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Unit 5 Theme Parks全单元教案

Unit 5 Theme Parks全单元教案
Unit 5 Theme Parks全单元教案

Unit 5 Theme Parks全单元教案教学目的和要求

(Teaching aims and demands)

类别课程标准要求掌握的项目

话题Entertainment: different types of theme parks; theme parks in different cultures.

词汇theme amuse amusement various variety shuttle charge admission profit souvenir athletic brand equipment sneaker minority fantasy settler experiment advance advanced technique test cloth jungle creature volunteer translator

come to life get close to

功能问路(Asking the, way):

How far is / are ...? It's about 10 minutes' walk. How can we get to ....? It's about 200 metres away. It's just behind the .... Over there is the ....

Can / Could you tell / show me where....? Down, the path you can see .... Go down this path; and turn left / right at the first crossing.

语法构词法(Word formation):

1. 合成法(Compounding):

watermelon, kind-hearted, downtown, life-size, handsome, hardworking, ice cream

2. 派生法(Derivation):

前缀:supermarket, disagree, enlarge, unfair, subway, mini-skirt

后缀:amusement, settler, imagination, admission, careful, clearly

一、教学内容分析

本单元的话题是“主题公园”,教师可以从学生身边的或熟知的主题公园谈起,帮助学生对这一话题有个较为全面的了解。

“热身”(Warming Up)与“读前”(Pre-reading)部分,先以图片呈现不同风格的主题公园,引起学生兴趣,然后提出问题,便于学生小组讨论。

“阅读”(Reading)部分内容有趣,易于理解。作者不仅讲述了主题乐园与普通公园的异同以及各种类型的主题公园,还指出了人们不仅可以在主题公园中使自己身心放松并得到娱乐,同时还可以从娱乐中获得知识和必要的体验。(Comprehending)部分,通过释读题目(THEME PARKS-FUN AND MORE THAN FUN),明确建造主题公园的目的,帮助学生加深对本单元主题的理解。

“语言学习”(Learning about Language)部分,涉及阅读中的重点词汇,归纳、介绍了一些构词法知识,如合成法、派生法(前缀、后缀),对于学生有效的记忆词汇、了解英语词汇的构成会有一定的帮助。

“语言运用”(Using Language)部分,通过听、读和说、写的训练,介绍了深圳的中华民俗文化村、法国的“观测未来”(FUTUROSCOPE)科技主题公园,让学生在情景中运用语言,同时了解不同文化背景、不同类型的主题公园,拓宽视野。写作部分要求学生以义务导游的身份自选一个主题乐园,写一篇介绍短文;说的部分、要求学生以“问路”为题,进行角色扮演。这些为学生提供了更多使用本单元所学语言的情景和机会。

“小结”(Summing Up)部分要求学生就本单元的话题、词汇和结构三个方面进行归纳和总结。本单元语法部分的构词法对于英语词汇学习有着重要的意义。可以结合学生用书附录中有关构词法的语法材料,小结合成法、派生法和转义法。

“学习建议”(Learning Tip)部分提醒学生注意在公园等场所的英语标志或说明,抓住一切机会提高阅读能力,并比较汉语和英语的差别。

本单元所涉及的要点是:

(一)了解主题公园与一般公园的异同,以及主题公园半个世纪来的发展。懂得主题公园带给人们的不仅仅是娱乐,还有各种各样的知识和激动人心的新体验。

(二)学习掌握本单元教学目的和要求中所列的词汇。

(三)复习:掌握常用的“问路”用语。

(四)复习归纳基本的构词法。

(五)运用本单元所学,发挥想象,完成一篇介绍某主题公园的短文。二、教学计划

本单元建议分六课时:

第一课时:Warming Up,Pre-reading, Reading & Comprehension

第二课时:Learning about Language

第三课时:Using Language

Period 1 Warming Up,Pre-reading, Reading & Comprehension

Step1. Before learning this unit, I will introduce some background information to the students. And show some pictures of the theme parks and other kinds of parks.

