技能目標(biāo)：能夠用英語(yǔ)簡(jiǎn)單介紹自己的家庭成員。過(guò)程與方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感態(tài)度價(jià)值觀：

培養(yǎng)學(xué)生熱愛(ài)家庭，關(guān)心父母的情感。教學(xué)重點(diǎn)：

使學(xué)生掌握單詞：family, parents, uncle, aunt, baby brother并能在情景中運(yùn)用。教學(xué)難點(diǎn)：

能用英語(yǔ)正確、流利地介紹自己的家庭。教學(xué)準(zhǔn)備： Some pictures 教學(xué)過(guò)程： Step1 Greetings

2、教師出示單詞卡片，孩子搶答。教師在黑板上畫(huà)出family tree，3、教師出示課件（自己的家庭照片），用This is my?.She/He is.?進(jìn)行介紹和描述。

4、孩子把自己的照片放在投影上，嘗試用This is my?.She/He is.?進(jìn)行介紹和描述。Step2 Presentation

1、教師出示課件說(shuō)：“Do you know this is my family? 教師把family這個(gè)單詞貼在黑板上family tree的頂端。教師：I have a big family.How many people in my family?。再問(wèn)：How many people

in your family.鼓勵(lì)孩子回答。This is my mother.This is my father.They are my parents.教師帶讀，學(xué)生練詞。教師把parents貼在family tree上相應(yīng)的位置。教師指自己的家庭成員說(shuō)：“This is my uncle.This is my aunt?！辈褍蓚€(gè)單詞貼在family tree上，說(shuō)：“My uncle is my father’s or mother’s brother.My aunt is my father’s or my mother’s sister.”

2、播放配套課件：教師說(shuō)：“This is Amy’s family.How many people in Amy’s family.Who are they? ”指課件中的單詞認(rèn)讀。

3、教師分別出示Amy的家庭成員的照片，讓孩子說(shuō)說(shuō)單詞。

4、進(jìn)行Group work的練習(xí)，先讓一個(gè)孩子拿著自己的家庭照片放在投影上，介紹和描述家庭成員。Step3 Practice

1、Listen to a song Come and see my family2、聽(tīng)一聽(tīng)，畫(huà)一畫(huà)

學(xué)生相互描述自己的家庭成員，同組同學(xué)根據(jù)描述畫(huà)出來(lái)?？纯疵枋龅氖欠駵?zhǔn)確 Step4 Production.1.Group work 2.Good to know.教師介紹C部分Good to know的內(nèi)容，學(xué)生跟說(shuō)mom, mommy, dad, daddy, papa.教師讓學(xué)生了解這些都是口語(yǔ)。

邊看視頻邊學(xué)唱《Come and see my family 》 Step5.Homework 學(xué)生做配套練習(xí)。

板書(shū)設(shè)計(jì)： Unit6 Meet My Family This is my?.教學(xué)反思：

博樂(lè)市第三小學(xué)課堂教學(xué)設(shè)計(jì)

單 元：Unit6 課 題 ：Meet My Family 課 時(shí): 四課時(shí) 教學(xué)內(nèi)容：Period2 A Let’s talk Let’s count 教學(xué)目標(biāo) 知識(shí)與技能：

1.能聽(tīng)懂、會(huì)說(shuō)本課對(duì)話，并能在情景中進(jìn)行運(yùn)用。

2.能聽(tīng)、說(shuō)、認(rèn)讀本課句型How many people are there in your family ?并能進(jìn)行替換練習(xí)。

3.了解英語(yǔ)國(guó)家的一些稱謂方式。過(guò)程與方法：

Use tasked-based teaching methods and situation teaching method.情感態(tài)度價(jià)值觀：

Pupil is interesting at English, they like to do action., and they feel happy for communicating.教學(xué)重點(diǎn)：

熟練掌握句型How many ??are there?的用法并能在實(shí)踐中運(yùn)用。教學(xué)難點(diǎn)：

理解Let’s talk中句子的含義，并能進(jìn)行初步的運(yùn)用 教學(xué)準(zhǔn)備：Some pictures 教學(xué)過(guò)程：

Step1 Greetings and revision Sing the song(上節(jié)課擴(kuò)展練習(xí)的中的歌曲)單詞搶答: 教師出示單詞卡片，學(xué)生快速搶答

教師少拿一張卡片，讓孩子猜猜?！癏ow many cards in my hand?” Step2 Presentation 教師出示上一課Let’s learn部分的課件。說(shuō)：“This is Amy’s family.How many people are there in my family? Who are they?”

