人教版高中英语必修五Unit+4教案+Word文档格式.docx

人教版高中英语必修五Unit+4教案+Word文档格式.docx

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occupationreporterprofessionphotographphotographercolleagueeagerconcentratecourseacquiremeanwhiletraderecordercaseaccusedeliberatelyguiltysectiontechnicaltechnicallythoroughgifteddefendcrimenormalseldomeditiondepartmenttaskaccurateemploypolishnotechiefapproveprocessintensionappointmentsenior

词组

concentrateonaccuse…ofsoastodefendagainst

语法

倒装句（Inversion）

功能

约会（Makingappointments）

话题

新闻采访的基本程序，报刊电视媒体

2．语言技能

听

培养学生从交谈情境中获取信息要点的能力，以及捕获细节的能力

说

让学生掌握灵活运用有关交际功能“约会”的用语

读

训练学生的阅读技巧，让学生在阅读中了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等

写

用英语进行新闻报道，写一篇关于某影星的独家新闻稿

3．学习策略

学生在一定程度上形成自主学习、合作学习、信息处理、英语思维能力以及综合运用语言能力（辩论、写作）的能力

认知

猜测、细读、速读、略读、演绎及说、说以及综合运用信息等技能

调控

小组活动中通过对同伴的意见归纳，用自己的方式表达出来，从前面的阅读和同伴处得到反馈，对自己在作文中的错误进行修改；

同伴合作，探究发现规律并灵活运用

交际

积极地参与双人或小组的讨论，创设情景进行交际，有效完成任务

4．教学的重点和难点

（1）重点

1）了解新闻工作者的基本素质，新闻采访的基本程序以及采访时应该注意的要点等

2）学会约会

3）语法项目---倒装句

4）了解新闻写作的步骤和见报前的有程序

5）让学生初步学会运用所学的新闻报导的知识进行新闻文章写作

（2）难点

1）让学生归纳出新闻工作者的基本素质

2）让学生灵活运用功能用语进行约会场景交流

3）让学生初步学会写新闻报道文章

（三）教学安排

对课本内容进行优化组合，可将本单元分成6个课时

Period1Reading

Ⅰ.Teachingaims:

1.Targetlanguage

occupation,doresearch,onone’sown,cover,concentrateon,acquire,accuse…of,soasto,scoop

1）Nottillyouaremoreexperienced!

2）You’llfindyourcolleaguesveryeagertoassistyouandifyouareinterestedinphotography,itmaybepossibleforyoutoconcentrateonthatlateron.

3）NotonlyamIinterestedinphotography,butItookacourseatuniversity,soit’sactuallyofspecialinteresttome.

4）Onlyifyouaskmanyquestionswillyouacquirealltheinformationyouneedtoknow.

5）Wesayagoodreportermusthavea“nose”forastory.

6）Thisisatrickofthetrade.

7）Haveyoueverhadacasewheresomebodyaccusedyourreportersofgettingthewrongendofthestick?

8）PerhapsItoowillgetascoop!

2.Abilitygoal

1）Enablethestudentstotalkaboutqualitiesneededtobeagoodreporterandhowtoconductagoodinterview

2）Trainthestudents’readingability（skimming,detailreading）

Ⅱ.Teachingimportantpoints:

Helpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.

Ⅲ.Teachingdifficultpoints:

Howtohelpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.

Ⅳ.Teachingmethods:

Cooperativelearning,task-basedlearning,fast-reading

Ⅴ.Teachingaids:

Acomputer,ablackboard,atape-record

Ⅵ.Teachingprocedures:

StepⅠLead-in

1.Greeting

2.AskSssomequestionsabouttheirfuturejobs.

1）Haveyoueverconsideredaboutyourfuturejoboroccupation?

2）Whatkindofoccupationwouldyouliketotake?

/What’syouridealofjobinfuture?

Why?

StepⅡWarming-up

1.AskSstolookatnewspaperspreviouslypreparedandguesswhatkindofjobswouldbeneededtoproducenewspaperarticles.

2.AskSstoworkinpairsandfillinthechart（typesofjobs,whateachtypeofjobinvolves）

ReferenceChart:

Profession

Whatitinvolves

reporter/journalist

Interviewpeopleorfindsouteventsfromonlookersandwritesnewsstories

editor

checksthewritingandfactsandmakeschangesifnecessary

photographer

takesphotographsofimportantpeopleorevents

critic

givesopiniononplaysandbooks

designer

layoutarticlesandphotographs

foreigncorrespondent

reportsformabroad

StepⅢPre-reading

1.AsktheSsworkinpairstodiscussthequalitiesneedforanewspaperreporterandevaluatewhichqualitiestheyconsiderarethemostimportant,andtheycanalsomakesomecomplements.Putallthequalitiesontheboardinalistandalongsidethemputtwocolumns:

oneforthemostimportantonesandoneforimportantqualities.Askonefromeachpairtogivetheirfindingson（whattheyconsider）veryimportantandimportantqualities.Putatickforeachoneinthecorrectcolumn.Countuptheticksandwritedownthethreemostimportantqualitiesandthethreeimportantqualities.

