小學(xué)語文微課教案

Unit4holidaysandfetivals。

一名合格的教師要充分考慮學(xué)習(xí)的趣味性，準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以讓學(xué)生們有一個(gè)良好的課堂環(huán)境，幫助教師能夠井然有序的進(jìn)行教學(xué)。那么如何寫好我們的教案呢？考慮到您的需要，小編特地編輯了“Unit4holidaysandfetivals”，歡迎大家閱讀，希望對大家有所幫助。

Unit4holidaysandfetivals

Warmingup學(xué)案

Teachinggoals

1.Togetthestudentstotalkaboutfestivals

2.Tolearnabouthowfestivalsbeginandhowtocelebratefestivalssoastoenablethemtolearnmoreaboutdifferentcultureswhilelearningdifferentlanguage

3.Todevelopthestudents’readingskills:skimming,scanning,summarizing,andfindingoutdetails.

4.Toarousethestudents’interestinfestivals,cultures,especiallythoseinChina，thuspromotetheircultureawareness.

Importantpoints

1.Comprehensionofthereadingpart.

2.Knowledgeaccumulationoffestivalsandcultures.

3.Usefulwordsandexpressionsconcerningfestivals.

Step1Lead-in

FreeTalk:Didyouhaveagoodtimeinyourwinterholidays?

Whendidyoufeelmosthappyandexcited?Why?

Step2Warmingup

1.LettheSsthinkabouttheotherChinesefestivals.

2.DiscussionOne

Whendoesthefestivalcome?

Whatdopeoplecelebrate?

Whatdopeopledo?

Fillintheblanks

Festivals

Date

festivals

Date

NewYearTeachersDayInternationalWomensDayOctober1st

ArborDayTheSpringFestivalInternationallaborDaythefifthdayofthefifthlunarmonth

InternationalChildrensDayMid-AutumnFestivalArmyDaythe15thdayofthe1stlunarmonth

ChineseYouthDayAprilthefifth

3DiscussionTwo

Talkaboutsomeforeignfestivals.

Step3discussion

1)Whatisyourfavourateholidayoftheyear?Why?

2)Whatfestivalsorcelebrationsdoyouenjoyinyourcityortown?Doyoulikespendingfestivalswithyourfamilyorwithfriends?Whatpartofafestivaldoyoulikebest-themusic,thethingstosee,thevisitsorthefood?

Step4Languagepoints

1.mean

1)Inevermean_____________

我沒打算讓她讀那些書。

2)Passingtheentranceexaminationmeans

_______________________________

通過了高考意味著被大學(xué)錄取。

3)WeChinesepeoplealwaysmean__________

我們中國人從來說話算數(shù)。

4)Thesebooks__________________,Imeant____________________.

這些書是給你的，我的意思是讓你要這些書。

5)Idon’tmean_____________________.

我不打算跟你吵架。

2.takeplace

1)Greatchanges_________________inChinainthepast10years.

在最近十年里，中國發(fā)生了巨大的變化。

2)Aterribletrafficaccident_________lastnight.

昨晚發(fā)生了一次可怕的交通事故。

3)TheFirstWorldWar_____________in1914.

第一次世界大戰(zhàn)發(fā)生于1914年。

Homework

1.previewreading

2.reading

Nian-TheNewYearMonster

(originandlegends)

NianinChineseonlymeans‘year’.However,itiswidelyacceptedthattheoriginofthiswordcomesfromthemythical(神化的）monsterthatwouldcomeandterrorize(恐嚇）humansaroundthetimeoftheNewYear.Fierce（兇猛的）Niantodestroymankind.The

Emperorsummoned（召集）awisemantosolvethisproblem.thewisemanapproachedNianwithachallenge.

"Whydoyouchoosetokillanddestroythehumans

whoarenomatchforyourstrength?"heasked."Proveyourrealpowerbydestroyingtheothermonstersoftheearth."

Niantookupthischallenge,andoneyearlater,havingdestroyedallthemonstersoftheearth,hereturnedtomankind.However,thedayhereturnedsomechildrenwereplayingwithfirecrackers（鞭炮）,andtheynoticedthatNianwasafraidofthenoise.Fromthenon,oneachNewYearfirecrackersandotherfireworksareusedtoscareaway（嚇跑）thelastremainingmonsteroftheearth-Nian.

擴(kuò)展閱讀

Unit4Unforgettableexperience

Unit4Unforgettableexperience
Period1.Listening

Teachingobjectivesanddemands:
1.Theactivityisdesignedtoencouragestudentstothinkaboutsomeunforgettableexperienceandtoactivaterelevantvocabulary.
2.Askthestudentstodescribeafamouspersonandgiveexamplesofsituationsthepersonortheaccidenthappened.Usetheactivityasabrainstormingsessiondoneeitheringroupsorwiththewholeclass.
3.Languageuse:Manipulatelistening,speakingpractice
Keypoints:
1.EverydayEnglishforcommunication.
2.Wordsandusefulexpressions
Teachingprocedures:
Step1Warmup
1.Game:Askstudentstoguesswhatorwhomtheteacheristalkingabout.
1)Heinventedthefirsttelephoneintheworld.----------AlexanderBell
2)HeisalsoagreatinventorinAmerica.Heinventedthephonographandtheelectriclamp-----Thomas
Edison
3)HeisaJewish,andhepresentedthetheoryofrelativity.-----------AlbertEinstein
4)Heisaveryfamouscartoonmaker.HecreatedMickeymouse.----------WaltDisney
5)TheyareAmericanbrothers.Theyinventedtheplane.------------LaiteBrother
2.TellSs:Wecanuseattributiveclausetodescribethesepersons.
e.g.AlexanderBellisthepersonwhoinventedthefirsttelephoneintheworld.
AskSstogiveotherfoursentencesusingtheattributiveclause.
TellSs:Allofthesepeopleareunforgettable,becausewhattheydidhavedevelopedhumanbeings’life.Thenpleaseturntopage22,andlookatthefourpictures.Pleaseuseattributiveclausetodescribethesepersonsandthings.
1)Zhanghengisthemanwhomadetheearliestseismographin132.
2)HowardcarteristhemanwhofoundtheKingTut’stombin1937.
3)TheTitanicistheshipthat/whichsankafterhittinganiceberg.
4)Beijingisthecitythat/whichhasgotthechancetohostthe2008OlympicGames.
4.AskSstomakeupdialoguesaboutthesepicturesandpractice.
e.g.----Doyouknowthemaninpicture1?----HeisZhangheng.
----Whatmadehimunforgettable?/Howdoyouknowhim?-----heisthemanwhomadetheearliestseismograph.
Step2Listening
1.AskSstodescribethepicturesofearthquake.
2.Briefintroduction:HankStramlivesinSanFranciscowithhiswifeanddaughter.OnOctober17th,1989astrongearthquaketookplaceandkilledover100people.Hewascaughtintheearthquake.Herewewilllistentotwopassagesabouthisownexperience.
3.AskSstoreadthequestionsinpart1,andlistentothetapetwice.Thenaskthemtoworkingroups
topresenttheiranswers.
a)Whendidtheearthquakehappen?----------5:15pm
b)Wherewasthemandrivingwhenithappened?-----------onhiswaytohisdaughter’sschool
c)Whatwasthefirstthinghesaw?----------thecarinfrontstartedtomovefromsidetoside.
d)Whathadhebeendoingbeforetheearthquake?----------hehadfinishedhisworkandgonetothepostoffice.
e)Whatwashegoingtodo?--------hewasgoingtofetchhisdaughterfromherschool.
4.Listentothetapeagaintocheckandtheteachergivenecessaryexplanation.
5.Readthesefivesentencesinpart2,andthenlistentothetapetwice,thenfilltheblanks.
a)Ifoundmyselfinthedark.
b)ThenIrememberedwhathadhappened.
c)ItwascleartomenowthatIhadbeeninanearthquake.
d)ThenIheardpeopleclimbingtowardsme.
e)Ateamofpeoplehadcometoseeifanyonewasunderthebrokenroad.
6.Listenagaintocheckandmakesomeexplanation.
7.AskSstotellthewholestory(usingfirst,next,then,finally)
Step3Exerciseintheworkbook(Page103)
AskSstolistentothetapetwiceandthencompletethetable.
NameChrissyJackDr.BrownMs.Brown
JobStudentStudentDoctorTeacher
AddressTianjingBeijing/Tianjing
Age19YoungOldMiddle-aged
LooksGlassesTallHatPurpledress
Evaluationofteaching:

