7bunit3整单元教案

7bunit3整单元教案（精选6篇）

7bunit3整单元教案 第1篇

主备人：牟娟 侯中华

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第1课时

课 题 Welcome to the Unit

课 型 speaking

教学目标

Make students pay attention to their health, and how to keep healthy.

Get the Ss to improve oral English by talking about the pictures.

教学重点

Students are expected to express their own opinions by comparing the importance of beauty and

health.

教学重点 Encourage students to speak freely.

教学过程

Step 1 Lead-in

Look at pictures about some famous people, and think of the question “Is a person’s ability judged by their appearance?”

Some questions about yourself:

Do you think appearance plays an important part in your life?

Which do you think is more important, looking good or feeling good?

Step 2 Talk about the pictures

“Wow! I think this blouse will make me look slimmer.”

“This is really difficult but I feel so strong.”

“You must get enough sleep to stay healthy.”

“Eating more fruit makes me feel better.”

Step 3 Discussion:

Choose one picture and have a free talk.

Who is the person?

(2) The reason why he/she does so as the picture shows

(3) Give some details about the picture

(An example： Jane is a high school student and she is extremely happy, because she has been admitted to university. Tonight her parents will hold a party to celebrate her success and achievements. All their friends and relatives are invited to share her happiness. However, now she is at a loss about the clothes she is going to wear tonight. She is confident about everything except her weight. She always worries about being too fat. At this moment, she has spent at least half an hour selecting clothes without success.)

Step4 Talk about questions on P41

(1) Do you think we can change our appearance by wearing different clothes?

(2) Which do you think is more important, eating well or doing exercises?

(3) What do you do to keep yourself looking good and feeling good?

Step 5 Further discussion:

Looking good Feeling good

Advantages

Disadvantages

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第2课时 Reading

课 题 Looking good, feeling good

课 型 reading

教学目标

Encourage the Ss to grasp the main topics of the three letters written by two good friends---Amy’s problems, how she dealt with it and Zhou Ling’s concerns and advice to Amy.

Stimulate the Ss’ interest in learning English by talking about their own opinions when it

comes to the topic “To be beautiful or to be healthy ”.

教学重点

Understanding the text.

教学难点

Encourage students to speak freely.

教学过程

Step 1 Lead-in

(1) Some people are overweight, some are a little fat, and some are slim. Find why people are fat.

(2) Discuss ways of losing weight.

going on a diet b) exercising in the gym

c) receiving surgical treatment d) taking weight-loss pills

(3) Talk about the advantages, disadvantages & examples of the ways of losing ways.

Step 2 Reading comprehension

(1) General questions: (1st reading)

Where does Amy come from?

What kind of pills did Amy take?

What caused Amy’s liver to fall?

Ex C1 Choose the best answers. (2nd reading)

Questions: 1-6

Step 3 Further reading

(1) Ex C2 Find the main points in the three letters (3rd reading)

Subjects Main points

1 Dying to be thin

2 Recovering

3 Re: Recovering

(2) Ex D1 D2 Detailed understanding and learning new words in the context.

Step 4 Develop reading ability through usage

(1) Ex E Complete the letter based on the text.

Step 5 Consolidation and Expansion (Choose one of the following.)

(1) Suppose you are Amy’s best friend. What advice or suggestions would you give to Amy?

(2) Do you think pictures of film stars and models cause young people to worry about their looks? Why or why not?

(3) What do you think is the best way to keep healthy? Why?

Step 6 Homework

Read the whole text (1) to know what Amy had to stay slim and how she recovered.

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第3课时

课 题 Looking good, feeling good

课 型 language points

教学目标 Master the usage of some important words and expressions in the play.

教学重点 the study of some language points

教学难点used to do sth be/ get used to sth/ doing sth work wotth

touching touched

教学过程

Step 1 Revision

Check the language usage in the text

(1) words & phrases (2) Non-restrictive attributive clauses (3) however/but’ (4) Question tags

Step 2 Language points (Learn and use)

1.die-died-died

dead adj. death n.

dying adj. 快要死的，快要消失的

Nothing can save the dying man.

什么都救不了那生命垂危的老人

These are dying traditions.

这些是即将消失的传统。

2.hear from 收到来信

I’m looking forward to hearing from you

我期盼着尽快收到你的来信。

hear about 听到消息

hear of sb/sth =be told about sb/sth 听说

Ive never heard of the place.

3.used to go to the gym three times a week, but I don’t work out any more.

used to do sth be/get used to sth/ doing sth use sth to do sth be used to do sth 区别和用法

It used to be thought that the Earth was flat, but now everyone knows it is round.

Dr Ma used to work in a children’s hospital in Nanjing, usedn’t /didn’t he?

I never got used to going to bed so early.

Computers are used to do a lot of work in many companies.

4.work out 锻炼;计算出，结果

In order to keep a good figure my sister work out in the gym everyday.

我妹妹为了保持身材每天都去健身房锻炼。

Can you work out how much money it will cost?

你能计算出花了多少钱吗?

work 运转;有效，起作用

I bought the MP3 yesterday but it doesn’t work.

我昨天在这儿买了个MP3，但现在它坏了。

Your idea sounds god but won’t work..

你的注意听起来不错，但行不通。

5..I’m trying to lose weight because I’m so ashamed of my body.

be ashamed of sb./sth./doing.../ be ashamed to do.../ be ashamed that

6..Since I’m preparing to act in a new TV play, I’m taking weight-loss pills called Fat-less, which are quite popular among young women here.

Since /now thatyou have a three-day holiday, why not go to the countryside to enjoy the quiet life there?

7.become slimmer and slimmer 越来越瘦

become more and more beautiful

8.They contain a harmful chemical that caused my liver to fail.

contain / include区别和用法

To keep fit, we should always avoid food containing too much fat.

The price includes the postage charges.

9.keep doing sth 一直，反复干

keepfrom doing sth =prevent/stop..from doing

10.priceless =invaluable 无价的，贵重的

worthless=unworthy=valueless =useless 无用的

11.recover vt. 恢复，康复

I’m recovering my strength after a flu.

我得过流感后体力正在慢慢恢复。

vi. recover ..from 恢复到正常状态(健康，神智等)

Trade soon recovered from the effects of the war.

贸易摆脱了战争的影响而很宽复苏了

12.match. n. v. 搭配，匹配

This tie is a good match for you suit

I need a tie to match this suit.

13.advice [u]

take/follow/accept one’s advice. 采纳建议

ask sb for advice 征询建议

14.worth adj. 值

be worth +n

be worth doing

The car is worth 200.000.

His suggestion is worth nothing.

Shakespeare’s plays are worth reading.

Cf. be worthy to be done

be worthy of being done

The novel is worthy of being read a second time

is worthy to be read..

15.This is really a touching story-a stranger who donated part of his liver to a girl he doesn’t even know!

The son and his parents are parting at the station with tears in their eyes. What a touching scene!

touching; exciting; moving; disappointing, interesting (arouse the feeling)touched; excited; moved; disappointed, interesting (be made to feel)

The excited children were opening their Christmas presents. (excite)

She was deeply moved when she watched the moving film. (move)

16.embarrass v.使窘迫，使人不好意思

He was embarrassed about the stupid mistake.

embarrassing adj. 令人局促不安的

17.come across 偶然遇到

I came across an old friend in the street yesterday

come up with sth提出或找到(答案，方法等)

come about=happen

come to oneself 恢复正常，醒过来

come out (指花朵等)开始长出，吐艳

Step 3 Consolidation

Read the text and find the sentences containing the language usages we have just learned.

Step4 Homework

(1) A1/A2(P102) (2) B1/B2(P103) (3) Learn the new words by heart.

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第4课时

课 题 word power

教学目标 Learn and master the new words about sports

Enlarge the knowledge about sport

教学重点Talk about sports to learn new words

教学难点Remember some new names of sports

Important points & difficult points:

(1). Talk about sports to learn new words

(2). Remember some new names of sports

教学过程

Step 1 Lead-in

Talk about the 10th National Sports in Nanjing:

(1) What have Nanjing people done for the 10th National Sports ?

(2) What can I do for this sports meeting?

(3) How many kinds of sports can you name ?

Free talk about yourself.

(1) Of all kinds of sports, which do you like most?

(2) Are there any school clubs in your school? Have you ever joined one? If not, are you planning to join one?

Step 2 Read and speak

(1) Part A on page 46

(2) Find all the names of clubs

Step 3 Further study

Talk about expressions of the pictures about sports:

badminton tennis boxing fencing

weightlifting squash shooting volleyball

basketball football aerobics triathlon

Step 4 Read and understand

(1) Complete the exercise of Part C on page 47.

(2) Some questions for you :

1) What suggestions does Zhou Ling give to Amy?

2) Zhou Ling gives specific advice to Amy about the exercise she can do after the operation: Firstly, if Amy wants to get strong and have some fun with friends,_________________.

If Amy just wants to build her strength up by herself, Zhou Ling advises her to__________________.

If Amy only wants to have some fun and exercise with some of her friends, she can try_________________.

(3) Types of sports Part D (P47)

Do you know which are indoor sports and which are outdoor sports? Think more!

boxing beach volleyball fencing

gymnastics skiing baseball

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第5课时

课 题Grammar and usage (1)

教学目标 Master the usage of non-restrictive Attributive Clause.

Practice about all kinds of Attributive Clause.

教学重点Non-restrictive Attributive Clause.

教学难点Remember some new names of sports

Important points & difficult points:

the usage of “which” and “that” in Attributive Clause.

Some special usage of “that” in Attributive Clause.

教学过程

Step 1 Lead-in

(1) T shows a picture of Brad Pitt. T gives 3 blanks to be filled in using information from the picture involving restrictive Attributive Clauses

(2) T shows another picture of Zhang bozhi. T gives 2 blanks to be filled in using information from the picture involving non-restrictive Attributive Clause.

(3) Ask Ss to find out the differences between these sentences.

That is,

Comma;

The Non-restrictive Attributive Clause can be left out;

We can’t use “that” in this kind of sentence;

We can’t miss the relative words, either.

Step 2 Initial knowledge of Non-restrictive Attributive Clause

Find out the Non-restrictive Attributive Clause on page 42-43 (Reading).

Step 3 Non-restrictive Attributive Clauses

(1) T gives Ss some more examples and tells Ss that we can use “which” to refer to the whole main clause, and we can’t use “that”. Some exercises are available as well;

(2) T gives Ss some more examples and tells Ss that we can use most/ all/ some/ both/ part + of + whom/ which to express a complete or partial quantity. Some exercises are available as well;

(3) More exercises.

Step 4 Further study of the Attributive Clauses

“That” must be used in Attributive Clause in the following cases:

(1). the antecedent is all, few, little, much, something, nothing, anything, none, one, etc.

(2). The antecedent is modified by all, any, every, each, few, little, no, some, etc.

(3).The antecedent is modified by an ordinal or superlative

(4). The antecedent is modified by only, very, last, etc.

(5). The antecedent refers to people and things.

(6). A sentence begins with who or which.

(7).A relative pronoun functions as predicative.

More examples are available in each part.

More exercises are available as well.

Step 5 Summary and homework

Complete the exercises on page 48-49.

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第6课时

课 题Grammar and usage (2) Question tags

教学目标Review the usage of intonation, and learn how to read question tags.

Learn and master the form of question tags.

教学重点question tags.

教学难点Some special forms of the question tags.

教学过程

Step 1 Lead-in

T shows a picture, and tells a story of “shmily”. A old couple keep playing the “shmily” hide and seek game. They write “shmily” on a piece of paper, and hide it in their house. Sometimes, they hide it under a cup, sometimes they hide it under a book. And the meaning of “shmily” is see how much I love you’.

T: Do you say “I love you” to your parents? And how do you say it?

S:

T: Do your parents say “I love you” to you? If they are too shy to say “I love you” to you, you can ask them, “You love me, don’t you?” and remember, in a rising intonation. When we expect the other person to agree with us, the question tad has a falling intonation.

Step 2 Question tags

T introduces the definition of question tags and the basic usage of question tag.