Here are some questions in page 33. Discuss these questions with your parter.

1. What is a park? What is a park for?

2. Do you know the differences between a theme park and an ordinary park?

Give the students several minutes to discuss then ask 2-3 students to state their ideas. Theme parks: provide entertainment,

a variety of things to see and do,

charge money for admission.

After knowing this, let’s come to the vocabularies.

Step 2.V ocabularies

List some new words on the blackboard and give the explanation to students.

Step3.Pre-reading: What do you suppose a theme park is?

Reading: Theme Parks — Fun and More Than Fun

The title means that theme parks are fun to visit, but that they can also be educational and can offer useful information.

Let’s g o to the theme parks in the world------Disneyland.

Introduce the Disneyland to the students: such as Ferris wheel; Free-fall rides; Merry-go-round; Roller-coaster rides.

Step4. Fast-reading: complete the table

Park Name

Theme Example of Activities Disneyland

Fairy tale stories Travel through space, visit a pirate ship, meet fairy tale characters, ride a swinging ship, go on a free-fall drop Dollywood Culture of the southeastern USA Listen to America country music, see traditional

craftsmen and their work, try some traditional candy,

ride on an old stream stream engine, see bald eagles,

rid on Thunderhead and other rides

Camelot ancient English history and stories Watch magic shows, see fighting with swords or on

horseback, visit farm section, learn about farms in

ancient England

Questions for fast reading:

What theme parks are mentioned in the text?

(Disneyland, Dollywood, Camelot )

Skimming: find out the main idea of each paragraph.

Answers:

Para. 1: Different kinds of theme parks.

Para. 2: Disneyland

Para. 3: Dollywood

Para. 4: England’s Camelot Park

Step5. Language points in the text

1. theme: a main subject or idea

e.g. The theme for tonight’s talk is education.

2. fun: enjoyment; pleasure (U)

have fun: enjoy oneself 尽情地玩

for fun: for pleasure 为了娱乐

a lot of / much / no fun 有趣/没趣

(be) in fun 在开玩笑

The little cat is full of fun.

It’s no fun spending the weekend doing nothing.

Other vocabularies such as more than, variety, wander, amuse oneself, wherever, no wander, whatever ect.

Step4. Careful reading(according to the following questions):

What do parks provide people with ?

Do theme parks have a certain idea ?

What is the purpose of Dollywood? What kind of people do you think will visit this

theme park?

Referring answers:

1. Parks provide people with a place to amuse themselves and to escape their busy lives for a while.

2.Yes, they do. Theme parks have a certain idea that the whole park is based on.

3.To show and celebrate America’s traditional southeastern culture. Probably a lot of Americans will visit this theme park.

Step6. Homework:

1. Remember the new words and phrases in the text.

2. Retell the text.

Period2 Learning about Language(Word formation)

Aims

To help students learn about word formation.

To help students discover and learn to use some useful words and expressions.

To help students discover and learn to use some useful structures.

Procedures

I. Warming up

Warming up by discovering useful words and expressions

Turn to page 35 and do exercises No. 1, 2 ,3 and 4 first. Check your answers against your classmates’.

II. Learning about Word formation

Some words can be guessed by looking for smaller words within them. These are called compound words. Examples of compound nouns are theme park, fantasyland and English-speaking.

Find out three types of compound nouns in the reading passage.

The basic part of any word is the root; to it, you can add a prefix at the beginning and/or a suffix at the end to change the meaning. For example, in the word "unflattering," the root is simply "flatter," while the prefix "un-" makes the word negative, and the suffix "-ing" changes it from a verb into an adjective (specifically, a participle).

English itself does not use prefixes as heavily as it once did, but many English words come from Latin, which uses prefixes and suffixes (you can use the word affix to refer either to a prefix or a suffix) quite extensively. For example, the words "prefix," "suffix," and "affix" themselves are all formed from "fix" by the used of prefixes: "ad" (to) + "fix" (attached) = "affix"

"pre" (before) + "fix" = "prefix"

"sub" (under) + "fix" = "suffix"

Note that both the "-d" of "ad" and the "-b" of "sub" change the last letter.