Period2.Speakingandtalking
Teachingobjectives
1.Developthestudents’comprehensionofexplorativepassages,especiallytheirabilityofspeaking
andtalking,analyzingthestructureofsuchkindofarticles.
2.Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthe
filmoutsidetheclass.
3.Infusethestudentswithbasicknowledgeabouttheexperience
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype:Speakingandtalking
TeachingProcedure
Step1.ReportinclassAstudentisaskedtoreportsomethinginterestingheorshepicksupfrom
newspaperormagazines.
Step2.ReviewandcheckSshaveaworddictationandchecktheirhomeworkinworkbook
Step3.Speaking
1.ReadthedialogueinP23inpairs,andactout.
2.Giveexplanationsofsomephrasesinthedialogue.
Begoodat:dowellinForfun:notseriously
3.AskSstofindouttheexpressionsaboutofferinghelp,encouragingothersandgivingadvice.
---Don’tworry!/Justtry/youcandoit/Welldone!/Thatwasaverygoodball.
4.Introducethemsomeotherusefulexpressions.
Whenindanger:Help!
Wheninfrighten:Itscaresme./I’mafraidto…
Whenencouragingsb:Itwillbeok./Comeon!/Keeptrying./It’sallright.
5.AskSstodescribethethreepicturesonP23.Thentheteacherintroducethethreedifferentsituations.
Pic1.Youhavejustbeensavedfromaterribleearthquakeandyouworryaboutyourfamily.
Pic2.Yourneighborwilltakecarsofyourfavoritepetwhileyougoonaholiday.
Pic3.Yourhouseisonfirebutthereisstillalittlegirlsleepinginthebedroomonthesecondfloor.
ThenaskSstomakedialoguesaccordingtothesesituations,usingtheseusefulexpressions,andchooseseveralpairstoactout.
Step4.Talking
1.GivetheBriefintroductionofthesituation:onediscoveredthetombofaChineseKingwhilehewasworking.Hewentinandhadalook,butdidn’ttouchanything.Thenascientistcame3dayslater,sotheybegantotalkaboutthetomb.
2.Role-play:AskSstoworkinpairstomakeupadialogue.Oneactsthepersonwhofindthetomb.TheotheroneactsthescientistfromBeijing.TheycanreadquestionsonP103first,andthenchoosesomeofthemtomakeuptheirdialogues.
Step5.Homework
workbook
RevisethekeypointsofthisUnit.
Evaluationofteaching:

Period3.Reading

Teachingobjectives
1.Developthestudents’comprehensionofreadingexplorativepassages,especiallytheir
abilityofanalyzingthestructureofsuchkindofarticles.
2.Offerthestudentschancesofself-culturebyworkingingroupsandseekinginformationaboutthefilmoutsidetheclass.
3.Infusethestudentswithbasicknowledgeaboutthefriendandfriendship
4.Learnsomewordsandusefulexpressionsfromthetext.
TeachingApproach
1.CommunicativeApproachshouldbeusedthroughouttheclass.Stressshouldbelaidon:
2.Learner-centeredness;learning-centeredness
3.Task-basedlearning
4.Activity-basedteaching(classwork;individualwork;groupwork)
Teachingtype:Readingcomprehension
TeachingProcedure
Step1.Pre-reading
1.TellSs:DoyourememberHankStram’sterribleexperience?Hewastrappedintheearthquakefor
about14hours.Itisreallyanunforgettableexperienceforhim.Asweallknow,theearthquakeisakindofnaturaldisasters.Thencanyoulistsomeothernaturaldisasters?
2.Writedowntheiranswersontheblackboard----Flood,Typhoon,Hurricane,Volcaniceruption,Thunderstorms,Snowstorm,Fire…
3.TellSs:Amongthesedisasters,IthinkmostofushaveexperiencedtheTyphoons,right?Thencanyoudescribewhatitwaslikeandhowyoufelt?AsksomeSstogivetheirideas.
4.Posequestion:Ifyouareridingabicycleontheroad,andthetyphooniscoming,thenwhatwouldyousee/feel/do?Pleaseusefirst,next,then,andfinallyinyourdescription.
AsktwoorthreeSstogivetheirdescription.
5.Posequestion:Haveyoueverexperiencedsuchnaturaldisasters?
Ifyes,askthemtodescribe.Ifno,askthemtousetheirimaginationanddiscussingroupstodescribewhatwouldtheysee/feel/doinothersituations.Thenchooseseveralgroupstopresenttheirideasusingfirst,next,then,andfinally.

DisasterTyphoonFloodEarthquakeFire
SituationYou’reridingabicycleontheroad.You’reintheclassroom.You’resleepinginyourbedroom.You’reshoppinginasupermarket.
Whatwouldyousee/feel/do?First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…First,…
Next,…
Then,…
Finally,…
Step2.While-reading
1.Poseaquestion:Whatisthetextabout?---AbouthowFloraandJeffrescuethemselvesintheflood.
2.Listentothetapeonce,andaskthemtoanswerquestions:
Whathappenedtothemfinally?----Survive
Howdidtheymakeit?----Stayintheroomwithachimney
Why?--------It’sthestrongestpartofthehouse.(Para8andPara11)
3.AskSstoreadthewholepassagecarefully,andthenfillinthetablebelow.
First
Whatdidsheseeandfeel?Next
Whatdidtheydointhefirstandsecondwave?Then
Whathappenedwhenanotherwavecame?Finally
Whathappenedtothem?
4.Accordingtothetable,askSstocatchthemainideaofthewholestory.ChoosesomeSstoretell.
5.Languagestudy
Paragraph1
1)Heardsomebodyshouting/sawJeffrunning
See/hearsbdoing--------Iheardhimsingingnextdoorlastnight.
See/hearsbdo-------Iheardhimsingnextdoor.
Comparethedifferencesbetweenthetwo.
2)Theattributiveclause:it’sapartofasentence,andtellsuswhichpersonorthing(orwhatkindofpersonorthing)thespeakermeans.
3)Lookaround:
4)Roar:(n)loudanddeepsoundofalion,thunder,orapersoninpain
(v)makeloudanddeepsound
5)Advance:(v)moveforwardordevelop---Ourtroops~dtwomiles.
----Thewateris~ingon/upon/towardsher.
(n)inadvance:beforehand---ifyouwanttocomehereforyourholiday,pleasecallme~.
6)Beupon:becloseto
Paragraph2
7)Seize:takeholdofsuddenlyandviolently
Paragraph3
8)Sweep:cleanandclearaway---e.g.sweepthedustfromthecarpets
sweepdown:knockdownbythewater
sweepaway(Para9)—e.g.s~thedeadleaves
9)Swallow:allowtogodownthethroat,heremeansshewastakeninbythewateranddisappeared.
10)Drag:pullalongwitheffortanddifficulty
11)Godown:golower;set----e.g.Thepriceofegghasgonedown.
Thesunisgoingdown.
Heremeanstheywereswallowedbythewater
Gothrough:pass---e.g.Aterriblenoisewentthroughthehouse.(Para10)
experience,suffer---e.g.~hardships
Paragraph4
12)Against:indicatingsupportandclose---e.g.placetheladder~thewall
13)Struggle:makegreatefforts
Struggleagainst---e.g.~againstdifficulties
14)Getonherfeet:standup
15)Fightforherlife:tryherbesttorescueherself
16)Lookinto:stareat---e.g.JeffandFloralookedintoeachother’sface.
examine,investigate---e.g.~aquestion
17)Withalookof:herelookisanoun,andmeansappearanceonone’sface
18)Fright:fear-----e.g.givesba~;take~atsth
Frighten(v):scare----e.g.Thegreatnoise~edme.
Paragraph6
19)Flow:movealongasariverdoes------e.g.Rivers~intothesea.
Thetears~edfromhereyes.
Paragraph7
20)Strike:hit,giveablowto----e.g.~whiletheironishot.
Theclockis~ing12.
21)Crackingnoise:Whenthehousewasbrokenwithlinesofdivision,itmadesuchsuddensharpnoise.
Paragraph8
22)Falldown:crash,breakdown/fail---e.g.~onone’spromise
Paragraph9
23)Noun+after+Noun:indicatingthesuccession.Treeaftertree;dayafterday;yearafteryear
24)Musthavedone:Heissleepythismorning.Hemusthavesleptverylatelastnight.
Mustbedoing:e.g.Ihearsloudvoicesnextdoor.Theymustbequarrelling.
Mustdo:e.g.HeisTom’sbestfriend.HemustknowhisE-mail.
Step3.Post-reading
1)AskSstofindthesesentencesbelowandthenworkoutwhattheunderlinedwordsreferto?
Beforeshecouldmove,sheheardaloudnoise,whichgrewtoaterribleroar.-------aloudnoise
Thereshesawawallofwaterthatwasquicklyadvancingtowardsher.------behindher
Shewantedtowatchit.---------awallofwater
Flora,whosebeautifulhairanddresswereallcoldandwet,startedcrying.----------flora’s
Forsomemomentsbothweresilent.---------JeffandFlora
2)Dotheexercisesinpage26
Step8.Homework
workbookReading
RevisethekeypointsofthisUnit.
Period4.Grammar
Teachingaimsanddemands
1.ThestudentsareaskedtomastertheGrammar:
2.IntegratingSkill:reading
3.Oralpractice:manipulateoralpracticerelevanttothereadingmaterial.
Keypoints:grammarandreading
Teachingmethods:Reading—Sentencestructure----explanation
Teachingprocedures:
Step1.Revision
(1)Checkthehomeworkexercises.
(2)Revisethekeypointsofthepreviouslesson.
Step2.Warmingup
Playagame:TheteacherdescribesborsthandaskSstoguess.
Ifapersonlikesreadingverymuch,wecallhimabookworm.
Ifapersonlovestoplayorwatchsports,wecallhimasportsfan.
Ifapersonoftenworksveryhard,andseldomstopworking,wecallhimaworkaholic.
IfapersonoftenspendsalotoftimewatchingTV,wecallhimacoughpotato.
IfapersoncancommunicatewithyouontheInternet,wecallhimane-pal.
Ifamachinecantellustime,itisawatchoraclock.
Ifamachinecanflyinthesky,itisaplane.
Step3.Leadin
1.TellSs:Wecanusetheattributiveclausetodescribethesepersonsandthings.
e.g.Abookwormisapersonwholikesreadingverymuch.
Aplaneisamachinethat/whichcanflyinthesky.
AskSstousetheattributiveclausetodescribethepeopleandthingsthatyouhaveguessedinthewarmingup.
Asportsfanisapersonwholovestoplayorwatchsports.
Aworkaholicisapersonwhoworksveryhard.
AcoughpotatoisapersonwhooftenspendsalotoftimewatchingTV.
Ane-palisapersonwhom/whowecancommunicatewithontheInternet
Aclockisamachinewhich/thatcantellustime.
2.TellSs:Intheattributiveclause,wewillusetherelativepronouns.whenwetalkaboutpeople,wecanusewho,whom,whoseandthat.Whenwetalkaboutthings,wecanusewhichandthat.
3.Giveexplanationandexamples.
1)ShelookedatJeffwhowaswavinghisarms.-----ShelookedatJeff.Jeffwaswavinghisarms.
2)ThemantowhomyoutalkedisMr.Li.-----ThemanisMr.Li.Youtalkedtotheman.
3)Thestorythat/whichyoureadis“TheRescue”.----Thestoryis“TheRescue”.Youreadthestory.
4)Doyouknowtheboywhoseparentsareonholiday?----Doyouknowtheboy?Theboy’sparentsareonholiday.
4.ThenaskSstomakeupsentences,usingtheattributiveclausetodescribeotherpeopleandthingsaswedidabove.
5.Dotheexercises1inP26andP105-----filltheblanks
6.AskSstocombinetwosentencesintoone,usingtheattributiveclause.(exercise2inP105)
Step4Homework
Finishofftheworkinworkbook
Trytowriteanewsstoryinabout100words
Revisethegrammar
Evaluationofteaching:

Period5.Integratingskills
Teachingaimsanddemands
IntegratingSkill
Grammarandwriting
Getthestudentstowriteanemail
Keypoints:1.Usefulexpressions;2.writing3.grammar
Teachingmethods:Writtenpracticeandgrammar.
Teachingprocedures
Step1.Revision
(1)Checktheworkexercises.
(2)Atestforunit4
Step2Post-Integratingskill
1.Listentothetapeonce,andposequestions:
whatisthepassageabout?------aboutatravel
wheredotheytravel?--------SichuanProvince(MountEmei,Leshan)
2.Readthewholepassageagain,andthenfillinthetableontheblackboard.
GoingonatriptoLeshanandEmei
ThereasonGoonaholiday;notfaraway
PreparationCallatravelagent;withtwofriends;takebottlesofwater,apples,oranges
WhattoseeinLeshanTheBuddha--------big,tallerthanthehighestbuildingintheirvillage
WhattoseeonEmeiMonkeys---notafraidofman;naughty----exciting
Templesandforest----beautiful
HowtogettothetopMaybeonfoot
3.AskSstoredagainandthenretellthewholestoryaccordingtothetableontheblackboard.
4.Givenecessaryexplanations
AskSstofindoutalltheattributiveclauseandthelinkingwords
EncourageSstousesuchclauseandlinkingwords.
Step3.SummaryinUnit4
AskSstotalkabouttheirowntravelorsomeunforgettableexperience
Step4Writing
AsktheSstowriteanarticleonanexperiencetosomeplace.
DothereadinginP106
Assignment:writeanessayaboutanunforgettableexperienceoftheSs’
Step5.Homework
(1)Finishofftheexercisesintheworkbook.
(2)Writeanemailintomyemail-box.
(1)Summarythekeypointsinthisunit
Evaluationofteaching:

Unit4Earthquakes

作為杰出的教學(xué)工作者，能夠保證教課的順利開展，高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生更好的吸收課堂上所講的知識點(diǎn)，幫助高中教師有計(jì)劃有步驟有質(zhì)量的完成教學(xué)任務(wù)。高中教案的內(nèi)容具體要怎樣寫呢？以下是小編為大家精心整理的“Unit4Earthquakes”，歡迎大家與身邊的朋友分享吧！

Unit4Earthquakes
TheFirstPeriodLeadingin,Warmingup
Pre-reading
ByLiuXiaohuafromHonglingMiddleSchool

一、教學(xué)目標(biāo)（Teachingaims）
Student’sBook
1.能力目標(biāo)（abilityaim）
a.Letthestudentsknowsomethingabouttheearthquakes.
b.Enablethestudentstotalkaboutwhattheyshoulddoinadisasterforthemselves
2.語言目標(biāo)(languageaim)
a.Wordsandexpressions
imagine,shake,rightaway
b.Importantsentence
Whatdoyouthinkmayhappenbeforeanearthquake?
二、教學(xué)重難點(diǎn)(Teachingimportantpoints)
Letthestudentsknowwhatacorrectattitudetowardsadisasterisandwhattheyshoulddoinadisasterforthemselvesandfortheotherpeople.
三、教學(xué)方法(Teachingmethod)
a.Discussing
b.Talking
c.Activities.
四、教具準(zhǔn)備(TeachingAids)
Multi-mediacomputer
五、　教學(xué)步驟(Teachingprocedure)

StepⅠ.Lead-in:
T:What’sthebiggestsoundyouhaveheardinyourlife?
(thesoundofthewindthatblewinawinternight;thenosewhenplanestakeoff;thesoundoftrains;thesoundofthunder…..)
Butdidyouoncehearthesoundthattheheavenfallsandtheearthcrack.InChineseitis天崩地裂？
Ifthereisasoundlikethiswhatisit?Whatwillhappen?
Todaywe’lllearnsomethingaboutearthquakes.Canyouimaginehowterribleitis?
Firstletthestudentsanswerthefollowingquestion.
Whichofthefollowingmaycausepeoplethegreatestdamage?
Earthquake,Typhoon,Flood,Drought
Variousanswersarepossible.Studentsshouldgivereasonstosupporttheiranswers.Allofthemarenaturaldisasters,theyhavesomethingincommon,atthesametime,theyhavemanydifferences.
Letthestudentsknowsomethingabouttheearthquake.(slides)
T:Howdoestheearthquakeoccur?
Thenshowthefilmtothestudents.(filmabouttheearthquake)
T:Whensomeplatesoftheearthmovesuddenly,anearthquakehappens.Manyearthquakesbeginunderthesea.Infact,earthquakesmayhappennearhighmountains.
Duringanearthquake,theshakingmakerocksrisesuddenlyandevencracksopen.Housesfall,peoplearekilledorhurt,andsometimesthewholevillagesorcitiesaredestroyed.Somevillagesevendisappearcompletely.

