高中教案教案

Unit7TheSea-CommunicationWorkshop教案。

俗話說，居安思危，思則有備，有備無患。作為教師就要精心準(zhǔn)備好合適的教案。教案可以讓學(xué)生更好地進(jìn)入課堂環(huán)境中來，幫助教師緩解教學(xué)的壓力，提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的教案要怎樣寫呢？下面的內(nèi)容是小編為大家整理的Unit7TheSea-CommunicationWorkshop教案，相信能對大家有所幫助。

Unit7TheSea-CommunicationWorkshop教案

Objectives
■Towriteareportaboutatouristattraction.
■Topractiseusinglinkingwordsofcontrast.
■Toprepareforandtakepartinapublicdebate.
■Topractisegivingopinions.
■Tolistentoasongandunderstandit.
■Topractiseusingvocabularyconcerningtheenvironment.

Resourcesused
Cassette,WritingHelp1,leafletsoftouristattractionsinthearea.

Possibleproblems
Somestudentswillbemorecomfortablewiththepublicdebateactivitythanothers.Trytoensurethatallstudentshavearolethattheycanmanagesuccessfully.

Background
ThemodelreportshowsthestyleofreportsinBritishEnglish:useofformallanguage,useofnumbersandletterstooutlinethemainandsubsidiarypoints,clearstructurewithastatementofthingsinfavour,astatementofthingsagainstandaconclusion.
GavinSutherlandwrotethesong‘Iamsailing’anditbecamepopularwhentheScottishsinger,RodStewart,sangit.DolwynBayisaninventedplace.

Routesthroughthematerial
.Ifyouareshortoftime,omittheTalkbackstageofthewritingandspeakingworkshops.
.Ifyouhavetime,studentscandotheOptionsactivities.
.Ifyouhavetwolessonsforaunit,thenaturalbreakisafterthewritingactivity.

LanguagePower:pages62-63.

Writing:AReport

Beforeyoustart

Exercise1
■Gothroughthefirstexamplewiththestudents.
■Studentsthenworkinpairs,makingcommentsabouttheaquarium.
■Studentscanthenmakesimilarcommentsabouttheirtownortheirschool.

Exercise2
■Readtheinstructionsandmakesurestudentsunderstandthetask.Explainthatstudentsdonothavetounderstandeverywordtocarryoutthetask.
■Studentsreadthereportandmatchtheparagraphswiththeheadings.
■Checkstudents’answers.
Answers
1generaldescription2listofgoodpoints3listofbadpoints4conclusion

■Pointouttheheadingofthereport:Whatinformationdoesitgive?Howisthisheadingdifferentfromthatofaformalletter?Makestudentsawareofhowclearlytheinformationisrecorded.Agoodreportshouldhaveaveryclearstructureanduseveryclearlanguage.

Stage1
■Ifyouhaveanyleafletsabouttouristattractionsinthearea,bringthemtoclassandusethemtoelicitalistoftouristattractions.Writethemontheboard.
■Ingroups,studentsdiscusswhichoftheattractionstheylikebest.Tellthemtoconsiderthesortofpeoplewholiketheattraction(adults?children?families?),thebesttimeofyeartovisittheattraction,etc.
■Eachmemberofthegroupchoosesoneattractiontowriteabout.Tellstudentsthattheycaninventanattractioniftheywish.

Stage2
■Readthelistofgoodandbadpointsabouttheaquariumwiththeclass.
■Studentsworkindividually,listingthegoodandbadpointsoftheattractiontheyhavechosen.Tellstudentstheyneednothaveanequalnumberofgoodandbadpoints.Goroundandassistwithideasornewvocabularyifnecessary.

Stage3
■ReferstudentstoWritingHelp1foradviceonlayout,vocabularyandlinking.
■Studentsplanthefourparagraphsofthereport.
■Studentsthenwritetheheadingandthefirstdraftofthereport.

Stage4
■Studentschecktheirdrafts.ReferthemtoWritingHelp1(checking).Theyshouldalsousetheirownwritingchecklistbasedonthemistakestheyhavemadeinpreviouswritingtasks.