Here are some of the most common Latin prefixes (for the meanings of the Latin roots, look up the words in a good dictionary):

ab (away) abrupt, absent, absolve

ad (to) adverb, advertisment, afflict

in (not) incapable, indecisive, intolerable

inter (between, among) intercept, interdependent, interprovincial

intra (within) intramural, intrapersonal, intraprovincial

pre (before) prefabricate, preface prefer

post (after) postpone, postscript, postwar

sub (under) submarine, subscription, suspect

trans (across) transfer, transit, translate

Period 3 Using Language

(FUTUROSCOPE—EXCITEMENT AND LEARNING)

Aims

To help students read the passage UTUROSCOPE—EXCITEMENT AND LEARNING

To help students to use the language by reading, listening, speaking and writing. Procedures

I. Warming up

Listen to the tape and match the national group to an example of its customs.P37 Listen to the tape again and finish the following questions.

1. How many cultural groups are represented in the theme park?

2. How many villages are there in the theme park?

3. Name three cultural groups that are mentioned in the passage.

4. Name three things that the theme park contains other than people.

5.What does the guide say they must see and hear?

6. What does Lucy want to buy?

7. What will Ricky want to do again

Read aloud to warm up: Let’s warm up by reading aloud to the recording of the text UTUROSCOPE—EXCITEMENT AND LEARNING

II. Guided reading

1.Reading and translating

Read the text UTUROSCOPE—EXCITEMENT AND LEARNING and translate it into Chinese paragraph by paragraph.

Task1:What are the three times and three places that Futuroscope lets you travel to? Task2:Listen and tick the experiences visitors can have at Futuroscope.

Ask the Ss to choose the correct answers

Task 3: Doing exercises

Now you are going to do exercises No. 1, 2, 3 and 4 on page 38 and 39 following the article.

Then create a map of what you think futuroscope looks like.

2. Reading and underlining

Next you are to read the text and underline all the useful expressions or collocations in it. Copy them to your notebook after class as homework.

Collocations from UTUROSCOPE—EXCITEMENT AND LEARNING

Take a journey deep into space, pull…into …, survive an airplane crash, go to the bottom of the ocean, see the sunlight, for a break, take part in car racing, end one’s travel, meet with dinosaur, in one day, use the advanced technology, have experiences, a technology-based theme park, provide up-to-date information, provide hands-on learning,

go to the edges of the solar system, fly through the jungle, do things without danger, try science experiments, prepare for a flight into the space, live on the planet, in the solar system, a combination of fun and learning

III.Guided Writing

You are a guide in a theme park. Write an introduction to the park.

Welcome to Gatorland

Welcome to Gatorland, Orlando's Best Half Day Attraction located in sunny Central Florida! Known internationally as the Alligator Capital of the World, Gatorland is a 110-acre alligator theme park and wildlife preserve, located just minutes away from Sea World, Walt Disney World, Universal Studios, and the Orlando International Airport on US 441 near the Orlando - Kissimmee border. Providing affordable family entertainment since 1949, Gatorland has been a vacation destination for millions of visitors from all over the world with its incredible display of huge alligators and crocodiles, train ride, aviary, breeding marsh and bird sanctuary, petting zoo, nature walk, gift shop, and one-of-a-kind shows such as the world famous Gator Jumparoo. So come inside... your adventure awaits!

IV. Acting

Next we are going to put the text THEME PARKS —FUN AND MORE THAN FUN A text play of THEME PARKS —FUN AND MORE THAN FUN

(Time: A Sunday morning; Place: A theme park in Beijing; People: a tourist guide, S1 and I )

Guide: This morning we are going to visit a theme park in Yunnan. Its name is Yunnan Nationalities Villages.

