高中教案教案

Unit4Educationalexchanges教案。

Unit4Educationalexchanges

日期:2010年4月23日

:八年級(jí)下冊(cè)第四單元的語(yǔ)法和寫(xiě)作兩部分

:

1語(yǔ)言知識(shí)目標(biāo):

使學(xué)生在具體語(yǔ)境中正確使用thoughalthough。.

使學(xué)生預(yù)測(cè)一個(gè)人在新環(huán)境中遇到的難題并學(xué)會(huì)處理它們。

學(xué)生能夠用英文表達(dá)在這類(lèi)問(wèn)題上給予別人的建議。

2能力目標(biāo):

培養(yǎng)學(xué)生在真實(shí)生活中應(yīng)用thoughalthough的能力.

培養(yǎng)學(xué)生解決獨(dú)自在國(guó)外生活遇到困難的能力。.

培養(yǎng)學(xué)生用英語(yǔ)說(shuō)和寫(xiě)的能力。

3情感目標(biāo):

鼓勵(lì)學(xué)生盡量在課堂上開(kāi)口講英語(yǔ)，并用筆頭表達(dá)自己的意見(jiàn)或建議。

使學(xué)生關(guān)心他人，并學(xué)會(huì)對(duì)別人遇到的難題提出有用的建議。

：though和although的用法。

：學(xué)生用英文（口語(yǔ)和書(shū)面）表達(dá)自己的觀點(diǎn)或建議。

:多媒體平臺(tái)

:

Ⅰ.向?qū)W生呈現(xiàn)本課第一部分的學(xué)習(xí)目標(biāo)。:

學(xué)生學(xué)習(xí)thoughalthough的用法，了解這兩個(gè)詞的相同點(diǎn)和不同點(diǎn)。

Ⅱ.引入第一部分。

向?qū)W生展示姚明的相片，并提問(wèn)相關(guān)信息。

讓學(xué)生用although和though.翻譯三個(gè)有關(guān)姚明的句子。

Ⅲ.語(yǔ)法:Though和although.

列出thoughandalthough的用法并舉例子。

學(xué)生完成A冊(cè)課文55頁(yè)練習(xí)A。

學(xué)生完成A冊(cè)課文56頁(yè)練習(xí)B。

Ⅳ.向?qū)W生呈現(xiàn)第二部分的學(xué)習(xí)目標(biāo)。

學(xué)會(huì)解決一些獨(dú)自在國(guó)處生活會(huì)遇到的難題。

學(xué)會(huì)給別人建議，并用英語(yǔ)表達(dá)出來(lái)。

Ⅴ.引入。

用姚明初到美國(guó)時(shí)作為例子，讓學(xué)生自由發(fā)言他可能會(huì)遇到什么困難。

Ⅵ.寫(xiě)作：寫(xiě)一封建議信

頭腦風(fēng)暴：能過(guò)問(wèn)學(xué)生以下問(wèn)題引入本部分的主題：李潔在英國(guó)會(huì)遇到什么樣的困難？

學(xué)生瀏覽Simon寫(xiě)給李潔的信并把段落和相應(yīng)的關(guān)鍵詞連起來(lái)。

學(xué)生認(rèn)真閱讀信件并完成A冊(cè)59頁(yè)A2的練習(xí)。

學(xué)生根據(jù)中文提示給Sophie寫(xiě)一封建議信。學(xué)生動(dòng)手寫(xiě)前，老師引導(dǎo)先進(jìn)行口頭表述。

Ⅶ.作業(yè)布置：

《導(dǎo)航》P63-64

《No.38英語(yǔ)周報(bào)》Languagewriting

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Module4Unit4AvisittotheSpaceMuseum教案

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Module4Thenaturalelements
Unit4AvisittotheSpaceMuseum
1
Languagefocus:
Usingnouns/nounphrasetoidentifypeople,animals,events,objectsandactivites.
e.g.planet,Earth.
Usingdefinitearticlestorefertoacosmicobject.
e.g.theSun.
Usingthepresentcontinuoustensetodescribeanactiontakingplaceatthetimeofspeaking.
e.g.MissGuoandherstudentsarewatchingaslideshowintheSpaceMuseum.

