第一篇：大學(xué)體驗(yàn)英語聽力下第十單元教案[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(貨攤小販)] Excuse me, how much is this vase? Vendor: Three hundred yuan.Chris: Wow!Minxi: Oh, no, that’s too expensive…h(huán)ow 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…h(huán)ey!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：大學(xué)體驗(yàn)英語聽力下第九單元教案

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

短暫的旅行

a voyage

海上旅行

be(away)on a journey

在旅行中

business trip

商務(wù)旅行

camping holiday

野營度假

fare

票價(jià)

guided tour

有向?qū)У膱F(tuán)隊(duì)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

遠(yuǎn)足；短途旅游

junket

公費(fèi)旅游

package tour 團(tuán)隊(duì)旅行

return journey 返航；回程

round trip

（乘船、飛機(jī)、火車等）來回票

round-the-world trip 環(huán)球旅行

school trip

學(xué)校遠(yuǎn)足；休學(xué)旅行

suitcase

旅行箱

tour bus

游覽巴士

tour car

游覽車

tour of inspection

視察旅行

tour operator

包團(tuán)旅游承辦商

tourist attraction

旅游勝地

tourist group

觀光團(tuán)；旅游團(tuán)

tourist map

旅游地圖

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：大學(xué)體驗(yàn)英語下第5單元教案

研究生大學(xué)英語體驗(yàn)英語聽說（下）教案

2014-2015學(xué)年第二學(xué)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 研究生大學(xué)英語體驗(yàn)英語聽說（下）教案

2014-2015學(xué)年第二學(xué)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 研究生大學(xué)英語體驗(yàn)英語聽說（下）教案

2014-2015學(xué)年第二學(xué)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：大學(xué)體驗(yàn)英語聽力下冊(cè)教案

Experiencing English Advanced Listening and Speaking

Book II 大學(xué)體驗(yàn)英語聽說教程

下冊(cè) 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：北師大四年級(jí)語文下第十單元教案

第八單元 路

單元說明

本單元圍繞?路?這一主題，選編了《天路》、《絲綢之路》兩篇主體課文，《鄧稼先的人生之路》《蜀鄙二僧》兩篇自讀課文和一個(gè)?語文天地?。從被稱為?天路?的青藏高原、商路、求學(xué)路、現(xiàn)代的路、古代的路等角度，傳播民族歷史的文化，贊美國家今天的繁榮，激發(fā)學(xué)生的民族自豪感和愛國熱情；講述腳踏實(shí)地的求學(xué)精神，宣揚(yáng)鞠躬盡瘁的風(fēng)骨，為學(xué)生樹立做人的榜樣。?語文天地?中，?日積月累?繼續(xù)練習(xí)寫摘錄筆記，積累詞句，了解恰當(dāng)?shù)厥褂谜Z氣詞可以表達(dá)強(qiáng)烈的感情。體會(huì)重點(diǎn)詞語表達(dá)的情感，還要積累關(guān)于?路?的名人名言，測(cè)試書寫速度；?暢所欲言?把對(duì)路的認(rèn)識(shí)擴(kuò)展到更廣闊的領(lǐng)域；?開卷有益?指導(dǎo)學(xué)生練習(xí)略讀，把握主要信息；?筆下生花?練習(xí)圍繞?路?寫事，繼續(xù)綜合運(yùn)用以往學(xué)習(xí)的修改方法和標(biāo)準(zhǔn)修改習(xí)作；小?金鑰匙?指導(dǎo)學(xué)生品味精彩語言的課文題目，?金鑰匙?對(duì)良好的閱讀習(xí)慣做總結(jié)和測(cè)試。

單元教學(xué)要點(diǎn)：

1．正確、流利、有感情地朗讀課文，背誦《天路》。了解青藏鐵路和絲綢之路，培養(yǎng)愛國主義的情懷；學(xué)習(xí)鄧稼先鞠躬盡瘁為祖國無私奉獻(xiàn)的崇高精神；欣賞歌詞的韻律美；樹立?正確選擇人生之路?的觀念，懂得求學(xué)要腳踏實(shí)地、持之以恒的道理。

2．繼續(xù)練習(xí)自讀課文時(shí)提問和解答，練習(xí)寫摘錄筆記，練習(xí)交流后對(duì)批注筆記進(jìn)行修改和補(bǔ)充。學(xué)習(xí)品味精彩的課文題目。