I: Where is it? Is it close to Kunming?

Guide: Yes, it is north of Kunming.

S1: Wonderful! I like to amuse myself and escape my busy school life for a while.

I: What can we do there? Can we sit chatting, play games and listen to birds’ singing? Guide: Yow can do much more than that. You may relax a bit, have picnics and have fun there.

S1: How much does it cost to do visit the park?

Guide: 100 yuan each. It is not expensive at this time of the year.

I: I have never been to a theme park. But I think a theme park provides entertainment. In it visitors may use shuttles to get around, and have a variety of things to see and do. S1: Does it charge any money for providing food and drink there?

Guide: Yes, of course. It makes a profit by selling souvenirs, too.

I: I have seen it advertised on television. The boss of the park does have some nice

ideas. He learned that he built a sports theme park there. Visitors may be involved in physical exercise. They may also buy a brand of sports equipment, go for rides on animals, cook cultural foods, have pictures taken in the sports theme park there.

S1: I hope we shall not be charged for admission into the sports theme park. Guide: No, you won’t. Everything is covered by the 100 yuan.

I: I guess it is a place of fantasy. Let’s take an active park in everything we do there.

S1: I agree with you. And I hope some day we shall go on trips to space, using computer techniques to guide us in our flying to the other planets.

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friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition its importance in all cultures. 2) Making of the teaching plan This unit centers on friends and friendship, exploring different types of friendship with particular attention to that one can develop with oneself, i.e., the comfort and support one seeks from an imaginary friend. Students are expected to come to be truly aware of the qualities and conducts that make a good friend, display and develop the ability to cope with misunderstanding, conflicts and problems related to friendship, and give advice on it. The concept that even an ordinary thing can be a friend should break down the traditional belief in the interpersonal nature of friendship. Also, the comparison of similarities dissimilarities in friendship comprehension between the East and the West leads students to know better the values of friendship in Westerns’ eyes. All in all, this unit promises to unveil the true essence of friendship and helps students to lead a more friendly and harmonious life. Thus, based on the theme, contents and teaching objectives, the whole teaching procedures can fall into five periods as follows:

人教版pep版五年级英语上册Unit 5 单元教案(全单元6课时)

Unit 5 There is a big bed 第一课时 一、教学内容:A. Let’s try& Let’s talk 二、教学目标 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么,并用适当的形容词描述房间内的物体。 3. 能完成“Let’s try”部分的听力任务。 4. 激发学生与他人合作、交流的欲望,加强学生对彼此的了解。 三、教学重难点 1. 能听、说、认读单词“there”。 2. 能灵活运用There be句型介绍房间内有什么,并用适当的形容词描述房间内的物体。 四、教学准备 1. 教师准备多媒体课件、录音机和录音带、图片。 2. 学生准备画笔和画纸、人物头饰。 五、教学过程 Step1 Warming-up 1. Free talk T: Hello, boys and girls. Ss: Hello, teacher. T: How are you today?

Ss: Fine, thank you. And you? T: I’m fine, too. 2. 活动:猜一猜。教师出示六幅卧室图,与学生进行对话,如: T: I have six photos of bedroom. Do you know which one is my bedroom? You can ask me: What’s in your bedroom? Who want to have a try? S1: What’s in your bedroom? T: There is … S2: Oh, the second photo is your bedroom. T: Yes, the second photo is my bedroom. You’re right. Step 2 Presentation 1. Let’s try的学习 (1)先让学生观察图片,然后播放教学录音。播放第一遍录音,学生选出正确的图片,师生一起核对答案。 (2)播放第二次录音时,学生跟读。 2. Let’s talk的学习 (1)教师再次出示自己的卧室图片,让学生同桌用There be句型说一说卧室里面有什么,并对卧室里的物体进行评价,如:S1: There is a water bottle in the bedroom. S2: Oh, it’s nice. S1: There is a photo on the wall. S2: I like the photo. (2)介绍对话情景

