第一篇：21世紀(jì)大學(xué)英語教案第三冊unit7

Unit 7 Text A So What’s So Bad About So-So? I.Teaching Objectives: 1.To make clear the writer’s purpose to write the text and the ideas about the pleasures of doing something badly now and then.2.To grasp the key words and phrases.3.To master the skills of writing and reading in this unit.1)To introduce a thesis with the specific-to-general structure.2)To understand idiomatic expressions.II.Teaching Content 1.Lead-in Activities 2.Text Organization 3.Skill Learning in Writing and Reading 4.Language Points(key words, phrases and difficult sentences)5.Grammar Focus(phrases as far as…be concerned & it’s time it’s high time)6.Guided Practice(exercises, oral practice and group work)III.Teaching Process 1.Warm-up Questions(based on the listening material)1)which sport is it about? Compare your equipment list with the equipment mentioned on the tape.2)What attracts you to the activities that you enjoy in your spare time? 3)How important is it to you to “ do them right”?

2.Text Organization Part I(Paras.1-4)

(From one specific example of the author’s poor piano playing, the author introduces the general thesis:)In the competitive world today, we should be “experts” even in our hobbies.(What about the author’s own point of view?)

Part II(Paras.5-9)The author gives five more examples to illustrate that this thesis has been widely accepted.Part III(Para.10)The terrible result this thesis leads to.(What’s the result?)Part IV(Paras.11-12)The author states her position: It’s time we put a stop to all this.3.Skill Learning in Writing and Reading 1)The specific-to-general structure(take Text A for example)

The author starts with a specific example(her bad piano-playing);

She then moves to a more general statement about herself;

And this leads to her general thesis.2)Understanding idiomatic expressions

To hypothesizing the meaning of idiomatic expressions with the context clues ― examples, explanations, contrasts or parallel phrases.4.Language Points 1)the other afternoon— on the afternoon a few days ago(para.1)Also: the other day(para.7), the other morning, etc.2)My performance would make any serious music student weep…(para.2)

serious---deeply interested;devoted Example: If you’re serious about becoming an actress, you need proper training.weep — v.to shed(tears)as an expression of emotion 3)(every)now and then---sometimes but not very often or regularly(para.3)Examples: Now and then my new method appears to work.I still see her for lunch every now and then, but not as often as I used to.4)out of style—unfashionable;out of fashion(para.4)Example: A style does not go out of style as long as it adapts itself to its period.5)a mark of class— a symbol of a person’s social position;a characteristic feature which indicates that a person is cultured and civilized(para.4)Example: His shirt is ironed and that was a mark of class.6)You can’t tone up your body by pulling on your gym shoes…(para.5)tone up —(cause to)become stronger Examples: He suddenly toned up and reproached the boy for carelessness.I lift weights at the gym everyday to tone up my body.pull on/off — put(clothing, etc.)on/off by pulling Examples: Help me pull on these boots — they are very tight.He began to pull off his shirt.7)take up(an activity, subject, etc.)—become interested in it and spend time doing it, either as a hobby or as a career(para.5)Examples: He decided to take up a career.I thought I’d take up fishing.8)be in(good, bad, etc.)shape — be in(good, bad, etc.)condition

(para.5)Examples: The house was in absolutely good shape.She runs 3 miles every day to keep herself in shape.9)As far as sports enthusiasts are concerned if you…..hopelessly committed to embarrassing yourself.(para.5)as far as sb/sth be concerned---in sb’s opinion commit(sb/ sth)to---put(sb/sth)in(a state or place)Examples: The names were committed to memory.Signing this form commits you to buying the goods.10)In case you don’t know,…(para.6)

in case— In case is used when you are giving a piece of information in order to introduce the reason why you are giving it.Examples: In case you didn’t know, there are three basic wines: red, white and rose.Mary, in case you’ve forgotten, hasn’t forgiven you.11)as it happens/ happened---by chance;although not planned.(sth rather surprising)(para.6)Examples: As it happens, I know someone who might be able to give you some advice.As it happened, I had a few minutes to spare.12)I blew it.(para.7)Paraphrase---I made a mistake and missed the proper time(for your soccer instruction)

blow---vt.(infml)do clumsily or badly;mishandle;ruin

Blow it is often used when you are given an opportunity but you fail to take advantage of it by doing or saying something wrong.Examples: It was your last chance and you blew it.I guess I blew it when I turned down the job offer, didn’t I?

