UNIT5高一英语教学教案

UNIT5高一英语教学教案（共5篇）

UNIT5高一英语教学教案 篇1

题目：Unit 5 Silver Screen

科目：英语

授课老师：xxx

授课班级：高 一(七)、(九)

课时数：6(+1测验)教案

相对应授课日期：10 月25号――11月1号

日期：10月24号

电子教案设计老师：xxx

Teaching Plan for Unit 5

1 .Teaching goals and Learning goals:

Language skills:

①Talk about films, famous actors and directors

② Practise making comments and giving opinions

③Learn to write about a film Language knowledge:

①Vocabulary: silver screen, drama, play role, actress get married, grow up, degree, in the beginning, make money, live with sb. , stepfather, director, make sb. famous, short film, script studio, career, take off, blockbuster, creature, outer space, make friends with, adult, cut…into pieces, dinosaurs, go wrong, follow-up, cruelty, win over, owe…to…, moving, stay away, take… place, run after, escape, lock, afford, fail, on air, together with, not just…but also

②Patterns:*She went to New York, where she started working as an actress. *She won her first Oscar as Best Actress. *This film quickly made him famous. *This was a film in which Spielberg used real actors instead of toys. *Many people who saw the film were afraid to swim in the sea when they remembered the scenes in which people were eaten by the shark. *He owes much of his success and happiness to his wife and children. *The reason why he could not go there was that his grades were too low.

③grammar*关系副词when, where, why引导的定语从句。 关系副词when, where, why引导定语从句，在从句中分别作时间、地点或原因状语。关系副词的意思相当于“介词+which结构”，其用法分类列类如下：

关系副词

被代替的先行词

从句中的`作用

when(=at, in,on,during which)表示时间的名词时间状语where(=in,at which)表示地点的名词地点状语Why(=for which)只有reason原因状语*由介词+关系代词(who, that, which)引导的定语从句。当关系代词whom或which在定词从句中用作介词宾语时，介词可放在whom或which之前，也可放在从句中原来的位置上。即放在从句的动词之后;由不及物动词构成的短语动词一般不可拆开，必须连用，如关系代词省略，则介词必须与从句中的动词连用，不能拆开。关系代词that作介词的宾语时，介词一定不可位于that之前。

④Useful spoken English *How do you feel about the story? *Steven Spielburg is one of the top directors in the film industry. *Zhang Yimou’s film “Not One Less” tells a simple but moving story. *After high school, Meryl went to study at a famous drama school. *Speed quickly made Keanu Reeves famous.

2 .Teaching plan in sequence:

Hour One warming up, listening and speaking (Homework: preview “reading” Hour Two Reading (Homework: Recite Par 1―2) Hour Three Reading (Homework: p110―111,grammer,p182) Hour Four Language study (Homework: P112(3) Hour Five Integrating skills (Homework: P112―113 integrating skills) Hour Six Work book, listening, talking, writing (Homework: Write about a film) Hour Seven Test Hour One

Step One Warming up (12 minutes)

Step Two Listening (13minutes)

Step Three Speaking (15 minutes) Warming up Questions by teachers:

(1)What can you see in Picture One? (On the beach, a girl and a strange man are carrying some pieces of wood, The man looks half human and half alien)

(2)Do you know which movie is picture two from ? What is happening? (It’s from the movie called Jurassic. The dinosaur has escaped from its cage and is hunting for food. The men were scared greatly …)

(3)Have you seen the movie produced by Disney company? Can you say something about Mulan?) (The story is from a Chinese historical story. Mulan is a daughter of a general. She goes to fight the enemy instead of her father. She has to pretend to be a male soldier since women are forbidden to join the army.)

(4)Can you recognize the pretty actress? (Zhang Manyu is a well-known Hong Kong actress. “Hero” is directed by Zhang Yimou. It succeeds both in commerce and in movie art) Listening：Play the tape, play again when it is needed.

Help students understand the following expressions.

(1)interview

(2)leading part

(3)studio

(4)Melbourne

(5)How did that come about?

(6)Dream Machine Ask Ss individually to fill in the blanks. Teachers can go to P102 of the teacher’s book for help Speaking：Play the tape. Ask Ss to read by themselves Ask Ss do role play in small groups: They can use the expressions in the box on Page 30. if time permits, ask some of them to demonstrate Homework: vocabulary p 110―p 111 Hour Two

Step One : Check the homework in class orally

Step Two: Pre-reading Questions by teachers

(1)What kind of movie will you make? (fiction film, fantasy film, animation film, historical film)

(2)Which one would you like to become? An actor/actress, producer or director?

(3)If you are a director what actors/actress will you choose? (Ask them to use imagination)

Step Three：

(1)Play the tape and Ss books closed

(2)Ss read the material freely

(3)Ss look for the general information for each paragraph with the help of the teacher The general idea for each paragraph:

Paragraph 1: yearsEvents1946Spielberg was born in a small town1958He made his first real film with real actors 1959He won a prize for a short film1962He made film called Fire light

UNIT5高一英语教学教案 篇2

1. quality

『用法指南』

1) n. 质量，品质。性质

2) n. 属性，特性，特征

【典型例句】

This new model is of high quality and is not expensive either.

