Unit5文档格式.docx
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Unit5文档格式.docx
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2.HowtostimulatetheSs’positivethinkinginclass.
3.ImprovetheSs’abilityoflisteningandspeaking.
4.Knowsomewarnings.
5.UsefulexpressionsfromPartAandPartB.
TeachingResources
Textbook,multi-mediacomputerandblackboard.
Teachingmethods
Communicativelanguageteaching
Cooperativelearning
Inductivelearning
Task-basedteachingmethods
Blackboard
Design
Unit5AreIQTestsIntelligent?
Emergency
Howtohandle
Robby
Call110.
Fire
Call119.
Earthquake
Liedownandtakecover.
Nosebleeding
Dealwithitbyyourself.
Brokenarm
Gotothedoctor’s
教学过程设计
教学环节
和
教学内容
教学活动
教学目标
教师活动
学生活动
Step1.
Warm-up
1Askstudentstolookatthesafetysigns.
2.DoEx2
1.Matchthemwiththecorrectwarningsinthebox.
2.FinishEx2.
Helpthestudentsknowhowto
handlesomeemergencies.
Step2.
Lead-in
LookatthepictureonP73,thenguessthemaincontentofthispart.
Howtohandlesomeemergencies.
Step3.
Brainstorming
Askthestudents:
WhyisLilycallingforhelp?
Workingroupstodiscussthequestion.
.
Step4.
ListeningPartA
Listentothetapeandchecktheprediction.
Listentothetapeandchecktheprediction,ifyoucan’tgettheinformation,asktheteachertoplayagain.
Studentswillimprovetheirabilityoflistening..
Step5
Learnusefulexpressions
AskingforHelp:
Couldyouhelpme/givemeahand/domeafavor?
Wouldyoumindhelpingmeout?
WhatshouldIdo?
Issomebodyaroundtohelp?
WhomshouldIturnto?
Possibleresponses:
Sure/Certaintly/OK.
Mypleasure/Noproblem.
Youshouldcall110/119/120.
Staycalmandcollected/Don’toverreact.
Pleasegetoutofthereassoonaspossible.
Studentswillusetheusefulexpressionstotalkaboutaskingforhelp.
Step6.
DoEx3and
Ex4
WorkinpairsandthencompletetheconversationsinEx3andEx4.
1.Workinpairsorgroupstocompletetheconversationsaccordingtotheusefulexpressionsgiven.
2.Studentscandiscussingroups.
Step7
ListeningPartB&
Languagepoints
1.Listenandticktheanswer.
Listenandtick(√)themainideaoftheconversation.
()Angelgaveherprivateinformationonline.
()Angelwasattacked.
(√)Angelthoughtshawasfollowedbysomeone.
2.Listenagainandcompletetheconversations.
3.languagepointsinthetapescript.
Unlessyougaveyournameoutonline
除非你在网上公开自己的名字了。
giveout:
(1)分发
Hegaveoutbooks.
他分发书本。
(2)用尽
Ourfoodsupplyhasgivenout.
我们的食物耗尽了。
(3)公布
Thenewswasgivenoutthatthekinghaddied.
国王的死讯已经公布。
Whilelisteningtothetapescript,thestudentsshouldfinishEx5andEx6.
Studentswillknowwhatthey’veknownandwhattheyhaven’tmastered,thenconsolidatetheunknownafterclass.
Step8
Self-assessment
Leadstudentstolearntodoself-assessment.
Questionslike:
1.CanIunderstandtheteacher?
2.CanIunderstandmyclassmates?
3.CanIaskforhelpinEnglish?
4.WhatdoIthinkofmypartner’sspeaking?
Doself-assessment:
Step9
Homework
DoEx7andEx8onP76.
Finishthehomework.
年月日周次
Reading&
writing
Unit5Reading&
1.PracticeSs’readingskillsandcapability.
2.HelpSstolearnsomerelatedlanguageknowledge:
probably,safe,flat,befullof,niece,nephew,goaway,makesure,bythetime,
incase,climbout,liquid,cupboard,imagine,dangerous,household,item
3.MakeSsknowthemainideaofthetext“MakeYourHomeaSaferPlace!
”.
Important&
difficultpoints
1.Bylearningpassage,practiceSs’readingskillsandcapability,suchasskimming,scanningandguessingthemeaningsofthewordsfromthecontext.
2.HelpSstolearnandmastersomerelatedlanguageknowledge.
Mastertheusageandpronunciationofnewwordsandexpressions.
3.Findoutthewriter’sadvice.
Teachingresources
Textbook,recorderandtape,blackboard,theInternet
Autonomouslearning
Unit5Reading
LanguagePoints
1.befullof充满
befilledwith充满
2.accidentswaitingtohappen隐患
3.makesure确保
4.bythetime……
到……时候为止
5.incase……
以防万一,后接句子。
Lead-in
1.GiveSsadictation.