13)be out to do/for sth.— want or intend to do/to achieve sth.(para.7)Examples:You might feel that they’re out to use your house as a free hotel.Mark my words — he’s only out for one thing and that’s her money.14)Competition keeps getting in the way.---Competition is always preventing kids from having fun.If something gets or stands in the way of something else, it make it difficult for that thing to happen, continue, or be appreciated properly.Examples:She won’t let anything get in the way of her ambitions.May nothing stand in the way of your future happiness together.15)Homework and tennis and piano lessons kind of eat it all up.(para.8)

kind of---(infml)somewhat;to some extent Examples:Actually, I felt kind of sorry for him.I kind of thought you might help me.eat up---use or consume(money, time, or fuel)in large quantities Examples:A big car like that eats up petrol.Rising costs were eating up most of the profits.16)occupations at which no particular expertise is expected(para.9)

occupation---an activity in which you engage habitually, either sth that you do for pleasure or as part of your daily life or a job or profession.Examples:Cycling was his favorite occupation.Everyone, irrespective of age, sex or occupation.expertise---n.expert knowledge or skill, esp.in a particular field.Examples:Customers will be impressed by the expertise of our highly trained employees.We admired the expertise with which he prepared the meal.17)It strikes me as so silly.(para.10)Paraphrase----I think that’s very silly.strike sb.as---have an effect on sb.or impress sb.Examples:The plan strikes me as ridiculous.Henry strikes me as a very dull boy.18)Make peculiar-looking objects out of clay.(para.11)Cf.peculiar, odd and strange Peculiar implies marked or conspicuous distinctiveness, odd stresses a departure from the usual, the normal, or the regular, while strange, the most comprehensive of the three words, suggest unfamiliarity.Examples:This difference arises from the peculiar character of the US government.Some great men have odd habits.To most of us the art of India is strange.Cf.clay, soil and mud Clay is earth that is used to make things such as pots, soil is the top layer of earth in which plants grow, and mud is wet and sticky earth sometimes used for building a house.Examples:A clay pigeon is a disk made of clay fired into the air to be shot at for sport.The soil here is very fertile.They lived in a mud hut.The boy was covered with mud.18)the joy of creative fooling around---the fun in not doing things seriously.(para.11)

fool around---to behave in a playful, silly, or irresponsible way without thinking seriously about what you are doing.Examples:We spend the afternoon fooling around on the beach.Don’t fool around with matches.19)out of shape---unhealthy and unable to do a lot of physical activity without getting tired.(para.12)5.Grammar Focus 1)as far as…be concerned

This phrase is used of either people or things to indicate that the people or things are involved or affected in that way or to that extent.Examples:As far as older people are concerned, they need to keep mentally active as well.The rise in interest rates will be disastrous as far as small business are concerned.When the phrase is used of people, it may also mean in … ’s opinion.Examples:This is all rubbish as far as I’m concerned.As far as we were concerned, they were foreigners.2)it’s time and it’s high time---sth ought to happen or be done sooner without delay.Examples:It’s time to go It’s time to lunch

It’s high time for Europe to take responsibility for its own defense and stop depending on the United states

When it’s time or it’s time is followed by a that-clause, the verb in the clause is in the past With the meaning of the whole sentence in the present.Examples: I think it’s time(that)we stopped.It’s time(that)the school improved its meal service.It’s high time(that)we had our car serviced.6.Guided Practice 1)Answer questions with imagination(Page 205)a)If you were to take the author’s advice and start some new hobby this week, what would it be? b)Have you ever felt too shy or embarrassed to try some leisure activity? What was it, and what were you afraid of? c)Your teacher is looking for a new hobby.What do you recommend? Why? 2)Group discussion a)What’s your hobby?

b)Do you have several hobbies or just one? c)Are you an expert at your hobby/ hobbies or are you just an amateur? d)Do you think it’s okay not to be an expert at hobbies? 3)Ask several students to retell the text by using their own words.7.After-class Assignment 1)Review Text A 2)Do exercises: Structure(Ex.X, p.209)Cloze(Ex.XI, p.209)Translation(Ex.XII, p.210)3)Structured Writing(p.213)

Text B Stripping Down to Bare Happiness Language Points 1.bare happiness---happiness of life consisting of the most basic and important things.2.What we’re talking about is simplification, not deprivation.----What we mean is a simple life, not a needy one.deprivation---the state of not having the normal benefits of adequate food, etc.Examples: She led a life of comparative deprivation.There were food shortages and other deprivations.(=lack of the things that are usually considered necessary for a pleasant life)during the war.3.you really lose your taste for them.---you’re really bored of them.4.a two-career couple---a couple with husband and wife having full-time jobs.5.Neither one of them was willing to jam what they considered the most important part of their life into the brief time before work and the tired hours afterward.---Neither the husband nor the wife was satisfied with a home life ― the part of life they considered most important ― only in their spare time or after work when they are in a hurry or tired.6.to trade two full-time careers for two half-time careers, and to cut back on consumption---to change two full-time jobs for two part-time jobs and to reduce expenses.7.construction of a world where family and friendship, work and play, are all of a piece.---creation of a lifestyle in which each aspect of one’s existence does not conflict with the other.If something with several different parts is(all)of a piece, it is the same throughout or consistent in some way.If one thing is(all)of a piece with another, it is consistent with it.Examples: The building is remarkably of a piece architecturally.The new measures are all of a piece with the government’s policy.8.a living area defined by a comfortable couch and a wood stove.---an area set apart for general use during the day time by a comfortable couch and a wood stove

define---vt.Determine the boundaries of

9.Don’t they miss what they do without?---Don’t they feel regret at the absence of certain things in their life?