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Useappropriateregisterswhenspeakingtofamiliarinterlocutorssuchasteachersandpeers.
Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.Maintainaninteractionbyaskingandrespondingtoothers’opinions.
Reading
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.
Materials:
Student’sBook7Bpage82
Workbook7Bpage45

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.AskstudentsiftheyhavebeentotheSpaceMuseum.AskthemwhattheysawattheSpaceMuseum.InvitestudentstotelltheclassabouttheirexperiencesattheSpaceMuseum;whattheysaw,whattheydidandwheretheywent,etc.
2.Askstudentswhattheyknowaboutthesolarsystem.Askthemquestionslike:Howmanyplanetsarethereinoursolarsystem?Whataretheirnames?
3.Introducethenamesofthenineplanetstostudents.Makesurestudentscanpronounceandspellthenamescorrectly.
4.Studentsworkinpairstowritethenamesoftheplanetsinthecorrectorder;startingfromtheplanetclosesttotheSuntotheplanetfarthestfromtheSun.Getstudentstodiscussinpairs.
5.Whenstudentshavecompletedthetask,haveafewpairsgivetheiranswerstotheclassandthewholeclasscheckstheanswerstogether.
6.Studentsworkingroups.Inviteeachgrouptochooseaplanetinthesolarsystemtheywouldliketoknowmoreabout.Encouragestudentstogotolibrarytofindoutsomeinformationontheirchosenplanet.Askstudentstosharetheirfindingsinclass.

Consolidation
Workbookpage45

2
Languagefocus:
Usingadjectivetomakecomparisons.
e.g.Jupiteristhelargestplanetinoursolarsystem.
Usingprepositions/prepositionalphrasestoindicateposition/place/direction
e.g.WhichistheclosestplanettotheSun?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.
Listenforspecificinformation.
Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.Openaninteractionbyelicitingaresponsebyaskingquestionsorprovidinginformationonatopic.Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Recognizerecurrentpatternsinlanguagestructure.

Materials:
Student’sBook7Bpage83
Cassette7Bandacassetteplayer
Workbook7Bpage46

Preparation:
Cuethecassette.
Pre-taskpreparation
1.Reviewthecomparativeadjective:largest,longestandsmallestwithstudents.Introduceothercomparativeadjectivestostudents,e.g.closest,farthest,hottest,coldest,shortest.Youmayusepicturestoconveythemeaningofthewordstostudents.Makesurestudentknowtheformoftheadjectives,themeaningandthepronunciation.
2.Playtherecording:Read,thinkandwrite.Studentlistenandfollowintheirbooks.

Consolidation
GrammarPracticeBook7Bpage1

3
Languagefocus:
Usingrelativeclausetodescribepeople.
e.g.Ineedsomeonewhocandosomeimportantexperiments.
Usingnouns/nounphrasestoidentifypeople,animals,events,objectsandactivities.
e.g.authors,pilots,nurses,doctors

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduselanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Recognizethepresentationofideasthroughheadings,paragraphing,spacing,italics,boldprintandpunctuation.
Scanatexttolocatespecificinformationbyusingstrategiessuchaslookingatheadingsandrepeatedwords.

Materials:
Student’sBook7Bpages84and85
Workbook7Bpage47.

Pre-taskpreparation
Languagelearningactivity
(Thissectionaimsatprovidingstudentswithopportunitiestopractisethelanguage/vocabularyneededorbecomefamiliarwiththebackgroundforthetaskthatfollows.
1.Reviewthedifferentoccupationsonpage84oftheStudent’sBookwithstudents.Makesurestudentsarefamiliarwiththemeaningandpronunciationofthewords.
2.HavestudentslookatReadandthink.Studentsaretoworkindividually.Askthemtoplantheirjourneysintospacebyselectingthemostappropriatecrewmembers.Studentshavetodecidehowmanypeopletoallocateforeachtypeofjobandwhotheyaregoingtotakewiththemontheirjourneys.

3.Whenstudentshavefinishedselectingtheircrewmembers,askafewstudentstobrieflyexplaintheirselectiontotheclass.

Consolidation
GrammarPracticeBook7Bpage72
Workbookpage47

4
Languagefocus:
Usingadjectivestodescribepeople,animals,objectsandconditions.
e.g.British,American,Korean,Italian.
Asking‘Wh-’and‘How’questionstofindoutvariouskindsofspecificinformationaboutaperson,objectoranevent.
e.g.Howmanypilotshaveyouchosen?/What’shis/hernationarlity?
Usingconnectivestogivereason.
e.g.…Iprefer…to…because…

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statements,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Openaninteractionbyelicitingaresponse.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.