Talkback
■Ingroups,studentsreadeachother’sreportsanddiscusswhethertheyagreewiththeopinionsandconclusionsinthereports.
■Readtheexampleofhowtoreporttheconclusiontotherestoftheclass.
■Onememberofeachgroupreportssomeofthegroup’sconclusions.
Speaking:PublicDebate

Beforeyoustart

Exercise1
Usefulvocabulary:coastal,wildlifepark,oilrefinery.
Studentsshouldbeabletoguessthegeneralmeaningofthesewordsfromthecontext.
■StudentsreadthetextaboutDolwynBay.
■Checkstudentsunderstandingoftheusefulvocabularyandasksomecomprehensionquestions,e.g.Howmanypeoplelivethere?(8,000)Aretherealotofyoungpeoplethere?(no)WhatnewindustrywilltherebeinDolwynBayinthefuture?(oilindustry).

Exercise2
■Tostartstudentsthinking,youmaywishtoelicitoneortwoprosandconsofbuildingabigoilrefineryinDolwynBaybeforestudentsworkinpairs.
■Inpairs,studentsdiscussandlisttheprosandconsoftheplanstobuildabigoilrefineryinDolwynBay.
■Thepairsthenreportbacktotheclassandseewhether,overall,therearemoreprosormorecons.

Exercise3
■Studentsreadthroughthelistofpeopleandthenlistentothecassette.
Answer
theownerofafishingboat
Tapescript
Speaker:Imtotallyagainsttheplan.Ithinkitwillbeadisasterforthelocalarea.Foronething,itwillbeterribleforfishinginthearea.Theoilrefinerywillpollutetheseaandwewontbeabletofish.Itsdifficultnow,butthiswillbetheendofthefishingindustry.Itwouldbemuchbetterifweputmoremoneyintothefishingindustry.Forexample,weneedmoneytobuildnewfishingboats.

■Playthecassetteagain,pausingittocheckstudentsunderstandingofdisaster,pollutethesea.

Stage1
KeyWords
business,development,environment,fishingindustry,jobs,marinelife,noise,oilrefinery,pollution,traffic,(un)employment,wildlife
■GothroughtheKeyWordswiththeclass,askingstudentstotranslatethemorputthemintoasentenceinEnglish.
■Lookatthenotesforthelocalshopkeeperwiththeclassandseeifstudentscanaddanymorepointstosupporthispointofview.
■Ingroups,eachstudentchoosesarolefromthelistinExercise3andwritesnotesabouthis/heropinionsoftheplans.

Stage2
■ReadtheFunctionFilewiththeclass,drawingstudentsattentiontotheuseofstresstogiveemphasistoyouropinion,e.g.Iamtotallyagainsttheplan.
Studentspractiseontheirown,givingtheiropinionsandstatingtheircase.

Stage3
■Readthroughtheexamplewiththeclassandpointouthowonespeakerstateshis/hercasebeforethenextspeakeragreesordisagreesandthengoesontostatehis/hercase.
■Remindstudentsthatthisisa‘publicdebate’,notaninformalconversationamongfriends.Eachpersonisallowedtofinishwhattheywanttosaybeforethenextpersonspeaks.Ifyouwish,eachgroupcanappointachairpersontocontrolthedebate.(Thechairpersonthengiveshis/heropinionsasamemberofthecommunityattheverybeginningofthedebate).
■Ingroups,studentstaketurnstogivetheiropinions.Wheneveryoneinthegrouphasspoken,thegrouphasageneraldiscussionandtriestoreachagreementabouttheplansforDolwynBay.

Talkback
■Eachgroupreportsbacktotheclass,sayingwhatplanstheyagreedon.

Listening
■Studentsreadthroughthetextandguessthemissingwords.
■Thentheylistentothesongandcompletethetext.
AnswersandTapescript
Iamsailing,Iamsailing,homeagain,acrossthesea.
Iamsailing,stormywaters,tobenearyou,tobefree.
Iamflying,Iamflying,likeabird,acrossthesky.
Iamflying,passinghighclouds,tobewithyou,tobefree.
Canyouhearme?Canyouhearme?Throughthedarknight,faraway.
Iamdying,forevercrying,tobewithyou,whocansay?
Wearesailing,wearesailing,homeagain,acrossthesea.
Wearesailing,stormywaters,tobenearyou,tobefree.

■Playthesongagainandaskfurtherquestions:‘Whatisthesituationinthesong?Whereisthepersongoing?Whoishegoingtosee?Isthepersonreallysailing?’
■Inpairs,studentsdiscusswhatimagesareusedtoexpresstheideaof‘returning’(sailing/flyinglikeabird),‘feelingunhappy’(crying/dying),‘havingdifficulties’(stormywaters).
■Studentsthendiscussanyothersongstheyknowaboutthesea?Carethesesongsusuallysloworfast?sadorhappy?