I prefer quality to quantity.

Kindness is his best quality.

One quality of sugar is that is sweet

『拓展』

1.) quality of leadership 领导才能

2) material of high/ poor / low quality 优质/劣质/质量很差的材料

『类比延伸』

1) characteristic 特色，特性，典型

Kindness is one of his characteristic.

A characteristic of the camel is its ability to live for a long time without water. 骆驼的特点事不喝水也能活很长时间。

2) feature 特征，特色

3) quantity 量; 数量

4) character 特点

『过关练习1』

1) This shirt is made of cloth of a poor ____

A. quality B. feature C. quantity D. characteristic

2) He proved himself a true gentleman and beauty of his ____ was seen as its best when he worked with others. (上海)

A temper B. appearance C. talent D. character

3) We should keep the fine ___ of the working people.

A. quality B. quantity C. qualities D. feature

用quality 和quantity的正确形式填空。

3)Vicky has all the ___ of a good manager

4) The photos are of poor _____.

5) Tom drank a small ____of water.

2. willing

【用法指南】

adj. 帮助的，乐于。。。的= be ready /eager to do sth.

【典型例句】

Are you willing to help

Are you willing to accept responsibility? 你愿意承担责任吗?

【类比延伸】

1) willing 指对于别人的建议和要求迅速并高兴的同意。如：

The first requisite of a good citizen is that he shall be able and willing to pull his weight.

成为一个好公民的第一个要求事他能够并且乐意努力做好其分内的工作。

2) voluntary指没有强迫，自愿选择的活动。

She is a voluntary worker at the hospital.她是这家医院义务服务的。

『过关练习2』

1) I _____ that I have hurt her , but that’s not my real meaning

A. willing to admit B. an willing to admit

C. am willing to admitting D. willing to admitting

用willing / will/ wish填空

2)They are _____ workers.

3) Where there is a _____ , there is a way.

4) she wanted a new bike for Christmas and she got her _______.

5) I’m quite _____ for your brother to join us.

6) Our ______ for better time has come true.

3. fight

【用法指南】

1) vi. 打仗;战斗(常与with/ against连用); 打架

2) vi. 争论

3) n. 战斗;打架;争论

【典型例句】

People often have to fight for their liberty.

人们往往不得不为自由而战

We must fight the government’s education policy.

(比喻)我们必须同政府得教育方针进行斗争。

The boxer has fought many opponents.

该拳手已与许多拳手交过锋

The two boys had a flight.

【拓展】

fight for … 为争取。。。而斗争

fight …against 为反对。。。而斗争

fight … with… 为反对。。。而斗争/ 和。。。并肩作战

fight with sb. about / over sth. 因某事和某人吵架

fight one’s way (out) 打出一条路来;艰苦奋斗

【类比延伸】

1) fight 在表示“斗争”的意思，包含含体力和勇猛的因素

2) struggle 在表示“斗争”的意思时，指肉体和精神上的搏斗包含着“奋力挣扎”的因素。如：

The soldiers fought bravely in the battle.

they struggled against poverty.

『过关练习3』

1) “We are fighting _____ an end to slavery , we won’t stop our fight ____ slavery until all slaves _____”, said Abraham Lincoln

A. for ; against ; set free B. for ; for; will be set free

C. against ; against; are set free D. for ; against; are set free

2) Two dogs ______ a bone , and a third dog ran away with it.

A. fought with B. fought against C. fought for D. fought to

3) The doctor have ____ a long battle ____ his life.

A. fight ; to saving B. fought ; to save

C. fight ; to saving D. fight ; to save.

4) we will have to ______ difficulties

A. fight for B. fight against C. fight with D. fight about

4.fear.

『用法指南』

1) n. 害怕，恐惧;担心;顾虑

2) vt.惧怕，害怕，担忧

『典型例句』

She has a great fear of fire 她极怕火

There is no fear of his getting any injury. 他不会受伤得

I fear that you’ll be late if you don’t go now.

如果你现在不走的话， 我担心你会迟到。

【拓展】

1) for fear of (doing) 唯恐

2) for fear (that) 唯恐;以免发生

3) in fear of sb./sth 处于害怕某人或某物的状态

4) I fear 很抱歉我必须说，恐怕(报告坏消息时使用)

『类比延伸』

1) fright 强调由于受到骤然的震惊而表现出的“惊怕”

2) fear 不管用作名词还是动词，基本上有两个含义，即“怕”或“担心“， 但口语中多于用be afraid of

3) be afraid of 后可跟名词或动名词;be afraid of 后可跟动词不定式，此时的含义是“怕“或”不敢“， be afraid后接可跟that从句，其含义是”恐怕“

I wasn’t afraid of the car. I was afraid of the driver.

I’m afraid I didn’t see the speed limit, officer, I must have been dreaming. 恐怕我没有看见限速标志，警官。 我一定思想开小差了。

『过关练习4』

1) I _____ that they must have set off.