Materials:
Student’sBook7Bpage85
Workbook7Bpage48
PicturesorPhotographsofpeopleofdifferentnationations.

Preparation:
Bringpicturesorphotographsofpeopleofdifferentnationalitiestoclass.

Post-taskactivity
Workbookpage48

Consolidation
GrammarPracticeBook7Bpages73to74

5
Languagefocus:
Usingimperativesanddirections.
e.g.WriteareportaboutyourvisittotheSpaceMuseum.
Usingmodalstomakeanofferorinvitation.
e.g.Wouldyourecommendthisvisittoyourschoolmates?

Languageskills:
Listening
Recognizedifferencesintheuseofintonationinquestions,statement,commands,andrespondappropriately.Understandthespeaker’sintention,attitudeandfeelingsthroughhis/herchoiceanduseoflanguage,gesturesandfacialexpression.
Speaking
Useappropriateintonationandstress,andvaryvolume,toneofvoice,andspeedtoconveyintendedmeaningsandfeelings.
Maintainaninteractionbyacknowledging,agreeingordisagreeing,replying,askingquestions,addingorgivingexamples,explainingandusingformulaicexpressionswhereappropriate.
Reading
Readwrittenlanguageinmeaningfulchunks.
Understandtheconnectionbetweenideasbyidentifyinglinkingwordsorphrases.
Writing
Developwrittentextsbyusingbasicnarrativestructurethatcomprisessetting,characters,eventsanddialoguewhenwritingaboutrealandimaginaryexperience.
Reviseandeditdraftsbysharingworkwithteachersandclassmatesandrespondingpositivelytotheirsuggestionsonideasanduseoflanguage.Writeoutopieceofworkbypresentingwritingusingappropriatelayoutandvisualsupportincludingillustrations,tables,chartswherenecessary.
Materials:
Student’sBook7Bpage86
Cassette7Bandacassetteplayer.
Photocopiablepage85

Preparation:
Cuethecassette.MakeacopyofPhotocopiablepage85foreachstudent.

Consolidation
GrammarPracticeBook7Bpage76
Photocopiablepages77to81.

Unit 4 I used to be afraid of the dark 教案4

Unit4Iusedtobeafraidofthedark教案

一.本周教學(xué)內(nèi)容：

[話(huà)題](Topic)Howwehavechanged

[重點(diǎn)詞組](KeyPhrases)

1.intheend最后,終于2.makeadecision下決定

3.toone’ssurprise令某人驚奇的事4.beafraidof害怕

5.beterrifiedof害怕6.withthelighton燈開(kāi)著做…

7.worryabout擔(dān)心8.chewgum嚼口香糖

9.thesedays目前，如今10.not…anymore不再

11.usedtodosth.過(guò)去經(jīng)常12.beinterestedin對(duì)…感興趣

13.beontheswimteam是游泳隊(duì)成員14.chatwithsb.同……聊天

15.stressedout憂(yōu)慮不安的16.beusedto習(xí)慣于…

[交際用語(yǔ)]

1.IusedtobeshortwhenIwasyoung.

我年輕時(shí)個(gè)子很矮。

2.—Didyouusetohavestraighthair?

你過(guò)去是直發(fā)嗎？

—Yes,Idid.是的。

3.—Didyouusetoplaythepiano?

你過(guò)去彈鋼琴嗎？

—No,Ididn’t.不，我不彈。

4.Iusedtobeafraidofdark.

我過(guò)去害怕黑暗。

5.I’mterrifiedofthesnakes.

我害怕蛇。

6.—Didyouusetobeafraidofbeingalone?

你過(guò)去害怕獨(dú)自一人呆著嗎？

—Yes,Idid.是的，我怕。

7.Iusedtowalktoschool.

我過(guò)去走著上學(xué)。

[重點(diǎn)難點(diǎn)釋義](LanguagePoints)

1.“主語(yǔ)+usedto+動(dòng)詞原形+其它”。在這個(gè)句型結(jié)構(gòu)中usedto的含義為“過(guò)去常?！?。表示過(guò)去的習(xí)

慣，暗示現(xiàn)在已無(wú)此習(xí)慣，請(qǐng)看圖：

Dave在過(guò)去幾年中一直在factory（工廠）中工作，但現(xiàn)在他在Supermarket（超市）中工作，所以Dave

usedtoworkinafactory.隱含的意思是：Daveworkedinafactorybeforebuthedoesn’t

work

therenow.