Options
Practice
Ingroups,studentsprepareareportabouttheplanstobuildabigoilrefineryinDolwynBay.Tellthestudentsthereportisforthelocalgovernmentauthorityandiswrittenafterthepublicdebatetheyhavejusthad.
Extension
Ifthereareanydevelopmentplanscurrentlyaffectingthestudents’ownregionorcountry,theprosandconsoftheseplanscanbediscussedinclass.

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Unit7TheSea-culturalcorner教案

一名優(yōu)秀的教師就要對每一課堂負(fù)責(zé)，作為教師準(zhǔn)備好教案是必不可少的一步。教案可以讓學(xué)生能夠在教學(xué)期間跟著互動起來，幫助教師提高自己的教學(xué)質(zhì)量。所以你在寫教案時要注意些什么呢？急您所急，小編為朋友們了收集和編輯了“Unit7TheSea-culturalcorner教案”，僅供參考，歡迎大家閱讀。

Unit7TheSea-culturalcorner教案

ZhengHeandHisSevenVoyages

Exercise1

KeyWords
inadditionto,fleet,voyage,supply,sink,exploration
■AskstudentswhattheyknowaboutZhengHe.Encouragethemtosayasmuchaspossible.
■Lookatthekeywordswiththestudentsandseeifstudentsalreadyknowsomeofthem.Donotpre-teachanynewwordsbutencouragethemtoguessthemeaningswhilereadingthetext.
■Askstudentstorefertothenoteswhilereadingsothattheycanunderstandthepassagebetter.
■MatchtheKeyWordswiththedefinitions.

Answers
1inadditionto2supply3voyage4fleet5exploration
6sink

Exercise2
■Studentsworkinpairsreadingthetextandansweringthequestions.

Answers
1ZhengHewasoneofChinasmostfamoussailors.HewasorderedbyZhuDitosailtofarawaycountriesforexploration.
2ZhengHesfirstmissionasadmiralwasthevoyageacrosstheIndianOcean.
3ZhengHesshipscarriedgold,silver,silk,porcelainandothertreasurestogiveasgiftstotherulersoftheneighboringcountries.
4ZhengHehadbroughtbackthingslikemedicines,spices,ivory,pearlsandstrangeanimals.Themostfamousofthesegiftswereagiraffeandazebra.
5Afterhisdeath,thestoriesofhistravelsmadehimoneofChinasmostfamoussailors.

Options
Extension
■Ifyouhavetime,askstudentstoworkinpairsandaskandanswerthequestions.EncouragethemtoaskmorequestionsifpossibleandtellthestoryofZhengHetotheclass.
■Insmallgroups,askstudentsthinkofanotherfamoustraveler.Askthemtotalkaboutwhathe/shedidandmakenotes.HavethemwritedowntheirownstoryinEnglish.
■Thenaskthemtoappointoneortwospeakerstotelltheclassaboutthispersonintheirownwords.

BulletinBoard

Objectives
■Todiscussaproblem
■Towritedescriptionsofseaanimals
■Toexchangeideasaboutdifferentwaystodescribethings
■Tofurtherexplorethethemeoftheunit

Steps
■Studentsreadthenotes.
■AskstudentswhateventscouldbeorganizedforaSeaAnimalShow.
■Studentsdiscusswaystodescribeseaanimals.
■Studentsdiscusswhatinformationisgivenintheseaanimaldescriptions.
■Studentschooseoneseaanimalthattheyareinterestedinandwriteadescriptionofit.
■Displaythedescriptionsontheclassbulletinboard.Encouragestudentstoreadotherstudents’descriptionsafterclass.

UnitDiary

Objectives
■Toencouragestudentstoreflectonwhattheyhavelearnedinthisunit
■Toencouragestudentstothinkabouttheirownlearningstyle
■Toidentifyeffectivelearningmethods
■Todevelopstudents’confidence
■Toencouragestudentstotakeactivecontroloftheirstudies
■Tohelpteachersgetaclearerinsightintothestudents’learningstrengthsandweaknesses

Part1(1)
Thisasksstudentstothinkofthetopicsoftheunitanddecidewhichlessonwastheirfavourite.
Part2(2-5)
Thisdealswiththeunitobjectivesandevaluatesthedifficultyandpracticalityoftheunit’slanguageandtasks.