do without---manage or survive in spite of not having(sth)Examples: Many people living in old houses still do without a bathroom.If you don’t have cigarettes, you must simply do without.10.items that just went to waste.---things that were simply to be thrown away in the end.If sth goes to waste, it remains unused, goes bad and is thrown away.11.By sifting and discarding, and by keeping track of what they have---By picking out what is needed and throwing away what is useless, and by knowing well all the time what they possess.1.they aren’t constantly satiated with images of new(and unnecessary)temptations.---they are rarely tempted by descriptions of new(and useless)articles in advertisements.13.expenses of work in the commuter age---costs in going to and from work in the age in which people spend much of their time and money driving back and forth to work between a suburb and a city.14.first-run movies---movies available for public viewing for the first time, of which the tickets are expensive.15.thrift shops---shop that sell secondhand articles and exp.Clothes, and are often run for charitable purpose.16.that’ so much a part of this culture---which is in the basic character of this society.17.giving myself in high marks in some areas, surprised at my socially sanctioned irrational behavior in others---deciding that I do pretty well in some areas while finding, to my surprise, that my behavior in other areas, though socially accepted is irrational.18.It is a world of illusion, this shopping merry-go-round we ride, but with all the action and excitement, it’s sometimes hard to find the resolve and the courage to dismount.---Shopping often gives false impressions, and going shopping is like riding the merry-go-round.It’s often so exciting that it becomes addictive.It is sometimes as difficult to find the determination and the courage to stop shopping as to get off that fast revolving machine.

第二篇：人教版高一(下)英語教案Unit7

人教版高一（下）英語教案Unit7 Cultural Relics(Reading)

A City of Heroes 河北廣平一中 周允東

一、教材分析

（一）教材內(nèi)容分析

本單元話題——文物古跡（Cultural relics）歷來是全世界較為關(guān)注的焦點(diǎn)之一，尤其是在伊拉克戰(zhàn)爭中，大量代表古人類文明的文物、古跡慘遭破壞，甚至毀滅！本單元所采用話題構(gòu)成了一個(gè)現(xiàn)代意義十足的時(shí)尚理念，能夠充分喚起學(xué)生的參與欲望。單元內(nèi)容極具生活化，富有活力，體現(xiàn)了本套新教材的一個(gè)重要特征，即緊扣時(shí)代脈搏，富有時(shí)代氣息。Reading通過對俄羅斯著名城市——圣·彼得堡有關(guān)史實(shí)的介紹，以“A City of Heroes”為標(biāo)題謳歌了圣市人們?yōu)楸Ｗo(hù)歷史文物和重建家園所作的一切。整個(gè)單元自始自終圍繞保護(hù)代表人類歷史與文明的文物古跡這一主線。話題反映了《課程標(biāo)準(zhǔn)》所提出的“向?qū)W生滲透人文理念和注重對學(xué)生文化意識(shí)的熏陶”要求，非常具有現(xiàn)實(shí)教育意義，教師利用素材不但可以傳授英語知識(shí)，而且可以在教學(xué)過程中通過滲透的方式將文物保護(hù)知識(shí)有機(jī)地滲透于每堂課的課堂教學(xué)之中，培養(yǎng)學(xué)生愛護(hù)人類文明、保護(hù)文物古跡、熱愛偉大祖國的思想品德。

（二）教學(xué)重點(diǎn)、難點(diǎn)

1.Functional Items：Ways of giving advice or making suggestions.2.Topic：Talking about cultural relics, including ways of protecting them.3.Word-formation：“re + V.”（eg.rebuild, replaced, recreate）.4.Key words and expressions：select, represent, in history, be kept as, give in(up), in ruins, in pieces, bring … back to life, etc

5.Structure(Grammar)：The Passive Voice(I)— The Present Perfect Passive Voice 6.Writing：Write a letter to the editor on a certain cultural site, suggesting ways of protecting the cultural relics.【 “現(xiàn)在完成時(shí)”是中學(xué)階段英語語法教學(xué)的重點(diǎn)，也是難點(diǎn)，不過學(xué)生在初中階段已學(xué)過現(xiàn)在完成時(shí)和被動(dòng)語態(tài)，本單元可以作為一個(gè)語法復(fù)習(xí)鞏固來處理。】

總之，本單元通過語法、功能項(xiàng)目與新話題的有機(jī)結(jié)合，充分體現(xiàn)《新課程標(biāo)準(zhǔn)》“以學(xué)生為本，以學(xué)生的發(fā)展為本” 之要求。