2.AsktheSstoworkinpairstodiscussanoccasionofthissortthattheyremembere.g.fistdayatanewschool,andaskthemtoconsiderwhytheyrememberitandespeciallyhowtheyfelt.Thenchoosesomeofthemtotelltheirexperiences.

3.Discusswhatalltheexperienceshaveincommonandwhattheycando

●Makethemselvesfeelbetter

●Makeothersfeelbetter

StepⅣReading

1.Fastreading.AsktheSstogothroughthewholepassageasfastastheycanandtrytofindanswerstothefollowingquestions.

（Shownontheblackboard）

1）CouldZhouYanggooutonastoryaloneimmediately?

Why（not）?

2）Whatmistakesmustheavoid?

3）HowdidZhouYangfeelonhisfirstdayatwork?

2.AsktheSstopayattentiontothewaythequestionsdevelopinthedialogue（Explaintothemthatallofthesequestionsarefindingoutmoreaboutthequalitiesandskillsneededforthejob）

3.AsktheSstofollowthetapeandreadthepassageagainandthendotheExerciseincomprehendingparttogether.（Fordetail,refertothePPT）

StepⅤLanguagepoints

ExplainsomedifficultlanguagepointsaslistedinthePPT.（Omitted,justrefertothecorrespondentPPT）

StepⅥHomework

1.Practicereadingaloudthedialoguewithyourpartner.Payattentiontotheintonationandstress.

2.Readanewspaperandtrytodiscoversomethingtodowithourtopicaboutit.

Period2LearningaboutLanguage

1.TargetLanguage

untrained,fairly,technical,process,polish,concentrateon…;

accuse…of…,approveof…,byaccident,getabsorbedin,defendagainst,breakdown

Shedoesnotgetabsorbedin…

Thereporterwentoutwith…

2.Abilitygoals

EnabletheSstoknowhowtousesomeexpressionsinanidiomaticway.

EnabletheSstousethewordsandexpressionsmorefreely

GettheSstopracticethewordsandexpressionsmorefreelyandcorrectly

HowtoenabletheSstousethewordsandexpressionsmorefreelyandcorrectly

Cooperativelearning,task-basedlearning,explaining,discussionandpracticing.

Acomputer,ablackboard,atape-recorded

StepⅠGreetings

StepⅡRevision

T:

Yesterdaywetalkedaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.NowI’dlikeyoutotellmewhatqualitiesareportershouldhave.（AskaSstosharetheirknowledgewithothers）

StepⅢDiscoveringusefulwordsandexpressions

1.Ex1onpage28.GiveSsdirectionsthattheyshouldfindtheidiomaticexpressionsusedinthetexttomatchwiththeexpressionsgivenintheActivity.Thencheckandmakesomenecessaryexplanation.

2.Ex2onpage28.AsktheSstofinishExercise2andthenchecktheanswerandmakesomeexplanationifneeded.

StepⅣUsingwordsandexpressions（P63）

1.FirstdealwithEx.1onpage63.

“WhathappenedwhentheGeneralwenttowar?

”Studentscanworkinpairstohaveadiscussion,andthenasksomestudentstogivetheiranswers.

A:

TheGeneralwentawaytowar.Meanwhilehisadvisersmarkedhisprogressonamapsoastobesureofknowingwherehewas.

B:

MeanwhilethegardenerplantednewflowersintheflowerbedssoastobeabletomakeabeautifulgardenfortheGeneral’sreturn.

MeanwhilethecooklearnedtomakesomenewdishessoastobeabletoprepareaspecialbanquetwhentheGeneralreturned.

Meanwhilehiswifemadehimsomenewclothessoastobeabletodresshimsmartlyforthebanquetonhisreturn.

MeanwhilehischildrenpracticedsomenewsongsanddancessoastobeabletoperformfortheGeneralwhenhereturned.

2.Iftimepermits,continueExercises2-4.

StepV.Homework

1.ReviewthewordsandexpressionsforthisUnit.

2.Previewdiscoveringusefulstructures.

Period3Grammar:

Inversions

1.Enablethestudentstouseinvertedsentencescorrectly

2.HelpthestudentslearnhowtouseInversionscorrectly

HelpthestudentslearnwhatInversionisandhowtouseInversionscorrectly

HowtohelpthestudentstoapplytheInversionscorrectlyincontext

Inductiveanddeductivemethods,task-basedlearningandcooperativelearning

Acomputer,aprojector

StepⅠPresentation

1.AsktheSstofindoutthesentencesofInversionintheReading.Firstexplainwhataninversionis.

“Innormalwordorderinasentencethesubjectcomesbeforetheverb.Butsometimestheorderofthesubjectandtheverbisreversed,whichwecallInversion.

2.AsktheSstosaythesentences,andthenshowtheanswersonthescreen.

NeverwillZhouYangforgethisfirstassignmentatChinadaily.

Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.

Onlyifyouaskmanydifferentquestionswillyouacquiretheinformationyouneedtoknow

StepⅡExplanationandSummary

Theorderofthesubjectandtheverbisreversedafterthefollowingadverbialelements:

1）Adverbialexpressionsofnegationornearnegationwithno,not,n