Part3(6)
Thisasksstudentstoreflectonlearningstrategiesandtoidentifyanddiscusswaystoimprovetheirlanguagelearning.

Part4(7-8)
Thisevaluatesstudents’preferencesinregardtolanguageskillsandtopics.

Part5(9)
Thisallowsstudentstoevaluatetheirprogressoverthecourseoftheunit.

Unit7TheSea單元復(fù)習(xí)學(xué)案

Unit7TheSea單元復(fù)習(xí)學(xué)案

Lesson1-2詞匯

復(fù)習(xí)目標(biāo):

通過復(fù)習(xí),幫助學(xué)生積累一定有用的短語,并通過基礎(chǔ)句型的訓(xùn)練,幫助學(xué)生先學(xué)會寫句子,并培養(yǎng)保持良好的學(xué)習(xí)習(xí)慣和興趣

Procedures:

TaskOneReadandcheck

Readthewordsinlesson1-2andtrytocheckwithyourpartners

TaskTwowordforms

participate____________(n.)evaluate__________(n.)arrange____________(n.)

collection________(v.)frightening________(v.)explorer______________(n.)__________(v.)

further________(adj.)present___________(n.)persuade_____________(n.)__________(adj.)apologise_________(n.)pollute________(n.)Industrial_________(n.)sollution_______(v.)

agricultural__________(n.)chemical_______(n.)intelligence_________(adj.)

TaskThreeWriteoutthefollowing

積極參與填表搜尋,尋找收集收藏起航根據(jù)

陷入麻煩,陷入困境說服某人做某事成功到達(dá)做好事做講座去旅行因..向某人道歉謀生

______anarrangement______alecture______anapology

asolution_______aproblemsearch________sth./sb.______aliving

_______ajourneytheban______doingsthbefrightened_______sth.(害怕,擔(dān)心)

1.Theyoung________(探險家)_______(啟航)fromhisSpain___________(尋找)newland.He______________(陷入麻煩)onhisway,buthemanagedto_________(到達(dá))an_______(know)island_________(最終)andnamedtheislandbyhisownname.

2.Tom_________(apology)tomebecauseheforgottoinformmeto_______(參加)thelecture_______byProfessorChenyesterday.

3.Those_________(參與)inthediscussioncometotheofficeafterclassplease.

2.Atthe_________sightofthesnakehewasso________which_________everyonepresenthere(害怕)

3.Ihavewalked200mileshowmuch_______(遠(yuǎn))shouldIwalk?

4.Withalltherivers_______(污染),wefindnowheretoswimanymore

TaskFourLanguageinuse

1.在他起航去美洲之前,他的隊友早已成功到達(dá)了那里.

2.根據(jù)那些古老的傳說,他犯了謀殺罪,因此有了麻煩.

3.他說服了一些人跟他一起去尋找金礦

4.在那次大會上,他向我們展示了解決那次爭端(dispute)的辦法.

Lesson1-2課文復(fù)習(xí)

復(fù)習(xí)目標(biāo)：通過課文復(fù)習(xí)，掌握課文中重點詞匯及句型，并能靈活運用寫一篇保護(hù)環(huán)境的環(huán)保文章

復(fù)習(xí)重點：Lesson1-2中重點詞匯，句型

復(fù)習(xí)難點：結(jié)合話題的書面寫作

PartOneSummary

回憶并歸納課文要點

Lesson1showsushowVikingsarrivedatAmericaInthearticlethewriterinformedusstorieshowthreepeoplefoundGreenlandandNewfoundland

Lessontwomainlydealswiththeimportanceofprotectingtheseabyanalyzingtheproblemsandcausesaswellasthesolutions

PartTwo重點詞匯

如果。。怎么辦獨立，獨自

不止一個去航海

之前老早就多達(dá)

被迫去做被稱作為

成功做到再一次朝。。方向

撒謊覆蓋著大雪

處理靠打魚為生

輪流做浪費時間做。。。

做。。。是浪費時間選擇做…

Partthree重點詞匯

1longbefore很久以前

e.g.我很久以前就認(rèn)識他。Iknewhimlongbefore.

---在你認(rèn)識他之前很久我就認(rèn)識他。Iknewhimlongbeforeyoudo.

他們到了很久你才來。Theyarrivedherelongbeforeyoucame.

很久以后你才最終意識到這個問題。Itwaslongbeforeyoufinallyrealizedthis.