二、教學(xué)目標(biāo)

（一）語言知識(shí)目標(biāo)

本單元要求學(xué)生除掌握必要的單詞、詞組和句型外，同時(shí)要求學(xué)生掌握一定量表達(dá)“提建議或勸告”的交際功能用語，以及現(xiàn)在完成時(shí)的被動(dòng)語態(tài)。

（二）語言技能目標(biāo)

通過本單元的學(xué)習(xí)，培養(yǎng)學(xué)生良好的“聽、說、讀、寫”的技能，使學(xué)生能運(yùn)用所學(xué)知識(shí)解決相關(guān)情景中的一些類似問題，并能結(jié)合所給任務(wù)，綜合運(yùn)用新舊知識(shí)解決問題，完成任務(wù)，在此基礎(chǔ)上鼓勵(lì)學(xué)生大膽地根據(jù)各自的語言基礎(chǔ)與能力，有個(gè)性地解決問題，就如何最有效地保護(hù)文物古跡提出獨(dú)特的見解。

三、教學(xué)原則

（一）以任務(wù)型教學(xué)(Task-based Language Teaching)作為課堂教學(xué)設(shè)計(jì)之理念，具體采 用情景教學(xué)法（Situational Approach），交際教學(xué)法（Communicative Approach），整體語言教學(xué)法（Whole Language Teaching）等教學(xué)方法。從一定程度上說，人們使用語言是為了完成各種各樣的任務(wù)，而任務(wù)型的教學(xué)活動(dòng)就是讓學(xué)習(xí)者通過運(yùn)用所學(xué)語言來完成各種各樣的交際活動(dòng)。學(xué)習(xí)者通過表達(dá)、溝通、交涉、解釋、詢問等各種語言形式來學(xué)習(xí)和掌握語言，實(shí)現(xiàn)目標(biāo)，感受成功。

（二）在教學(xué)中突出交際性，注重讀寫的實(shí)用性；同時(shí)適時(shí)進(jìn)行情感與策略調(diào)整，以形成積極的學(xué)習(xí)態(tài)度，促進(jìn)語言實(shí)際運(yùn)用能力的提高。

（三）堅(jiān)持“教師為主導(dǎo)，學(xué)生為主體，任務(wù)為基礎(chǔ)”的教學(xué)原則，在課堂教學(xué)的不同環(huán)節(jié)教師應(yīng)扮演自身作為“設(shè)計(jì)者，研究者，組織者，促進(jìn)者，協(xié)調(diào)者”的角色。

（四）貫徹“教中學(xué)，學(xué)中用”策略，真正使學(xué)生學(xué)以致用。

四、教學(xué)總體設(shè)計(jì)

（一）創(chuàng)設(shè)情景，營造氛圍，體現(xiàn)語言教學(xué)的真實(shí)性

語言教學(xué)的最終目的是培養(yǎng)學(xué)生的言語技能。根據(jù)語言本身的交際性原則，本單元教學(xué)緊緊圍繞３P（Presentation—Practice—Production）教學(xué)環(huán)節(jié)，充分運(yùn)用情景教學(xué)法、交際法、啟發(fā)法等教學(xué)方法，讓學(xué)生在學(xué)習(xí)過程中充分展示其所學(xué)知識(shí)。如針對本地區(qū)旅游業(yè)的不斷開發(fā)給文物古跡保護(hù)所帶來的負(fù)面效應(yīng)，要求學(xué)生用英語表達(dá)如何采取相應(yīng)的保護(hù)措施等。

（二）采用“任務(wù)型”教學(xué)，培養(yǎng)學(xué)生綜合運(yùn)用英語能力

本單元每堂課采用任務(wù)型教學(xué)，模擬真實(shí)生活中的任務(wù)，任務(wù)的設(shè)計(jì)注重由簡到繁，由易到難，層層深入，形成由初級任務(wù)到高級任務(wù)并由高級任務(wù)涵蓋初級任務(wù)的循環(huán)；同時(shí)多樣化的任務(wù)又由課內(nèi)延伸至課外，不僅可拓展學(xué)生的知識(shí)面，更可培養(yǎng)學(xué)生的學(xué)習(xí)興趣，從而提高學(xué)生綜合運(yùn)用英語的能力。

（三）面向全體學(xué)生，關(guān)注學(xué)生的全面發(fā)展

經(jīng)常性地開展pair work、group work、class performance，培養(yǎng)學(xué)生的團(tuán)體合作精神。

（三）情感目標(biāo)

1）激發(fā)并提高學(xué)習(xí)英語的興趣，樂于接受新鮮事物，勇于嘗 試；體現(xiàn)課堂教學(xué)“主體者”的身份，積極主動(dòng)參與教學(xué)各環(huán)節(jié)，成為學(xué)習(xí)的主人；具有個(gè)性，培養(yǎng)創(chuàng)造能力。