(1) We use a negative question tag at the end of a positive statement; we use a positive question tag at the end of a negative statement;

(2) Words like neither, none, nobody, nothing, few, little, never, hardly or seldom are considered negative;

(3) We use a personal pron. like I, we, you, he, she, it or they in a question tag.

(4) We use an auxiliary verb, model verb or be in a question tag.

(5) After an imperative clause, we use will you. After Let’s, we use shall we.

Some exercises are available as well.

Step 4 Homework

P51, A, B; P104, C1, C2

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第7课时

课 题Task

教学目标 Practise students’ language skills of listening, reading, speaking and writing

Help students to learn 2 skills of finding information

教学重点Find and underline the main ideas

Find and circle the key words

教学过程

Step 1 Introduce two skills of finding information:

(1) Read the questions carefully before you begin.

(2) Skim the passage, and look for main points and key words.

Step 2 Practise

(1) Find the main ideas and key words in a passage:

Main idea: I think too many people take weight-loss pills without really knowing that they can damage their health.

Key words: cause liver failure; worried about her figure;

health is priceless; eat properly

(2) Read two pictures about “Better Body Gym”, and find the main points and key words.

(3) Passage understanding

Some questions about the above two pictures;

1.Membership fee:

__________________

2.Number of gyms in the city:

1.____ 2.____ 3.____

3.What do you get for free?__________________________________________

4. How big is each gym?

5.Can you get advice from a personal trainer?

Yes______ No______

6. How can you find out more?

____________________

Step 3 Practise listening

1.One in Jinshan Road; one near the King Hotel

2.No

3.Provide with your ID number

4.No

Step 4 Practise writing

(1) Complete a letter to your friend. Explain why you think he should join the gym by using the given information .

(2) Write a letter to recommend a gym to a friend

Step 5 Homework

Find information about a club.

Invite your friend to join it.

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第8课时

课 题Task

教学目标Get the Ss to focus on note-taking skills by studying and practising.

Encourage the Ss to use key words and symbols in taking notes.

教学重点Use abbreviations & contractions. Write down the key words.

Use punctuations Interview classmates about exercise and taking notes

教学难点Use symbols

教学过程

Step 1 Lead-in

Guess the meanings:

Mon Tues Wed Thur Fri Sat Sun Jan Feb Mar Apr May Jun Jul Aug Sept Oct Nov Dec mor afn min sec hr ﹥ ﹤ ↑↓ A Q ABC BA circamara SOHO contd Art Fest

Step 2 Note-taking

1 use abbreviations & contractions:

PRC NO. Dept e.g. SH1 I’D shan’t won’t mfr Art Fest

2 Write down the key words.

(1)Model: Gym can be expensive = Gym memberships can sometimes be very expensive.

(2) Practice: Let’s try.

3 Use symbols

(1) Model: By swimming regularly, jogging, drinking lots of water and getting plenty of sleep, I can be healthier. swimming + jogging + water + sleep healthier

(2) Practice: Let’s try.

Step 3 Listening practice:

1 The number seven bus is not on time. No. 7 bus isn’t on time.

2 Our department is increasing the number of teachers. Our dept is↑the no. of teachers.

3 I’d like to see the manufacturer. I’d like to see the mfr.

4 Senior High 1 has a bigger class than Senior High 2. SH1 has a ﹥class than SH2.

5 The People’s Republic of China was founded in 1949. PRC was founded in 1949.

Step 4 Interviewing classmates about exercise

(1) Listen to the speaker and take notes about the equipment available in the gym.

(2) Interview your partner. (3) Tell your class what exercise your partner does.

what basketball/dancing/football /gym / running / swimming

Why fit / fun / healthy / strong

When Often/sometimes/ seldom /never

Whom classmates / family /friends

Step 5 Using punctuation

(1)Do you know these punctuation marks? , . ? ! : ; ’ ’ - -

(2) Practice: Let’s try:

Step 6 Consolidation

Write an e-mail to your friend recommending Better Body Gym.

Step 7 Homework Exx D1 & D2

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第9课时

课 题Project

教学目标

Get the Ss to know about proper health and fitness so that they can take care of themselves.

Improve the students’ ability of making a survey and making a questionnaire.

教学重点Read the passage about health.

Make a survey about health.

教学难点Complete a report about health.

教学过程

Step 1 Lead-in

T shows two pictures, one is Nicole Kidman, and the other is Victoria Beckham. Ask the Ss whether they know them? What do they think about them? Do they think they’re beautiful? What is beauty in their eyes?

Step 2 Skimming

(1) Try to get the main idea of each paragraph.

(2) Try to get the general idea of the whole passage.

Step 3 Introducing the project

Make a booklet about how healthy the students in our school.

Step 4 The procedures of doing the project

Planning:

Get into groups(4-6)

Clear assignments

Decide which group your group will survey.

preparing:

Make a questionnaire.

Give out and collect the questionnaires.

Record and analyze the statistics.

Write the report.

(3) Producing:

a. You can make a questionnaire based on the following points: How many; How often; Have you; How much; Do you

A sample questionnaire is provided as a reference as well.

b. Remember to talk to the teacher to get enough time to give out and collect your Questionnaire.

c. Record and analyze statistics and remember to compare your figures with the numbers and percentages the reading article provides.

d. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

presenting:

Present the reports to the class

Step 5 Homework

Complete the project

总 课 题 Advance with English Book 1 Unit 3 Looking good, feeling good

总 课 时 10 第10课时

课 题Project

教学目标

(1) Improve the students’ ability and provide practice.

(2) Make a booklet about health.

(3) Master the usage of some useful words and expressions.

教学重点Make a booklet about health.

教学难点Present a report about health to the whole class.

教学过程

Step 1 Lead-in

T shows Ss the rules of how to present.

1. Report should include the following parts:

the class, grade;

how many Ss answered the Qs;

comparison

2. Each group member should report on part of the results.

Step 2 Presentation

T values which group did a better job, and also invites the Ss to talk about which they like best, and why.

Step 3 How to make a booklet

A booklet will include

cover

contents

reports

appendix

Step 4 Language points

T introduces some language points in the article to Ss.

(1) Word focus

life-style

regular

count

control

concentrate

words to be learned from old words

energy, skip

phrases to be noticed

along with

in the long term

a good amount of sleep

as a matter of fact

in no time

Step 5 homework Make a booklet

7bunit3整单元教案 第2篇

课题：快乐宝贝 课型：唱歌 课时：1课时 教学目标：

这是一节以声乐为主、律动为辅的综合课。学生通过自学和教师指导的学习方式，正确掌握歌曲的旋律、节奏，为歌曲的旋律、节奏。教学重点：

学生通过自学和教师指导的学习方式，正确掌握歌曲的旋律、节奏。教学难点：

为歌曲的旋律、节奏。

教学用具：多媒体、电子琴。教学过程： 1.律动。

师：今天，老师给大家带来一首动感十足的歌曲，请同学们一边听一边跟着乐曲的节奏用自己的身体打出节拍来。生：听音乐活动。

师：同学们的节奏感真强，老师也给这首歌曲编了律动，这一遍我们再听的时候，请同学们跟我一起来做。师生活动：跟着音乐律动。师：教授动作，纠正动作。2.范唱。

师：同学们的动作非常优美，现在请大家休息休息，听老师把这首歌给大家唱一遍（师范唱）。

师：这一遍，我想请同学们配合我一下，说的部分，请同学们来完成（师生接唱）。

3．学唱歌曲。

师：请同学们看着歌谱，跟着录音带自己学唱歌曲。生：自学歌曲。师：指导、纠正。

（1）说的部分切忌大声喊叫。

（2）第1—8小节用有弹性的声音演唱歌曲。表现出歌曲欢快、活泼的情绪。（3）第9—12小节用连贯的声音表现出歌曲的抒情性。

（4）衬词“噜啦”的咬字要清晰，突出快乐宝贝的得意心情。（5）第16小节的“宝贝”用气息支持，唱满四拍。（6）“就是我”用肯定的语气演唱。师：请同学领唱(1—2名)。4.创编律动。

师：同学们的演唱很精彩，接下来，请同学们按小组，给这首歌曲再编一个律动。

生：分小组创编活动。师：请一组同学来展示。5.谈话。

师：歌曲中唱到的快乐宝贝是谁呀？ 生：是我们。

师：谁来说一说你的快乐，让我们大家一起分享。生：„„ 6.边唱边跳。

师：同学们有这么多的快乐，那不如我们唱起来、跳起来，尽情展现我们快乐的生活。

生：一边唱《快乐宝贝》，一边律动。教学反思：

课题《对鲜花》 课型：唱歌 课时：1课时 教学目标：

通过歌曲《对鲜花》的学习，让学生熟悉对唱的这种形式，并了解一些花卉常识，在音乐学习过程中丰富学生的自然科学知识，并能根据自己对花卉知识的了解为歌曲续编歌词。教学重点：

通过歌曲《对鲜花》的学习，让学生熟悉对唱的这种形式，并了解一些花卉常识。教学难点：

在音乐学习过程中丰富学生的自然科学知识，并能根据自己对花卉知识的了解为歌曲续编歌词。

教学用具：多媒体、录音机、电子琴。教学过程： 1.导入

师：请同学们观看电影《刘三姐》对歌的片断。提问：这个电影片断中人们在做什么？ 生：他们在唱歌，有人问、有人答。师:这种一问一答的演唱形式叫“对歌”，大家通过对唱，比谁机智、谁的生活丰富。今天，咱们就一起学习一首对歌形式的歌曲，名字叫《对鲜花》。.师：出示花的图片，问：大家喜欢这些花吗？那你都知道哪些花的名字？ 今天我们就来学习一首描写花的歌曲《对鲜花》。2.范唱。

师：.听录音范唱第一段。3.学唱第一段。

学生以模唱形式学唱第一段。师：指导、纠正。

4.学唱第二、三、四段。学生跟琴演唱。

学生完整的演唱整首歌曲。5采取不同的演唱形式。（1男女生对唱歌曲。

（2换过来进行练习，并加打击乐器进行伴奏。（3两人为一组对唱，背一背第一段歌词。

（4跟音乐伴奏边做拍手游戏边进行对唱，两人一组。5.创编活动。

师：你能给这首歌曲续编歌词吗？ 生：分小组创编活动。师：分小组展示续编成果。教学反思：

课题：《在钟表店里》 课型: 欣赏 课时：1课时 教学目标：

通过欣赏《在钟表店里》这首乐曲，提高学生感受音乐、表现音乐的能力，以及对音乐丰富的联想与想象能力。记忆乐曲的主题，积累音乐现象。所描绘的热闹情景，体验轻松、愉快的音乐情绪。教学重点：

体验音乐所描绘的热闹景象，丰富想象力。教学难点：

记忆乐曲的主题，积累音乐现象。教具准备：多媒体课件 教学过程：

1.为乐曲命名。

师：今天，我们一起欣赏一首管弦乐曲，请同学们听完之后，根据你的感受和体验给乐曲起个名字（欣赏第一乐段）。生：„„

师：你们起的名字都和钟表有关，这是为什么？ 生：因为在这首乐曲中我们听到了很多钟表的声音。

师：出示课题《在钟表店里》的课题，设问：看到这个题目你会想到什么？要求：每个组说一种答案，不许和其他组重复。小组内商量一下，每组派一名代表发言。

学生1：各式各样的钟表 学生2：有布谷叫声的表

学生3：我想到在一家表店里，钟表特别多 学生4：我想知道表店里的工人是怎样工作的？

教师：太棒了，同学们从钟表联想到在钟表店里工作的人们，今天我们就和大家一起欣赏这首由德国作曲家奥尔特写的这首管弦乐曲《在钟表店里》，让我们到音乐中去寻找答案吧。我们完整的听一遍（出示课件、播放音乐）学生：完整的听音乐。2.主题欣赏。

1．初步了解音乐内容

教师：从音乐中你听到什么了？各组派一名代表发言，不能重复。学生1：我听到了各种钟表的声音 学生2：我听到有布谷钟的声音

学生3：我觉得音乐写的在那里的人们生活的特别快乐 学生4：我还听到中间的音乐好象很慢，特别抒情 教师：请大家看画面，（播放画面）带着神秘的语气对同学们说，钟表店里的主人是个老爷爷，他每天都快活的工作着，他看到自己亲手制作的钟表别提有多自豪了。我们一起来听音乐的第一部分（播放音乐第一部分的课件）听听这部分音乐描写了什么？