Unit 7 It's raining 全单元教案

Period 1 Unit 7 It’s raining !(Section A 1a-1c) Teaching aims 1. Words : weather, sunny, windy, cloudy, rainy, snowy 2. Can use the structures: --How is the weather in...? ---It's ... Ability Objects: 1.Train students’listening and speaking skills. 2. Train studets’ability of understanding. Teaching Key Points: 1.Key phrase. 2.Target language. Teaching Difficulties: Master the key sentence structure Teaching Procedures: Step 1. Warming-up and Lead-in 1. Let Ss listen to a song “Rhythm of the rain” 2. T: Do you like this song? T: Do you know the song? Ss: 雨中旋律 T: Yes. What kind of sound do you hear in this song? Ss: 打雷,下雨 3. T: Yes. It’s raining in this song. Today we’ll learn Unit 7. It’s raining. Step 2. Presentation 1. Show some pictures T: What’s this in English? (It’s the sun.) 2. Then show some other pictures. T: How’s the weather in the picture? Ss: It’s sunny. (In the same way, finish teaching the words “sun, cloud, wind, rain, snow”“windy, cloudy, raining, snowing”) Step 3 Play a song Let Ss try to find the answers to the two questions. How many kinds of weather are there in the song? What are they? Step 4 work on 1a 1. Show some signs of the weather to the students and get them to know the signs. 2. teacher ask and students answer “How’s the weather? It’s...” (Show more pictures about the weather in different places) T: Look, how’s the weather in..? Ss: It’s raining in ....

【人教版】新目标2019年八年级英语上册Unit10单元教案

【人教版】新目标2019年八年级英语上册Unit10 单元教案 Unit 10If you go to the party,you'll have a great time!

本单元以“If you go to the party,you'll have a great time!”为话题,通过“Talk about consequences”来学习if引导的条件状语从句,掌握用be going to 表示将来的时态,正确使用情态动词should。从学生熟悉的party出发到对未来职业选择的探讨,鼓励学生作出自己的决定,并对这一决定所带来的结果进行讨论和评判。该话题贴近学生生活,鼓励学生对未来的生活展开丰富的想象。其中,对于生活中重要内容的探讨和为慈善活动寻找新点子设计海报等不失为德育教育的好素材。

第一课时Section A(1a-2d) Teaching Goals【教学目标】 Key words & phrases: meeting,video,organize,chocolate,go to the party,have a great time,stay at home,take the bus,watch a video,potato chips Key sentences: 1. If you go to the party,you'll have a great time. 2. I think I'll go to the party with Karen and Anna. 3. If we ask people to bring food,they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Key Points【教学重点】 The vocabulary: meeting,organize,have a great time Target language: —I think I'll go with Karen and Anna. —If you do,you'll have a great time. If we have it today,half the class won't come. If we ask people to bring food,they'll just bring potato chips and chocolate because they'll be too lazy to cook. Teaching Difficult Points【教学难点】 1. Future tense with “will”. 2. If-adverbials,conditional adverbials.

Unit5Amazingthings全单元教案

课题 7B Unit 5 Amazing things Comic strip &Welcome to the unit 课时分配 本课(章节)需7 课时 本节课为第 1 课时 为本学期总第课时 教学目标1.To know more about amazing things 。 2.To express the feelings of surprise。 重点To know more about amazing things 。难点To express the feelings of surprise。 教学方法1.Task-based met hod; 2.Discussion method. 课型dialogue 教具 1.the multimedia 2.the blackboard 教师活动学生活动 Teaching procedures Step 1: talking about what happened to Eddie and Hobo Do you still remember the two lovely dogs? What are their names? Would you like to know what happened to them today? Today, Eddie and Hobo met an amazing thing. They met a UFO. How will they feel? Let’s try to find out it. First, let’s listen to the tape recorder of the text. And then try to answer my questions. Listen to the recorder twice. Questions: 1). What are Eddie and Hobo doing? 2). What did Eddie think it is? 3). What did Hobo think it is? 4). Did Eddie think it is a plane? Why not? 5). Do you think Eddie is a clever dog? Read the text as the role of Eddie and Hobo. Act a short play with your partner. (ask two or three groups of students to do it.) Would you like to see a UFO? Why? Maybe the UFO would take you to travel in space and visit other planet. If it happened one day, it is an amazing thing. Step 2: welcome to the Unit (show some pictures to teach the new words) Actually there are lots of amazing things in the world. Here are lots of surprising things. For example: 1). Do you know if plants can grow without the lightning? 2). Do you know how long it takes to travel from the Earth to the moon? 3). Do you know if you can sneeze and open your eyes at the same time? 4). Do you know who is the tallest man in the world? 5). Do you know how the elephants walk? Answer the questions. match the logos with the charities Discuss Listen to the tape, and try to