2）培養(yǎng)同學(xué)之間日常融洽相處的感情，樂于合作，善于與人分享喜好，培養(yǎng)正確的審美觀和價(jià)值觀。

3）培養(yǎng)學(xué)生具有良好的文明習(xí)慣，具有文物保護(hù)意識(shí)。

（四）教學(xué)策略

1）開放式教學(xué)策略。以有限的課堂為載體，帶學(xué)生進(jìn)入廣闊的知識(shí)天地。

2）引趣激趣策略。創(chuàng)設(shè)多種情景（境）激發(fā)學(xué)生的興趣，只有讓學(xué)生真正有了參與的欲望，才能點(diǎn)燃他們的思維火花。

3）任務(wù)型活動(dòng)策略。在做中學(xué)，在做中練，在做中鞏固，往往會(huì)使課堂教學(xué)產(chǎn)生事半功倍的良好效果。

4）循序漸進(jìn)和尊重差異策略。由簡到繁，由難及易，為有困難的學(xué)生搭好梯子，讓有能力的學(xué)生“跳一跳”摘到果子。

（五）學(xué)習(xí)策略

1）課前認(rèn)真預(yù)習(xí)，利用互聯(lián)網(wǎng)或其他媒體收集國內(nèi)外文物古跡以及有關(guān)文物保護(hù)信息，課后能及時(shí)復(fù)習(xí)。

2）上課勤思考，多動(dòng)腦，掌握所學(xué)詞匯，熱情、積極、主動(dòng)參與課堂上各種活動(dòng)。

3）注意學(xué)習(xí)方法，及時(shí)提問并注意傾聽他人意見。

4）確立“學(xué)用英語相結(jié)合”的思想，用英語開展思維，分析（復(fù)述）課文、發(fā)表個(gè)人 2 看法、提出獨(dú)到的見解等。

（六）文化意識(shí)

1）了解文物古跡所折射出的不同時(shí)期、不同地區(qū)的特殊文化內(nèi)涵。

２）培養(yǎng)學(xué)生良好的社會(huì)公德意識(shí)，樹立文物保護(hù)意識(shí)。

六、單元教學(xué)設(shè)計(jì)（課時(shí)計(jì)劃及操作步驟）

依據(jù)《課程標(biāo)準(zhǔn)》及對學(xué)生教學(xué)目標(biāo)的要求，課堂教學(xué)中充分利用與教材相配套的教學(xué)掛圖、錄音帶、VCD、投影片、練習(xí)冊、閱讀訓(xùn)練以及多媒體軟件等，并以此作為學(xué)生學(xué)習(xí)和教師教學(xué)的重要內(nèi)容和手段。適應(yīng)信息時(shí)代之所需，教師應(yīng)重視使用一些先進(jìn)的現(xiàn)代教學(xué)技術(shù)手段來激發(fā)、提高學(xué)生學(xué)習(xí)英語的興趣，主要運(yùn)用多媒體輔助教學(xué)，以增加教學(xué)的直觀性和趣味性，加大課堂密度，提高教學(xué)效率。本單元計(jì)劃用六課時(shí)完成教學(xué)任務(wù)與測試評估。具體教學(xué)程序設(shè)計(jì)如下：

(1)To help the students know something about cultural relics.(2)To talk about ways to protect cultural relics(3)To train the students’ ability of listening and improve their spoken English.Teaching Design A.Lead-in

As is known to us all, China is a country with a history of more than 5,000 years.In the long history, people in different periods have left us quite a number of cultural sites,many of them are world-famous.Have you heard of the world heritage list? Qs: How many properties are on the list?(730 up to 29 June, 2000)How many Chinese sites are included?(28)Can you name some familiar ones? And try to talk about some familiar ones in our hometown, Jiangsu.B Warming-up

Look at the three pictures on the book, these three sites are all on the world heritage list.Talk about them separately and answer the following questions(1)Where are the three sites?(2)What can you see in these pictures?(3)Which one would you like to see most and want to travel there if a chance is given? And why?

These three cultural sites are called cultural relics and we should do our best to protect them.Step 1 Warming-up

1.Questions: 1)What are cultural relics?