如果用時(shí)間軸表示的話(huà)，應(yīng)該是這樣的。

2.我們可以說(shuō)Iusedtowork…/Sheusedtohave…/theyusedtobe…等等，也就是說(shuō)used這個(gè)詞沒(méi)

有人稱(chēng)的變化，to后面接動(dòng)詞原形。

usedtobe

work

have

playetc.

請(qǐng)看例句：

?WhenIwasachild,Iusedtolikechocolate

?IusedtoreadalotofbooksbutIdon’treadmuchthesedays.

?Lizhasgotshorthairnowbutitusedtobeverylong.

Liz現(xiàn)在梳短發(fā)，但以前她是長(zhǎng)發(fā)。

?Theyusedtoliveinthesamestreetasus,soweoftenusedtoseethem.

Butwedon’t

seethemveryoftenthesedays.

他們過(guò)去和我們住在同一條街道，所以我們經(jīng)常能看見(jiàn)他們，但現(xiàn)在我們不能經(jīng)常見(jiàn)到他們了。

?Annusedtohaveapiano,butshesolditafewyearsago.

Ann過(guò)去有一架鋼琴，但幾年前她把鋼琴賣(mài)了。

usedto的否定形式是Ididn’tuseto….

?WhenIwasachild,Ididn’tusetoliketomatoes.

當(dāng)我還是個(gè)孩子時(shí)，我不喜歡西紅柿。

問(wèn)句形式是didyouuseto…?

?Wheredidyouusetolivebeforeyoucamehere?

當(dāng)你來(lái)這兒之前你住哪兒？

3.usedto這個(gè)詞組只用于講述過(guò)去，我們不能用useto來(lái)講述現(xiàn)在

?Iusedtoplaytennis.ThesedaysIplaygolf.

（不說(shuō)Iusetoplaygolf.）

?Weusuallygetupearly.

（不說(shuō)Weusetogetupearly）

二、anymore

我們用anymore來(lái)表示情況或活動(dòng)的變化。（Weuseanymoretoshowachangeinasituationor

activity.）

?SheusedtoliveinNewYork,butshedoesn’tlivethereanymore.

如果動(dòng)詞（或動(dòng)詞短語(yǔ)）相同，則第二個(gè)動(dòng)詞可省略。（IftheSecondVerbphrasehasthesame

verb,youcanomitit.）

?SheusedtoliveinLondon,butshedoesn’tanymore.

anymore可不與usedto連用（Youcanuseanymorewithoutusedto）

?Shedoesn’tliveinNewYorkanymore.

anymore只能和否定詞連用

?Wedon’tgothereanymore.

?Theynevertalktomeanymore.

?Noonelikeshimanymore.

三、still

我們用still來(lái)說(shuō)明某人或某物沒(méi)有變化。（Usestilltoshowthatsomethingorsomeonehasnot

changed）

ShestilllivesinMexico.

still應(yīng)放在主要?jiǎng)釉~前面（Usestillbeforethemainverb）

HestilllivesinNewZealand.

still應(yīng)放在be動(dòng)詞后面。

Heisstillcrazyafteralltheseyears.

still應(yīng)放在像can,may,should這樣的助動(dòng)詞之后

Shecanstillplaythepiano.

四、頻率副詞

頻率副詞（如always）在句中位置不同。（Adverbsoffrequencycanappearindifferent

positionsinasentence.）

它們的位置應(yīng)是：在主要?jiǎng)釉~之前，在be動(dòng)詞之后，在助動(dòng)詞（will,can,have等）之后，在usedto

之前。

?Iusuallygetupatsix.

?Youwererarelyhappy.你很少高興。

?Youwillsometimeshearfromthem.

?Ihaveseldomspokentoher.

?Theyneverusedtodance.

?Healwaysusedtocallher.五、詞語(yǔ)辨析

1.usedto和would

①u(mài)sedto和would都可表示過(guò)去的習(xí)慣或行為，?？蓳Q用。

Whenwewerechildrenweusedto/wouldgoskatingeverywinter.我們小時(shí)候每年冬天都去滑

冰。

②usedto含有較強(qiáng)的“今昔對(duì)比”的含義，而would無(wú)此含義

IdonotswimsooftenasIusedto

我不像過(guò)去那樣常游泳了。（不能用would代替）

Hewouldsometimesworkintothenight.