StepⅡ.Talking
T:Earthquakesaredisasterstoeverybody.NowlookatthetwopicturesofTangShanandSanFrancisco.Canyoudescribewhatyouseeinthepictures?
(Showtwopicturestothestudentsandtellthestudentstheyaretoday’sTangshanandSanFrancisco.Butmanyyearsagosomebigearthquakeshitthesetwobeautifulcities.)
1.ShowthepicturesofSanFranciscotothestudentsandletthemdescribetoday’sSanFranciscoandthenletthemknowwhathappenedinSanFranciscoin1906
(FromthepictureofSanFrancisco,wecanseeitisaverybigcity.Therearemanytallbuildingsthicklystandingontheearth.Andthepopulationofthecityisverylarge.)
2.ShowthepicturesofTangshantothestudentsandletthemdescribetoday’TangshanandthenletthemknowwhathappenedinTangshanin1976.
(Today’Tangshanisabeautifulcity.Ithasbeautifulgardens,broadroadsandsometallbuildings.)
T:But,whatwillhappeniftherehasbeenabigearthquakeinthesetwocities?Workingroupsanddiscussit.ThenI’llasksomeofyoutosayoutyouropinion.
(Aftertheterriblequake,everythingisdestroyed,whatwecanseeisfallenbuildingsanddeadbodies.Thepolicemen,thesoldiersandsomeothervolunteersarerescuingthepeopletrappedintheruins….)
T:Right,nowlet’sseeafilm.
(LetthestudentsseeafilmaboutTangshanEarthquake.)(film)
T:AftertheearthquakethecityofTangshanbecame…..
Letthestudentsdiscusswhattheysaw.Andthentalkaboutthepicturesintheirownwords.
Thehouse….
Thefire….
Thebridge….
Theroad…
Thepoliceandthevolunteers….
Thepeople…..
(TangshanEarthquakehappenedonJuly28,1976.Itwasthegreatestearthquakeofthe20thcenturyinChina.Beforetheearthquake,manystrangethingshappened,butpeoplethoughtlittleofthem.Suchagreatnumberofpeoplediedduringtheearthquake,becausethequakehappenedwhiletheyweresleeping.Thenumberofpeoplewhowerekilledorinjuredreachedmorethan400,000.Andallthetrafficwasalmostdestroyedafterthequake.Thousandsofthousandsofpeoplebecamehomelessinashorttime.ManysoldiersweresenttoTangshantorescuethesurvivorsaftertheearthquake.
Letthestudentstalkaboutthedamagecausedbyearthquakes
Usingthefollowingwordsandphrases:
shake,break,falldownonto,hurt,destroy,homeless,die…..

StepⅢ.Pre-reading
T:Butwecanavoidoratleastreducethelosscausedbyearthquakes.Andwecanforetellit.
Doyouknowwhatwouldhappenbeforeanearthquake?
Canwedosomethingtokeepourselvessafefromearthquakes?
(1.Thereisoftenagreatsound.
2.Animalsmaybetoonervoustoeat.
3.Maybetherearebrightlightsinthesky.
4.asmellygasmaycomeoutofthewell.
5.Inthecitythewaterpipesinsomebuildingscrackandburst.
6.Scientistshavestudiedearthquakesandmakemapsthatshowthe“earthquakebelts”.Inareasinthesebelts,itispossibleforearthquakestohappen.Intheseareaswecanbuildstronghousestofightagainstearthquakes.)
DiscussionActivities
1.Showsomepicturestothestudentsand
letthemdiscuss.
Letthestudentslookatthemanddecide
whatsituationmayhappenbeforean
earthquake.
2.Thenfillinthemissingwords
accordingtothepictures.
a.Thewaterinthewells____and____.Andsomedeep______couldbeseeninthewellwalls.A______gascameoutthecracks.
b.MiceranouttheFields___________placestohide.Fish_________outofbowsandponds.
c.Thechickensandevenpigswere______nervous_____eat.Thedogwas________loudlyagainandagain.
d.Peoplecouldsee_______lightsinthesky.
3.Letthestudentsdiscussiftheyhaveeverexperiencedanearthquake.

StepⅣDiscussionActivities
T:Whatdoyouthinkmayhappenbeforeanearthquake?
(Beforeanearthquake,animalswillbecomenervous.Cow,pigs,,horsesanddogswillbeupset.Andpeoplecanseemicerunningabout.Iftheearthquakehappensduringwinter,peoplecanevenseesnakes.)
T:Haveyoueverexperiencedanearthquake?
Letthestudentsdiscussandthentalkaboutit.

StepⅤHomework
PreviewReadingmaterialandthendoexerciseonpage27.1-3(incomprehending)

Unit4Agardenofpoems

古人云，工欲善其事，必先利其器。準(zhǔn)備好一份優(yōu)秀的教案往往是必不可少的。教案可以保證學(xué)生們在上課時(shí)能夠更好的聽課，讓高中教師能夠快速的解決各種教學(xué)問題。怎么才能讓高中教案寫的更加全面呢？小編特地為大家精心收集和整理了“Unit4Agardenofpoems”，歡迎大家閱讀，希望對大家有所幫助。

Unit4Agardenofpoems
Teachinggoals:
1.TalkaboutEnglishpoetry.
2.Talkaboutliteratureandpoetry.
3.Practiseexpressingintention
4.LearnaboutthePastParticiple(3):usedasAdverbial
TeachingTime:5periods

Period1Warminguplistening
TeachingAims:
1.Talkaboutrhymes,songs,limericksandpoemstoraisethestudents’interestinpoetry.
2.Improveingthestudents’listeningability.
3.Introducesomepoemstothestudents.
Teachingdifficultpoints:
1.Toteachthestudentshowtograspthedetailedinformationtofinishthelisteningtask.
2.Howtomakeeverystudentsactiveinthislesson.
TeachingAids:acomputer;aprojector