3.理解?霞光、吉祥、巨龍、翻山越嶺、雪域、神奇、人跡罕至、暢通無阻、融洽、煎熬、紐帶、浩瀚?等詞語在課文中的意思。積累名言警句。

4．繼續(xù)練習(xí)寫摘錄筆記，獨(dú)立識(shí)字學(xué)詞。認(rèn)字23個(gè)，寫字17個(gè)。5．自讀《鄧稼先的人生之路》，初步引發(fā)學(xué)生對(duì)人生的思考。與文言文對(duì)照學(xué)習(xí)《蜀鄙二僧》，培養(yǎng)學(xué)生學(xué)習(xí)文言文的興趣。增強(qiáng)養(yǎng)成良好的閱讀習(xí)慣的自覺性。

6．練習(xí)抄寫句子，在保證書寫質(zhì)量的基礎(chǔ)上提高書寫速度。7．習(xí)作，并進(jìn)行修改。

天 路

教學(xué)目標(biāo)：

（一）知識(shí)與技能

1．認(rèn)字14個(gè)，寫字8個(gè)，并理解?神鷹、祥云、巨龍、神奇?等詞語在文中的意思。

2．有感情地朗讀課文，背誦課文。

3．結(jié)合歌詞后的文字理解?天路?修筑之艱難，理解?天路?的真正含義。感悟建設(shè)者遇到的困難以及克服困難的艱巨與頑強(qiáng)毅力。

（二）過程與方法

1．采用多種形式的朗讀，讓學(xué)生讀準(zhǔn)節(jié)奏，讀出感情，自讀自悟，受到熏陶。

2．資料的充分利用為理解詩歌做準(zhǔn)備。

（三）情感態(tài)度與價(jià)值觀

感受新一代建設(shè)者遇到的困難以及克服困難的艱巨與頑強(qiáng)毅力。

教學(xué)重難點(diǎn)：

結(jié)合簡(jiǎn)介理解?天路?的設(shè)計(jì)及建設(shè)之難，了解?天路?的含義。感悟建設(shè)者遇到的困難以及克服困難的艱巨與頑強(qiáng)毅力。

課時(shí)安排：二課時(shí) 教學(xué)過程：

第一課時(shí)

教學(xué)目標(biāo)：

1.認(rèn)字14個(gè)，寫字8個(gè)，并理解?神鷹、祥云、巨龍、神奇?等詞語在文中的意思。

2.正確朗讀歌詞，初步感知歌詞內(nèi)容。教具準(zhǔn)備：青藏高原的圖片、課件。

一、課前檢測(cè)，初步質(zhì)疑。1．導(dǎo)入：師：同學(xué)們，我們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?? 師：孩子們真是見多識(shí)廣，說了這么多你們知道的路。今天老師要帶你們?nèi)フJ(rèn)識(shí)一條與眾不同的路。它猶如一條巨龍，穿過崇山峻嶺，越過草原戈壁，跨過鹽湖沼澤，奔騰在莽莽的?世界屋脊?青藏高原上。人們驚嘆地稱它為：天路。（師指課題，生齊讀。）

2．看到課題，你有哪些疑問？ 3.檢查預(yù)習(xí)：

（1）字詞檢測(cè)：我會(huì)讀、我會(huì)寫： 雪域 橫貫 崇山峻嶺 缺氧 奔赴 譽(yù)為 山岡 漫長(zhǎng) 鹽湖 沼澤 適宜 妨礙 徹底

（2）我會(huì)理解：神鷹 巨龍 神奇 祥云

二、自主學(xué)習(xí)，整體感知。

課文朗讀、理解： ①指名讀歌詞的前三節(jié)，你從中讀懂了什么？誰來說一說作者的美好愿望？ ②作者的家鄉(xiāng)有什么特點(diǎn)？（課件：青藏高原的圖片）③帶著虔誠指名讀這三小節(jié)。④指名讀歌詞后兩小節(jié)，作者的理想實(shí)現(xiàn)了嗎？你從哪個(gè)詞語知道的？ ⑤齊讀歌詞