以前他常工作到深夜。（不表示現(xiàn)在他不工作到深夜）

③用would時(shí)，有時(shí)應(yīng)有時(shí)間狀語(yǔ)來(lái)加以限制，而usedto則可無(wú)時(shí)間狀語(yǔ)

HewouldgotoseeMothereveryvacation.

（那時(shí)）他每個(gè)假期去看望媽媽

Heisn’twhatheusedtobe.他不再是過(guò)去的他。

2.usedtodo和beusedtodoing.

①beusedto是“習(xí)慣于”某一客觀事實(shí)和狀態(tài)，不強(qiáng)調(diào)動(dòng)作，to是介詞，后面接名詞或動(dòng)名詞，

如：

Iamusedtotheweatherhere.

我已經(jīng)習(xí)慣于這里的天氣了。

Heisusedtohardwork.他習(xí)慣于艱苦的工作。

②get（或become）usedto指的是從不習(xí)慣到習(xí)慣這一過(guò)程的轉(zhuǎn)變，另外，它往往包含著克服困難去適

應(yīng)的意思。

如：Youwillsoongetusedtotheweatherhere.

你會(huì)習(xí)慣于這里的天氣的。

Intheend,Igotusedtodoingthehardwork.

最后，我終于習(xí)慣干苦活了。

［單元課文重點(diǎn)分析］

1.I’montheswimteam.(SectionA2b)

我是游泳隊(duì)成員。

類(lèi)似的說(shuō)法還有：I’monthesoccerteam或Iplayonthesoccerteam.

2.Peoplesurechange.(SectionA2b)

人們的確是要變的。

sure在這里為副詞。

如：Itsurewascold.天氣確實(shí)很冷。

3.Areyoustillafraidofthedark?

I’mterrifiedofthedark.

（SectionA3b）

afraid的詞組有beafraidofsth害怕某物

如：She’safraidofdogs.

He’safraidofseeingstrangers.

在口語(yǔ)中也說(shuō)I’mafraidhe’soutatthemoment.

我想他現(xiàn)在出去了。

beterrifiedofdoingsth是個(gè)同義詞組。

如：I’mterrifiedofbeingalone.

我害怕獨(dú)自一人呆著。

4.Igotosleepwithmybedroomlighton.(SectionA3b)

我把臥室的燈開(kāi)著睡覺(jué)。

with的短語(yǔ)表方式

5.課文SectionB3a難點(diǎn)

5.thesedays

“…butthesedaysIgetupearlyandstayinschoolallday.”

thesedays是個(gè)詞組，意思是“現(xiàn)在，這幾天”

Yourson’stroubleisverycommonthesedays.

你兒子的毛病現(xiàn)在是極常見(jiàn)的。

6.right

ThenIgorighthomeandeatdinner.

right在這里是副詞，意為“直接地”。

如：Thewindblewrightinourfaces.

風(fēng)迎面吹來(lái)。

7.haveto

butnow.Ihavetostudy.

haveto意為“必須”側(cè)重于客觀上的必要。

其句型為have(has)to+動(dòng)詞原形

如：Wehavetoleavenow.

HehastoworkonSunday.

IhadtodomyhomeworklastSunday.

8.hardlyever.

Thesedays,Ihardlyeverhavetimeforconcerts.

hardlyever=veryseldom.很少

Hehardlyevergoestobedbeforemidnight.

他很少在午夜以前就寢。

9.miss

Ireallymisstheolddays.

①miss在這里為“懷念”的意思。

HowhemisseshismotherwhilesheisawayinLondon!

他媽媽在倫敦期間，他多么想念她??！

②此外miss還有“缺”的意思。

I’mafraidthatJimwillmissalotofhislessons.

恐怕Jim會(huì)缺很多課。

③錯(cuò)過(guò)

Imissedcatchingthe2：15train.

我未趕上2點(diǎn)15分的火車(chē)。

④missing失去的，缺少的，不在的，失蹤的。

Theyarelookingforthemissingchild.

他們?cè)趯ふ沂й櫟暮⒆印?/p>

10.Itseemsthat…(Selfcheck)

ItseemsthatYuMeihaschangedalot.

Itseemsasifhewouldrecover.

看來(lái)他好像會(huì)康復(fù)的。

Itseemedthatthedaywouldneverend.

那天好像沒(méi)有盡頭似的。