---beforelong不久

我們不久就會知道這件事。We’llknowthisbeforelong.

Itwas/willbelong/時間段before從句

2.search

區(qū)別判斷下列短語

Insearchof為了尋找searchfor尋找searchsb./sp.搜查某人/某地

警察正在那所學(xué)校搜查那個殺人犯.

Thepolicearesearchingthatschoolforthemurderer.

PartFourKeysentences

1.TheVikingswerethefirstEuropeanstoreach…

---他總是最后一個想到問題的解決辦法.

Heisalwaysthelasttoworkoutthesolutiontotheproblem.

2.Therewereasmanyas10,000Vikingsliving…

---湖邊有一個很高的樹.Thereisatalltreestandingbythelake.

3….thistimewithonly25shipsofwhichonly14madeittoGreenland.

此次比賽我班獲得了18枚金牌,其中12枚是男生獲得。

Ourclasswon18goldmedalsofwhich12werewonbyboystudents.

4.…andsailedtowhatisbelievedtobethe…

--我們的學(xué)校建在過去被認(rèn)為是廢墟的地方.Ourschoolisbuiltinwhatwasbelievedtobewasteland.

5.HefoundhimselfinanunknownlandfromWhereheeventuallyreaching…

---他醒過來的時候發(fā)現(xiàn)自己竟躺在屋頂上,從那里他可以看到整個樂從鎮(zhèn)。

Whenhewokeup,hefoundhimselflyingontherooffromwherehecouldenjoytheviewofthewholeLecongTown.

PartFive課文語法填空

TheVikingswereagroupofpeople______ancestorscamefromScandinavia.Theycontrolledtheseas________the8thand10thcenturiesAD.Byaround900AD,thereweremanyplacesinNorthernEurope________theVikingschosetolive.In982AD,whenaman________(叫)ErictheReddecidedtosetsailfurtherwest,therewereas________as10,000Vikings_______(live)inIceland.Eric___________(force)toleaveIcelandbecausehehadcommittedamurder,_____whichhegotintotrouble.

HepersuadedsomepeopletogowithhimtoGreenland,thistimewith25ships,__________only14madeit.Intheyear1002,whenErictheRed’ssonLeifwasplanningatripfurtherwest,Biarniwastheman_______whomLeifdiscussedhisplans.Leif__________Biarn’sdirectionsandsailedto_______isbelievedtobethecoastofpresent-dayCanada.Hethensailedfurthersouthtoanisland____________henamedVinlandbutisnow_________(know)asNewfoundland.

PartSixTopicWriting

假設(shè)你是LiXia上次有幸參加了學(xué)校組織的一次去匝坡的旅游,對匝坡海邊的污染感觸頗深.現(xiàn)你寫信給佛山日報反映這一問題.內(nèi)容要點如下:

1）問題:水質(zhì)每況愈下,游客丟的垃圾到處可見,如礦泉水瓶子,垃圾袋等,甚至水面上也漂著這些垃圾.還有一些游客傍晚在海邊燒烤;有些居民捕殺海里的魚,導(dǎo)致魚大量減少

2）你的建議:Lesson3-4重點詞匯

復(fù)習(xí)目標(biāo):幫助學(xué)生掌握該課中重點單詞的用法及在語境中的熟練運用

復(fù)習(xí)重點:詞匯復(fù)習(xí)

復(fù)習(xí)難點:重點詞匯在句中的運用

PartoneRevision

polluten.___________industrialn.___________agriculturaln.____________chemical化學(xué)__________banv-ed.______________intelligenceadj.______________________(過渡捕撈)____________(謀生)solution___thequestionv._______

Practice

1.Withtherapiddevelopmentofsociety,ourcityisseriously________(pollution)bythe__________(industry)and_____________(agriculture)waste.Itistimeforthegovernmenttocarryoutsome_________to_________theproblem(solve).Forexample,______________(過渡捕撈)shouldbe_______(ban).

2.TheGreens_____________bysellingfurniture.

3.The__________dolphinishuman’sgoodfriend.

4Thebeautyofthecityisvery__________(迷人)tome.

5WatchingTVcanbevery__________(教育).

6Hisonlychanceof________(生存)wasahearttransplant.

7Thisruleris2metresin_________(長)

8這個池塘寬約2米.Thispondmeasuresabout2metresacross.

9他是一個公認(rèn)的大好人.Heisrecognizedasaverygoodman.