AskseveralvolunteerstocometotheBbtodoit.
2.ThenasksomeSstoserveasteacherstocorrecttheirdictationerrors.
3.Praisethebestone.
1.DictatethewordsandexpressionsinReadingandWritingpart.
2.Rectifytheirdictationerrors.
Reviewwordsandexpressionstogetreadyforthenewlesson.
Skimming
1AskSstolookatthepictureonP77
andguessthemaincontentofthetext.
2Thenlookthroughthewholepassagetogainthemainideaofitandknowhowtomakemyhomeasafterplace.
Lookthroughthetextquicklyandtrytomasterthemainideaofthetext.
GetSstomasterthescientificreadingskillofskimming.
Scanning
1.GetSstoreadthepassageagainandcirclethedangerousplacesinActivity2.
2.Asksomevolunteerstogivebestanswers.
3.Leadotherstoanswerit.
Discussthequestioningroups.
Studentswillknowsomedetailedinformationofthepassage.
Step4.
Carefulreading
1.AskSstoreadthetextcarefullythistime.
2.FinishexercisesinActivity3andActivity4.
Theymaydiscussinpairsorgroups.
3.Checktheiranswers.
4.Askthemtocorrecttheirmistakes.
Ssdotheintensivereadingandfinishtherelatedtaskes.
Correctmistakesiftheymakeduringtheirdiscussion.
Byintensivereading,Ssmasterthetextfurther.
Step5.
Languageknowledge
Explainthewordsandexpressiontothestudents.
5.incase
Learnalloftheselanguageknowledgeandmakesomenotes.
Pointoutdifficultphrasesorsentencestructuresthattheycouldn’tunderstandorsomeproblemstheycouldn’tsolve.
Learningtousesomekeylanguagepointsinthisclass.
Step6.WritingEx5
LeadthestudentstodoEx5.
ImproperPracticesintheDormitory.
Step7.
Writing
CompletetheEx6.
CompletethesafetynoticeaccordingtoActivity5.Remembertogiveasmanydetailsaspossible.
SafetyNotice
AccordingtothereportfromtheStudents’Union,therearesomesafetyproblemshiddeninthedormitory,suchasthrowingthingseverywhereandmakingtheroomarealmess,usingdangerouselectricalequipmentthatcanleadtofire.Otherimproperpracticesincludesmoking,leavingcandlesburningwhileeveryoneinthedormitoryisasleep.Tokeepussafe,weshouldkeep
……
Step8.
Leadstudentstolearntodoself-assessment.
1.CanIunderstandthetext?
2.CanIdotheexercisesonmyown?
3.CanIgivesomesuggestions?
4.Whataboutmywriting?
Studentswillknowwhatthey’veknownandwhattheyhaven’tmastered,thenconsolidatetheunknownafterclass.
Writing:
Writeasafetynotice.
Finishoffthehomework.
Languageinuse&
Reallifeskills
Unit5Languageinuse&
Languageknowledge:
Studentscanmasterthewordstress.
Studentscanknowsthabouttheimperativesentences.
Languageskills:
Studentscanchangethesentencesgivenintoimperativeones.
Importantpoints:
WordStress
TheuseoftheDifficultpoints:
theImperativeSentences.
Useofphoneticsinourdailylife.
Textbook,blackboard,theInternet
1.Phonetics:
2.Grammar:
ImperativeSentences祈使句
(1)第二人称祈使句:
通常用来向听话者发出命令,提出建议或要求。
这种祈使句的主语you通常不表示出来,而是以动词原形开头。
(2)第一、三人称祈使句:
是以第一人称和第三人称代词或名词等作为祈使的对象,这类祈使句通常以let为引导词,表建议。
Revision
Asksomestudentstofindouttheimperativesentencesinthetextthattheyhavelearnt.
Somestudentsareaskedtowritedowntheimperativesentencesontheblackboard.
Topstudentscangetconfidence,otherswilllearnfromthem.
Learningtoreadthenpractice
1.Teachthestudentstoreadthewords:
study
cator
above
exchange
robbery
dormitory
earphone
greenhouse
2.Payattentiontothewordstresses.
1.Learntoreadthewords;
2.practicethembyreadingthewordsinthebook;
3.DoEx2freely,practicebymarkingthestresses.
Studentscanrecallsomeinformationofphonetics,andlearntoreadmorewordsaccordingtotherules.
Grammar
(Explanationandimitation)
Step4
(Practice)
ImperativeSentence:
祈使句表示请求、命令、叮嘱、邀请、劝告等,分为第二人称祈使句和第一、三人称祈使句。
(3)第二人称祈使句通常用来向听话者发出命令,提出建议或要求。
(4)第一、三人称祈使句是以第一人称和第三人称代词或名词等作为祈使的对象,这类祈使句通常以let为引导词,表建议。
1.Inordertoconsolidatetheimperativesentences.StudentswilldoexercisesinActivity
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