A. frighten B. afraid C. surprise D. fear

2) We ____ at the sight of the long snake and didn’t dare to go forward

A. feared B. frightened C. were afraid of D. were frightened

3) He got to the station early, _____ missing his train. (江苏)

A. in case of B. instead of C. for fear of D. in search of

完成句子

4) The teacher refused to have his daughter in his class , ____ showing favour to her(恐怕会)

5) we spoke in whispers ____ we might wake the baby. (以免)

6) The chief went ____ constant ____ discovery (担心)

8) - Are we going to be late?

-- __________________. ( 恐怕会是如此)

Part two: phrase

1.get along

【用法指南】

1) 指人及活动进展

2) = get on 指(人)相处融洽

3) 继续，过下去

4)指(人)走开

【典型例句】

How is your work getting along? 你的工作进展如何

Do you get along well with your aunt? 你与你姑母相处得好吗?

We can get along without your help. 没有你的帮助我们也能行

I have to be getting along now. 我现在地走了。

【拓展】

get along with 进展， 过日子和。。。相处。。。

get away (from) 逃走，避免，摆脱

get back 回来

get down 降下

get down on one’s knees 跪下

get down to (doing) sth. 开始干某事

get in a word 插话

get in one’s way 挡路

get in touch with 与。。。联系

『过关练习1』

1) – The boss said we had only three days to finish the work.

-- Don’t worry. We have already ____ two thirds of it. (四川)

A. got down B. got through C. given in D. given away

2) Many gifted students ___ poorly in school because they found school unchallenging and as a result lost interest.

A. worked on B. got on C. lived on D. carried on

3) His idea of having weekly family meals together, which seemed difficult at first, has ____ many good changes on their lives.

A. got through B. resulted from C. turned into D. brought about

2. out of work

【用法指南】

out of work= out of a job

【典型例句】

My husband is out of work.

He has been out of work for a year.

【拓展】

out of breath 气喘吁吁

out of control 失控

out of date 过时

out of patience不耐烦

out of sight 看不见

out of hearing 听不见

out of business破产

out of action 失去作用

out of problem 毫无疑问

out of the problem 绝不可能

『过关练习2』

1) He ____ a week ago .

A. has been out of work B. has been out of job

C. lost his job D. has been jobless

2) He got through so much work in an hour, ____ breath.

A. under his B. below his C. without D. out of

3) Tony couldn’t keep pace with the others as they marched along. He stood often out off ____.

A. orders B. sight C. mind D. line

4) Much of the information in this book is now _____. Could you show me another one?

A. out of date B. out of the date C. old D. up to date.

5.) The children have been playing with my hat – they’ve knocked it out of _____.

A. shape B. size C. control D. line

3. come to power

【用法指南】

come to power= come into power(开始)掌权，上台

[典型例句]

Before long he came to power

【拓展】

come about 发生

come across 遇见

come along 一起来，过来

come back 回来

come back to life 复活，苏醒

come back to one’s mind 回忆起某事

come into effect 生效

come into use 开始使用

『过关练习3』

1) Please tell me how the accident _____. I am still in the dark. (2005江西)

A. came by B. came upon C. came to D. came about

2) The dictionary is being printed and it will soon ____.

A. turn out B. come out C. start out D. go out

3) It has been five years since the party_____, Many people wonder whether it will stay on.

A. has come to power B. came to power

C. has been in power D. in power

4. put sb. in / into prison

【用法指南】

将某人关进监狱

【典型例句】

she went t the prison to see her husband who was put into prison last month.

【拓展】

1) be in prison被监禁(表状态)

go to prison 入狱

send/ take sb. to prison 将某人关入监狱

cast / throw sb. into prison 将某人投入监狱

escape from prison 越狱

3) put away 拿开，放好，把。。。收起来;积蓄

put back 放回(原处)， 推迟

put down 放下，记下;镇压

put forward提出(计划)

put into practice 实行，付诸实施

put off 推迟，延迟

『过关练习4』

1) _____ to use in the 1990’s , this machine made great contributions to the rapid development of our company.

A. Putting B. Put C. Having put D. Being put

2) You can take anything from the shelf and read, but please ____ the books when you’ve finished with them(2004全国)

A. put on B. put down C. put back D. put off

3) The pickpocket ____ last year.

A. was sent to the prison

B. was sent to prison

C. has been sent to prison

D. was sent to the prison

4) We have to ____ her bad temper.

A. put up B. put into practice

C. put up with D. put off

Part three： Structure

1. We first broke the law in a way which was peaceful ; when this not allowed… only then did we decide to answer violence with violence.

【句型概括】

1) in a way which was peaceful= in a peaceful way, which引导了一定语从句，先行词是way.

2) only 位于句首，修饰副词、介词短语或状语从句时，主句采用部分倒装的语序。

【典型例句】

Only in a large city was it possible to buy a new wheelchair.

Only when the war was over in 1949 was he able to get back home.

『拓展』

部分倒装还有：

1. 否定副词如no, not , never, seldom, little, hardly,以及含有 no, not的短语放在句首时，句子要部分倒装。如：

Never in my life have I heard such a thing

Little did we expect that he could come

Not a single word did he say at the meeting

2) 以否定词开头的关联结构：No sooner… than ; Hardly…/

Scarcely … when … ; Not only… but also… ; Not until… 如：

Not until late in the evening did he come back.