10Athiswordshisheart_______tothebottom.聽了他的話，他的心一下子沉了下去。

ParttwpKeywords

1attract吸引,引起..注意力/興趣attractone’sattention吸引某人的注意力

e.g.Brightlightsattractmoths

---touristattraction

2.measure尺寸措施,測量,尺寸是

---makesthtoone’smeasure根據(jù)某人的尺寸做

takemeasurestodosth采取措施做……

Itmeasures3metresinheight

3.trick--playatrickonsb.戲弄某人

tricksb.intodoingsth.騙某人做某事

Grammar“比較”的用法

1.It’sthreetimesasbigunderwater.

=It’sthreetimesasbigunderwater(asitisabovethewater).

=It’stwicebiggerunderwater(thanitisabovethewater).

兩者相比（甲＝乙），用“as+原級+as”表示。

湯姆和杰克一樣高。TomisastallasJack.

她能夠做得和她哥哥一樣好。Shecoulddoaswellashisbrother.

2.兩者相比（甲乙），用“not(so)+原級+as”。

她沒有你細(xì)心。Sheisnotsocarefulasyou.

她沒有她姐姐聰明。Sheisnotsocleverashersister.

3.兩者相比（甲乙），用“比較級+than”表示。

這個房間比那個大。Thisroomisbiggerthanthatone.

她的書比我的書貴。Herbookismoreexpensivethanmine.

4.表示“幾倍于……時”，用“倍數(shù)＋as…as”來表示，也可以用“倍數(shù)＋比較級+than…”表示。

這種飛機(jī)飛得比那種快兩倍。

Thiskindofplanefliestwicefasterthanthatkind.

Thiskindofplanefliesthreetimesasfastasthatkind.

5.表示一方隨另一方程度變化時，用“the+比較級,the+比較級”結(jié)構(gòu)。

你吃得越多，就會變得越胖。Themoreyoueat,thefatteryouwillbe.

你學(xué)得越多，懂的就越多。Themoreyoustudy,themoreyouknow.

6表示三個或三個以上進(jìn)行比較，其中某一方超過其他幾方面的用“__________________”

如：她是我們班最好的學(xué)生。Sheisthebeststudentinourclass.

比較級用法總結(jié)

二者間的比較：“as+原級+as”

“not(so)+原級+as”

“比較級+than”

“倍數(shù)＋as…as”或“倍數(shù)＋比較級+than…”

the+比較級(of+the+two…)

三者之間的比較：the+最高級+比較范圍

Practice

我們的教室比你們的大三倍。

Ourclassroomisthreetimeslargerthanyours.

Ourclassroomisfourtimesaslargeasyours.

1)Lucy的連衣裙與Lily的一樣漂亮。Lucy’sdressis________________Lily’s

2)這個會議沒上次的重要。Thismeetingis__________________lastone.

1)過去她家是村里最窮的。Herfamily_______________inhervillageinthepast.

2）他是家里兄弟中最年輕的。Heis_____________ofthebrothersinthefamily.

3）Mary比Jenny重兩公斤。Maryis________________thanJenny.

1）在“比較級+than”這一句型中，作為比較對象的成分不能省略：

判斷正誤：在冬天北京比廣州更冷。

Inwinterit’scolderinBeijingthaninGuangzhou.

Inwinterit’scolderinBeijingthanGuangzhou.

2）形容詞比較等級前一般可用much,even,alot,alittle,abit,等狀語修飾，如：

月亮比太陽小得多。Themoonis_____________________thesun.

這本書比那本書厚一點。Thebookis________________thanthatone.

TaskFourTopicWriting

為了推動人們的環(huán)保意識,廣州海洋館將于兒童節(jié)那天免費對外開放,時間從上午9點到下午7點.參觀的地方有海底世界,海洋劇院,北極世界等.參觀券有限,先到先得,而且先到者還有禮物派,越早越好哦.