教師分別請(qǐng)幾名學(xué)生拿著自己的家庭照片提問(wèn)：How many people are there in my family? Who are they?”大家試著猜一猜，用句子:”There are ?people in the picture.They are my?.”來(lái)回答。

教師讓學(xué)生猜一猜自己的照片：（把照片在孩子面前晃一下）問(wèn)：How many people are there in my family?。學(xué)生說(shuō)：“There are 6 people in your family.”教師說(shuō)：“My family 教師提問(wèn)一些學(xué)生How many people are there in the picture?將答案寫(xiě)在黑板上，再請(qǐng)孩子用My family has ? members.的句型說(shuō)一說(shuō)。

教師指著人數(shù)較少的家庭說(shuō)：“That’s only 3”

教師和學(xué)生一起總結(jié)：?jiǎn)枺骸癏ow many apples are there on the tree?”引導(dǎo)學(xué)生回答。Step3 Practice

1、Who are they? 教師快速出示Amy 的家庭成員照片，讓孩子猜猜Who are they?

2、猜一猜 Step4 Production 1.Let’s count.教師先做好示范和要求，然后讓學(xué)生兩人一組練習(xí)。2.Make a survey.How many people are there in your family? Who are they? Step4.Homework 學(xué)生做配套練習(xí)。

板書(shū)設(shè)計(jì)： Unit6 Meet My Family How many people are there in your family?

Who are they?

My family has ?members 教學(xué)反思：

博樂(lè)市第三小學(xué)課堂教學(xué)設(shè)計(jì)

單 元：Unit6 課 題 ：Meet My Family 課 時(shí): 四課時(shí) 教學(xué)內(nèi)容：Period3 B Let's learn Let’s play 教學(xué)目標(biāo) 知識(shí)與技能：

單詞nurse, doctor, farmer, driver的拼寫(xiě)。過(guò)程與方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感態(tài)度價(jià)值觀：

培養(yǎng)學(xué)生熱愛(ài)學(xué)習(xí)，熱愛(ài)勞動(dòng)的高尚品質(zhì)。教學(xué)重點(diǎn)：

熟練掌握四個(gè)單詞的拼寫(xiě)。單詞nurse, doctor, farmer, driver的拼寫(xiě)。教學(xué)難點(diǎn)：

單詞的正確拼、讀、寫(xiě)。I’m going to be a? 教學(xué)準(zhǔn)備：Some cards 教學(xué)過(guò)程： Step1 Warm up

口語(yǔ)練習(xí)：How many people are there in your family? Who are they? What are they? 讓學(xué)生改編B部分的chant, 然后表演出來(lái)。

Listen and act 看一看，傳一傳

各組的第一個(gè)孩子看卡片，向后耳語(yǔ)傳單詞，最后一個(gè)學(xué)生說(shuō)出來(lái)，看看那個(gè)小組傳得最快最準(zhǔn)。Step2 Presentation

教師出示Read and write部分的課件，問(wèn)“What can you see?”學(xué)生根據(jù)情況說(shuō)出家庭成員的單詞。

教師出示詞卡，孩子搶答單詞，指導(dǎo)每個(gè)詞讀音時(shí)提醒學(xué)生注意每個(gè)單詞的最后尾音（mother father sister brother）

教師板書(shū)四會(huì)單詞，學(xué)生邊拼讀，便跟著老師書(shū)空練習(xí)。每個(gè)單詞，分別請(qǐng)每組一名同學(xué)拼拼，比一比誰(shuí)拼讀的熟練，快速。

教師遮蓋單詞，孩子試拼每一詞。在小組里進(jìn)行拼讀練習(xí)，學(xué)生互為小老師，互相幫助

教師出示卡片，讓孩子拼出相應(yīng)的單詞，哪組拼出的多獎(jiǎng)勵(lì)一個(gè)蘋(píng)果標(biāo)志，拼出的單詞最多的組獲勝。

教師貼出圖片，問(wèn)：“Can you spell these words?”學(xué)生回答并拼出單詞。教師把家庭成員的單詞寫(xiě)在黑板上的四線三格中。

出示單詞，教師在四線格中示范書(shū)寫(xiě)單詞，學(xué)生在本上模仿拼寫(xiě)。

教師出示W(wǎng)rite and say部分的內(nèi)容，讓學(xué)生看圖獨(dú)立完成短文。

通過(guò)Read and write部分的動(dòng)畫(huà)來(lái)學(xué)習(xí)本部分的內(nèi)容。

學(xué)生小組為單位，模仿Write and say部分表演，拿出自己的家庭照片，介紹自己的家庭。Step3 Practice

1．拼讀單詞列隊(duì)比賽

將全班分成兩組，教師發(fā)給每個(gè)學(xué)生一張字母卡片，不常用的字母(如Q，Z)可以一人多拿幾張，游戲開(kāi)始，2．字母組詞。Step4 Production