『过关练习1』

1) Only after my friend came ____ ( 2005福建)(

A. did the computer repair

B. he repair the computer

C. was the computer repaired

D. the computer was repaired

2) I failed in the final examination last term and only then ____ the importance of studies. (2004重庆)

A I realized B. I had realized

C. had I realized D. did I realize

3) Only after you have reached eighteen_____ the army.

A. you can join B. you can join in

C. can you join D. can you join in

4) Only when the war was over _____________ to his hometown.

A. did the young soldier return

B. the young soldier returned

C. returned the young soldier

UNIT5高一英语教学教案 篇3

(2)单复数的比较，如：goodgoods，spirtspirts，woodwoods。

(3)同音词的比较，如：rightwrite eyeI

(4)词的阴阳性的比较如：actoractresshosthostess

通过正确理解单词的本义、引申义和比喻义等。如：second是“秒”，它来源于古代的六分法，分，秒，它是二次划分，因此second也是“第二”，进一步引申，还可理解为“辅助”，用这种方法特别适合那些一词多义的词。

记忆单词最好不要孤立地记，尽可能地和有关的东西联系来记。

(1)联系所学文章的大概意义，联系上下文。

(2)联系短语和搭配。

英语单词怎么记忆好

高中英语单词要适当结合文章来记忆，因为背单词的目的就是为了应用，这样不仅有利于记忆英语单词，还有助于理解单词的用法，更加有助于记忆。每天坚持读几篇文章，最好找历年的高考真题来练习记忆，不要死扣模拟题，因为高考的知识点就那么多，你把高考的真题吃透了，就相当于你在慢慢掌握高考英语的考点。把不会的单词写下来，每天都看几遍文章，并且做到温故知新，就是每天看几遍新英语文章，把昨天看的在看一遍，这样你不知不觉之间，词汇已经记下来了。

7B牛津英语unit5教案 篇4

Teaching aims and demands:

New words：ability , Superdog , fly , careful , collect elderly

Teaching methods: task-based approach

Teaching task: 1 to revise vocabulary about helping people in the community

2 to generate ideas about ways to care for and help others

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk to students about Superman . Guide students to understand the meanings of “can” and “can’t” .

二 Main task

1 Ask for suggestions of some typical ways students help you , the school , the community and others . Write the words ‘ everyday hero’ on the board and then brainstorm situations in which students can be helpful .

2 Ask students to look at the pictures on page73 . Explain the context . Check understanding of the words “ planting , clean up , elderly “ . Then ask students to read descriptions a-f and de the task .

3 Check answers with the class .

4 Ask students to look at the pictures and statements and consider how often they engage in the activities . ask them to respond using the words “ regularly / sometimes / never “ .

5 Do a class survey . then fill in the following form .

activities always usually often sometimes never

Helping old men

Planting trees

三 Exercises :

练习一Welcome to the unit

一、词汇

1 Thank you for （bring） me presents and cards .

2 He is a (细心的)boy .

3 I saw a lot of smoke (come) from next door .

4 I poured some water over my jacket . That’s what I did for my (safe).

5 Fire can be very (danger) .

6 It is important to be (care) with fire .

7 Children should not play with (match) .

二、翻译句子

1 我们可以为希望工程捐款。

We can for .

2 她是一位细心的学生，课堂上她总能认真听讲。

She is a student . She always to the teachers .

3 少先队员们为老人们一周两次打扫房间。

The Young Pioneers the rooms for twice a week .

4 七年级一班的学生将去河边植树。

The students of Class1Grade 7 near the river .

5 李平经常帮助老人。

Li Ping often .

6 他经常在车上让座。

He often someone on the bus .

7 他正在为希望工程筹集东西。

He is Project Hope .

8 你们这星期五去老年公寓吗？

Are you this Friday ?

7B牛津英语unit5教案 Reading a brave girl

Reading a brave girl

Teaching aims and demands:

New words： brave , fire , alone , smoke , hurt , pour , rush , save , blanket , burn , arm , danger , careless , by oneself , safety ,

Teaching methods: task-based approach

Teaching task: 1 to introduce and expand vocabulary to describe dangerous situations

2 to guess general meaning from picture , key words and context

3 to identify names of specific places and actions

4 to skim the text for overall meaning and scan for detail

Teaching aids: tape recorder

Teaching procedures:

一. Warm-up

Talk about danger and potential hazards at home . ask if any students have ever had an accident at home . talk about what to do in case of emergency .

二 Main task

PartA

1 Review vocabulary which is relevant for this context .eg. “ smoke , rush , danger “ .

2 Encourage students to draw on their own knowledge about such incidents . Have they heard about similar incidents ? What happened ? Ask :

1 Who had the accident ?

2 Who helped in the emergency ?

3 How did it end ?

3 Listening the text and repeat after the tape , then tell the you the name of the hero in the text .

4 Ask six students to read one paragraph each . then ask at least “Yes /No” about the article to check understanding

1 Did Wang Fang go out on 10th May ?

2 Was there a fire in the kitchen ?

3 Was there a lot of smoke ?

4 Did Wang Fang run out of the building ?

5 Did the fire burn Wang Fang ?

6 Did she stay in hospital for two months ?

5 Read the text carefully again then answer the following questions :

1 What happened on 10th May ?

2 Who saved Mr Sun ?

3 Why could Mr Sun not get out of the kitchen ?

4 How did Wang Fang put out the fire ?

5 Why was Wang Fang in hospital ?

6 Explain the useful expressions in the the text

① help her neighbour out of a fire / danger

eg Yesterday Jim helped a little girl out of danger .