中职英语模块1unit7全单元教案

Unit 7Can I speak to Wang Yang 教学内容: Unit 7: Lead in; Listening and Speaking; Reading and Writing; Language in use 语言知识目标:学生能够理解并运用正确的打电话用语,并正确使用现在进行时态表达正在进行的动作,了解部分与体育相关的词汇。 语言技能目标: 听——学生能够听懂打电话用语。 说——学生能够使用正确的方式打电话。 读——学生能够读懂介绍正在进行的动作或行为的与体育相关的文章。 写——学生能够运用正在进行时态写出正确的句子。 学习策略:学生能够将动词词组与名词词组进行正确的搭配。 文化意识:学生能够了解英语中打电话的习惯用语与汉语的打电话用语的区别。 情感态度:学生能够了解和正确运用英语与他人通电话。 单元任务:学生就最喜欢的体育明星作报告。 Lesson One 教学内容:Lead in; Listen and Speaking Dialogue A 教学目标: 1知识目标:words and expressions; Making and answering a phone call2能力目标:Understand talks about sports. Describe actions 教学重点:Understand an e-mail on sports games;Write a report on a famous player

教学难点:Four-skill words and expressions 教学方法:启发式,互动式 教学工具:教科书,收音机 德育要点:学生能够了解和正确运用英语与他人通电话。 教学步骤: Step One: Presentation 教师活动:Look and match.看图,将下列北京奥运会的运动项目图标与项目名称搭配。 volleyball baseball badminton football swimmingtable tennis basketball Step 2Lead in 学生活动:Read and tick.选出每组中更适合用于打电话的语句。 (1)( ) A. Hello! ( ) B. How do you do (2)()A. Can I speak Ben Bush ( ) B. I want to talk to Ben Bush. (3) ( ) A. Who are you ( ) B. Who is that (4)( )A.I am Ben Bush. ( )B.This is Ben Bush speaking.(5) ( ) A. Is that Ben Bush ( ) B. Are you Ben Bush Step 3 listening and speaking 教师活动:Can I speak to Wang Yang 学生活动: Listen and choose.听录音,选择正确答案。 They will go to __________ restaurant. A Yueguang

九年级英语 第十单元 · 教案 (全)

Unit 10 You’re supposed to shake hands. Section A 1 (1a-2d) 一、教学目标: 1. 语言知识目标: 1) 能掌握以下单词:custom, bow, kiss, greet, be supposed to, 2)掌握be supposed to句型的用法。 2. 情感态度价值观目标: 1. 学习一些见面礼仪,生活习俗和对时间的看法。 2. 了解西方国家的风土人情和习俗。 二、教学重难点 1. 教学重点:be supposed to的用法 2. 教学难点:中西方人们见面礼仪的差别。 培养学生跨文化交际意识。 三、教学过程 I. Lead-in 师生讨论:学生在学校应该做哪些事情?引出新句型。 如:Is it a good idea to come to class late? S: No. T: That’s right. It’s not a good idea to come late. You’re not supposed to come to class late. You’re supposed to … eat in class, do homework every day, raise your hand before talking等做更多的练习,引出be supposed to句型 II. Discussion 1. 大屏幕展示一张世界地图,师生对话: T: Do you know where Brazil/ the United States/ Japan/Mexico/Korea is? S:… T: Do you know what people do when they meet for the first time? S: … 2. 利用多媒体播放各国初次见面的礼仪,学习新单词:custom, bow, kiss, greet,