三、合作學(xué)習(xí)，精讀深研 概括課文的主要內(nèi)容。

四、拓展延伸，升華主題。

作者為什么會(huì)把青藏鐵路稱為?一條神奇的天路?？談?wù)勛约旱某醪嚼斫狻?/p>

五、反饋學(xué)情、達(dá)標(biāo)訓(xùn)練。1．聽寫本課生字。2．辨字組詞。

慣（）域（）宜（）漫（）貫（）或（）誼（）慢（）3．給句子中加點(diǎn)的字注音。

（1）青藏．（）高原海拔高，空氣稀薄，氣候復(fù)雜多變。（2）這座大山里蘊(yùn)藏．（）著數(shù)不盡的寶藏．（）。4．填空。歌詞介紹了神奇的天路就像是（），為藏家兒女帶來（），為雪域高原帶來了（），帶我們走進(jìn)（）。作者的美好愿望是（）。從（）一詞可知作者的理想實(shí)現(xiàn)了。

板書設(shè)計(jì)： 天路

盼望 理想

看到 實(shí)現(xiàn) 鐵路修到我家鄉(xiāng)

課后反思與建議

第二課時(shí)

教學(xué)目標(biāo)：

1．結(jié)合歌詞后的簡(jiǎn)介理解?天路?的設(shè)計(jì)及建設(shè)之難，了解?天路?的含義。體會(huì)青藏鐵路建成后藏族同胞歡欣鼓舞的心情。

2．有感情地朗讀歌詞，背誦歌詞。教學(xué)重點(diǎn)：感情朗讀，背誦歌詞。教學(xué)難點(diǎn)：

理解?天路?的設(shè)計(jì)及建設(shè)之難，了解?天路?的含義。體會(huì)藏族同胞歡欣鼓舞的心情。教具準(zhǔn)備：青藏高原的惡劣環(huán)境圖片、青藏鐵路地圖、歌曲《天路》、課件。教學(xué)過程：

一、課前檢測(cè)，初步質(zhì)疑。

1.導(dǎo)入： 同學(xué)們，?要想富，先修路。?西藏地處祖國的邊疆，雖有青青的牧場(chǎng)，卻被高高的山崗擋住了發(fā)展之路。藏族同胞有一個(gè)共同的心愿，誰來虔誠地說一說。他們的愿望實(shí)現(xiàn)了嗎？那條鐵路就是？（青藏鐵路）它的通車日期是什么時(shí)候？（2006年7月1日）

2.美夢(mèng)成真是件多么幸福的事，讓我們帶著激動(dòng)、興奮的心情讀一讀歌詞。女同學(xué)讀歌詞的前三節(jié)，男同學(xué)讀歌詞的后兩節(jié)。

3.出示學(xué)習(xí)目標(biāo)：（同上）

二、自主學(xué)習(xí)，整體感知。1．出示自學(xué)提綱：

（1）認(rèn)真讀讀青藏鐵路的簡(jiǎn)介，想想為什么稱青藏鐵路為?天路?？（2）在重重困難面前，鐵路的設(shè)計(jì)者和施工者以怎樣的精神來面對(duì)困難的？

（3）有感情地朗讀歌詞，背誦歌詞。

三、合作學(xué)習(xí)，精讀深研 1．學(xué)生自主學(xué)習(xí)。

要求：（1）學(xué)生自己讀書做批注筆記。（2）小組內(nèi)互相交流個(gè)人收獲。（3）在班上匯報(bào)交流。四.拓展延伸，升華主題。

過渡語：經(jīng)過大家的認(rèn)真學(xué)習(xí)，你還有哪些困惑？請(qǐng)?jiān)谛〗M內(nèi)探究一下。學(xué)習(xí)收獲稍后在班上展示！

1．小組探究疑難。

2．班上展示學(xué)習(xí)所得，師做點(diǎn)撥（1）學(xué)生匯報(bào)?為什么稱青藏鐵路是‘天路’?老師總結(jié)。（海拔之高、線路之長(zhǎng)、修建之難、作用之大??）①海拔高：從課文的哪些語句能體會(huì)到青藏鐵路海拔高？指名讀一讀。②線路長(zhǎng)：全長(zhǎng)1956千米，是世界上線路最長(zhǎng)的高原鐵路。猶如一條巨龍。（課件：青藏鐵路地圖）