The Great Wall in China;The Pyramids in Egypt;Stonehenge in England

2)What do they have in common? They are all very old and are all symbols of their countries and their cultures.They are very important to their countries.They once had a practical importance(burial site,defence , magic / superstition).Now people from all over the world go to visit these places.3)What does the phrase Cultural relics mean? relic: something that has survived the passage of time, especially an object or a custom whose original culture has disappeared;something cherished for its age or historic interest.4)Do you know any other cultural relics in China or in the world? 2.Some information about: 1)The Pyramids in Egypt 2)The Great Wall in Chins 3)Stonehenge in England When they were built What they were built for Stonehenge is a circle of large standing stones located near Salisbury, in Wiltshire, England.People began to build the site about 3,100 BC.It is not clear who built it.Focus: reading Teaching goals: 1.To train the ability of skimming and scanning.2.To develop the students’ ability and skills of guessing words and reading comprehension.3.To help the students get into a good habit of reading.Teaching aids: a recorder, a multi-media computer, etc.Teaching procedures: Step1: warming up 1.Greetings 2.Comment on the students’ report about the culture capsule.3.Go over the ways of giving advice or making suggestions.Step2.Pre-reading T : Throughout the world, there are many well-known cities, and quite a few of them are particularly great.Some of the cities are well received by the people, and some others have in or around them a number of famous cultural relics.Now let’s have a free discussion about the following questions: 1.Some cities, like Paris and Beijing, are called great cities of the world.In your opinion, what makes a city great? 2.What are your favorite cities?

3.What cultural relics are there in the place where you live? How important are they? Step3Reading

Task1.Fast reading.T: Read the passage quickly, and find out where you have the problem understanding the whole story.Discuss the problems in pairs first and in groups later.Deal with some common problems in class.Finish off the following Qs.1.What’s the name of the city? Which river flows through the center of it? Who built it? 2.Why is it called a city of heroes? 3.True or false questions: T: This time I’ll play the tape for you.Please listen to the tape while looking at the sentences on the screen, making a decision about whether the following statements are true or false.1)The city of St Petersburg was built and rebuilt by peter the Great.2)Many great palaces in the city, which were large and beautiful, were built after Peter’s death.3)The Germans attacked St.Petersburg a hundreds ago.4)When the palaces and buildings were rebuilt, people changed their old beauty.5)The Germans destroyed a portrait of the great.6)It was difficult for people to rebuild the old palaces.7)Workers and painters used paragraphs to help them rebuild the city.8)St Petersburg will never be as beautiful as it was before.4.Vocabulary Ask the Ss to complete the sentences with the right words from the passage.(Workbook p.122)T: Now please complete the sentences with the right words from the passage.(Workbook p.122)

Task 2.Intensive reading

Reading the passage carefully and answer the following questions.1.Why was the city important in the past? 2.Why did it seem impossible for people to restore the city and its cultural relics after the German left? 3.Why was it so difficult for people to rebuild the old palaces? 4.What did people do before the Germans came? Why? 5.What did people use to help them rebuild the city? Skimming Ask the Ss to read the passage more carefully and find the topic sentence for each paragraph.Meanwhile the teacher may ask the Ss to answer some detailed questions.Questions：① Where do people usually build a city? Why? ② What were the palaces like? ③ What were the palaces used for after the Czars' rule over the city ended? ④ What did the Germans do as they left the city? ⑤ Was it easy for the people of St Petersburgh to rebuild the city? And why? ⑥ What did the people do to bring the city back to life?

5.Reading aloud Play the tape and ask the Ss to read along in a loud voice.Step four Post-reading 1.Ask the Ss to discuss the following questions in groups: ① Why do people think St Petersburgh is a great city? ② Why was it so difficult for people to rebuild the old palaces? ③ What did people use to help them rebuild the city? ④ Why are the people of St Petersburgh heroes? Step 4.Interview

Ask the Ss to work in pairs, playing the role of a newspaper reporter and a citizen of St Petersburgh and finally invite some pairs to act out their interview in the front.【Model】R--reporter C--citizen of St Petersburgh R: Good morning, I'm from Shaoxing Daily.May I ask you several questions? C: Sure.R: When was your city built and and who built the city? C: ……

Step six Debate

Divide the whole class into two groups, asking them to collect as much information as possible according to the following situation(topic).Discussion With the fast development of economy, many parts of our old city is being rebuilt.In the area where you live, the city government plans to pull down quite a few low old buildings and put up some high buildings.There is an old building, which dates from the Ming Dynasty and in it there’re a lot of famous carved paintings.Do you t hink it necessary to pull down this old building or to leave it as it is?

Step seven Summary and homework 1.Summarize the passage and ask the Ss to retell the story.2.Finish off the exercises on p.46 “Word study”-2 and p.123 “Vocabulary”-2.Period 4 Language Points Focus: Language Points Step1.warming up 1.Greetings 2.Check the homework, giving some explanation if necessary.Step2.Lead-in