TeachingProcedures:
(Playthesong“Thecolorofthewind”)
StepIGreetingsandLeadin.
Justnowwe’veenjoyedasong.Doyoulikeit?
Thiskindofsongsbelongtopoetry.Andsodorhymesandlimericks.Rhymesandlimerickscanbeveryinteresting.Solet’senjoythemnow.
Doyoulikepoetry?Whyorwhynot?
Whatkindofpoems,songsorrhymeshaveyouread?
Canyoureciteany?
StepIIWarmingup.
1)Listenandreadtherhyme
Good,better,best!
Neverhaveitrest!
Tillgoodisbetter!
Andbetter,best!
2)Listenandreadthelimerick.
Peoplelaughandpeoplecry.
Somegiveup,somealwaystry.
Somesayhiwhilesomesaybye.
OthersmayforgetyoubutneverI.
Ok.Nowpleaseopenyourbooksandturntopage25.Let’senjoytwomorelimericks.
3)Readthelimericksandask“Whatisthepatternofeachpoem?
StepIII.Pre-listening
T:Itseemspoemsarereallyinteresting.I’dliketoknowmoreaboutpoetry.
ButwherecanIfindacertainpoem?Arepoemsputtogetherincollectionsofpoetry?
Maybethesequestionscanhelpus.
Whowrotethem?
Whataretheyabout?
Whenweretheywritten?
StepIV.Whilelistening
Incollectionsofpoetry,poemsareputtogetherbecausetheybelongtothesamegroup.
Theycanbesortedbydifferentwriters,ortheycanbesortedbyacertaintopicoracertainperiodoftime.
1.Listentothetapeandlistthenameofthebooksonpoemsbydifferentwriters.
(Suggestedanswers:AGardenofPoems”
“1001SongsorPoemsinEnglish”
2.Listentothetapeandlistthetheinformationofpoemsbyacertaintopic
Suggestedanswers:Thetopiccanbehumanfeelings(humourlove…)
“PoetryaboutNature”(flowers,trees,plantstheoldcountryside)
“TheEarthisPaintedGreen”
3.Poemsbyacertainperiodtime
Suggestedanswers:“EnglishPoemoftheEarly17thCentury”
“PoetryBetweentheWorldWars”
4.OK,Sincewelearnedsomeaboutpoems.Nowlet’slistentotheareaderandawomanworkinginthelibrary.Firstlistentothetapeandtickthewordsthatareusedbythewoman.
Suggestedanswer:poem,collection,theWorldWars,Thecountrysideandnature
5.Listentothetapeagainandanswerthefollowingquestions.
1)Whatisthedialogueabout?
2)WhatkindofbookisAGardenofPoems?
3)Whichperiodismeantwhenwesay“betweentheWorldWars”?
4)Howshouldyoureadabooksuchas1001SongsandPoemsinEnglish?
5)Whichtopicforpoetrydoesthestudentlike?
StepV.Post-listening
1.T:OK.Whattopicforpoetrydoyoulike?
T:SometimesEnglishpoemscanbereadinareallyinterestingway.NowI’dlikeyoutoenjoyoneofthem.
Arhyme
Pickanapple
Pickapear
Pickabananaoverthere.
Let’sworkandlet’splay,
Pickingappleseveryday.
2.Listenandimitate.
StepVI.Listeningontheworkbook.
Good.I’mreallyinterestedinpoemsandIwanttoknowwhyourancestorsinventpoetry.Doyouknowthereason.Ifyoudon’tknow,let’slookatthefollowingquestions.
1)Beforetheinventionofwriting,wasthereanyotherwaybuttorememberimportantthings?
2)Wererhymeandrhythmveryhelpfulwhentheyaretryingtorememberthings?
3)Whydidourancestorsinventpoetry?
4)Whatisthelisteningtextabout?
Listentothetapeandfindouttheanswerstothequestions.
Tapedescription:
Peopleinventedpoetryastheyhelptorememberthings.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.Peopleearlydiscoveredthatrhymeandrhythmwereveryhelpfulwhentheyaretryingtorememberthings.Sotheymadepoemstohelpthemrememberallthethingstheyneededtoknowandpassedonfromgenerationtogeneration.Forexampletoremembertheirhistory.Theyrecitedgreatstoriesabouttheirancestorsandthewarsthatwerefought.
(Collecttheanswersfromthestudents.)
T:Yes.Beforetheinventionofwriting,therewasnootherwaybuttorememberimportantthings.
Andrhymeandrhythmwereveryhelpfulwhenpeoplearetryingtorememberthings.That’swhyourancestorsinventedpoetry.
StepVIII.Post-listening
You’vedoneagoodjobtoday.Let’senjoysomemorepoems.Andyouarerequiredtorecitesomeofthesepoems.Youcanreciteandmanyaspossible.Wewillcheckthenextperiod.
1)Women
Ifyoukissher,youarenotagentleman
Ifyoudon’t,youarenotaman
Ifyoupraiseher,shethinksyouarelying
Ifyoudon’t,youaregoodfornothing
Ifyouagreetoallherlikes,sheisabusing
Ifyoudon’t,youarenotunderstanding
Ifyoumakeromance,youareanexperiencedman
Ifyoudon’t,youarehalfaman
Ifyouvisithertooopen,shethinksit’sboring
Ifyoudon’t,sheaccusesyouofdoublecrossing
Ifyouarewelldressed,shesaysyouareaplayboy
Ifyoudon’t,youareadullboy
….
“OLord,tellmewhattodo.AMEN”
2)AlwaysHaveaDream
Forgetaboutthedayswhenit’sbeencloudy,
Butdon’tforgetyourhoursinthesun.
Forgetaboutthetimesyou’vebeendefeated,
Butdon’tforgetthevictoriesyou’vewon.
Forgetaboutthemisfortunesyou’veencountered,
Butdon’tforgetthetimesyourluckhasturned.
Forgetaboutthedayswhenyou’vebeenlonely,
Butdon’tforgetthefriendlysmilesyou’veseen.
Forgetabouttheplansthatdidn’tseemtoworkoutright.
Butdon’tforgettoalwayshaveadream.
Homework.
Reciteoneortwopoemsandgetreadyfortomorrow’slesson!
Recordafterteaching:

Period2Speaking
Teachingaims:
1.TalkingaboutpoemstoraisetheSs’interestinpoems.
2.MakingdialoguetoimprovetheSs’speakingability.

Teachingprocedures:
Step1GreetingLead-in
(Atthebeginningoftheclass,showtheSsapoem----twinkle,twinklelittlestar)
T：Justnow,weenjoinedabitinterestingpoem.Howdoyoufeelaboutthepoem?(Ssmayhavedifferentideas).Formyself,Ilikeit.WhenIreadthepoem,itseemsthataclearpictureisshownbeforeme.Inthedarkskyofnight,therearethousandsofstarsthattwinkleinthesky!Sointhisway,poemtellsusaboutnatureandshowsusthebeautyofnature.Nowondertherearemanypoetsexpressingthemselvesbywritingpoems!
Step2Warming-up
T:Youknowtherearemanypoemsexistingintheworld,andChinahasalonghistoryofpoemsrangingfromLiBai,DuFuintheancienttimestoGuoMonuointhemoderntimes.CanyourecitesomeChinesepoemsinavividway?
(WelcomesomeSstoperformandgivesomeclaps;ifpossibleshowthemsomeflashforthepoems)
Step3Speaking
1.T:ItseemsthatyouhavemasteredChinesepoemswell.
1)DoyoualllikethepoemswrittenbyLiBaiorDuFu?
2)Whosestyledoyoulikebest?/Whichpoetdoyoulikebest?
Sodifferentpeoplemaylikedifferentpoems.Andyou’vealsogainedsomeknowledgeofEnglishpoetrywell,soit’seasyforyoutoexpressyourfeelingsaboutpoems.
2.T:Thecirclesbelowgiveyouideasoftopicsforpoems,periodsoftime,groupsornamesofpoetsandhumanfeelingsinpoems.Workingroups.Askeachotherquestionsaboutthekindofpoetryyourclassmatesmightwanttoread.Chooseawordfromeachcircleandexplainwhyyouwould/wouldnotliketoreadapoemlikethat.Youcanrepeattheexerciseafewtimes.
3.T:Whenyouarepractisingwithyourpartner,doremembertousetheusefulexpressionslistedinyourbook.
Step4Talking
T:Awonderfuljob!Youallcanexpressyourselvesfreelyandusetheexpressionsverywell.Yourideasallsoundreasonable.Thoughpoemsarebeautifulandtheycansometimesexploreourinnermotions,yetstillmanyotherpeopledon’tlikethem,fortheythinktheyaretoosensitive.Sosomepeopleareworriedabouttheirdisappearing.
T:Readthefollowingpassageanddecidewhetherpoetryisgettingmorepopularorwhetheritisdisappearing.Explainwhyyouthinkso.
------Poetryisdead!Therearefewpeoplewhoreadpoetryintheirfreetime.Whocares?However,somepeopledocare.Theythinkitisimportanttostoppoetrydisappearingfromculturelife.
Onewaytosavepoetryisbyprovingthatpoetryisaliveandarounduseverywhere.Poetryisnotsomethingforstudentsofliterature:anadvertisementisjustasmuchapoemasaShakespearesonnet(十四行詩).
Poetryfestivalcanmakepoetrymorepopular.Atfestivals,poetsandaudiencesgettogethertoreadandlistentopoetry.Thesongtextsofhip-hopandrapmusicareoftenregardedasanewtypeofpoetryofourtime.Longlivepoetry.
T:Sohavingreadthisshortpassage,what’syourpointofviewaboutthedestiny(命運(yùn))ofthepoetry？
T：(GW)Thosewhothinkpoetrywillbemorepopular,pleasesitontheleftsideoftheclass,andyouaresideA;Andthosewhothinkpoetrywilldisappear,pleasesitontherightsideoftheclass,andyouaresideB.Thendiscussthetopicwithyourgroupmembers(4Ssagroup)andlastlet’sshareyourideas.Andthemonitorwillbethejudgetohostthediscussion.
T:Monitor,youplease!Youmayopenthediscussionlikethis:I’mhonoredtohostthediscussion.What’sthefutureofthepoetry?Wedon’tknow,butmaybeafterthediscussionwecanhaveaclearunderstandingofpoetry.Nowlet’sopenourearstotheirtalking.SideA,youfirst……
(Thenthemonitorcomestohostthediscussion)
T:Areallyhotdiscussion.Nomatterhowbadpeople’sattitudestowardspoetry,afterallpoetryisashiningstarintheskyofliterature.Therearestillmanypointsforustoappreciate.Enjoypoems,enjoyyourlife!
Step5Homework
Youknowonewaytostoppoemsfromdisappearingistoprovethatpoetryisaliveandarounduseverywhere.Sotoholdapoetryfestivalisagoodidea.
Nowyouareaskedtohelporganizeapoetryfestivalatyourschool.Thefestivalwilltakeplaceontwodaysanditishopedthattheprogrammewillbeinterestingandvaried.Workingroupstodiscussanddecideabouttheprogrammeforthefestival.Discusswhichformsofpoetryshouldbepartofthefestivalandwhichnot
Recordafterteaching:

Period3Reading

TeachingGoals:
1.Learnaboutpoetsandpoemsofdifferentcountries.
2.ThesimilaritiesanddifferencesbetweentheChineseandEnglishpoetsandpoems.
3.Improvethestudent’sreadingability.
4.Tolearnabouttheadvantagesofreadingpoems.