② alone = by oneself

My parents were out just now. I am alone / by myself now .

Peter can do his homework alone / by himself .

③ hear someone shouting

see / watch / find / hear sb do sth ( doing sth )

eg I often see them play football on the playground .

The teacher found them talking happily when she came into the classroom .

④ 79-year-old

eg. Mr Sun is a 79-year-old man . = Mr Sun is 79 years old .

⑤ be in hospital

My friend was ill yesterday , so she is in hospital now .

⑥ It’s important / good / + 形容词 for sb to do sth .

eg. It’s good to give someone a seat on a bus .

PartB

1 Ask the students to identify the words in the text first and then use the information in the sentence to help them guess the meanings .

2 According to the text , use the correct words in the box to complete the conversation between Wang Fang and the interviewer .

3 Ask students to read the conversation in pairs . Then invite two or three pairs to present it to the class .

PartC&D

1 Read the text for this task and make sure that students understand it .

2 Ask students to check the conversation individually for any words they do not so that they can work out the wrong information in the conversation easily .

3 Ask them to underline the mistakes then replace the wrong words with the correct ones and read the conversation .

4 Read the instructions to the class and ask students to find the correct picture on their own . Check answers as a class .

5 Ask them to think of any other safety advice .

eg . Don’t play on the street .

Cross the street at the zebra crossing .

三 Exercise

一、词汇

1 That man （quick） ran away .

2 Don’t (抽烟) here , please .

3 Jack fell (跌倒) off the ladder and (hurt) himself .

4 We should (study) hard .

5 It’s important (learn) English well .

6 We went to visit Uncle Wang and (bring) some flowers to him .

7 The fire (burn) the house .

8 He can (swim) very well .

9 Suddenly I heard someone (shout) to the next room .

10 The firemen rushed into the house (救) that little baby .

二、用适当的单词填空

1 That old man was ill hospital .

2 It’s important to be careful fire .

3 Mr Li put the fire a blanket .

4 Don’t pour water her jacket .

5 I heard a strange noise next door .

6 Mr Fang lives next to my room . He’s my good .

7 We often cook meals in the .

8 We should be when we cross the road .

9 How the girl is ! She saved an old man from the water .

10 That girl is to go out at night . So she often stays at home and watches TV .

三、根据课文完成短文

Mr Sun is Wang Fang’s . He is years old . He

lives . One day , Wang Fang him “ Fire , Fire !” So she

out and Mr Sun’s house was on . Mr Sun his leg , He

can’t get out . What can she do ?

Quickly , she back , water over her jacket , then into

the fire . She was . She helped Mr Sun out .

After this , Wang Fang often says :”Fire can be very . It’s to

be with fire . “

五、翻译句子

1 玩火是危险的。

It’s fire .

2 她有一个8 岁的女儿。

She has daughter .

3 今晚我一个人在家。

I at home tonight .

4 在五月十日， 那男人从或里救出一个小女孩。

, that man a girl a fire .

5 我们应该互相帮助。

We .

6 那场火烧毁了屋子里的一切。

The fire in the house .

7 他迅速跑回公寓去取钥匙。

He quickly his flat the key .

（B）

8 他正在写一篇1500字的故事。

He is .

9 我哥哥今天不能来上学因为他的腿受伤了。

My brother because .

10 这只老鼠用牙齿咬断了绳子帮助狮子脱离了危险。

The mouse cut the rope and helped the lion .

11 孙太太住院多长时间了？

was Mrs Sun ?

12 我们应该互相学习， 互相帮助。

We should .

13 学好英语是非常有用的。

It’s to .

7B牛津英语unit5教案 Vocabulary

Vocabulary

Teaching aims and demands:

New words：grateful , quick , slow , rude , recommend , award , super , sportswoman

Teaching methods: task-based approach

Teaching task: 1 to develop an understanding of the use of adjectives in different context

2 to use suitable adjectives to describe people’s behavior and character

Teaching aids: tape recorder

Teaching procedures:

1 Make sure that students understand the concept of opposites , Give some similar examples . eg . hot /cold , fast / slow , big / small

2 Explain the concept of prefixes and suffixes .Tell students that when we add the prefix un- in front of some adjectives , it usually means ‘ not’. Give some examples eg. friendly / unfriendly , healthy / unhealthy , lucky / unlucky , usual / unusual . When we add the suffix –ful to the end of some adjectives , it means ‘ full of ……’ i.e. the person or thing has that quality . When we add the suffix –less to the end of some adjectives , it means ‘ without’ or’ lacking’ .

3 Ask students to look at the words in the left column of Part A and do the task on their own .

4 Have one student read out a word from the left column and another student give the opposite word from the right column. Write the correct answers on the board .