学生：聆听音乐，感受音乐中轻松、活泼的气氛。2．欣赏音乐的第一部分

教师：这段音乐带给我们什么感受？ 学生1：轻松的、愉快的 学生2：特别高兴、舒畅的

教师：音乐把我们带到一个琳琅满目的钟表店里，吸引我们的不仅是各种钟表，是那些带着愉快情绪工作着的人们。我们一起来听这部分音乐的主题，（播放音乐的主题）

学生：聆听音乐主题，加深印象 教师：想想你会怎样来表现这个主题？各组开始商量一下。（播放主题音乐作为背景）

学生：小组开始活动 教师：请一组来说

学生1：介绍自己组的方法，我们用拍手、拍腿的方法进行。教师：那好，其他组跟着做一做（播放音乐）

教师：这个组的方法非常简单而且有效果，其他组呢？

学生2：我们用打击乐来表现（用双响筒来表现）听音乐伴奏 学生3：我们用舞步来表现，听音乐展示自己小组创编的活动 教师：看了大家的展示，说明同学们都有自己对音乐的理解和表现音乐的方法，下面，请注意这个主题还要不断的出现，当你再听到这个主题时，能不能还用你们刚才的方式表现呢？ 学生：能

教师：完整的播放音乐的第一部分音乐 学生：各组同学聆听音乐并表现。

教师：大家做的真棒，谁注意到主题音乐到底出现了几次？ 学生：三次

教师：作曲家为什么要安排出现三次呢？出现一次就得了，想想，为什么？ 学生1：音乐要告诉我们他们生活的特别快乐。学生2：使人们能记住这些曲调。

教师：用你们自己的方式再来感受一遍作品的第一部分（播放音乐第一部分的课件）

学生：边听边按照自己的方式进行表现 教师：这样勤奋工作的结果是什么呢？ 学生：各种钟表都准时了

教师：音乐用各种钟表的声音来表现他们劳动的成果，你们听（播放钟表发出的响声）

学生：边听边模仿

教师：这就是音乐的第一部分，音乐的第二部分将把我们带进哪里呢？ 3．聆听音乐的第二部分 教师：播放音乐的第二部分 学生：聆听第二部分音乐

教师：这段音乐要告诉我们什么呢？ 学生：工人们在休息

教师：你们怎么知道的呢？ 学生1：音乐很抒情

学生2：好象在工人们在欣赏自己的劳动果实 学生3：速度变慢了

学生4：情绪抒情、优美了 教师：我们一起用擦汗的动作来表现一下,把你刚才体会到的融进我们的动作里？（播放音乐课件并带着学生做律动）学生：听音乐做律动体验音乐的美

教师：大家做的非常好，接下去的音乐是怎样的呢？我们一起来听（播放音乐的第三部分课件）学生：聆听第三部分音乐 4．聆听音乐的第二部分

教师：这部分音乐我们熟悉吗？

学生：熟悉，就是我们听过的第一部分

教师：但是音乐的结尾好象给人的感觉更加强烈，为什么？你感觉音乐有哪些变化？每组一名同学说，不要重复。学生1：音乐变快了 学生2：音乐更加强烈了 学生3：好象更加有力量了 学生4：情绪更加热烈了

教师：我们各组商量一下怎样表现这段音乐？商量好了要展示。学生：分组商量

教师：播放第三部分音乐 学生：一组展示（大家评价）

教师：如果感觉没有准备好也没有关系，请准备好的组进行展示。学生：二组展示（大家评价）

5．完整欣赏表现音乐（阶段目标：再次体验音乐带给人们的轻松、愉快的情绪）

教师：我们一起赏析了各段音乐，结实了一群在那里愉快工作的人们，老师从一间钟表店里拍了一些资料片，从上面我们可以看到精美的钟表以及它的精良的制作过程。现在我们一起来欣赏。（播放音乐完整的课件）五．小结（阶段目标：培养学生语言表达的能力）教师：欣赏了管弦乐曲《在钟表店里》，你们能用一句话来总结一下这节课的感受吗？

学生1：我们知道了钟表店里工作的人们特别高兴。学生2：我觉得钟表特别多、特别好看。学生3：我喜欢音乐中安静的部分。

学生4：我也要像他们那样愉快的学习。

教师：每个同学都有自己的收获，我们一起体验了这么轻松愉快的音乐，我真佩服这个作曲家，谢谢同学们的合作。教学反思：

课题 《鸟店》 课型：欣赏 课时：1课时 教学目标：

1、通过欣赏，了解乐曲的情绪。

2、通过观看多媒体课件，把握乐曲的情绪和结构。

3、通过欣赏《鸟店》这首管弦乐曲，教育学生爱鸟、护鸟，为建设我们的绿色家园做出自己的贡献。教学重点：

通过观看多媒体课件，把握乐曲的情绪和结构。教学难点：

通过欣赏，了解乐曲的情绪。教学用具：

数码视频展示台、多媒体课件 教学过程：

一、初听

1、出示课件中的词语卡片：紧张、恐怖；宁静、安详；欢快、优美。要求听音乐，根据乐曲的情绪，把这几种情绪进行排序。（播放《鸟店》音乐）

2、学生活动

生边听边排序（第一是宁静、安详；第二是欢快、优美；第三是紧张、恐怖；第四又是欢快、优美。）

二、复听

作曲家用音乐表现各种不同的情绪为我们讲述了一个发生在鸟店里的故事，请同学们看着图画听着音乐再来仔细地欣赏一遍这首乐曲，然后给大家讲讲你从音乐中听到的故事。

三、分段欣赏

1、第一段音乐描写的是什么情景，你听出了哪些特殊的音响？

生：这段音乐描写的是清晨时的情景，有钟声、公鸡的叫声、鸟叫的声音。

2、第二段音乐速度有了变化，描写了小鸟们在做什么？ 生：速度有快有慢，好象鸟儿们唱歌、游戏、休息„„

3、下面这段音乐令人心惊胆战，是谁来了？

生：是猫来了，他想吃掉小鸟。结果猫没有吃到小鸟，因为小鸟在笼子里。

四、表演欣赏

1、边听音乐边表演。

2、情感升华：小鸟是那样的可爱，它们给我们的生活增添了无穷的乐趣，我们应该用实际行动爱护它们，使它们有一个安全的港湾。那我们该怎么做呢？

3、生展开讨论。

4、鸟店老板被我们感动了，在猫离开后他打开鸟笼，放小鸟飞回大自然。

五、课堂小结。教学反思：

课题《打秋千》 课型：唱歌 课时：2课时 教学目标：

1、通过学唱歌曲《打秋千》，培养学生的合唱能力，在合唱中学会与人合作。

2、正确掌握歌曲的旋律、节奏。引导学生用自然、和谐的声音表现歌曲，体验和感受歌曲欢快的情绪和二声部的和声美。

3、通过本课的学习，使学生感受到童年生活的乐趣，培养他们积极向上的生活态度。教学重点：

引导学生用自然、和谐的声音表现歌曲，体验和感受歌曲欢快的情绪和二声部的和声美。教学难点：

引导学生在合唱中能相互配合，倾听另一声部，唱准自己的声部。教学用具：

多媒体课件、电子琴、录音机 教学过程：

1.合唱训练：用柯尔文手势唱准下面的音。a 3 3 2 1 5 5 6 1 b 1 5 5 6 1 5 1 6 2.发声练习

师：今天老师给大家带来一段非常好听的旋律，想请同学们用“Lu”来哼唱。我们先来找一下“Lu”的声音位置，听老师来唱（范唱）。“Lu”的声音是不是从脑门上发出来的？跟着老师来唱一唱。

师：听老师配上旋律唱一唱，是什么感觉？（多媒体出示旋律，生：很有弹性，像跳起来一样等）。你们在唱时也要唱的像拍皮球一样有弹性。（带领学生用Lu模唱旋律。）

师：同学们唱得真棒，老师特别高兴。

师：同学们，你们打过秋千吗？打秋千时是什么样子的？（生：上下晃动，越荡越高„„）

师：这节课我们就来学习歌曲《达秋千》，教师板书。3.范唱。

（1）播放歌曲范唱，听完让学生说说是否听出第二声部来。（由于第二声部具有伴唱性质，所以音量较弱）。若一次学生听不出来，可再放一遍范唱，老师可同时随音乐唱第二声部歌词，帮助学生听辨。

（2）再次播放歌曲，听完让学生说说歌曲的速度、情绪。（速度是中速稍快，情绪是高兴的、快乐的等）。4.学生学唱高声部。（1）老师教唱第一段歌词，让学生想像“自己荡着秋千从高处飞下来的感觉”来理解并唱好“下滑音”。注意在“ˇ”换气记号处马上换口气再唱下一拍。最后的“哎依呀”要轻声唱，“呀”字不要占休止符的节拍，并指导学生唱出秋千上下晃动的动感和起伏感。

（2）让学生看第一段最后一句歌词：“来来去去响叮当”唱出了打秋千时发出的“叮当”声，我们就把“叮当”声加到歌曲中来。（一组学生唱第一声部最后一句歌词，另一组配上第二声部“叮当当叮当”的旋律，先分组练唱，再合唱。）（3）老师大声唱第二段歌词，学生轻声跟唱。

（4）让学生自己跟琴唱第三段，唱错的地方老师及时纠正。

（5）有感情地演唱歌曲：让学生想想自己打秋千时的心情是怎样的？（快乐的、高兴的、兴奋的„„），用活泼、欢快的情绪演唱歌曲，要求学生注意听前奏，嘴巴上下张开，面带微笑，声音唱到脑门上。

（6）播放一段小朋友打秋千的录象，然后让学生想象教室就是游乐场，创编打秋千的动作，然后边唱歌曲边随音乐表演。5.学生跟琴完整的演唱高声部。师：指导、纠正。

(1)用欢快活泼的情绪演唱。（2）纠正下滑音的演唱。

（3）结尾处衬词的演唱，要干净利落，“呀”字不要占休止符的节拍。6.学唱低声部。

学生以模唱形式学唱低声部。师：指导、纠正。

（1）指导学生唱准八法休止符，以表现铃铛的清脆。(2)纠正“叮当”的咬字、发音。7.两声部合唱 师：《打秋千》是一首二声部的合唱曲，我们再来听一遍歌曲，仔细听歌曲两个声部是如何配合的。（再次播放歌曲范唱）。(1)把学生分成两组，分别练唱两个声部。（2）指挥学生试着合唱歌曲第一段。让高声部的同学在演唱时声音稍微收一点，达到两个声部的和谐。（3）放歌曲伴奏，老师指挥学生进行二声部合唱，要求学生不要喊唱、抢唱，注意倾听别的声部。8.总结

实施单元统整构建高效课堂 第3篇

基于这一现状,本学期我们一线教师在张校长引领的《全面发展目标引领下的单元统整教学模式的研究》这一课题的带动下,积极思考、探索,让我认识到了语文课教学方法的灵活、新颖。

“单元统整教学”是指在小学语文教学中实施的一种单元集体备课、教学的理念和意识,即以主题型语文教科书的主题单元为依托,在整合教科书选文内容、活动内容、练习内容与链接的丰富的课外课程资源的基础上,进行全盘考虑的教学。单元模块教学中,教师将引领学生围绕语文核心知识或生活情境,选择、重组语文学习内容,变革语文学习方式,从而促进学生语文素养的整体发展。我把自己探索的一些做法总结如下:

一、组合教学内容

统整教学打破以往一课一课讲,一节一节传授的教学方法,引领学生将单元组语文学习与社会生活融合起来,从生活中选择适合学生学习的内容,围绕语文核心知识,重组单元教学内容。我在进行苏教版一年级下册语文第二单元组教学时,把《升国旗》《人有两个宝》四篇课文、一课练习重新排列整合。重新把它划为四个训练模块。即《人有两个宝》《升国旗》为第一模块;《江南》为第二模块;《我叫神舟号》的阅读指导教学为第三模块;练习课为第四模块。每个模块中相互渗透、相互联系。这样教学下来的结果则很好地突出单元训练重点。