Teachingprocedures:
Step1Warming-up
1.Checkthehomework.
2.AsksomeindividualstorecitesomepoemsinEnglish.
Step2Lead-in
T:WeknowChinahaslonghistoryandsplendidculture.Ofcourse,inthefieldofpoetry,wehavemanyoftheworld’sgreatestpoets.Canyounamesomefamouspoets?
SBSC:LiBai,DuFu,BaiJuyi,WangWei……
T:Goodjob!Thanks.(ShowtheportraitsofLiBaiDuFuonthescreen)Chinesepoets,suchasLiBaiDuFuusetheirgeniustomakethedreamworldofpoetrymorecolorful.HereisapoemwrittenbyLiBai,Ithinkyouarefamiliarwithit.
(Showthepoem望廬山瀑布o(jì)nthescreen)
T:Okay,let’sreaditaloudtogether.
GreatpoetLiBaiusehisendlessimaginationtodescribethewonderfulsceneryoftheLuShanMountainWaterfall,wecanfeelthepowermagicofthewaterfallthroughthewordsthatLiBaiuse.CanyoureciteanyotherpoemsthatwrittenbyChinesepoets?
(Callseveralofthemtorecite)
T:Welldone!WehavetakenalookontheartofpoetryandChinesepoetry.Next,we’lltakeajourneytoEnglishpoetry(showthethemepageonthescreen).EnglishpoetryisasinterestingandattractiveasChinese.I’llbetheguidetoshowyouaround.
Step3Fast-reading
T:Soherewego!OpenyourbooksandturntoP27,lookattheReadingpart,EnglishPoetry.First,Iwantyoutogothroughthetextquicklyandfindtheanswerstothefollowing2questions:
Q:1.Whatarethedifferencesbetweenpoetryandotherformsofliterature?
2.WhosepoetryremindsChinesereadersofDuFuorLiBai?WhoseofSuDongpo?
(Givethem2minutestofindtheanswers)
T:Well,let’sdealwiththe2questions.
1.①Poetryplayswithsounds,wordsandgrammar.
②Poetryisdifficulttowrite,butinterestingtoread.
③Poetrycallsupallthecolors,feelings,experiencesandcuriousimagesofadreamworld.
2.①WilliamWordsworth,GeorgeGordonByronJohnKeats②JohnDonne
Step4Careful-reading
Task1.ThemainideaofeachparagraphPara.1Thecharactersofpoetry.
Para.2AlookonChinesepoetry.
Para.3ThefirstperiodofModernEnglishpoetry.
Para.4ModernEnglishpoetryinthe19thcentury.
Para.5Whymodernpoetshavespecialattraction?
Para.6TheintroductionofEnglishpoetrytoChina.
Para.7①ThetranslationofEnglishpoetry.②Therolethatpoemsactas.
Task2Atimeline
T:Excellent!Hereisataskforyou.Pleasefocusonparagraph3-5andfinishthetimeline(showitonthescreen),whichwillhelpyoutogetamoreclearimpressionofsomegreatpoetsinEnglishhistory.Nowdoit!
Step4Post-reading
Task1
T:Let’sturntonextstep.LookatP28,Ex.1,makesuretogettherightchoices.
(After2minutes,checktheanswers)
Keys:1.A2.C3.B4.D5.C
Task2
T:Inseveralparagraphs,therearesomewordsinbold;canyoutellwhatdotheyreferto?
Para.1Thatmakespoetrydifficulttowrite,butveryinterestingtoread.
------Poetryplayswithsounds,wordsandgrammar.Para.3Despiteitsshorthistory,thereisalotofgoodpoetryaround.
------Englishpoetry’s
Para.4Thestyleandatmosphereintheirpoemshasoften…------WilliamWordsworth,Byron,JohnKeats
Para.5Finally,modernpoetshavetheirspecial…inthelanguageandimagestheyuse.
------modernpoetsPara.7Theycanhelpustounderstandeachotherbetter,…------poemsandliterature
Step5Further-understanding
T:Thislesson,we’velearntmuchofEnglishpoetry,it’sanexcitingexperience.Hereisaquestionforyou:thewritertalksaboutthetranslationofpoemsinthelastparagraph.Thinkthisquestion;
Task1
Q:Ifapoemistranslatedintoanotherlanguage,isitstillthesamepoem?Whataresomedifferences?
A:Somethingofthespiritoftheoriginalworksislost(includingrhythm,rhyme,figuresofspeechofthepoem,etc.).七步詩.)
Task2
T:ThepoetMuDanwroteashortpoem,“Quietly,weembraceInaworldlitupbywords.”.
Q:Canyouuseyourownwordstoexplainit?
A:Whenpeoplefromonecountryreadthepoemsfromanother,theywillbestruckbywhatisinsidethepoem,sotheywillunderstandeachotherandbecomegoodfriends.
Step6Enjoyment
T:Youhaveunderstoodthemagicthatpoetrybrings,that’sgreat!There,wecanuseaimagetodescribethespecialrolethatpoemsandliteratureactas,“Poemsandliteraturecanbebridges.”Canyougiveotherimagestoexpressthesameidea?Who’dliketohaveatry?
A:1.PoemsandliteraturecanbetiesthatbringtheEastandtheWesttogether.
2.PoemsandliteraturecanbefinewineenjoyedbytheEastandtheWest.
T:Wesay,PoemscanbefinewineenjoyedbytheEastandtheWest.ThatmeansnotmatteryouareaEnglishorChinese,youcanfindamusementinpoem.ButhowtoenjoyaEnglishpoem?Weneedtoknowseveralsimpleprinciple,doyouwanttoknowwhatprinciplestheyare?(Yes!)Well,let’sseeaclipofvideo.
(Aftertheendofthevideo,showthenextslide)
T:WhenenjoyanEnglishpoem,youshould:1.Useyourheartandemotion.2.Imagineyouareexactlyinthedreamworldofthatpoem.
Step7Discussion
T:It’sreallyamusing!Attheendofthislesson,let’shaveadiscussion.
Arepoemsgoodforourlife?Whatcanwegetfrompoems?
1.Poemsbringpassion(激情)toourlife.
2.Poemshelpustounderstandlife,virtues,beautyandromance…
3.Poemsmakeusknow,wearehere,wecanmakeourlifeandtheworldmorecolorful!
Step8Homework
1.Readthetextagaintogetabetterunderstanding.2.ReadandtranslateseveralgoodEnglishpoems.
3.Getsomeinformationaboutfamouspoetsoninternetifpossible

Period4LanguagestudyGrammar
Teachingaims:
1.LearnandmasterthePastParticipleusedasadverbial.
2.ComparethedifferencesbetweenthePresentParticipleandthePastParticipleusedasadverbial.