5 Explain the context of Part B . You may want to remind students about prizes that can be won at your school and activate students’ knowledge about recommendation letters .

6 Ask students to read two reports on their own first . Ask them to try to make sense of what is being said in the reports .

7 Then students read the first report again and use the mixed-up letters to help them make a suitable adjective .

8 Follow the same procedure for the second report . Ask students to read out the report one sentence at a time . Write the missing words on the board .

9 Ask students to write a report about one of the classmates using one of the reports in Part B on page 77 as a model . Encourage them to use as many adjectives as possible .

7B牛津英语unit5教案 Grammar

Grammar

Teaching aims and demands:

Teaching methods: task-based approach

Teaching task: 1 To recognize and understand how to use “can” and “could” to express ability in the present and past .

2 To recognize and understand how to use “can” and “could” to talk about possibility in the present and past .

3 To recognize degrees of possibilities when u8sing “may and “might”

Teaching aids: tape recorder

Teaching procedures:

1 Revise the key vocabulary about leisure activities and introduce “row a boat / ride a bike / fly a kite “ Talk to students about summer camps in general and the type of activities offered /. Elicit as much real information from students as possible .

2 Students have already learned the use of “can” and “may” in making requests(Book7A , unit2) therefore , you need to introduce the idea that here , the word “can” is used to express ability .

3 Ask students to identify activities that they can do well . Write students’ statements on the board . First write “ I can “ on the board .

4 Ask students to say the things they can do , and sort them into categories : sports/ leisure/school subjects

5 Go through the tables at the top of page 78 and explain the use of “can/could” and their negative forms . We use “can” to say that we are able to do something . We use “could” to say that we were able to do something in the past .

6 Ask students to work out the rule on their own . Then they check with a partner and confirm that their answer is correct with the whole class .

7 Ask students to check the information table in Part1 about the Beijing Sunshine Secondary School students’ abilities . Reinforce the use of “could/ could not” for the past and “can / can not” for the present . Then they complete the sentences on their own .

8 Check students’ understanding of the grammar tables on page79 . Then explain the negative and question forms using “can /could” in Part2 .Ask them to work out the correct information by referring back to the table on page78 .

9 Students do Part A2 first on their own and then check their completed sentences with a partner , Then ask students to read the conversation in pairs .

10 Check answers as a class, remind them to write the pattern into their grammar pattern books together with their own examples.

Part B

1 Tell students that they are now able to talk about their present and past abilities using “can/could” . Introduce the idea that we also use “can/could” to express possibilities .

2 Ask students to study the tables at the top of the page to clarify the use of “can/could” and their negative forms .

3 Explain to students the concept of possibility . We use “can” to say that something is possible . We use “could” to something was possible . However, we are not talking about the chances that something will happen . Provide examples using students’ own experience :

School finishes at 4 p.m. The bus leaves at 4:10p.m. we can take the bus home .

It will be warm tomorrow so we can wear short sleeves .

4 Ask them to do PartB1 in pairs , For less able students , allow them refer to the table on the top of page 80 .

5 Check the answer as a class . Pay special attention to any common mistakes and clarify them . choose five students to read aloud .

Part C

1 Introduce the idea that we also use “may” and “might” to express possibilities . Students probably know how to use “may” for making polite requests but possibly will not know the meaning of “might” . Tell them that “might” is the past tense form of “may” .However , we also use “might” to talk about possibility .

2 Explain the context by talking to students about the Class 1 Grade 7 students’ summer Camp and what the students may / may not or might / might not de there .Talk students through some examples using questions about everyday events at your school .

3 Ask students to study the tables at the top of the page , and explain to them the difference between the uses of “may” and “might” .

4 Have more able students provide other sentences to illustrate “may” and “might” .Encourage them to think of their own examples to express degrees of possibilities .

5 Explain the context of Part C . Ask students to read what each person is saying and underline the keywords in each speech bubble . i.e. ”maybe” , “only a small chance” , “ I’m sure” and “highly possible” . These words will determine the use of specific modal verbs .

英语必修7unit5教案 篇5

Teaching Aims:

1.Enable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview

2. Enable the students to learn some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Learn about how to be a good reporter

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task 1 :( group discussion) Talk about jobs in China Daily?

Types of jobs What it involves

reporter

Task2: Predict what is going to be learned by looking at the title of the text. Which type of job will be talked about in the text?

II. Prediction (pre-reading):

Task 3: Predict the main idea of the text by discussing the following questions:

1. What are the qualities a good news reporter needs to have?

(Have group discussion first and then finish Part 1 individually)

2. What your first day at school was like? How would you feel on your first day at work? (Group discussion)

III. Skimming, scanning, analyzing (Reading & Comprehending)

Task 4: Read the text quickly to get a general idea of the text.