《人有两个宝》课堂上 , 我问学生 :“长大后 , 会用双手和大脑做些什么呢? ”一开始,学生思维比较狭隘,回答比较单一,都是发明什么机器人、宇宙飞船什么的。于是,我启发学生:“我们要用我们的双手和大脑做自己喜欢做的事情,你可以向你身边喜欢的人学习啊。”在我的引导下,学生的思维活跃了起来,有的说:“长大后,我要做顾老师一样的老师,用我的双手和大脑教会小朋友许多的知识。”有的说:“我长大后像我爸爸一样做厨师,用我的双手和大脑做出各种美味的菜肴。”有的说:“长大后,我要做建筑工人,用双手和大脑建造出漂亮的高楼房! ”更有趣的是一位女孩子, 她柔声细语地说:“长大后,我做妈妈了,我要用我的双手和大脑创造出读书学习的好方法教我孩子,让他轻轻松松取得好成绩! ”用心引导,耐心倾听,还孩子们一颗活泼的童心,一份活泼的童趣,课堂也因此变得活泼的。

《升国旗》这篇课文主要是让学生激起爱国旗爱祖国的情感。 上课前我想了好多怎样导入的方法,最后决定在导入时播放国歌。这样既唤起学生学习的积极性,又为上课作了铺垫。有了良好的开头,一节课下来,教学任务就圆满完成了。

二、优化情感体验

单元统整的动态因素主要是学生。单元教学系统应该促进学生发展,主要表现在两个方面: 一是知识能力的增长,单元教学是一个相对完整、相对独立的教学单位。二是情感提升,学习活动从来不是冷漠无情的,但学习情感也不是自发产生的。面对一篇孤零零的课文,很难有什么阅读兴趣。要激发学生的学习情感,就要针对学生的心理特点组织好教学活动,使学生体会到学习中的道德感、理智感和美感。单篇文章的教学,常只重视学生课堂学习的情感体验,在如何引向对整个语文学习情感体验上有很大的局限,而单元教学却提供了可能。

作为单元教学的起因是“导读”,“导”出了该单元要学的内容 ,又“导”出了单元学习的积极情感。如 《升国旗》《人有两个宝》《江南》《我叫神舟号》 四篇课文。教完本组教材,把四篇课文的思想内容联系起来进一步拓宽、迁移,使学生的思想产生共鸣。学习本组课文要在朗诵课文的基础上, 着重背诵诗歌。从小养成爱祖国、爱家乡的情感,并受到爱国主义思想的熏陶。

三、单元教学反馈

要想获得教与学的稳定、平衡,达到最佳教学目标,离不开反馈。在教学实践过程中, 我把教学目标制定好后,通过教学手段达到教学效果,最后再反馈到目标上去检验它实现得如何。

那么单元教学的反馈过程就是提高。课堂教学的反馈,是启发调动学生学习积极性的重要手段,也是教师课堂教学的基本功和基本教学技能。教师要调动学生的学习积极性与主动性,实现内在动力与学习责任相结合,把课堂激活。教师要掌握教材,吃透教材。要积累课堂教学经验,“吃透学情”, 把学生可能产生的各种情况估计到,善于处理学生“突发”问题。还要练习评点语言,要丰富多样。这样课堂教学就能全面地完成认识、教育、发展三大任务,课堂就能收到最佳效果。

深度统整教材，凸显单元整体思想 第4篇

关键词：单元统整：经历过程：模型抽象

常见尴尬场面——形似神散

“加法交换律和结合律”是学生学习运算律单元中的一节起始课，也是一节典型课。很多教师都习惯沿袭传统做法“猜测——列举——验证——概括”的教学环节，引领学生经历数学化的过程。一旦学生能初步感知发现“两个加数交换位置，和不变”的运算律，就立刻呈现现成结论，作为学生探究发现的重要学习成果展示出来。很多学生在这样的课堂组织下，获得的往往是一个抽象的定律，而对它包含的具体内涵和深刻意义可能还不深入，甚至尚未触及。

让学生用自己个性化的语言或符号来抽象表示加法交换律时，会出现如下的尴尬场面，有学生模仿呈现“糖+水=水+糖”的一般形式。表面上与加法交换律尚无差异，深究其内涵，发现其只是形似而非神似。学生理解的更多倾向于加法交换律非本质的外在表现形式，即交换两个量的位置，没有真正体会到加法交换律的本质属性即量的守恒上。“交换位置”只是外在一种形式，而“和不变（即量守恒）”才是它的核心本质，所以教师需要让学生真正领会并深刻体会这一深层含义，而非仅仅停留在表层的模仿与形式的相似上面。

回望重构教学一结构统整

在参阅学习张齐华老师执教的“交换律”一课后，对运算律单元的教学思路有了新的思考和重新厘定。运算律教学中涉及诸多概念定律，如果单以简化的活动形式告知学生，他们只能简单接受并模仿，如何改变、丰富数学活动本身，实现活动过程的语言化，同时达到活动本质的概念化？应成为我们教师教学设计时主要思考的问题。皮亚杰曾说：“以表象或思维的形式把活动内化，就是改变或丰富活动本身，实现活动概念化。”所以，在运算律单元学习中，教师不仅要让学生获得具体丰富的感性经验，更重要的是引导学生适时抽象概括，实现具体经验的符号化、抽象化、模型化、结构化。

【精彩片段再现】

一、活动引入，唤醒经验

1.快速抢答。

8+5，5+8，19+5，5+19，36+24，24+36。

除了会算，还发现这几道题有什么规律？

2.初步感知。

出示三组等式：8+5=5+8.

19+5=5+19.

36+24=24+36。

质疑：把两个加数交换位置，和怎样？（不变）

猜一猜像这样交换两个加数位置和不变的例子，会有多少？（无数个）

二、猜想验证，抽象运算律

1.提出猜想。

那是不是“任意两个数相加.交换它们的位置，和都不变？”有什么办法知道对不对？（举例证明）

问：“任意”是什么意思？

看来光靠这三组算式还不够.还要再举一些这样的例子。

2.举例验证。

学生举例，展示学生举例作品。

生1：举的都是一位数加一位数的例子。

生2：有一位数、两位数、三位数的例子。

问：比一比喜欢谁举的例子？为什么？

生3：喜欢第二个同学，举例要全面。

生4：举例要简单，有代表性。

质疑：光举整数例子，就能一定说明“任意两个数相加，交换它们的位置，和不变吗？”

生：我举的分数相加的例子。

生：我还会举小数的例子。

3.总结提升。

揭示加法交换律——任意两数相加，交换它们的位置，和都不变。

通过刚才的研究，我们发现数学上要得出一个结论.必须要经历一个完整、全面的分析思考过程，举例要全面、典型，有代表性，只有这样才能得出正确结论。

4.拓展规律。

刚才我们研究“任意两个数相加.交换它们的位置……”，如果进一步联想你想到什么？

生：任意两数相减……

生：任意两数相乘、相除……

大家通过联想，提出了这么多有价值的问题，是不是合理呢？

小组内合作研究。

活动要求：（1）举例研究这些结论正确吗？

（2）组内交流自己的想法。

学生汇报交流。

重点交流减法、除法中举反例说明结论错误的方法.

5.符号抽象。

数学家研究时不光举例，还通过其他途径帮我们更深入地认识加法交换律。

左边出示若干红色小点，右边出示若干黄色小点，现在把红色和黄色小点合到一起来，（出示点子集合圈），你们觉得最后是用红色加黄色总数多，还是用黄色加红色的总数多呢？（一样多）

加法交换律在数学家眼里就可以用这样一种直观的方式表达出来。

三、丰富经验，反刍运算律

今天我们研究发现了加法、乘法中的交换律，在以前的学习中有没有接触到这样的加法、乘法交换律问题。

1.出示5的分与合画面。4和1合成5，交换一下位置，还是合成5。

2.出示一图二式的加法画面.如2+4和4+2，和相等。

3.出示一图二式的乘法画面，如2×4和4×2，积相等。

4.加法、乘法计算中的验算都可以用交换律进行验算。

看来数学学习前后之间有非常密切的联系。

从整节课来看，张老师敢于打破教材分块编排体系所带来的“零散式”点状学习的藩篱，因为教材的编排体系不一定是教学展开的唯一起点，知识的逻辑体系也可能不是学生思维的逻辑。所以，张老师勇做教材的创造者，用全局的视野统整运算律整个单元学习内容，整体架构知识结构间的内在关联，让学生从“加法交换律”作为引子触点，逐渐延伸至“减法中是否也有交换律？”“乘法、除法中呢？”以点带面，牵一发而动全身将学习的触点延伸出一个个新的研究生长点。学生的学习视角也不再局限于教材中某一狭窄的知识点上，深刻体验到数学研究中“变与不变”的辩证关系、经历“猜想——实验——验证”的思考路径，感受由“此知”到“彼知”的数学联想的思考魅力，这些显然成为超越于知识之上的凸显思想价值的数学课堂目标追求。

nlc202309031137

深刻领悟本质——参悟思想

一、立足长远，从整体把握研读教材

从长远角度看教材是指不仅仅从一节课来看教学知识点的内容。在以往，由于我们只关注知识的传递，试图通过每一节课的学习让学生能围绕一个知识点进行知识理解、方法掌握、规律发现，然后运用知识、方法、规律来解决问题，最终获得对这个知识的牢固习得。通过一节节课的“点状”教学，学生只能获得知识的“重复叠加”，并不能真正促进学生长远学习能力的获得和发展。

张老师在进行运算律教学时就打破了常规点状课堂的备课模式，借助“交换律”这一线索将学生已有的加、减、乘、除法四种运算有机穿插成一条知识链，让学生先从加法作为引子开启探究之门，逐步延伸到减法、乘法、除法的学习历程中。这样的运算律学习有机地帮学生建构起一张富有张力的学习网络，学生不再获取零散、琐碎的知识点，而是架构一张完整的知识结构，同时参悟其中渗透的数学思想，学生的猜想、推理、验证、归纳、比较能力在多样化、开放的活动中不断丰富、提升、拓展。

所以，一节课的成功与否并非仅仅在于这节课的教学任务是否完成，更重要的是它的学习对整个知识体系的建构有没有贡献。有人认为：教学是导致学习活动发生、系统持续的交流活动。要让学生的学习活动系统持续的发生作用，教师必须立足学生长远的发展，着眼整体，从结构化的视角设计学习活动，这样才能让学生真正获得以后发展的持续动力。

二、把握核心，从本质入手经历过程

交换律这节课的核心是什么？抓住什么就能帮助学生理解交换律的本质内涵？交换律中“交换位置”只是一种外在形式，而“结果不变（即量的守恒）”才是其本质。要充分认识这一本质意义，对学生来说过于抽象，是有困难的。那么，应该借助什么帮助学生理解这深层含义呢？学生已有的加、减、乘、除法计算经验，以及整数、分数、小数的认识都是深刻认识“交换律”的重要资源。

张老师开门见山就让学生观察一组加法算式的特征，并初步提出自己的猜想。这些都是学生基于已有计算经验自然生发的一些数学想法，通过这些初步猜想，引领学生逐步经历数学化的层层递进的思辨过程，从整数的加法例子，到分数的加法补充，再到小数加法的加入等等，让学生采取不完全归纳法提炼出加法交换律的本质特征。学生完整经历从特殊到一般、从个别到全面、从散点到结构的全面验证认识过程，这样的学习过程的体验、学习方法的累积、研究问题的视角为后面深入探究减法、乘法、除法中的运算律累积相应的经验和思想方法，提供了很好的研究范式。

三、模型抽象，从思想深处完成建构

符号是数学抽象化的标志。利用数学符号有利于促进学生数学活动经验的内化。建立交换律的基本模型不可能一蹴而就，需要逐层抽象，逐步建立。

张老师在帮助学生建立“加法交换律”基本模式时，安排了三个层次展开。第一，先初步感知加法算式中交换律的存在。重点让学生观察三个等式，提出自己的初步感受，发现这三组算式的结果都是相等的，这是交换律的核心本质，也是学生从局部向整体认识的重要转折点。第二，提出猜想，并举例验证。学生初次感知“交换两个加数位置，和不变”的特征，尝试举例验证符合这样规律的等式，学生依据已有的加法计算经验，可以初步得到结论。第三，完善猜想，丰富例证。如果仅凭借一类例子就说明定律的正确性，还缺少完备性。继续调用已有计算经验，补充“分数、小数”中类似的例子说明定律的合理性、全面性。第四，符号概括，抽象定律。在学生充分感知各类题组算式特征的基础上，学生用符号表示出符合这类算式特征的规律，a+b=b+a，△+□=□+△……

这样由具体算式到抽象符号，有效促进学生对交换律经验的抽象化，揭示了交换律的本质意义，促进学生数学抽象思维的发展，同时凸显符号化思想的价值作用，以简洁浓缩的数学模型表达运算律丰富的深刻内涵。交换律的研究模式为后续进一步深入研究结合律、分配律，积累丰富的数学活动经验，架构完整的知识结构体系，建立良好的数学感受，彰显了真正意义上的深度数学学习。

7bunit3整单元教案 第5篇

Gangdu Middle School

I. Teaching Goals

1. Talk about New Zealand

2. Talk about location and direction

3. Learn to use “It” as Subject

4. Write a description of a country or a region

II. Target Language

1. Daily Expressions in Communication : Space (Location & Direction)

It is to the east/west/south/north of

It is in the east/west/south/north of

It is on the east/west/south/north of

It is in the eastern/western/southern/northern part of

It is in/to the northeastern/northwestern/southeastern/southwestern Sichuan.