人教版Book3unit1全单元教案

Book3 Unit 1 Festivals around the world I.教学内容分析 本单元的中心话题是“节日”,主要讲述了不同地区不同种类的节日。 Warming Up设计了小组活动,通过图表填写让学生区分中国的传统节日与别国节日的异同,目的在于激活学生已有的节日背景知识,引出主题,为以后几堂课学习热身。 Pre-readin g 通过几个问题,调动学生已有的知识和经验,激发学生想了解更多节日的好奇心,让他们主动参与到主题教学活动中,为下面学习阅读文章作铺垫。 Reading 部分先简要介绍了一下早期各种节日的起源以及存在的原因,然后又分别介绍了几种世界各地的节日,依次的顺序是亡灵节、纪念名人的节日、丰收节、春天的节日等。 Comprehending由四个部分组成。第一、三、四部分通过表格形式,第二部分通过让学生回答问题的方式,鼓励学生积极思考,加深对课文的理解。 Learning about Language 部分主要突出了本单元的语法项目——情态动词的用法。这些情态动词主要有:can,could,may,might,will,would,shall,should,must,can’t 等的用法。 Using Language 中包括了听、说、读、写几个部分的内容。学生可通过对Trinidad Carnival、情人节等一些节日的学习,分析问题,锻炼自己的思维能力。阅读后的习题及讨论不仅帮助学生理解文章的主旨大意,更重要的是让学生寻找解决问题的方法。 Learning Tip主要建议学生搜集各种资料,查询与世界各地节日有关的信息,了解各种节日的来源与内涵。II.教学重点和难点 1. 教学重点 (1) 本单元的生词和短语; (2) 掌握一些情态动词的基本用法; (3) 了解有关节日和民俗,掌握有关词汇。 2. 教学难点 (1) 增进学生对中国节日的理解,了解和感悟外国的节日; (2) 提高学生的社会文化素质,加强跨国文化素质; (3) 培养学生运用资源策略。 本单元分五课时: 第一课时:Warming up, Pre-reading, Reading & Comprehending 第二课时:Learning about Language 第三课时:Listening (Using Language) Speaking (Using Language), Listening (Workbook)& Listening task (Workbook) 第四课时:Reading (Using Language) & Reading task (Workbook) 第五课时:Speaking task (Workbook), Writing (Using Language) & Summing Up IV.教学步骤:

Unit 5 Meeting your ancestors全单元教案

2. Skimming (What is the text about? And three stages of the archaeologist’s part of the dialogue: An archeologist is showing a group of students from England around the Zhoukoudian Caves and telling them something bout the caves.) 3. Scanning (Ask them to write down the three ways in which the life of early people differs from modern ones. Ask them to work in pairs and discuss the questions. Homes: Peking man lived in Zhoukoudian Caves of rocks and trees. Tools: They used needle that was made of bone sharpened stone tools and scraper made by stones. Dress: They wore clothes form animal skins and they also wore necklace made from seashells or animal teeth. 4. Careful reading Step IV Post-reading Ask Ss to fill in the chart on the life and habits of Peking man on page 37 and compare it with the list they made in the pre-reading. What differences are there? And then to clarify Ss’ difficult points in the text. Step V Homework Write a brief introduction to the Zhoukoudian Cave. The Third Period Language Points 一.Aims: Teaching aims 教学目标 1.Ability aims能力目标 Enable the students to use the Present Perfect Continuous tense. 2. Learning ability aims 学能目标 Help the students lean how to use the Present Perfect Continuous tense. Content 教学内容

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