Task 5: Divide the passage into three sections and match the following main ideas to the three sections：

How to get an accurate story

How to protect a story from accusations

How to become a reporter

The skills needed

The importance of listening

Stages in researching a story

How to check facts

How to deal with accusations of printing lies

Work in a team

Task 6 Read quickly to find out the information to fill in the form below

Task 7: Tell what is required for a reporter and a photographer

patient; imaginative ; well-organized; technically good; polite; concise; thorough; creative; curious; careful; gifted; professional

A reporter A photographer

IV. Summarizing

Task 8: Write a summary of the text

V. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 3&4 Words & Expressions

Teaching Aims:

Get the students to know how to use some words and expressions correctly and appropriately

Important Points and difficult points

Use some words and expressions correctly and appropriately

Teaching methods

Demonstrating and summarizing; practicing

Teaching procedures:

1. occupation n.

1). Teaching is my occupation. 职业

2). Swimming is my occupation. 使…忙碌的事情;消遣

occupy v.

occupied=busy

occupy oneself in/with sth.

employment; occupation; job; profession; vocation; work; trade

He is looking around for .

: artist

He is out of .

She chose teaching as her .

She’s a lawyer by .

He’s a carpenter by .

2. assign v.

assignment n.

She gladly accepted the assignment. (分派的任务;工作)

The English assignment is a book report. (课外作业，功课)

3. on one’s own

of one’s own

for one’s own

We should complete the test _________

4. experienced adj.

be experienced in/at sth/doing sth.

Who is experienced in cooking in your home?

5. The first/last time + 时间状语从句

The first time I came here, I was not used to the climate here.

Cover n. 封面,掩盖(物) ;

v.

1). Tom will covered the outbreak of the disease.

2). The road was covered with snow.

3). She laughed to cover her worry.

4). The red army covered about 30 miles a day.

5). Is the money enough to cover the cost of a new shirt?

7. Be eager for sth. (sucess)

to do sth.

that clause

He is eager to see his daughter.

We are eager that the project should be started early

be anxious about =be worried about

8. Concentrate on sth./doing sth.

We should concentrate on our study.

Tom is concentrating on fishing.

9. of +抽象名词(importance; value; use; help; benefit)

of special interest=

of no use=

The meeting is of great importance.

=

Each minute is _____ for us.

of greatly valuable

great valuable

of great value

for much value

10. acquire; get; gain

1). I sat in the front of the bus to ___ _ a good view of the countryside.

2). Gradually we _______ experience in how to do the work.

3). They _____the victory after a bloody battle.

11. have a nose for 嗅觉灵敏

She has an ear for music. 有鉴赏能力

She has an eye for color and style in clothes. 有眼光

12. Meanwhile=in the meanwhile

=in the meantime

=at the same time

Mother went shopping; meanwhile, I cleaned the house

13. trade n. v.

1). Japan does lots of trade with the United States.

2). He is a shoemaker by trade.

3). She trades 3 apples for some bananas.

14. Trick

1). 窍门，手法

2). play a trick(joke)on sb.

=make fun of sb. (玩笑,恶作剧)

3). He got into the building by a trick (诡计,花招)

15. Challenge

1).He challenge my view on that matter.

2).To finish the job in 2 days was a real challenge.

16. Support

n. 1).I need your support.

v. 1)为…提供证据,证实

2) The old man entered the room supported by his grandson.

3). He has always supported the weaker party.

4). He has a large family to support.

17. Case

1).He thought he had solved the problem , but that was not the case.

2).Here is a case of being careless.

3).We will look into that case.

in case of sth. 如果,万一…

in that/this case 在那样/这样情况下

in no case 决不

in case + 从句 以防;可能;倘若

Take an umbrella in case it rains.

(in case 从句常用一般现在时表将来, 或should+do)

17. accuse sb. of sth.

=charge sb. with sth.

Tom ____ his boss of having broken his word.

blamed

accused

charged

scolded

18. so as to do sth. 只能在句末

= in order to do sth.

=so that + 从句

= in order that + 从句

I got up at five so as to catch the train

=

19. admit

admit doing /having done

admit sb. Into/to (the university)

Lily finally admitted___ my umbrella by mistake.

to take

to have taken

having taken

have taken

20. n. adj.

profession professional 具有….特点

Finish Ex 3 on Page 29

Assignment

Finish Ex1 and Ex 2 on Page 28 and Ex 3 on Page 29 (Discovering useful words and expressions)

Finish Ex 2 , Ex3 on Page 63 and Ex4 on Page 64 (Using words and expressions) in Workbook.

Period 5 Grammar

Teaching Aims:

Get the students to use “Inversion” correctly and appropriately

Important Points and difficult points

Use “Inversion” correctly and appropriately

Teaching methods

Task-based method; Demonstrating; discussion; summarizing; practicing

Teaching procedures:

I. Presentation

Task 1: Comprehend the following sentences

Only then did I begin my work on designing a new bridge.

=I began my work on designing a new bridge only then.

2. Not only was there a Christmas tree, but also exciting presents under it.

=There was not only a Christmas tree, but also exciting presents under it.