③修建難：你從哪里體會(huì)到修建青藏鐵路很艱難？（課件：青藏的惡劣環(huán)境圖片）指名讀一讀。再請(qǐng)一位同學(xué)帶我們一起感受一下青藏高原惡劣的地理環(huán)境。

總結(jié)前面三點(diǎn)：誰能用關(guān)聯(lián)詞語?因?yàn)??所以???來說一說。④作用大：簡(jiǎn)介中哪里寫到了青藏鐵路修建的戰(zhàn)略意義？請(qǐng)同學(xué)來讀一讀。再請(qǐng)一位同學(xué)讀一讀。交流青藏鐵路修建的重大意義。正因?yàn)槿绱耍@條鐵路又被各族人民譽(yù)為什么路？（板書?團(tuán)結(jié)路、發(fā)展路、幸福路）其實(shí)這條路不僅僅帶來了藏族團(tuán)結(jié)、發(fā)展、幸福，請(qǐng)你想想它還是一條什么路？請(qǐng)同學(xué)說一說。(2)感受困難及精神。過渡：這樣的一條幸福路、團(tuán)結(jié)路、發(fā)展路、親情路、關(guān)愛路，是誰決策修建的呢？我們還要感謝誰呢？他們是以什么樣的精神修筑鐵路的？讓我們懷著崇敬之情再讀第三自然段。

(3)指導(dǎo)有感情的朗讀歌詞，背誦歌詞，感受藏族人民歡欣鼓舞的心情。

同學(xué)們，2001年春天，青藏鐵路正在緊張地建設(shè)時(shí)，一位叫拉姆的藏族老阿媽激動(dòng)地對(duì)正在采訪的詞曲作家屈塬、印青說：?青藏鐵路是共產(chǎn)黨為我們藏族人民修的天路！多少年來，我們西藏人民就一直渴望能有一條通往遠(yuǎn)方的路，這條路可以帶我們走出貧窮，走出落后，走向富裕，走向北京。?老阿媽的一席話，讓兩位詞曲作家心情非常激動(dòng)。幾天之后，經(jīng)過幾十次反復(fù)修改，一首專門歌頌青藏鐵路的歌曲《天路》很快就創(chuàng)作出來了。讓我們一起來用心聆聽歌曲《天路》。聽完后，將你們看到的、聽到的、想到的、感受到的，自由地說一說。教師總結(jié)： 同學(xué)們，記住吧！青藏鐵路的全線貫通，這是黨中央、國務(wù)院領(lǐng)導(dǎo)為21世紀(jì)的人類創(chuàng)造的巨大文明成果。這是人類社會(huì)有史以來，中國的筑路工人創(chuàng)造的最大的高原文化奇跡！青藏鐵路的成功修建充分體現(xiàn)了我們中國人萬眾一心、眾志成城，腳踏實(shí)地、開拓進(jìn)取、挑戰(zhàn)困難、勇創(chuàng)一流的精神，我們要把這種精神傳揚(yáng)下去。