The East China Sea lies to the east of Zhejiang Province.

Hainan Island lies to the south of Guangdong Province.

He is from Weihai, a city in northeastern Shandong.

Weihai lies about 90 kilometers east of Yantai.

Wellington ,the capital city, lies on the North Island

2. Vocabulary

1) fisherman, great-grandfather, northeastern, great-grandmother, central, coast, surround, mild, bay, harbour, volcano, spring, heat, surface, rat, settle, settler, mainly, voyage, possession, bold, paragraph, grassland, mountainous, surprising, secretary, refer, percent, wedding, conference, relation, agricultural, cattle, export, lamb, ship, sail, cottage, seaside ,

camp,despite -----(four-skill words)

2) Winfield, Tasman Sea, Wellington, Auckland, Christchurch, Queenstown, subtropical, landscape, kiwi, Maori, Aotearoa, Polynesia, Dutchman, Abel Tasman, heading, location, grassy, rocky, sandy, hilly, marae, burial, region, ethnic ------(three-skill words)

3) in relation to, on your father’s side, take possession of, make up, go sailing, go camping, refer to, off the coast, be famous for, more than, stay with, turn to, of high quality, known to, honour sb. for sth. --------(expressions)

3. Grammar ------ The use of “It” as Subject

“It” can be used in the subject position to stand for the infinitive or a clause.

1) It is interesting to visit New Zealand.

2) It is too bad that you missed the train.

Impersonal “It” can be used to talk about time , date, distance or weather.

3) It rains a lot in New Zealand.

4) It is some 3,500 kilometers from Polynesia to New Zealand.

5) It was getting dark.

6) It is April 1st today.

4. Key sentences

1) New Zealand is an island that lies off P38

2) It is made up of two large islands: P38

3) It is about the same size as Japan. P38

4) The North Island is famous forP38

5) New Zealand has a population of aboutP41

6) Since the mid-1980s growing numbers of AsiansP41

7) New Zealand wine is of high qualityP42

8) Despite the fact that New Zealand is so far away, ties have existed P104

9) He came to China in the 1920s and first worked in Shanghai where he worked on creating better working conditions in factories. P104

10) In 1977 the Chinese government honoured him for his work helping the Chinese people for more than 50 years. P104

III . Teaching Time:

Five periods

Period I

Teaching Aims:

1. Learn to describe location and direction.

2. Do some listening practice.

3. Improve the students’ speaking ability by talking.

Teaching Important Points:

1. Train the students’ listening ability.

2. Master the expressions describing location and direction.

Teaching Difficult Points:

1. How to improve the students’ listening ability.

2. How to finish the task of speaking.

Teaching Methods:

1. Listening-and-choice activity to help the students go through with the listening material.

2. Individual, pair or group work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Lead-in

Show a map of China on the screen and get the students to tell the locations of the regions on the map. Show the following notes on the screen.

There are 23 provinces, 5 autonomous regions,4 municipalities, and 2 special administrative regions in China. Some Chinese provinces have an English name. They are Inner Mongolia(Neimengu), and Tibet(Xizang). Other English names were: Peking, Canton ( both Guangdong and Guangzhou) and Amoy(xiamen). But these English names are no longer used.

Step II. Warming Up

Let the students look at the map of China with countries, seas, islands beyond China. Show the students the names of the countries neighbouring China as well as their directions in relation to China. And then get the students to describe the locations of them. Do the same with seas, islands beyond China. Show the following notes on the screen when the students describe the positions of the islands.

The English phrasal verb “ lie off ” is only used to say that a smaller island lies off the coast of a mainland. We can say that Taiwan lies off the coast of China or Fujian but we cannot say that China lies off the coast of Taiwan.

Show the students a map of the world on the screen and get them to find out at least five islands on it and describe where they are.

Step III . Listening

P37. Ask the students to listen to the tape and look at the map of Dolphin Island.Complete the map with information from the tape. Then listen to the tape again and choose the answers to complete the sentences. And then check the answers by letting the students do the listening exercises on the screen.

At last , show them the listening text on the screen with key sentences

emphasized.

Step IV . Speaking

Work in pairs and talk about the birthplaces of your family members. Go through with the useful expressions on the screen before talking about it. Get the students to make up new dialogues according to the one in the book. After a while, ask some pairs to act the dialogues out before the class.

Step V Consolidation

Do an exercise to consolidate what has been learnt so far. Ask the students to look at the screen, translate English into Chinese and Chinese into English. Write the answers on a piece of paper. Collect them a few minutes later.

Exercise

1.San Francisco lies in the west of the USA.

2.East of the mountain is a large lake.

3.Shanghai lies in the east of China.

4.There are fruit trees on the north bank of the river.

5.河北省在中国的北部。

6.这个城的北面有一条铁路。

7.中国位于亚洲的东部。

8.这湖的东边有两座城镇。

Step VI . Homework

Do Ex. (P102) Talking

Period II

Teaching Aims:1. Train the students’ reading ability.

2. Let the students learn something about New Zealand.Teaching Important Points:

1. Improve the students’ reading ability

2. learn about New Zealand’s geography, climate, natural beauty and history.

Teaching Difficult Points:

How to help the students understand the text better.

Teaching Methods:

1. .Fast reading to find out the general idea of the text.

2. Question-and-answer activity to help the students to understand the detailed information in the text.

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. Talking on P102 .

Step II . Lead-in

Show the students the posters of The Lord of the Rings on the screen. Ask who the director is and where he is from.(Peter Jackson from New Zealand).

Step III . Presentation

Show the students a map of the world and ask them to point out New Zealand and find another island about the size as it. (Japan)

Tell the students something about New Zealand by showing information on the screen, including the national flag, the national emblem and anthem (God defend New Zealand ) let them listen to it.

Step IV . Fast Reading

Ask the students to read the passage quickly and find out the best heading of each paragraph. Check their answers by doing a matching exercise on the screen. Para. 1 ---Geography, Para. 2 --- Climate, Para. 3--- Natural beauty, Para. 4 --- History.

Step V . Reading

Read the passage carefully paragraph by paragraph.

Let the students read the first paragraph again carefully and find out detailed information. Help the students describe the location of the following lands, seas, and cities (Pacific Ocean, Tasman Sea, Wellington, Auckland, Christchurch) in relation to New Zealand on the map on the screen. And then show the students some pictures of the cities.

Go on with the second and third paragraph. Help the students to tell something about the climate and natural beauty in New Zealand by showing information on the screen. Show some beautiful pictures of seas, beaches, harbours, mountains, volcanoes, hot springs as well as equipment making electricity, a kiwi (the national bird), kiwi fruits and silver fern (the national flower).

Paragraph 4 , ask the students to read Paragraph 4 and find out the information about the following numbers on the screen : 1000,1421,1642,1769,1840,Feb.6.

Then get the students to tell the detailed information in relation to the numbers with the help of the hints on the screen.

Notes : An Agreement---Treaty of Waitangi (New Zealand’s Founding Document) It is an agreement between the British Crown and Maori. It established British law in New Zealand, while at the same time guaranteeing Maori authority over their land and culture.

National Day----February 6.

Step VI Consolidation

Let the students act as tour guides to introduce New Zealand by playing the powerpoint again as a guide. The students have a few minutes to prepare for it.

Then ask four students to introduce New Zealand in the four topics. The first student---geography, the second student---climate, the third student---natural beauty, the fourth student---history. After that, show the students a chart of the outline of the passage and get the students to retell the passage in their own words.

Step VII Homework

Do the exercises in Post-reading.

Read the passage.

Period III

Teaching Aims:

1. Practise and consolidate the words describing weather and land.

2. Revise and learn the use of “it”.Teaching Important Points:

1 The usage of “it” used in the subject position to stand for the infinitive or a clause.

2 The usage of “it” used to talk about time, date, distance, or weather.

Teaching Difficult Points:

1. Help the students master the following sentence structure: It is/was +n./adj.+ infinitive/clause.

2. How to use “it” correctly.

Teaching Methods:

1. Discussion method to help the students consolidate the words and combine them to form sentences.

2. Inductive method to help the students master the use of “it”

3. Individual or pair work to make every student work in class.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to the Ex. in Post Reading.

Ask the students to retell the passage of New Zealand.

Step II .Word Study

Get the students to recall the nouns describing the weather. Then show them a word web on the screen.(rain/rainbow, sun/sunshine, wind, temperature, thunderstorm, ice, snow). Ask the students to make sentences with these words. Do the same with the adjectives describing the weather and the nouns /adjectives describing the land. Encourage the students to be as creative as possible

Step II . Grammar

Show the students the following sentences on the screen.

It is made up of two large islands.

It rains quite a lot.

It is New Zealand’s national bird.

It is about 3,500 kilometers from Polynesia to New Zealand.

It is April 21st today.

It is interesting to visit New Zealand.

It is a good thing that New Zealand helps the Maori to keep their own language and culture.

Ask the students to find out what “it” in each sentence refer to and the use of “it”.

Make a summary:

The use of “it” as subject.

“It “ can be used to stand for what’s mentioned above.

Impersonal “it” can be used to talk about time, date, distance or weather.

“It” can be used in the subject position to stand for the infinitive or a clause.Get the students to rewrite the sentences on the screen with it is to doand it is that

Example: To miss the train is too bad.

----- It is too bad to miss the train.

You missed the train? That’s too bad.

----- It is too bad that you missed the train.

Get the students to answer the question on the screen using the words in the brackets.

Example: How soon will they discover John has left? ( a matter of time)------ It is only a matter of time before they will discover that John has left.

Step III . Practice

Get the students to practise the use of “it” by playing a game so that the students will take an active part in practice. Let the students choose their lucky numbers on the screen and each number connects a sentence for the student to rewrite the sentence using “it”.

After that ask the students to discuss Ex. 1 and Ex.2 on Page 103 in the workbook with their partners. A few minutes later, check the answers with the whole class.

Step IV HomeworkDo Ex.3 on Page 104 in exercise books.

Prepare for Reading in Integrating skills.

Period IV

Teaching Aims:

1. Do some reading and writing practice to improve the students’ integrating skills.

2. Do some exercises to consolidate the use of “it”.

3. Learn how to write a description of a region or country.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master the use of “it” better.

Teaching Difficult Points:

1. How to improve the students’ integrating skills.

Teaching Methods:

1. Asking-and-answering activity to go through with the reading material.

2. Individual or group work to train the students’ writing ability.

Teaching Aids:

1. a tape recorder

2. a computer

Teaching Procedures:

Step I . Revision

Check the answers to Ex.3 on Page 104 in Workbook.