Lesson4

教學(xué)目標(biāo)：

◆掌握本課重點詞匯、短語、句型及其用法。

◆描述自己的海上經(jīng)歷或難忘經(jīng)歷。

◆運用復(fù)習(xí)的短語、句型進(jìn)行寫作。

PartOneWords

horriblev._________n.________adj._______________________

terrifyn._________adj.________adj._______________________

surviven.____________________忽然，突然___________痊愈___________

尖叫__________sink____________接某人，撿起_________

able(op)._____(_____________)recogniseadj.________

ParttwoPhrases

有一天

突然，忽然

被…覆蓋

靠近，在…附近

朝著…的方向

在那一刻

在…的邊緣

越來越近

以極大的速度

潛入海底

使結(jié)束，得出結(jié)論

沉入…底部

不久之后

最后，最終

撿起，接載某人

PartthreeLanguagePointsinthetext

1.…h(huán)appentosb.某人發(fā)生…

昨天他發(fā)生車禍了．Acaraccidenthappenedtohimyesterday.

happentodosth碰巧做某事

Ithappenedthat…碰巧……

她昨天逛街時碰巧遇到了以前的同學(xué)。

Shehappenedtomeetherformerclassmatewhileshoppingyesterday.

2.Allatonce,theskywascoveredwithdarkcloudsandinlessthanaminutewewereinaterriblestorm.

allatonce　突然間，剎那

剎那，他的名字躍入我的腦海．Allatonce,hisnamecameintomymind.

becoveredwith　被…覆蓋

峨眉山頂終年積雪．ThetopoftheMountEmeiiscoveredwithsnowalltheyearround.

6.ontheedgeof在…的邊緣

不要把杯子放在桌邊，可能掉下來．

Don’tputtheglassontheedgeofthetable;itmayfalloff.

7.atgreatspeed　以很高速度

8.Inoticedthat….我注意到…

我注意到他離開得很早．Inoticedthatheleftearly.

9.tie…to把…系到…

　把狗栓在柱子上．Tiethedogtothatpost.

tieyourshoe-laces系上你的鞋帶

10.Itriedtomakemybrotherunderstand,….

那使我的眼睛很痛．Thatmakesmyeyesache.

11.Asyoucansee,Ididescape.

did在這里起強(qiáng)調(diào)作用,對謂語進(jìn)行強(qiáng)調(diào)。如：

Ididcomehereyesterday.

在祈使句中,也借用助動詞do強(qiáng)調(diào)說話人的祈使語氣。如：

一定記得代我向你媽媽問好。Doremembermetoyourmother.

請來參加我的舞會。Docometomyparty,please.

12.bring…toaconclusion結(jié)束

她以一個有趣的故事結(jié)束談話.Shebroughthertalktoaconclusionwithafunnystory.

13.…carriedmetoanareawheretheotherfishermenwere.

關(guān)系副詞where引導(dǎo)的定語從句

這是我住的地方。ThisistheplacewhereIlive.

Practice:Translatethefollowingsentences:

1他朝著學(xué)校方向跑去了。

2.世界上很少國家承認(rèn)臺灣是獨立的國家。

3在黑暗中，那個黑影嚇了她一跳。她很恐懼以致于尖叫起來。

4.布朗夫婦很幸運能從海嘯（tsunami)中生存下來

六、基礎(chǔ)寫作

[寫作內(nèi)容]

結(jié)合本單元句型，并運用部分重要詞組，表達(dá)以下我的經(jīng)歷：

1．去年十一月部分教師去三亞三日游，我第二次見到大海。(a3-dayholiday,forthesecondtime)

2．我們在海灘上沐浴陽關(guān)，游泳，拾貝殼，照相；（onthebeach,pickup）

3．次日起航去一個海島潛水，風(fēng)大，船顛簸得厲害，發(fā)出尖叫聲；（setsailfor,scream）

4．旅游途中，不少同事被說服買了糖、茶和項鏈；(ontheway,persuadesbtodosth)

5．旅途辛苦但很興奮。（Although…,…）

[寫作要求]

1．只能使用5個句子表達(dá)全部的內(nèi)容；

2．盡量使用本單元的句型，詞組和單詞。

Unit6Design-communicationworkshop教案

Unit6Design-communicationworkshop教案

Teachingaims:

Topractiseusinglinkingwords(sothat)expressingreason

Todesignandwriteadescriptionofyourperfecthouseorflat

Tolistentoandunderstandasong

Todescribeanddiscusspaintingandhouse.

Teachingdifficulties:

Todesignandwriteadescriptionofyourperfecthouseorflat

Todescribeanddiscusspaintingandhouse.

Ⅰbeforeyoustart

Firstaskthestudentstoreadthesentencetogether

Infrontofmyhouse,thereisasmallpondsothatIcanswiminitinthesummer.

Whatdoes“sothat”express?

Showreasonsfordoingsomething.