五、反饋學(xué)情、達(dá)標(biāo)訓(xùn)練。我能根據(jù)課文內(nèi)容填空。

（1）那是一條神奇的天路，把（）送到邊疆，從此山不再（）路不再（）,各族兒女（）。

（2）那是一條神奇的天路，帶我們走進(jìn)（），青稞酒酥油茶會(huì)（），（）傳遍四方。

（3）青藏鐵路猶如一條巨龍，穿（），越（），過(),奔騰在（）的?世界屋脊?上。

（4）青藏鐵路的貫通，徹底解決了人員和物資（）（）的問題，被各族人民譽(yù)為（）路、（）路、（）路。

2．仿寫句子。

（1）它猶如一條巨龍，穿崇山峻嶺，越草原戈壁，奔騰在莽莽的?世界屋脊?上。

（2）滾滾的春潮把堅(jiān)冰擊潰了，淹沒了，迫使它順服地和殘冬一起向遠(yuǎn)方流去。

板書設(shè)計(jì)： 海拔之高

天路 線路之長(zhǎng) 團(tuán)結(jié)路、發(fā)展路、幸福路

困難之巨 意義之大

課后反思與建議：

絲綢之路

教學(xué)目標(biāo)：

（一）知識(shí)與技能

1．正確、流利、有感情朗讀課文。2．掌握本課生字，理解重點(diǎn)詞語的意思。

3．讀懂課文內(nèi)容，了解絲綢之路的來歷及其開辟的意義，激發(fā)學(xué)生的民族自豪感和愛國熱情。

（二）過程與方法 通過反復(fù)讀文，體會(huì)過渡段的作用，并學(xué)習(xí)運(yùn)用這一寫作方法。

（三）情感態(tài)度與價(jià)值觀 通過學(xué)習(xí)，激發(fā)學(xué)生的民族自豪感和愛國熱情，樹立開放、與各國人民友好往來的觀念。

教學(xué)重、難點(diǎn)：

1．運(yùn)用?金鑰匙?介紹的方法默讀課文，復(fù)述課文。2．讓學(xué)生體會(huì)張騫的愛國情懷，激發(fā)學(xué)生的愛國熱情。教具準(zhǔn)備：

1．學(xué)生搜集絲綢之路的相關(guān)資料。2．有關(guān)絲綢之路的地圖（示圖）。教學(xué)時(shí)數(shù)：兩課時(shí) 第一課時(shí)

教學(xué)目標(biāo)：

1.學(xué)會(huì)生字，理解重點(diǎn)詞語的意思。2.正確、流利、有感情地朗讀課文。3.初步感知課文內(nèi)容，體會(huì)過渡段的作用。教學(xué)過程：

一、課前檢測(cè)，初步質(zhì)疑。

1．有一條路，東起我國的漢唐古都長(zhǎng)安，向西一直延伸到羅馬。這條路，承載了無數(shù)的駱駝與商旅；這條路，傳播了東方的古老文化；這條路，傳承了東西方的友誼與文明。它是東西方文明交往的通道。今天，讓我們一起隨著一座古樸典雅的巨型石雕，穿越時(shí)空的阻隔，一起走近──絲綢之路。板書課題：絲綢之路

2．學(xué)生交流對(duì)絲綢之路的了解。

二、自主學(xué)習(xí)，整體感知。概括課文主要寫了什么？

三、合作學(xué)習(xí)，精讀深研

1．指名讀課文，思考：絲綢之路是從哪里到哪里的？絲綢之路是什么樣的？為什么叫絲綢之路？張騫是怎么開辟絲綢之路的？

四.拓展延伸，升華主題。

文中的哪一段既寫了開辟絲綢之路的意義，又寫了張騫開辟絲綢之路的過程這兩部分？找出來，讀一讀。巧妙地把兩部分內(nèi)容銜接起來，在文中起著承上啟下的作用，我們叫它過渡段。請(qǐng)同學(xué)們?cè)僮x一讀，體會(huì)過渡段的作用。

五、反饋學(xué)情、達(dá)標(biāo)訓(xùn)練。

檢查生字詞預(yù)習(xí)情況。1．出示詞語，認(rèn)讀。

歐洲 覆蓋 惡劣 貿(mào)易 派遣 煎熬

恐怖 融洽 日夜兼程 2．區(qū)別形近字并組詞。羅（）貫（）乃（）練（）蘿（）慣（）仍（）煉（）3．文章中的過渡段是第（）自然段，它在文中的作用是（）。

板書設(shè)計(jì)： 絲綢之路 中國（古代商路）歐洲 張 騫

課后反思：

第二課時(shí) 教學(xué)目標(biāo)：

1.讀懂課文內(nèi)容，了解絲綢之路開辟的過程及意義，激發(fā)學(xué)生的民族自豪感和愛國熱情。

2.學(xué)會(huì)提出有思考價(jià)值的問題，并且學(xué)會(huì)與同學(xué)共同交流解決。

教學(xué)重難點(diǎn)：

讀懂課文內(nèi)容，了解絲綢之路的來歷及其開辟的意義，激發(fā)學(xué)生的民族自豪感和愛國熱情。

一、課前檢測(cè)，初步質(zhì)疑。1．聽寫生字詞語。2．說一說過渡段的作用。

二、自主學(xué)習(xí)，整體感知。

1．絲綢之路是在什么樣的環(huán)境和歷史條件下開辟出來的？ 2．在這種特定環(huán)境中張騫為什么能開辟出絲綢之路？ 3．開辟絲綢之路有什么重大意義？

三、合作學(xué)習(xí)，精讀深研

1．從?交通不便，沒有公路，沒有汽車和飛機(jī)???能看出張騫開辟絲綢之路困難重重；

2．從?日夜兼程?能體會(huì)出張騫為開辟絲綢之路不辭辛勞； 3．從?他耐心地、不露聲色地等待著、準(zhǔn)備著?，?忍受著炎熱和干渴的煎熬???，?歷盡千難萬險(xiǎn)，出使西域十三年?等語句中，體會(huì)到張騫開辟絲綢之路的堅(jiān)定信念以及他的深深的愛國情懷。