Ask the students to find out the sentences from the passage that they think most beautiful or sound sweetest.Step3.Reading 1.Ask the students to read on page 124 and finish the following exercises shown on the screen.①The word, which has similar meaning to “finish”, is___.②___means to go or run quickly.③The word ____means to save.④A _______is a place where people worship the god ⑤To ____large areas means that water covers large areas.⑥If something is needed ,it is _____.⑦When you are seriously ill , your life could be________.2.Ask the students to find out the main idea of each paragraph.Paragraph 1.the build of the city.Paragraph 2.the decline of the city.Pragraph3.the rebuild of the city.Paragraph 4.the present of situation of the city.Step4.Further discussion As we know, the British and the French coalition destroyed the winter palace in 1806.Here we have two topics to discuss: 1.Do you think it is possible to for Chinese people to rebuild it? 2.Do you think it is necessary to rebuild it? How can people rebuild it? Step5.Explain some new words.1.Words under attack: being surrounded and assaulted by enemies’ military action rebuild: build again replace: to put back in a former position or place represent: to stand for, symbolize recreate: create something past again restore: to bring back to the original condition in ruins: being destroyed completely in pieces: broken and damaged revolution: to overthrow of one government and its replacement with another portrait: a likeness of a person, especially one showing the face destroy: to ruin completely;spoil;todo away with;put on the end to 2.Practice: The city is built in the _____of the Neva River ___though its center.After the Russian_____, the palaces there were _____as museum.The city was___ _____for three months during the Second World War, but people there didn’t____ _____.The Germans _____the buildings and everywhere you could see paintings and _______in_______and the whole city was ____ _____.After the war, Russian people began to ___the city.They wanted to ____the city_____to life.Now, many ______pieces have been ___, old portraits have been____, and the city has been ___.Dreams can ___ ____.Step6.Homework 1.Retell the story in your own words.2.Find more information about peter the great.6

第三篇：(蘇教版)牛津英語教案 6B unit7

（蘇教版）牛津英語教案六年級下冊 unit7

Unit7 A letter to a penfriend

The first period 教學(xué)內(nèi)容

B Look read and learn & C Look and say 教學(xué)目標(biāo)

1、能正確地聽、說、讀、寫詞組glue , write a letter。

2、能正確地聽、說、讀單詞及詞組a postcard , writing paper , an e-mail , an e-mail , a fax number 3.四會(huì)句型：Can I have …

What for…？

I want to do …

4、能根據(jù)圖片提供的情景進(jìn)行描述和對話。

5、了解幾種常見的通信設(shè)備及相關(guān)詞匯并會(huì)用英語向別人要自己需要的材料。

教學(xué)重點(diǎn)

1、能正確地聽、說、讀、寫詞組glue , write a letter。

2、能正確地聽、說、讀單詞及詞組a postcard , writing paper , an e-mail , an e-mail , a fax number 教學(xué)準(zhǔn)備

1、教具準(zhǔn)備

1）關(guān)于通信設(shè)備的實(shí)物、圖片。2）錄音機(jī)和磁帶。

2、板書準(zhǔn)備：寫好課題和日期。

教學(xué)過程

Step 1 Free talk/ Revision T: Good Morning!How are you?

------小學(xué)資源網(wǎng)投稿郵箱: xj5u@163.com-------1--

Did you have a good time on May Day?

What did you do on May Day?

Did you call your friend? What’s his/her telephone number？（出示）a telephone number Step 2 Presentation and pratice 1.T: Did you call your friend? What’s his telephone number?

S1: Yes, I did.His /Her telephone number is … T: How about you？ S2: …

T: Did you write an e-mail/give a fax?(出示)write an e-mail

a fax number/ machine 2.T: Did you write an e-mail/a letter to your friend? S3: …

(出示)write a letter

T: What do you need if you write a letter/ an e-mail /a fax?

S4: …

(出示)write a letter: a writing paper, an envelope, glue, a stamp write a postcard: a postcard

write an e-mail: an e-mail address, a computer

give a fax: a fax number, a fax machine 3.Look, read and learn.Listen and read the words of Part B.4.（1）T: Show me your things or pictures.What do you have?

S1:I have a/an/some …

T: Can I have an envelope? I want to write a letter.S1: Sure.Here you are.------小學(xué)資源網(wǎng)投稿郵箱: xj5u@163.com-----

--2--

（2）T: I have many things here.If you want something,you may ask me and tell me what for.（板書）Can I have a/an/some/the …?

What for?（3）S2: Can I have a/an/some/the …?

T: What for?

S2: I want to …

T: Sure.Here you are.(4)Practice in pairs.5.Look and say.Talk about the pictures of Part C.Step 3 Consolidation

Activities: 1.給好友寫封信

2.為班級墻報(bào)設(shè)計(jì)一幅圖畫

3.做一個(gè)風(fēng)箏

要求：分四-六人一組，其中一人為材料保管員，其他學(xué)生在完成以上任務(wù)時(shí)首先要向保管員領(lǐng)取材料，用以下句型： A: Can I have a/an/some/the …?

B: What for? A: I want to …

B: Sure.Here you are.板書設(shè)計(jì)

Unit 7 A letter to a penfriend write a letter: a writing paper , an envelope , a postcard , glue, a stamp write an e-mail: an e-mail address , a computer give a fax: a fax number , a fax machine A: Can I have a/an/some/the…?