Dotheexercisetofurtherpractiseusingsothat

Usethenotestowritesentenceswithsothat

ⅡWriting

Stage1vocabularyabouthouses

Designyourhouseorflat.Thinkaboutthesethings:

Encouragestudentstothinkofwordsaboutthehouseasmanyaspossible.

Kindofhouse/flat:traditionalhouses,modernflat,

Materials:brick,stone,concrete,wood,steel,glass.

Rooms:study,dinningroom,kitchen,livingroom,basement,garage,bathroom,balcony.

Location:inthemiddleofforest.,belocatedatthefootofmountain,buildontheriver.

Special:ayardwithabeautifulgarden,thehouseisn’tfarawayfromthesea.

Stage2Useyourideastomakeparagraphplans

Para1:introduction–location/kindofhouse/flat.

Para2:rooms–whatrooms,wheretheyare

Para3:specialfeaturesofthehouse/flat

Para4:conclusion–whyyouwanttolivethere.

Itisnecessarytohavestudentsfirstreadthearticleonpage91

Stage3workinpairs.

Giveyourplanstoyourpartneranddiscussyourideas

Stage4Writethecompositionabouthouseaccordingtotheaboveparagraphs

Talkback

Ingroups,readeachother’sdescriptions.Choosethehouse/flatwiththebestdesign.

ⅢListening

Readthroughthewordswiththeclass

Studentsthenlistentothesongtohearwhichwordsarementioned.

ⅣListeningandspeaking

Listentothedialogue.Whatkindofpaintingaretheytalkingabout?

Listenagain.CompletetheexpressionsintheFunctionFile

ReadtheStrategies

Lookatthepaintingabove.writenotesaboutthesequestions:

ⅤHomework:writing

Writeacompositionaboutyourschool

CommunicationWorkshop教案

英語：Unit1CommunicationWorkshop教案（北師大版必修1）
Teachingaims:
Tolearntherightformofletter
Towriteapersonalletter
Toreadapersonalletterandmatchparagraphsandtopics
Teachingcourse:
ⅠWarmup
T:Communicationisveryimportantinourlife.Weneedtocorporateinourwork,exchangeourideaorourfeeling----everythinginhumansociety.Thinkaboutwhatkindsofcommunicationweneed.
S:bodylanguage,talkbytelephone.Sende-mail,writealetter
T:Thoughtherearemoremodernmeansofcommunication,stillwritinglettersisthoughtagoodwaytoconnectpeople.It’sconvenientandespeciallyforthingspeoplewouldnottosaydirectly.Doyouthinkso?
S:
T:Youaretolearnhowtowritealettertosomebody.Now,first,readtheletterbyWangYingandthentrytowritetosomeoneinEnglish.
ⅡReading
Dotheexercise1.ReadWangYing’sletter.Matcheachparagraphwithoneofthefollowing
areasontoendtheletter
●questionsabouttheotherperson
●informationaboutWangYing’slife
●sayingwhoareyou
Inordertohelpstudentstounderstandthetexttheteachercanaskstudentstolistentothetapethemanswerthefollowingquestions
1.WhomdoesWangYingwriteto?
2.Whenweretheyfriends?
3.Howmanyyearshaven’ttheyseeneachother?
4.FromwhomdidWangYinggetFangLan’saddress?
5.WhatjobdidFangLanwanttochooseinthepast?
6.WhatisWangYingstudyingnow?
Showaslidetoteachstudentstheformofletter
Writealettertosomeone.Followthesteps:
1.Makeaninformationcardaboutwhatyouaregoingtowrite..
1).Aboutthepersonyouarewriting
2).Aboutyourself
Howtowriteaddressontheenvelope(showslides)
ⅢSpeaking
Dotheexercise2
Studentscopythetableintotheirnotebooks
Studentslistentothecassetteandcompletethetable
Playthecassetteagain,pausingforstudentstochecktheiranswer
Dotheexercise3
Playthecassetteagain,pausingaftereachquestionforstudentstowritethequestiondown
Whenstudentshavewrittenthequestions,playthecassetteagainsotheycanmarktheintonationupordown.
ⅣHomework:
Writealettertoyourselvesin20years.Talkaboutanythingyouwantto.Makesurethereisanenvelopalongwith.
Step1Whoareyougoingtowrite?whoareyou?
Step2Questionsabouttheotherperson
Step3Whatareyoudoingnow?
Step4Areasontoendyourletter.
Step5Signoff(bestwishesyourname)