4．從?張騫向漢武帝介紹了西域各國的方位、人口、兵力、風(fēng)俗、物產(chǎn)、相互關(guān)系以及對(duì)漢朝的態(tài)度?中我們能感受到張騫此行雖歷盡艱辛，卻也收獲頗豐。

5．重點(diǎn)品讀第9自然段，思考：絲綢之路發(fā)揮了怎樣的巨大作用？

四、拓展延伸，升華主題。

請(qǐng)以一名小導(dǎo)游的身份，向大家介紹?絲綢之路?。（通過介紹絲綢之路的來歷、形成、開辟的意義及作用，表達(dá)自己的民族自豪感。）

五、反饋學(xué)情、達(dá)標(biāo)訓(xùn)練。

1.請(qǐng)你仿寫文中這樣的詞語： 栩栩如生、（）（）（）（）（）（）（）（）（）。

２．望著這座雕像，我仿佛看到了當(dāng)年絲綢之路上，商旅不絕的景象，仿佛聽到了大漠中的悠悠駝鈴聲。⑴ 畫出句子中的有關(guān)聯(lián)想的內(nèi)容。用?————?標(biāo)出。⑵ 摹寫句子：望著高高的五星紅旗，我仿佛＿＿＿＿＿＿＿＿＿＿＿＿＿＿、＿＿＿＿＿

３．如果你是導(dǎo)游，你能介紹一下你所了解的絲綢之路嗎？現(xiàn)在你就帶著小朋友走向世界各地，向他們介紹一下。把你的導(dǎo)游詞寫下來。

板書設(shè)計(jì)：

絲綢之路 東西方友誼交流之路 東西方經(jīng)濟(jì)交流之路

東西方文化交流之路

語文天地十

教學(xué)目標(biāo)：

1.繼續(xù)學(xué)習(xí)摘錄筆記并提高摘錄速度。2.積累有關(guān)?路?的名言、警句。3.圍繞主題?路?進(jìn)行口語交際、習(xí)作。教學(xué)重點(diǎn)：圍繞?路?進(jìn)行口語交際、習(xí)作。教學(xué)難點(diǎn)：學(xué)習(xí)兩篇有關(guān)路的文章，拓寬對(duì)路的理解。課前準(zhǔn)備：多媒體電教 教學(xué)過程：

一、日積月累

1.我的摘錄筆記。

2.抄寫《絲綢之路》的最后三句話，測(cè)試自己的書寫速度。

3.讀一讀。

二、暢所欲言

1.說說你知道的路 2.你都了解上面的哪些路？

3.聯(lián)系實(shí)際你還了解哪些路？

4.人生之路與其他路不同在哪兒？

三、課堂作業(yè)。

第二課時(shí)

一、學(xué)習(xí)《鄧稼先的人生之路》

1.自讀課文，邊讀邊做批注筆記。

2.交流讀書體會(huì)和感想。

3.質(zhì)疑深思。

二、金鑰匙

幻燈片出示。

三、運(yùn)用此方法學(xué)習(xí)《蜀鄙二僧》

1.熟讀古文和釋文。

2.運(yùn)用閱讀方法自學(xué)課文。

3.討論。

第一課時(shí)

四、拓展練習(xí)。

第三課時(shí)

一、出示習(xí)作要求。

二、指導(dǎo)。

1.讓學(xué)生留心觀察放學(xué)回家的路，觀察路的變化。2.做觀察筆記，對(duì)路進(jìn)行描寫，為習(xí)作作準(zhǔn)備。

三、學(xué)生習(xí)作。

板書設(shè)計(jì)：

成長(zhǎng)的道路

成長(zhǎng)的道路上，你遇到過挫折嗎？

你做過幼稚可笑的事嗎？

你成功過嗎？

你失敗過嗎？是怎樣克服的？

你從中懂得了什么？