Inversion: 起强调作用

II. Analyzing & summarizing

Task 2: Find 4 examples of inversion in the reading passage

1. Never will Zhou Yang forget his first assignment at the office of China Daily.

2. Only when you have seen what he or she does, can you cover a story by yourself.

3. Not only am I interested in photography, but I took a course at university.

4. Only if you ask many different questions will you acquire all the information you need to know

Task 3: Analyze the sentences above and summarize the rules

1. Why can these sentences use inversion ?

2. How are these inverted sentences made?

※ 否定副词no;not;hardly, little, seldom, never, no sooner…than, no more, not only, only 等开头的句子要部分倒装。

※ 部分倒装:只把谓语的一部分(如助动词情态动词)等放到主语前，或把句子的强调部分提前。

Task 4: Analyze more sentences below and summarize the rules

1) Only after he had spoken out the word did he realize he had made a big mistake.

※ 如含有从句,只要求主句倒装

2) ______,there was no hope of her being able to sleep.

As she was exhausted

If she was exhausted

Exhausted as she was

Now that she was exhausted

※ 当as(尽管)引导让步状语时,要部分倒装

3) . I often go out for a walk after supper. So does she.

4). If you don’t wait for him, nor shall I.

※ 当so, neither, nor表示另一者也具有前面所述的情况时,要部分倒装.

III. Practice

Task 5：Do Exercise 3 on Page 30 (“Discovering Structures”)

IV. Analyzing & summarizing

Task 6: Analyze sentences below and summarize the rules

1). There appeared a man in black in the distance.

2). Under the tree sits a beautiful girl.

Inversion(倒装) → 部分倒装

↘ 完全倒装

※ 以地点副词here, there, down, under和时间副词now, then开头，后面的动词是be, come, exist, fall, follow, go, lie, remain, seem, stand等，而且主语是名词时，构成完全倒装句.

※ 完全倒装:把整个谓语动词放到主语之前

3)The teacher came in and the class began.

=In came the teacher and the class began

4).____ from the tenth floor when the policeman pointed his gun at him.

A. Jumped down the thief

B. Down the thief jumped

C. The thief jumps down

D. Down jumped the thief

5). Here we are.

※ 在here, there引出的倒装句中，当主语是普通名词是用完全倒装句,当主语是代词时,则用陈述句语序(主+谓)

V. Assignment：

Do Exercise 1 on Page 64 (“Using Structures” in Workbook)

Period 6 Extensive Reading

Teaching Aims:

1. Enable the students to know writing and printing process for an article and what is the primary source and the second source

2. Enable the students to consolidate some reading strategies

3. Enable the students to learn the necessary qualities in their future job

Important Points and difficult points

Enable the students to know writing and printing process for an article and what is the primary source and the second source

Teaching methods

Strategic reading method; Task-based method

Teaching procedures:

I. Elaboration (warming up): Help the students to relate their known knowledge to the topic that will be learned

Task1.Review the types of jobs in a newspaper

Task2. Talk about the process of making a newspaper? (Group discussion)

Give the following hints when needed: interview; do some research; write a story; check the article written by a reporter; print the first edition; set the page; check again

II. Skimming and summarizing

Task 3: Read and fill in the form

Task 4: Learn some words and expressions

1. Accurate 准确，精确

1) Is this watch accurate?

2) His information was accurate

2. set to sth./doing sth. 开始做某事

=get down to sth./doing sth

1). As soon as I got home, I set to preparing supper.

2). They’ll set to the project, as soon as it is approved.

※ Look forward to…, devote… to…, be/get used to…, lead to…, prefer…to…, pay attention to…, object to…

3. approve vi. (approval n.)

approve of sth./doing sth.

=agree to/on/with

1).Your parents won’t approve of your going there. = agree on

2).I cannot agree to this plan. =approval of

4. process v. 加工,处理

1) The street is in the process of repair

2). They are using a new process to make glass.

process food adj. 加工过的,处理的

Task 5: Retell the main process of making a newspaper

III. Read the passage on page65 (“Reading Task) and answer the following questions

IV. Assignment

Read an English newspaper and retell the main idea of one article in it.

Period 7 Listening and Speaking

Teaching aims:

1. learn how to make an appointment

2. Improve the students’ listening and speaking skill

Important Points and difficult points

Learn how to make an appointment

Teaching methods

Task-based method

Teaching procedures:

I. Elaboration & prediction: get the students to predict what they will listen to and elaborate the topic to their known knowledge.

Task 1: Go over Ex1 on Page 31 and guess what they will listen to on the tape.(group discussion)

II. Listening

Task 2: Listen and circle the correct summary of the listening passage.

This is about a young man who is refused an interview with Liu Ming.

This is about a young man who is trying to arrange in interview with Liu Ming.

This is about a young man who wants to ask Liu Ming about how to work abroad.

Task 3: Listen to the tape again and answer questions on Page 32.

Task 4: Listen to the tape again and try to note down the dialogue (pair work)

Task5: Role-play the dialogue and elect the best actors (the most similar to the original dialogue)

III. Speaking and Listeningwww.xkb1.com

Discuss the phrase that may be used in making appointments (input)

Shall we make an appointment? How about…?

When are you free? When do you think is convenient for you?

Is it possible to…? I shall be busy at… and… but I can be free at…

Where is the best place? Maybe we can meet at…

Task 6: Make an appointment according to the situation in Ex3 on Page 32

Task 7: Listen to the tape and do Ex 1 and Ex2 (LISTENING)) on Page 62.

IV. Assignment