Get the students to translate the sentences on the screen into English. The students have a few minutes to prepare it, and then ask some students to give the answers. Help them if necessary.

1.独自一人去森林旅游是危险的。It is dangerous to travel alone in the forest.2.他是否会接受那个工作还不知道。It is unknown whether he would accept the job.3.同他谈话没有用。 It is no use talking to him.4.很高兴再次见到你。It is nice to see you again.5.他没来很奇怪。It is strange that he didn’t come.

Step II Fast ReadingGet the students to read the text about life in New Zealand quickly, and then answer the following questions on the screen.

1.What is the official language in New Zealand?

2. For the Maori, what are special days called?

3. When someone dies, why does all the relations come to the marae?

4. Why is New Zealand thought to be an important agricultural country?

5. Why do New Zealanders love sports?

6 When are the school main holidays?

After that, get the students to find out the heading of each paragraph.

Paragraph 1 population and language

Paragraph 2 culture of the Maori

Paragraph 3 burial service o the Maori

Paragraph 4 agriculture and life style

Step III ReadingLet the students read the passage to get detailed information, and then do some exercises.

Choose the best answers.

1.From the passage we can figure out Maori people are about _____ more than Asians living in New Zealand.A. 532,000 B. 304,000

C. 340,000 D. 228,000

2. In New Zealand, a public servant may offer services ______ .A. in many languages B. only in English

C. only in Maori D. either in English or in Maori

3. Maori people believe that _____A. not all the people have spirits. B. one’s spirit will never leave his body.

C. one’s spirit will not die when he dies.

D. one’s spirit will disappear the moment he is dead.

Step IV Consolidation

Divide the class into groups of four and help the students to talk about New Zealand’s population, agriculture and sports. A group can choose one of the topics.

Step V Writing

Read the passage again. Then according to the passage, try to write a short description of the Chinese province or region in which you live. Look at the screen before writing.

How to describe a country or a region

First paragraph the population, ethnic groups and the languages

Second paragraph the culture of one or more ethnic groups that are nativeThird paragraph the agricultural products that the place is famous for.Fourth paragraph things people like to do in their free time in that place.

Get the students to work in groups and discuss what they will write about the region where they live according to the information on the screen. One of the group needs to take notes. Help them if necessary. Few minutes later, get some of the students to tell the class what they will write about. Then get the students to write a brief description of the region they live in by themselves, and then exchange the writing with others to correct the mistakes in it. At last, rewrite it in the exercise book.

Step VI Homework

Write a short passage about one of your favourite places in the exercise book.

Review useful expressions in this unit.Period V

Teaching Aims:

1. Do some exercises to consolidate useful expressions in this unit.

2. Do some listening to improve the students’ listening ability.

3. Do some reading practice to improve the students’ reading ability.Teaching Important Points:

1. Improve the students’ integrating skills.

2. Help the students master what we learnt in this unit.

Teaching Difficult Points:

How to improve the students’ listening and reading skills

Teaching Methods:

1. Listening-and-choice activity to help the students go through with the listening material.

2. Asking-and-answering activity to go through with the reading material.

Teaching Aids:

3. a tape recorder

4. a computer

Teaching Procedures:

Step I. Revision

Dictate some useful expressions: be made up of, be surrounded by, make electricity, take possession of, sign an agreement with , refer to, in relation to, compare with , stand for, take place, turn to, prepare for. Teacher says them in Chinese, and the students write them in English.

Then get the students to look at the screen. Complete each sentence by filling the blank with a right phrase from the dictation. Some phrases may not be used.

Step II. Listening (workbook)

P101 Listening. Tell the students that a Chinese student named Lily who studies at Auckland University, a famous university in New Zealand. Listen to the tape carefully. The content is about the interview in which Lily is talking about her experiences and her life in New Zealand. Let the students look at the sentences on the screen and decide which is true after listening for the first time.

Play the tape again. This time get the students to answer the questions in Ex.2 as well as checking the answers in Ex.1. Then ask several students to read their answers. Show the correct answers on the screen.

Listen to the tape for the third time. Lily says that New Zealanders have a different way of enjoying themselves in their free time. Ask the students to make a list of different activities by filling in the chart (Ex.3) on the screen.

Step III. Reading

P104. Reading. Let the students guess the meaning of the title in Chinese(工合).Play the tape for the students to follow and find out what Gung Ho is. And then get the students to do the exercises (P105) on the screen.

Step IV. Carefully Reading

Get the students to read the passage again and for better understanding, ask the students to divide the history of friendly relations between China and New Zealand into periods, and make clear how Chinese people and kiwis benefited from the relation.Period 1 Gold rush: Chinese people went to New Zealand to make their fortune.

Period 2 War: New Zealanders came to China and helped Chinese people win the war.

Period 3 Past 10-15 years: Chinese people study in New Zealand

Notes:

China established diplomatic relations with New Zealand in December22,1972.

Ask the students to find out the difficult language points in the passage and explain them to the students.

Step V. Debate

Ask the students if any of their former classmates are studying abroad now. then get them to hold a debate.

Pros: It is good for teenagers to study abroad.

Cons: It is not good for teenagers to study abroad.

Encourage the students to express their opinions freely.

If time is limited, ask the students to do it as an extracurricular activity.

Step IV. Homework

7bunit3整单元教案 第6篇

Period 1 Warming up, listening and speaking

Ⅰ Teaching Aims:

Talk about inventions.

Practise describing inventions.

Ⅱ Teaching Focuses:

Expressions of describing inventions:

What does it look like? This invention can help people

What’s it made of? This invention will make it possible for people to

How does it work? This is a new way of

How would people use it?

Ⅲ Teaching Methods:

Listening, speaking and talking.

Ⅳ Teaching Aids:

A multimedia computer and a tape recorder.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Show the pictures of the four ancient inventions to the students? Ask: What do we need if we want to invent something? ( imagination and creation )

Give a test to see how creative the students are.

Answer the following questions in a creative way:

1.A cat passed by a mouse without even looking at it. Why? (40)

2.Who is the king of all animals?(50)

3. Which two English letters are the ones that people like to listen to the most?(40)

4.How to divide 13 oranges between 9 children fairly?(60)

Step 2 : Warming up

Describe some objects to the students and ask them to guess what it is. At the same time, get the students to pay attention to the ways of describing an object.

1. This invention is made of metal. 50

It is powered by an engine. 40

It looks like a bird. 30

It makes it possible for people to fly to different places in the world. 202. This is an invention which can help people in the streets, especially in the big cities. 60

Sometimes, it looks like a tree standing beside the street. 50

It directs cars & trucks at crossing.40

It has colored lights; red means stop; green means go. 30

3. This invention can help people do some daily work. 70

It is useful for housework. 60

The machine can make things clean. 50

It needs detergent(洗涤剂) & water to wash things that you wear. 40

It allows you to get a likeness of an object. 80

4. When you press a button, it works. 70

When a flash happens, it will copy a scene onto a film. 60

When the film is developed, the scene you have copied appears on a paper-like thing. 50

P57 Get the students to read the information in the box and match the picture it decribes.

Thinking: What should a new thing be like in order to be given a patent? ( new, creative & pratical)

T : If you have made an new invention and you don’t want it to be stolen by others, what can you do?

Step 3 : Listenting

Listen and fill in the blanks to explain why the inventions are not given the patents.

Dialogue 1 :

1.Travel without _______, doesn’t need any _____, no ________.

2.It’s powered by the person who use it by pushing it with _______.

3.It is a vehicle with _____ wheels instead of ______.

4.Because the vehicle described by the man has already been invented-it’s a ____.

Dialogue 2

1.He invented a device for helping people _________________________

2.He got the idea when he saw _______________________________________

3.If you put the bags into a large bucket of ______,the bags will _______ and you won’t have to carry them.

4.Because his idea doesn’t work-you would still have to carry _______________ !

Step 4 : Speaking

Now it’s your inventing time.

Work in groups of four. One is a patent officer, who listen to the other three to describe his or her invention, raise some questions and then decide who can win the patent. The other three just describe his or her invention. When you are describing your invention, please allow for the following aspects:

The name of your invention.

Show a simple picture.

Report the invention to us.

Prepare the patent offers’ questions to manage to ask for a patent.

The following sentence may help you.

A patent officer:

What’s the use of it?

What does it look like?

What’s it made of?

How to use it?

How much does it cost?

Is it environmentally friendly

How is it different from others?

An inventor:

It can help people

It looks like

It’s made of

This is a new way of

It costs only

It does no harm to

I’d like to invent ... because it can

Step 4 : Homework

Write a short passage to describe your invention.

Ⅵ Bb writing

A patent officer: An inventor:

What’s the use of it?

What does it look like?

What’s it made of?

How to use it?

How much does it cost?

Is it environmentally friendly

How is it different from others? It can help peopleIt looks likeIt’s made ofThis is a new way ofIt costs onlyIt does no harm toI’d like to invent ... because it can

Ⅶ Teaching Reflection:

Period 2 Reading

Ⅰ Teaching Aims:

Learn and master some new and important language points;

Improve the Ss’ reading ability by reading and comprehending the text;

Get the Ss to learn how to be creative.

Ⅱ Teaching Focuses:

The main idea of the text.

Finish all the reading comprehension exercises.

The four thinking strategies.

Ⅲ Teaching Methods:

Question-and-answer activity. Some games.

Group work, pair work or individual work to make every student work in class.

Ⅳ Teaching Aids:

1.A multi-media computer 2.A tape recorder and a tape.

Ⅴ Teaching Procedures:

Step 1 : Lead - in

Show a picture of a bulb to the students. Ask: Who invented it?

Then show the portrait of Edison to the students. Ask: Do you know anything about his childhood? If they don’t, tell them sth. about his schooling, and then say: People are not born creative, and you don’t have to be very intelligent to be an inventor. We can learn to be creative. Today we’ll learn how to be creative.

Step 2 Pre-reading

Scan the title and the four sub-titles, and guess what’s the text about?

A. how to become a great thinker

B. how to improve your IQ

C. how to become more creative

Step 3 Fast-reading

1.What’s creative thinking?

It is one of skills and habits.

2.How do people come up with ideas for new inventions? In how many ways?

By good thinking strategies.

Step 4 Careful-reading

T: well, now let’s read the text carefully by listening to and reading after the tape one paragragh after another. You are required to finish off all the comprehension tasks for each part.

Part 1: general idea.

Part 2: What is to “think outside the box”?

To think outside the box is to try new ways to solve a problem.

To rephrase a problem to allow for creative solutions and also try “impossible” or “crazy”solutions.

To make a conscious effort to break away from old thought patterns.

Game 1: How do you connect all the dots with only four straight lines?

Game 2:

Mike’s father is a policeman. Why did Mike recognize him among his workmates though they were all in uniform?

Who never goes to see a doctor,even when he is ill ?

It is leaking( 漏水 ) everywhere in the office on a rainy day, why nobody has got wet?

The plane crashed, but there were nobody injured. Why?

Why a river richer than a bank?

Part 3: Take another look at it

a change in perception

to look at a problem in as many way as possible

Each new way of looking at a situation improves our understanding and makes it easier to discover new possibilities.

Game 3:

Can you only see a pot? Pay attention to the dark!

Two faces!

Part 4: Make connections

try to combine new and old ideas in as many different ways as possible

try to make connections that may seem strange at first

think of new applications and solutions

Part 5: Keep trying

develop new ideas even when they were tired or did not feel inspired

For each new invention that works, there are at least ten that do not.

Step 5 Post-reading

1. Match the examples with the right titles:

Example 1: think outside the box.

Examples 2&3: keep trying

Example 4: take another look at it.

Example5: make connections.

2. T or F exercises.

1) Most inventors have high IQs.

2) The things we know can sometimes make it more difficult for us to understand.

3) It’s impossible to learn how to be creative.

4) The best way to find a good solution is to look for one good answer.

5) Inventors try to avoid failure.

6) The more ways we have of looking at a problem, the more likely it is that we can find a solution.

7) Most good ideas are the result of a long process of trial and error.

3.Reading comprehension.