------小學(xué)資源網(wǎng)投稿郵箱: xj5u@163.com-----

--3--

B: What for? A: I want to … B: Sure.Here you are.------小學(xué)資源網(wǎng)投稿郵箱: xj5u@163.com-------4--

第四篇：(廣東版)開心英語教案 3A unit7

第一課件網(wǎng) www.tmdps.cn 廣東開心英語三年級上冊教案

Unit 7 Is this a dog? Teaching objectives: 1.Target language: Is this a panda? No, it isn’t./Yes, it is.2.Function: Identifying animals.Teaching difficult points:

words and drills.Teaching key points:

Conversation and communications.Teaching aids:

The word cards, objects, pictures, a recorder, a computer, TVs and so on.Period one 1)Free talking.2)Listen and say the new words: whale, panda, polar bear, lion, tiger, rabbit.(with pictures)3)Listen and look:

G: What’s this? Tony: It’s a bird.G: Is this a bird? T: Yes, it is.G: is this a bird? T: No, it isn’t.It’s a dog.G: Is this a bird? T: Yes, it is.His name’s Boomer.Is this a dog? G: No, it isn’t.It’s a cat.T: Very good, Gogo.Teacher asks the students with the pictures.Then in groups of two to ask and answer, ask the best students to act in front of the classroom.4)Target--Listen and say.5)Practice 1.Is this a---? Yes, it is./ No, it isn’t.6)Practice 2: Listen and number.a tiger a rabbit a panda a polar bear()()()()第一課件網(wǎng) www.tmdps.cn

第一課件網(wǎng) www.tmdps.cn 7)Practice 3: Your turn!Listen and answer.Is this a----? a lion, a whale, a polar bear.板書設(shè)計(jì)：

Unit 7 Is this a dog? Is this a panda /tiger/ lion / whale / polar bear /rabbit? Yes, it is./ No, it isn’t.Period two(Review the words and target, song, Activities 1.2.3)1)Talk freely.2)Read the following on page 35 and 36.3)Listen and sing.Listen to the recorder, sing after the teacher.Is this a dog? Is this a dog? Ruff, ruff.Ruff, ruff.It’s a dog.Is this a cat? Is this a cat? Meow, meow.It’s a cat!4)Activity 1.read and mark(√×).A.Polar bear B.whale C.rabbit D.lion E.panda F.tiger()()()()()()5)Activity 2 Play and say.Draw some pictures on the blackboard.Is this an umbrella? Is this a cat? Is this a dog? Yes, it is./ No, it isn’t.6)Activity 3 Play and say guess(with pictures)Is this a lion? No, it isn’t.Is this a girl? Yes, it is.Period three(Alphabet and workbook)1.Alphabet 第一課件網(wǎng) www.tmdps.cn

第一課件網(wǎng) www.tmdps.cn a.Listen, point and say.Pp panda piano Qq queen question Rr rabbit rice.b.Listen and chant.2.Exercises:

Finish the exercises in workbook and writing book.板書設(shè)計(jì)：

Unit 7 Is this a dog? P p panda piano Q q queen question R r rabbit rice

第一課件網(wǎng) www.tmdps.cn

第五篇：大學(xué)英語教案

Unit 8 Book 1 Experiencing English I.Teaching objectives

1.Skills:

1)Reading: Reading Between the Lines 2)Writing: how to use punctuations in a sentence 3)Listening: understanding the passages about love and friendship, listening for the main idea and the important details, learning to take notes while listening 4)Speaking: talking about love and friendship 2.Vocabulary development: 1)Words: acquaintance, barely, encounter, incline, intimate, occasional, principle, recall, recognize, replace, summarize, upset, bow, depart, enclose, endure, identical, intense, occupy, provoke, standing, trim, 2)Expressions: compare… to, drift apart, ever after, even if/ though, join hands(with), no matter what/ how, etc., succeed in, try on, go by, in case, pass away, work out 3.Grammar and structure: 1)Adverbial clause 2)Attributive clause 3)modal auxiliaries in subjunctive mood

II.Important points:

Leave nothing to chance, compare to, even if/ though, no matter how/ what, go by, work out, recognize as/ by, compare with/ to

III.Difficult points: 1.distinguishing replace, substitute, take the place of;confront, encounter, meet;bear, endure, put up with, stand, suffer, tolerate;acknowledge, admit, confess, recognize 2.Speaking: talking about love and friendship 3.Listening: understanding the passages, listening for the main idea and the important details, learning to take notes while listening

IV.Teaching arrangements: 1.Total class time for this unit: 8 periods 2.Suggested arrangement: 1)Talking:(duty report, group discussion, free talk etc.)40' 2)Pre-reading activities: 15-20' 3)Understanding the structure of text A: 15-20' 4)Detailed study of the language:100' 5)Writing skills: 15' 6)Text summary 10’ 7)Exercises: 55' 8)Reading skills: 15-25' 9)Detailed study of of text B: 60-70' 10)Comprehensive exercises: 20'

IV.Lecture scripts:(by the teachers)2