TeachingProcedures:
Step1Song
Askthestudentstolistenandlearntosingthesong
Anappleaday,
Keepsthedoctoraway.
Anappleaday,
Keepsthedoctoraway.
A-P-P-L-E,“apple”
Thenaskthestudentstolookatthewordsfromthesong---“day,away”.
T:Whatdothesetwowordshaveincommon?
S:Theyendwiththesamevowel---/ei/.
T:Iftwowordshavethesamesound,includingavowel,wecansaytheyrhyme.Whocangiveussomewordsthatrhyme?
S:Horseandmouse,schoolandfool…
NowlookatPart2.Pleasereadthemandmatchthewordsthatrhyme.
Suggestedanswers:
mad-gladtale-failglory-storyrecite-nightcow-ploughshade-afraidisle-smileembrace-base
Step2Wordstudy
T:PleaseturntoPage29.LookatWordStudy,Part1.Fillintheblankswithwordsinthetext.Haveadiscussionwithyourpartnerandthenwe’llchecktheanswers:
Suggestedanswers:
1.poem2.absence3.atmosphere4.stories5.poets6.translated(put)
Step3Grammar
Showthetwosentencesonthescreen.
Thepastparticipleusedasadverbial.
1.Oncepublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwelltranslated,somethingofthespiritoftheoriginalworkislost.
T:Lookatthetwosentencesonthescreen,whocantellustheirChinesemeanings.
1.一經(jīng)出版，他的作品就因不押韻而著名。
2．即使翻譯得再好，一經(jīng)翻譯，原作的一些精華就沒有了。
Suggestedanswers:
1.Onceit(hiswork)waspublished,hisworkbecamefamousfortheabsenceofrhymeattheendofeachline.
2.Nomatterhowwellitistranslated,somethingofthespiritoftheoriginalworkislost.
T:Fromthesentenceswe’vediscussed,weknowthatifthepastparticipleisusedasadverbial,wecanchangethemintotheadverbialclauses,whichhasthesamemeaning.NowturntoPage30.PleaselookatGrammarPart1.Completeeachsentencebyusingthepastparticipleoftherightverb.Beforedoingthat,whowilltellthemeaningsofthewordsinthebox?
Suggestedanswers:
1.Frightened2.followed3.examined4.Built5.Seen6.trapped7.shot
Step4Practice
Showthesentencesonthescreen.
1.Thecastle,burneddownin1943,wasneverbuilt.
2.Ifleftaloneonadesertedisland,whatwouldyoudotosurvive?
T:Lookatthetwosentencesonthescreen.Eachofthesentenceshasapastparticiple.Haveadiscussionaboutthemanddecidetheirfunctions.
Suggestedanswers;
1.Inthefirstsentencethepastparticiplephrase“burneddownin1943”isusedasattribute,modifyingthenoun“castle”.Themeaningofthewholesentenceis:1943年被夷為平地的那座城堡，再也沒有重建。
2.Inthesecondsentence,“l(fā)eftaloneonadesertedisland”isusedasadverbial,expressingcondition.Themeaningofthewholesentenceis:“如果你流落到一個(gè)荒涼的島上，為了生存下去，你會怎么辦呢？
NowlookatPart2anddecidethefunctionofeachpastparticiplephrase.Youcandoitinpairsorgroups.
Step5Consolidation
T:LookattheexampleonPage30.Herearetwosentences.Theybothhavethesamemeaningbuttheiradverbialsareexpressedinthedifferentways.StudytheexampleandthenrewritethesentencesonPage31,usingaclausetosubstitutethepastparticiplephrase.
Suggestedanswers:
1.Whenhewasaskedwhathadhappened,hetoldusaboutit.
2.Ashewaswellknownforhisexpertadvice,hereceivedmanyinvitationstogivelectures,
3.Ifweweregivenmoretime,wewouldbeabletodotheworkmuchbetter.
4.OnceitwastranslatedintoChinese,thebookbecameverypopularamongChineseteenagers.
5.Asshewasdeeplyinterestedinmedicine,shedecidedtobecomeadoctor.
5.Thoughshewasleftaloneathome,Samdidnotfeelafraidatall.
Step6Comparison
Showtwopictures.Askthestudentstomakesentencesusingthepresentparticipleandpastparticipleasadverbial.
A.Whencrossingthestreet,youmustbecareful.
B.Followedbymanystudents,theteachercamein.
T:Welldone,sofarwehavefinishedlearningthepresentandpastparticipleusedasadverbial.Let’shavearevisionandmakeacomparison.
1.共同點(diǎn):現(xiàn)在分詞和過去分詞在句中不能單獨(dú)作謂語,但可作定語,表語,賓語補(bǔ)足語,狀語.
分詞作狀語時(shí),其邏輯主語是句子的主語.如:
正確:Lookingfromthetopofthehill,wecanseethewholetown..
錯(cuò)誤:Beinganorphan,thevillagerstakegoodcareofthechild.
正確:Seenfromthehill,ourschoollooksmorebeautiful.
錯(cuò)誤:Seeingfromthehill,ourschoollooksmorebeautiful.
2.不同點(diǎn):現(xiàn)在分詞有時(shí)態(tài)和語態(tài)的變化;而過去分詞只有一種形式,現(xiàn)在分詞常表”主動”和“進(jìn)行”;過去分詞的一般式常表“被動”和“完成”.
式語態(tài)及物動詞make的主動語態(tài)及物動詞make的被動語態(tài)
不及物動詞rise
現(xiàn)在分詞一般式makingbeingmaderising
完成式havingmadehavingbeenmadehavingrisen
過去分詞maderisen
3.易混淆點(diǎn):
a.分詞作伴隨狀語時(shí),若表”正在被……”的概念,常用過去分詞,而不用現(xiàn)在分詞的被動式.
Followedbysomeofficials,Napoleoninspectedhisarmy.
b.現(xiàn)在分詞的完成被動式和過去分詞兩者都可表示“完成”和“被動”,但前者更加強(qiáng)調(diào)分詞動作明顯先于謂語動作;而后者的時(shí)間性不強(qiáng).
HavingbeentoldtostayinBeijing,theboydecidednottoreturntohisvillage.
Homework
Finishthewordstudyandgrammarpartontheworkbook.
Recordafterteaching:

Period5Integratingskills
Teachingaims:
1.Learntoreadpoemsaloudwithexpression.
2.Learntoenjoysimplepoemsandinterpretbasicelementsofpoetry.
3.Practicelisteningactively
4.TogetSsknowthegoodthatpoemsandsongsdotopeople.
5.Toappreciatesomesongsandpoemsandenjoythefeelingthatsongsandpoemsbringtoyou.

TeachingProcedures:
Step1Warming-up
ReadtheLyricsandsingtothemusic.
Emilia-BigBigWorld
Afterenjoythesong,asktheSswhatthesongabout?Doyoulikeit?Why?
Askthemtocomparesingingsongstoreadingpoems.
Step2Pre-reading
Afterthepreviousbriefactivityofcomparingsingingsongsandreadingpoems,leadthemtothetitleSongsandPoems.Ask“Arethesongwordsalsoakindofpoemlines?”Theymaythinkofthefactthatinancienttimespoemsweresung.
Step3While-reading
Invitestudentstolistunfamiliarwordsthattheynoticedinthepassage.
e.g.avoid,recite,extraordinary
Step4Post-reading
Assessstudentsunderstandingbyaskingtheirafewquestions:
1.Whendoesthewritersingsongs?
2.Whendidthewriterbegintotouchonpoetry?
3.WhendoesthewriterreadKeatsandwhenWordsworth?
Step5ExerciseI
Brieflyintroduce"DustofSnow"byRobertFrost.
1.Listeningandreadingaloud
PlaytherecordingofRobertfrostsDustofSnowatahighvolumeasthestudentslistenandthenhavethemrepeataftertherecording.Guidethemtoreadwithexpression.
2.Discussion
Discusshowmanycharactersareinvolvedinthepoem.
(Thereisnorightorwronganswerhereaslongasthestudentscangiveareasonwhytheywanttoassignaparttoacertaincharacter.)
Possibleanswersinclude:
Two(acrowandaperson),
Four(acrow,aperson,atreeaheart)
3.Analysis
Guidethemtonoticetheline"Achangeofmood".
Askthemafewquestions
1.hismoodhaschanged,fromwhatmoodtowhatmood?
2.Whathappenstobringaboutthechange?
4.Appreciation
Brainstormabouthowstudentsfeelatthebeginningofthepoem.
Answersmayvary:
TheCrowmayletsomeofthemthinkofbadluck.
TheCrowabovethewriter’sheadmayletsomeofthemthinkofalonelyplace.
5.Practice
Getstudentstoreadthepoemaloudagainandhavesomeofthemtorecitethepoeminclass.
Homework:
1.DrawacoupleofcomicstripsaccordingtotheimageryofDustofSnow
2.Finishtheworkbookpassage"TheBirthofModernPoetry"byyourself.
Recordafterteaching:

Unit4HolidaysandFestivals

一名優(yōu)秀的教師在每次教學(xué)前有自己的事先計(jì)劃，作為教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以保證學(xué)生們在上課時(shí)能夠更好的聽課，幫助教師提高自己的教學(xué)質(zhì)量。那么一篇好的教案要怎么才能寫好呢？下面是由小編為大家整理的“Unit4HolidaysandFestivals”，希望能對您有所幫助，請收藏。

Unit4HolidaysandFestivals

一．單元分析（UnitAnalysis）

（一）單元地位（UnitPosition）

1.本課在對多個(gè)節(jié)日的描述時(shí)，談及了這些假日里的一些風(fēng)俗習(xí)慣。教師可以圍繞“節(jié)日”這一主題，設(shè)計(jì)活動讓學(xué)生參與信息搜索，可以通過對一整年節(jié)日以及該節(jié)日的歷史和所遵循的習(xí)俗進(jìn)行羅列，更深入地感受不同地域的不同文化背景盡可能地讓學(xué)生發(fā)揮主動性，以期達(dá)到最佳的學(xué)習(xí)效果。