1) We can get the conclusion from the fifth paragraph that ____ A. to be clever can lead to success B. he who laughs last laughs best

C. failure is the mother of success D. never too old to learn

2). The sentence “ good ideas are no accident” means the following except that ____

A. Good ideas never come by chance. B. The accident is not caused by good ideas.

C. To be successful needs many trials and errors.

D. Failures can also help us move towards a better solution.

3). Another proper title for the text is probably ____

A.Creativity B.Great thinkers C. How to solve problems D. Connection

Step 6 Discussion (Groupwork):

1. How do you understand the title of the passage?

If we want to be creative, we should follow these rules---think outside the box, take another look at it, make connections and keep trying. These rules also work when we solve a problem .

2. What other rules should you have if we want to be creative?

3. Of all the rules discussed above, which one do you think is the most important? Why?

Step 7: Homework

P 61 Exx 1 & 2.P 131 Exx 1, 2&3.

Ⅵ Bb writing

On slides. No writing on the Bb

.Ⅶ Teaching Reflection:

Period 3 Language Study

Ⅰ Teaching Aims:

To get the students to master the usage of the important words and phrases.

Improve the students’ abilities of using language.

Ⅱ Teaching Focuses

Words & expressions:

Sentences: 1) I know people are trying to help, but I wish they wouldn’t treat me as if I were a child.

2) Maybe it is time for the rest of society to accept me as I am and get used to the fact that while I may not be able to walk, there are many other great things I can do.

Ⅲ Teaching Methods:

Explaining & Practising.

Elicitation and inductive methods to help the Ss master the language points.

Ⅳ Teaching Aids:

A multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Read the text again and find the phrases using the following translations as a guide.

1.纵观整个历史 throughout history

2.提出新的观念 come up with new ideas

3.与有共同之处 have in common with

4.有不同的背景 have different backgrounds

5.考试得高分 get high test scores6.有高智商 have a high IQ 7.创造性思维 creative thinking

8.是习惯的问题 is a matter of habit9.运用好的思维策略 practise good thing strategies10.限制思维 limit one’s thinking11.解决问题 solve a problem

12. 换一种说法来表述问题 rephrase a problem13. 顾及，在计算、估计时考虑到某人或某事 allow for sb. / sth.

14. 陷入困境 get stuck

15. 走向更好的解决办法 move towards a better solution

16. 挣脱旧的思维模式 break away from old thought patterns17. 发掘新的可能性 explore new possibilities18. 观念的改变 a change in perception19. 正如 as with20. 联系 be connected to / with21. 意识到 be aware of

22. 反复试验的过程 a long process of trial and error

Step 2: Explanations about the language points

1. Throughout history, great thinkers have used their creativity and imagination to change

the world. 综观历史，伟大的思想家们利用他们的创造力和想象力来改变世界。

throughout:

① Prep. 遍及

We have friends throughout the world.

我们的朋友遍及天下。

Schools were opened throughout the country.

全国中小学都开学了。

② prep. 在整个(一段时期)

Throughout the summer and autumn he continued to go to the office work.

整个夏秋季节他都连续在办公室上班。

③ adv. 整个地，全部地

The timber was rotten throughout. 这块木料已经整个地腐烂了。

④ adv. 一直地，从头到尾

Prices remain stable throughout. 物价始终保持稳定。

The house is painted throughout. 这所房子全部油漆一新。

creativity----creative-----create

Creative power 创造力

Creative talent 创造才能

A novelist creates characters and a plot. 小说家塑造人物并设计作品的情节。

2.How do they come up with ideas for new inventions? 他们是怎样产生新发明的想法呢?

Come up with: 赶上，想出(注意，计划，答复等)找出答案

We shall have to work hard to come up with them. 我们努力工作，赶上他们。

I hope you can come up with a better plan than this. 我希望你们能提出比这个更好的计划。

Finally they came up with a cure for SARS. 最后他们发现了SARS的治疗方法。

知识拓展：

come about 出现，发生 come across 偶然遇到或找到

come around 恢复，还原 come back 反驳;回来;恢复

3. a matter of 关于的问题

拓展：

a matter of opinion 看法不同的问题

a matter of life and death 生死攸关的事情

as a matter of fact = in fact

for that matter ( for the matter of that ) 就此而言

This is a matter of principle. 这是一个原则性的问题。

It’s not a matter of laughing. 这可不是开玩笑的事情。

4.Inventors often rephrase a problem to allow for creative solutions and also try “impossible”

or “crazy” solutions.

发明者们经常为了顾及创造性解释而对一个问题重新措辞，并且也对“绝对不可能”或

“狂妄的”问题的解答进行试验。

Allow for: 顾及，考虑到，体谅

Your journey takes about two hours, allowing for delays.

你的旅途顾及延误的时间大约要花两个小时。

It will take thirty minutes to get to the station, allowing for traffic delays.

到车站将需要30分钟，连路上交通的耽搁都算在内。

He allowed for her great age and was very patient.

他考虑到她年纪大因而很耐心。

5.be/get stuck: 被卡住，不能继续做某事，在某处被卡住

I get stuck now, there is not enough time for me to finish the work.

我无法进行下去了，因为没有足够的时间来完成这项工作。

Can you help me with my homework, Dad? I’m stuck.

爸爸，你能帮我看一下家庭作业吗?我被卡住了。

They got stuck in a traffic jam. 他们因交通堵塞而被困住了。

get stuck in/into doing sth: 积极地开始做某事

Here is your food. Now get stuck in. 给你吃的，快吃吧!

6.As with thinking outside the box, the process involves a series of different attempts and several false starts. 就突破常规思考而言，这个过程涉及一系列的不同尝试及多个错误的开端。

As with: like 正如一样

As with drawing a picture, you should be patient and useful in doing this job.

就象画画一样，做这件事情需要耐心仔细。

As with the booming drug trade generally, there is no easy solution.

象贩毒这样交易的迅速上涨，一般没有简单的解决方法。

Work may be relatively automatic ----- as with typing, for instance.

如打字这样的工作，可能会比较机械。

Involve:

① vt. 需要，牵涉

The job involved my living London. 工作需要我住在伦敦。

The strike involved many people. 许多人参加了罢工。

I was told that the job would involve travel. 我得知那份工作需要出差。

Winning the game involves both skill and fortune. 想赢得这场比赛，既要技巧也要运气。

② involve sb./sth. in sth.

Jill does not want to come because she’s too involved in her sewing.Jill不想来，因为她的缝纫活太忙了。

Poverty involved his family in misfortune. 贫困使他家陷入不幸。

Don’t involve other people in your trouble. 别把别人牵涉到你的麻烦中去。

③ be involved in 专心于，聚精会神于

He is involved in stocks. 他热衷于股票。

He was involved in working out a plan. 他专心致志于制定计划。

习语：

be deeply involved in debt 债台高筑

be involved in the scandal 卷入这一丑闻中

be involved in working out puzzle 专心于解出一道难题

attempt:

①. Vt. To try 尝试，试图(+ n./to do/ doing)

They have attempted a difficult task. 他们已经开始了一项艰难的工作。

The enemy attempted an attack by night. 敌人准备趁夜色偷袭。

The enemy attempted to break through our lines. 敌人企图冲破我们的防线。

I attempted walking until I fell over. 我挣扎着走路，知道摔到才为止。

②.[c] n. the act of trying 企图，试图 (to do sth/ on sth)

He made an attempt to pass the examination, but it was too difficult. 他试图通过考试，但考试太难了。

We failed in our attempt to climb the hill. 我们试图爬上山去，但失败了。

The two superpowers struggled with each other in an attempt to redivide the world.

这两个超级大国互相争夺妄图重新瓜分世界。

拓展：

make an attempt to do 试图做某事

make an attempt at doing 试图做某事

make an attempt on 企图夺取

Step 3: Practice

P 61. Exx 1 & 2. P 131.Exx 1, 2 & 3.

Check the answers with the students.

Answers to the translation exercise.

1.He worked very hard during his trial period at the company.

2.What is the storage limit of your computer?

3.I didn’t know you were such a good horse rider.

4.This boy has dreamt of becoming a police official since he was just a boy.

5.Is there any possibility of solving this problem?

Is it possible to solve this problem?

6. Einstein’s Theory of Relativity has changed the process of physics.

7. Don’t involve me in your quarrel.

8. It is necessary to raise the primary and high school students’ awareness of self-defence.

9. PLA is short for People’s Liberation Army.

10. To learn to think well, you have to learn to make connections first.

Step 4: Homework

《 每课一练 》Exx 1 & 2.

Ⅵ Bb writing

1. throughout history

2. come up with new ideas

3. have in common with

4. have different backgrounds

5. get high test scores6. have a high IQ 7. creative thinking

8. is a matter of habit9. practise good thing strategies10. limit one’s thinking11. solve a problem

12. rephrase a problem13. allow for sb. / sth.

14. get stuck

15. move towards a better solution

16. break away from old thought patterns17. explore new possibilities18. a change in perception19. as with20. be connected to / with21. be aware of

22. a long process of trial and error

Ⅶ Teaching Reflection:

Period 4 Grammar Study

Ⅰ Teaching Aims:

To get the students to master the grammar of attributive clause.

Improve the students’ abilities of using langage.

Ⅱ Teaching Focuses:

●The restrictive & non-restrictive attributive clauses●The attributive clause & the appositive clause

●The attributive clause & the emphasis structureⅢ Teaching Methods:

Explaining & Practising.

Ⅳ Teaching Aids:

A multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Pay special attention to the underlined parts. Is there anything in common between them?

1. He is a famous scientist.

2. who’s that girl in red?

3. I’ve read all the books that you lent me.

4. I have lost my pen, which I like very much.

Step 2: Grammar knowledge

1. The attributive clause (the adjective clause)

the restrictive attributive clause

the non-restrictive attributive clause

noun/pronoun + the attributive clause

the antecedent (person/thing) the relative pronouns/adverbs + clausePractice: complete the sentences with suitable relatives.

1). I know the reason ________ he came late.

2). Do you know the woman, _____son went to college last year?

3) The house _____ color is red is john’s.

4). This is the best film ______ I’ve ever seen.

5) That’s the town _________ he worked in 1987.

6). I have 2 brothers, ________ are both soldiers.

7). Next week, _________ you’ll spend in your hometown ,is coming.

8). I’ve tried 2 pairs of shoes, neither of __________fits me well.

2. Pay more attention to the agreement between the verb and the antecedent in person and number in the attributive clause, and then complete the sentences:

1).Those who ____ to go to the cinema must be at the school gate by 3:30 p.m. (want)

2). He who ___________ the great wall is not a true man. (not reach)

3). She is the only one of the girls who ____ been to Beijing. (have)

4). He is one of the boys who ____ seen the film. (have)Conclusion 1:

(1) When a relative pronoun is used as a subject in the clause, the verb must agree with the antecedent in person and number.

(2) When the antecedent is the structure “one of +n. (pl.)”, the verb in the clause must be plural, agrees with the plural form. However, if there is “the” or “the only very” before “one”, the verb in the clause must be singular, agrees with the word “one”.

Practice: Complete the following sentences with suitable relatives:

1).The time ___________ I went to Tokyo is in 1982.

2). I’ll never forget the time _________ I spent at college.

3). The shop _________ I bought the book in is big.

4). The shop __________ I bought the book is big.

Conclusion 2: when the antecedent is a noun for time or place “when” or “where” is not always used to introduce the clause. It depends on the function of the relative word in the clause.

3. The Difference Between “that” and “which”.

Complete the following sentences with “that” or “which”.

1).This is the 2nd article ____ I have written in English.

2). It is the best film _____ he has ever seen.

3). This is the very book _____ I want to read.

4). All ____ they told me surprised me.

5). They talked about the teachers and schools _____ they had visited.

6). Who is the comrade ______ was there?

7). There is a bed in the room _____is still vacant.

8). Our village is no longer the place _______ it used to be.

9).He paid the boy $10 for washing the windows, most of _______ hadn’t been cleaned at least a year.

10). The weather turned out to be very good, _______ was more than we could expect.

11). The clever boy made a hole in the wall, through _______ he could see what was going on inside the house.