做Let’s check練習(xí)：教師播放錄音，讓學(xué)生 Step5: Homework.做配套練習(xí)。

板書(shū)設(shè)計(jì)： Unit6 Meet My Family How many people are there in your family? Who are they? What are they? 教學(xué)反思：

博樂(lè)市第三小學(xué)課堂教學(xué)設(shè)計(jì)

單 元：Unit6 課 題 ：Meet My Family 課 時(shí): 四課時(shí) 教學(xué)內(nèi)容：Period4 B Let's talk read and write 教學(xué)目標(biāo) 知識(shí)與技能：

（1）能聽(tīng)、說(shuō)、讀新授單詞，baseball player, driver, farmer, doctor, nurse.（2）能綜合運(yùn)用句型：What's your...?She/ He is a...She/He is...She/He likes...（3）能說(shuō)Let’s do 部分內(nèi)容，并且能夠做出相應(yīng)的動(dòng)作。過(guò)程與方法：

Use tasked-based teaching methods and situation teaching method, with some games and chants to interest the class.情感態(tài)度價(jià)值觀：

為了自己的夢(mèng)想而努力學(xué)習(xí)，盡力實(shí)現(xiàn)夢(mèng)想。教學(xué)重點(diǎn)：

掌握5個(gè)單詞的讀音，特別是baseball player和 driver。教學(xué)難點(diǎn)：

掌握句型：What's your...?She/ He is a...She/He is...教學(xué)準(zhǔn)備：school things 教學(xué)過(guò)程： Step 1: Warm-up（1）Sing the song with the actions: finger family ［設(shè)計(jì)意圖］通過(guò)學(xué)生喜歡和本課時(shí)有關(guān)的簡(jiǎn)單易唱的歌曲，活躍課堂氣氛，學(xué)生開(kāi)心地進(jìn)入今天的課堂。

（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.［設(shè)計(jì)意圖］改歌詞是為了本課時(shí)要出現(xiàn)的人物做鋪墊。（3)出示本課時(shí)課題：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的頭像貼到Family tree 的右下角。This is Chen Jie's family tree.引導(dǎo)學(xué)生說(shuō)出：This is Chen Jie's mother ,father, aunt ,uncle and brother ［設(shè)計(jì)意圖］通過(guò)黑板上的寫(xiě)有Chen Jie家庭成員的單詞來(lái)導(dǎo)出今天要學(xué)的新單詞

Step 3: Presentation and practice（1）ppt show mother's picture and ask: What's her mother? 并在ppt上標(biāo)注了中文（她媽媽是干什么的）以便學(xué)生更好得理解這句話的意思。She's a nurse.(從學(xué)生知道的單詞入手）

① Practice this sentence groups by groups(注意學(xué)生的發(fā)音）② T: Look at her, is she tall? Ss: No, She isn't.She's short.T: Look at her face 引導(dǎo)學(xué)生說(shuō)出 She's beautiful.③ ppt 中出現(xiàn)一個(gè)畫(huà)板，引導(dǎo)學(xué)生說(shuō)出：She likes painting.如果學(xué)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?yàn)閚urse這個(gè)單詞以前出現(xiàn)過(guò)所以在教授新知時(shí)不是一個(gè)單詞出現(xiàn)，而是以句子為單位呈現(xiàn)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 的后面加上了醫(yī)院的標(biāo)志以便學(xué)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 中出現(xiàn)一幅有關(guān)實(shí)驗(yàn)的圖片，引導(dǎo)學(xué)生說(shuō)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(換成媽媽的頭像)Father,father, _____ , _______, He's your father.___'s your ______? What's your father? What's your _____? My father is a doctor.My _____ is a ______.［設(shè)計(jì)意圖］本課時(shí)的重點(diǎn)句型是What's your father? 設(shè)計(jì)這個(gè)chant是為了將之前的What's her father?轉(zhuǎn)換成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(讓學(xué)生看著黑板上的圖片回憶剛才學(xué)過(guò)的有關(guān)職業(yè)的單詞)(9)Game : I say you do(10)Let's do(11)將已經(jīng)準(zhǔn)備好的有關(guān)本課時(shí)的重點(diǎn)句型讓學(xué)生念了之后貼到黑板上，并進(jìn)行對(duì)話操練。

What's your father? My father is a doctor.He's tall.He likes sports.Step 4: Consolidation(1)Pair work(學(xué)生根據(jù)自己的實(shí)際情況問(wèn)答)A： What's your __________ ？

B： My __________ is a _________.He/ She is _________..He/ She likes ___________.(2)My dream(老師的夢(mèng)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.希望同學(xué)們能夠努力學(xué)習(xí)實(shí)現(xiàn)自己的夢(mèng)想。Step5Homework 做本課時(shí)配套練習(xí)。

板書(shū)設(shè)計(jì)： Unit6 Meet My Family A： What's your __________ ？

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