2.充分利用本課的“定語從句”現(xiàn)象，設(shè)計(jì)對話，小品等形式，讓學(xué)生在模擬情境中運(yùn)用和鞏固語法現(xiàn)象，從而更牢固地掌握定語從句地運(yùn)用。

3.本單元結(jié)束時(shí)，利用本課“節(jié)日”這一主題，讓學(xué)生圍繞一年四季的各個(gè)節(jié)日，收集各自的歷史，習(xí)俗，以小組為單位出一份節(jié)日海報(bào)布置教室，在掌握知識，了解習(xí)俗的同時(shí)，也美化了教室。

4.在語法方面，本課繼續(xù)出現(xiàn)了定語從句。課文在對多種節(jié)日進(jìn)行描述時(shí)，要充分運(yùn)用定語從句進(jìn)行操練。如，EasterMondayisaBankHoliday,onwhichbanksandothermajorbusinessesareclosed.Intheafternoon,theystayathomeandopenthegiftsthatweregatheredaroundthetree.對于這一語法現(xiàn)象，教師有必要在課堂教學(xué)中加強(qiáng)句型操練。

（二）單元目標(biāo)（UnitTarget）

i.了解一些中外主要節(jié)日。

2.復(fù)習(xí)前三個(gè)單元中所學(xué)的定語從句的形式和使用方法。

3.學(xué)會在聽力中聽取特定信息和主要概述。

4.學(xué)會表達(dá)節(jié)日的美好祝愿，練習(xí)陳述技能。例如，談?wù)摴?jié)日。

5.練習(xí)三大閱讀技能：skimming,scanning以及利用上下文線索。

6.學(xué)會寫復(fù)合句。

（三）單元重點(diǎn)（UnitPoints）

1關(guān)鍵詞：

1）語言知識類：vary,fallin/on,becelebratedwith,driveaway,inbrightcolors,sitdownto,deliveramessage,beconnectedwith,have…off等。

2）交際功能類：NewYear’sDay，theSpringFestival，LanternFestival(lanterndumplings)，Valentine’sDay，Women’sDay，ArborDay(植樹節(jié))，Easter，AprilFool’sDay，Tomb-sweepingDay，LaborDay，Mother’sDay(2ndSundayinMay)，Children’sDay，F(xiàn)ather’sDay(3rdSundayinJune)，DragonBoatFestival，Mid-autumnFestival，Teacher’sDay，DoubleNinthDay(重陽節(jié))，NationalDay，Halloween(Oct.31)，Thanks-givingDay，Christmas，ChineseValentine’sDay。

2功能：

TalkingaboutFestivals看圖說話參考課本第60頁SpeakingPractice

3語法點(diǎn)：

本課繼續(xù)定語從句教學(xué)，鞏固定語從句應(yīng)作為本課的重點(diǎn)教學(xué)。

一、教學(xué)設(shè)計(jì)（TeachingDesigns）

教學(xué)內(nèi)容

教學(xué)實(shí)施建議

教學(xué)資源參考

1Reading

作為“Festivals”這一主題的引入，教室可利用“頭腦風(fēng)暴”法，結(jié)合合作小組活動方式，讓學(xué)生列出盡可能多的節(jié)日。既讓學(xué)生回顧了曾經(jīng)學(xué)過的有關(guān)節(jié)日，又可引出一些新的詞匯。對于P51頁4幅圖片的簡要描述，了解人們慶祝這些節(jié)日的風(fēng)俗習(xí)慣。在此基礎(chǔ)上，閱讀并講解課文，使學(xué)生對英國部分節(jié)日能有更深刻、全面地了解。

[鏈接1]頭腦風(fēng)暴法的操作建議。課本第51頁——Highlights部分。

2Listening

作為教材第59頁的聽力部分，可讓學(xué)生了解人們在感恩節(jié)做些什么。同時(shí)建議教師可利用上海外語教育出版社出版的《英語（新世紀(jì)版）聽力》，開展相關(guān)主題的聽力活動作為對教材的補(bǔ)充。

課文第59頁——ListeningPractice

補(bǔ)充聽力——

HolidaysandFestivals

3Speaking

以“節(jié)日”為主題設(shè)計(jì)口語活動。

活動一：看圖說話，根據(jù)圖片談?wù)撌フQ節(jié)，復(fù)活節(jié)，萬圣節(jié)等節(jié)日?；顒佣嚎磮D說話實(shí)踐活動。

[鏈接2]看圖說話實(shí)踐活動的一些具體教學(xué)建議。

課文第60頁——SpeakingPractice

4Structure

定語從句的整體復(fù)習(xí)和操練。

[鏈接3]定語從句操練的教學(xué)建議。

課文第57頁——Structure部分

5AdditionalReading

本部分與Unit4內(nèi)容直接相關(guān)，建議放在最后一課時(shí)。

本文出現(xiàn)的重要詞匯與詞組：cleardebts,arrange,spread,lightup,compare,charge…for…,betrueof,expect,cometrue,nowonder。課文第62頁——AdditionalReading[鏈接1]

說明：

利用“頭腦風(fēng)暴”是提供學(xué)生積極思維的好機(jī)會。這一環(huán)節(jié)的運(yùn)用既能發(fā)揮學(xué)生的積極性、主動性，又能使學(xué)生在小組活動中互幫互助。通過小組活動方式呈現(xiàn)合作結(jié)果，讓全體學(xué)生都對所有節(jié)日進(jìn)行回顧與復(fù)習(xí)，對新的詞匯加以補(bǔ)充與學(xué)習(xí)1.教師準(zhǔn)備空白紙，分發(fā)到每一合作小組中。在組員中確定“記錄者”；“匯報(bào)者”，并明確職責(zé)。時(shí)間控制在2分鐘。

2.在“頭腦風(fēng)暴”活動過程中，“記錄者”記錄組內(nèi)成員能想到的所有節(jié)日。

3.請每組“匯報(bào)者”報(bào)出所羅列的節(jié)日總數(shù)。教師可把這些節(jié)日都寫在黑板上，讓全班學(xué)生學(xué)習(xí)。

4.請其余各組補(bǔ)充未提及的節(jié)日，共同充實(shí)詞匯庫。

5.最后，教師補(bǔ)充一些學(xué)生未提及的一些新詞匯。

例：以下是大家共同羅列出的一年四季的節(jié)日：

NewYear’sDay，theSpringFestival，LanternFestival(lanterndumplings)，Valentine’sDay，Women’sDay，ArborDay(植樹節(jié))，Easter，AprilFool’sDay，Tomb-sweepingDay，LaborDay，Mother’sDay(2ndSundayinMay)，Children’sDay，F(xiàn)ather’sDay(3rdSundayinJune)，DragonBoatFestival，Mid-autumnFestival，Teacher’sDay，DoubleNinthDay(重陽節(jié))，NationalDay，Halloween(Oct.31)，Thanks-givingDay，Christmas，ChineseValentine’sDay

[鏈接2]

說明：

學(xué)生用圖片介紹一個(gè)西方或者中國的節(jié)日。圖片可以利用畫報(bào)，報(bào)紙上的或者現(xiàn)成的漫畫。有條件的可以使用電腦制作powerpoint。實(shí)踐活動所需要的語言材料，盡量利用課文中ListeningandSpeaking中介紹的。教師要及早了解學(xué)生所選的節(jié)日，幫助他們找到適用的語言材料。注意學(xué)生的節(jié)日介紹，一定要提節(jié)日名稱，由來，及其特色。如講到theDragonBoatFestival，其日期是農(nóng)歷五月初五（the5thdayofthe5thlunarmonth），是紀(jì)念古代偉大愛國詩人屈原。

要求學(xué)生盡量利用課文里介紹的語言材料，不必強(qiáng)調(diào)新意?？刂祁}材，不能出現(xiàn)大量生詞，防止有迷信傾向的材料出現(xiàn)。[鏈接3]

說明：

小組活動+全班活動。每位學(xué)生準(zhǔn)備一張照片或者圖片，然后以4人為一組進(jìn)行小組活動，向小組其他成員介紹圖片上的人和物，強(qiáng)調(diào)在介紹的時(shí)候，必須使用定語從句。然后每組推薦一位介紹得最好的同學(xué)，在全班范圍內(nèi)與同學(xué)分享。