Conclusion 3:

When the antecedent refers to thing(s), “that” is often used in the following cases:

(1) After ordinal number and superlatives

(2) After the following words: all, only, little, few, much, very, none, last, just, any(thing), every(thing), some(thing), no(thing).

(3) After two or more antecedents, referring to both person(s) and thing(s).

(4) After interrogative pronouns “which” or “who”.

(5) When the relative pronoun is used as a predictive in the clause.

(6) When the main clause begins with “there be ”.

In the following cases, “which” is always used.

①After prepositions

②to introduce a non-restrictive attributive clause.

③The whole main sentence is the “antecedent” of the relative clause, and there is always a comma.Fill in the blanks with suitable relatives to complete the following sentences.

1.Tell me the reason ____ you were late for class.

2. Who is the girl _____ is speaking there ?

3. This is Mr. Smith, _____ has something interesting to tell you.

4. The computer ________ CPU doesn’t work has to repaired.

5. This kind of computer, _____ is well-known, is out of date.

6. This is just the place ___ I’ve been longing to visit for years.

7. His mother is an engineer, ____ makes him very proud.

8. The old man has 4 sons, three of ____ are doctors.

4. The Difference Between the Attributive Clause and the Appositive Clause

1)、从词类上区别

同位语从句前面的名词只能是idea, fact, news, hope, belief, suggestion, proposal, word, thought, doubt,

truth, possibility, promise, order等表示抽象意义的名词。而定语从句的先行词可以是名词、代词、主句的一部分或整个主句。如：

We are looking into the question whether he is worth trusting.(同位语从句)

Word came that he had gone abroad.据说他已经出国了。(同位语从句)

The doctor whom you are looking for is in the room.(定语从句，名词the doctor作先行词)

Our team has won the game, which makes us very happy.(定语从句，which代表前面提到的整个句子)

His mother did all she could to help him with his study(定语从句，代词all作先行词)

2)、从性质上区别

定语从句是从句对其先行词的修饰或限制，属于形容词性从句的范畴;而同位语从句是从句对前面抽象名词的进一步说明和解释，属于名词性从句的范畴。如：The news that our team has won the game

is true.(同位语从句，补充说明news的内容。)

The news (that) he told me yesterday is true. (定语从句，that 从句作定语修饰news)

I made a promise that if anyone set me free I would make him very rich. (同位语从句，补充说明promise)

The mother made a promise that pleased all her children.(定语从句，that从句作定语修饰promise。)

3)、从引导词及其在句子中的成份上区别有些引导词如how, whether, what可以引导同位语从句，但不能引导定语从句。如:That question whether we need it has not been considered.(同位语从句)

I have no idea what has happened to him.(同位语从句)

引导词that引导定语从句时，在从句中一般作主语或宾语(指物时还可以用which代替)，并且作宾语时常常省略。That在同位语从句中仅起连接作用，不充当任何成份，并且不能省略，也不能用which来代替。 The order that we (should) send a few people to help the other groups was received yesterday.

(同位语从句，是对order的具体解释，that虽不作成份，但不能省略)

The order (that) we received yesterday was that we (should) send a few people to help the other groups.

(定语从句，是名词order的修饰语，that在从句中作received的宾语，可以省略)

Practice: 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项。

1.Along with the letter was his promise ____ he would visit me this coming Christmas.

A. which B. that C. what D. whether

2. Luckily, we’d brought a road map without___ we would have lost our way.

A. it B. that C. this D. which

3. There is a new problem involved in the popularity of private cars ___road conditions need .

A. that; to be improved B. which; to be improved C. where; improving D. when; improving

5. Information has been put forward ____ more middle school graduates will be admitted into universities.

A. while B. that C. when D. as

6. The fact came up ___ specific speech sounds are recognized by babies as young as 6 months old.

A. what B. which C. that D. whose

7. A decision was made ____ those who wanted to get a job in the factory would not be allowed to stay.

A. what B. when C. which D. that

8. The question came up at the meeting ____ we had enough money for our research.

A.that B. what C. which D. whether

9. The reason ____ he is late is ____ there was a breakdown on the railway.

A. why; why B. why; that C. because; that D. that; because

5. The Difference Between the Attributive Clause and the Emphasis Structure

强调句型的句式结构为：“It is/was + 被强调部分 + that/who从句”。在强调时间、地点、原因或方式状语时，一律用that，而不用when, why或how;在强调主语和宾语时，如果主语和宾语指代人，则可用who和whom来代替that, 但是从句中的人称和数要与被强调的主语和宾语保持一致。这些都容易与定语从句混淆。定语从句和强调句型的判断方法：若将句中的“It is/was”和“that/who”去掉，而句子不缺成分，结构完整，说明原句是强调句型;若句子结构不完整，则说明原句为定语从句。

Practice: 1. It was not until 1920 ____ regular radio broadcasts began.(1995高考卷)

A. while B. which C. that D. since

2. ____ was his kindness that everyone praised him.

A. It B. What C. So D. Such

3. It is the ability to do the job ____ matters not where you come from or what you are. (高考卷)

A. one B. that C. what D. it

4. It was ____ he came to Macao ____ he knew what kind of place it was.

A. that; when B. until; that C. not until; when D. not until; that

5. ____ is a fact that English is being accepted as an international language.

A. There B. This C. That D. It

6. It was not until we came back from outside ____ out of his bed.

A. did he get B. when he got C. that he got D. then he got

7. When was it ____ you met him in the library?

A. where B. that C. in which D. which

8. It was near the place ____ there is a bomb ____ we found the dead man.

A. where; where B. where; that C. that; where D. that; that

Step 3: Homework

Finish the exercises on grammar both in students book and workbook.

Ⅵ Bb writing

Get some students to write the answer on the Bb.Ⅶ Teaching Reflection:

Period 5 Integrating skills

Ⅰ Teaching Aims:

Teach the passage All in Mind, the Science Metaphor.

Improve the students’ abilities of reading and writing.

Ⅱ Teaching Focuses:

The content of the passage.

The important words and phrases.

Writing.

Ⅲ Teaching Methods:

Reading, explaining & writing.

Ⅳ Teaching Aids:

A tape recorder and a multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Ask: What can computers be used for / as?

What can internet used for?

What can cellphones used for?

Step 2: Fast reading

1. What is the “information age”?

A time of new discoveries and great changes.

2. What is science also about?

How we think about the world.

Step 3: Careful reading

Para 1

1.We are living in__________________. Why do we think so?

2.Is it really true that we are living in the Information Age?/ Has our life changed that much? Why?

So the new technology is just used in old ways.

Para 21.What words do we often use when we want to explain how a computer works? Why aren’t they quite true?

2. Are these metaphors useful? What’s the disadvantage?make it easier; also make it more difficult The new invention should allow us to do sth we could not do before. (in new ways)

Para 31. Science is not just about the new inventions we make. It’s also about how we think about the world. So what is the true challenge in our world? To find new ways of using new technology but not just new technology itself.2. Then how can we know the real function of a technology? Once we discover new ways of thinking about the technology. As science & technology develop fast, our thinking about them should keep up so that we can find new ways of using them.

Step 4: Reading comprehension

1.Why a new invention is such a wonderful thing is because____. A. it is newB. we can do things as the earlier generation did C. we can do what we couldn’t do beforeD. it can bring us a lot of money2. The following are true except ______ according to the text A. we must find new ways to use a new invention.B. the life hasn’t changed much with inventions C. science is not only about electronics, but also about how we think about the world D. the way a computer keeps information is quite different from other kinds of storage3. According to Passage 2, we can conclude that____ A. everything we used before has been changed B. a computer’s “memory” is different from human’s besides similarities. C. it is easier for us to use the new invention by using familiar words D. science is only about electronics and plastic4. According to Passage 2, the author’s attitude about inventions is______ A. stubborn B. pessimistic C. out of date D. optimistic

Step 5: Language points.Pragraph1: It is certainly true thatWe are said to be living in the “Information Age“, a time of new discoveries and great changes

sb be said to do sth/be said to be doing/to have done sth = It is said thate.g He is said to be a good basketball player when he was young.

She is said to be studying abroad, but I don’t know which university.

Lu Xun’s books are said to have been translated into several foreign languages.a time of new discoveries and great changes 是同位语

Has our life changed that much?...(P63) that=so

Pragraph2:A computer’s “memory” is similar to human memory, but it is also very different. (pragraph2,line6) A be similar to B

e.g. His new bike is similar to mine.

A computer’s does keep information in its memory, but that is clearly different form other kinds of storage.

do / does / did + V (原)表强调，译为“千万，务必，的确”他的歌的确唱得好。

务必给我常来信。

他昨天晚上的确去看电影了。

Pragraph3:Now that we are developing new technology at such a high pace, the (pragraph3,line2)

now that 既然=since(since that)

e.g Now that you have grown up, you must stop this childish behavior.

Step 6: Writing

Choose one of the questions below and write a brief essay.

What will computer look like in the future? How will we use them?

Imagine that you had to describe a computer to someone who lived in nineteenth century. How would you explain it? What would you compare it to ?

Before we start writing, we should list ideas and information and think about the organization of our articles.

Step1 Computer is part of our life

Step2 The development of computer

Step3 The way we use computers will change

Step 7: Homework

1. Review words and expressions we have learnt in this unit

2. Finish writing

Ⅵ Bb writing

1. It’s certain that

2. sb. be said to do

3. sb. be said to be doing

4. sb. be said to have been done

5. that much = so much 6. A be similar to B

7. do / does / did + V (原)表强调，译为“千万，务必，的确”8. now that 既然=since(since that)

Ⅶ Teaching Reflection:

Period 6 Integrating skills (wb)

Ⅰ Teaching Aims:

Teach the passage Inventions.

Improve the students’ abilities of reading.

Ⅱ Teaching Focuses:

The content of the passage.

The important words and phrases.

Ⅲ Teaching Methods:

Reading, explaining.

Ⅳ Teaching Aids:

A tape recorder and a multimedia computer.

Ⅴ Teaching Procedures:

Step 1: Lead – in

Ask the students: What are the four great inventions in ancient China?

What new inventions do you know around you?

Step 2: Fast reading

Today we’ll learn sth. about inventions. Read the text quickly and divide the text into three parts.

Part 1( para 1 ): A general idea about inventions.

Part 2 ( paras 2-3 ): The inventions which have already been invented.

Part 3 ( paras 4-6 ): Possible inventions which haven’t been invented.

Step 3: Careful reading

Read the text one paragraph after another, first find out the topic sentence and then some detailed information.

Para 1 : Can you find a topic sentence of the whole passage in this para?

How many of these new technologies will actually become reality remains to be seen, but it is clear that the next fifty years will be exciting.

Paras 2 & 3: Read these two passages, and complete the chart below with the information from the textInventions Working principle Possible uses

Invisible paints Instead of letting the light rays bounce back in the normal way, the paint sends the light back to the source. Make interesting clothes.

Help doctors see through the skin of a patient.

Hide things we do not want others to see

Tiny robot The robot can enter the human body through a small hole and doctors use a computer to move the tiny robot around Help doctors do operations in a safer and less painful way

Paras 4&5: What’s the main idea of this part?

The text mentions several other possible ideas for new inventions. Read this part, find out them and try to imagine ways in which the new inventions could be used.

Inventions Why is it possible? Possible uses

Device that let us send information into the brains The scientist was able to send sound into humans and dolphins. Study English

Memorize the telephone number

Device that makes energy from empty space What we think of as empty space does in contain energy in the form of movement. Produce energy in a cheaper way

Para 6: What is the topic sentence of this paragraph? but we would do well to keep in mind that many inventions that we now take for granted were greeted with doubt.

Step 4: Language points

1. play music 2. with the seasons3. the list ofbe around the corner5. become reality=come truesth. remains to be seen

7. It remains to be seen that8. shape our future9. in such a way that our eyes are fooled

10. bounce back11. see through12. make sth out of sth.according to

Step 5: Homework

《每课一练》Ex 4.

Ⅵ Bb writing

1. play music with the seasonsthe list ofbe around the cornerbecome reality=come truesth. remains to be seen It remains to be seen thatshape our futurein such a way that our eyes are fooled

10. bounce backsee through

12. make sth out of sth.according to