人教版高二英语必修5Unit4MakingtheNews全单元教案.docx

人教版高二英语必修5Unit4MakingtheNews全单元教案.docx

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人教版高二英语必修5Unit4MakingtheNews全单元教案

Period1Reading

Ⅰ.Teachingaims:

1.Targetlanguage

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

1）Nottillyouaremoreexperienced!

2）You’llfindyourcolleaguesveryeagertoassistyouandifyouareinterestedinphotography,itmaybepossibleforyoutoconcentrateonthatlateron.

3）NotonlyamIinterestedinphotography,butItookacourseatuniversity,soit’sactuallyofspecialinteresttome.

4）Onlyifyouaskmanyquestionswillyouacquirealltheinformationyouneedtoknow.

5）Wesayagoodreportermusthavea“nose”forastory.

6）Thisisatrickofthetrade.

7）Haveyoueverhadacasewheresomebodyaccusedyourreportersofgettingthewrongendofthestick?

8）PerhapsItoowillgetascoop!

2.Abilitygoal

1）Enablethestudentstotalkaboutqualitiesneededtobeagoodreporterandhowtoconductagoodinterview

2）Trainthestudents’readingability（skimming,detailreading）

Ⅱ.Teachingimportantpoints:

Helpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.

Ⅲ.Teachingdifficultpoints:

Howtohelpthestudentslearnaboutthequalitiesneedtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryformaccusation.

Ⅳ.Teachingmethods:

Cooperativelearning,task-basedlearning,fast-reading

Ⅴ.Teachingaids:

Acomputer,ablackboard,atape-record

Ⅵ.Teachingprocedures:

StepⅠLead-in

1.Greeting

2.AskSssomequestionsabouttheirfuturejobs.

1）Haveyoueverconsideredaboutyourfuturejoboroccupation?

2）Whatkindofoccupationwouldyouliketotake?

/What’syouridealofjobinfuture?

Why?

StepⅡWarming-up

1.AskSstolookatnewspaperspreviouslypreparedandguesswhatkindofjobswouldbeneededtoproducenewspaperarticles.

2.AskSstoworkinpairsandfillinthechart（typesofjobs,whateachtypeofjobinvolves）

ReferenceChart:

Profession

Whatitinvolves

reporter/journalist

Interviewpeopleorfindsouteventsfromonlookersandwritesnewsstories

editor

checksthewritingandfactsandmakeschangesifnecessary

photographer

takesphotographsofimportantpeopleorevents

critic

givesopiniononplaysandbooks

designer

layoutarticlesandphotographs

foreigncorrespondent

reportsformabroad

StepⅢPre-reading

1.AsktheSsworkinpairstodiscussthequalitiesneedforanewspaperreporterandevaluatewhichqualitiestheyconsiderarethemostimportant,andtheycanalsomakesomecomplements.Putallthequalitiesontheboardinalistandalongsidethemputtwocolumns:

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

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

3.Discusswhatalltheexperienceshaveincommonandwhattheycando

●Makethemselvesfeelbetter

●Makeothersfeelbetter

StepⅣReading

1.Fastreading.AsktheSstogothroughthewholepassageasfastastheycanandtrytofindanswerstothefollowingquestions.

（Shownontheblackboard）

1）CouldZhouYanggooutonastoryaloneimmediately?

Why（not）?

2）Whatmistakesmustheavoid?

3）HowdidZhouYangfeelonhisfirstdayatwork?

2.AsktheSstopayattentiontothewaythequestionsdevelopinthedialogue（Explaintothemthatallofthesequestionsarefindingoutmoreaboutthequalitiesandskillsneededforthejob）

3.AsktheSstofollowthetapeandreadthepassageagainandthendotheExerciseincomprehendingparttogether.（Fordetail,refertothePPT）

StepⅤLanguagepoints

ExplainsomedifficultlanguagepointsaslistedinthePPT.（Omitted,justrefertothecorrespondentPPT）

StepⅥHomework

1.Practicereadingaloudthedialoguewithyourpartner.Payattentiontotheintonationandstress.

2.Readanewspaperandtrytodiscoversomethingtodowithourtopicaboutit.

Period2LearningaboutLanguage

Ⅰ.Teachingaims:

1.TargetLanguage

untrained,fairly,technical,process,polish,concentrateon…;accuse…of…,approveof…,byaccident,getabsorbedin,defendagainst,breakdown

Shedoesnotgetabsorbedin…

Thereporterwentoutwith…

2.Abilitygoals

EnabletheSstoknowhowtousesomeexpressionsinanidiomaticway.

EnabletheSstousethewordsandexpressionsmorefreely

Ⅱ.Teachingimportantpoints:

GettheSstopracticethewordsandexpressionsmorefreelyandcorrectly

Ⅲ.Teachingdifficultpoints:

HowtoenabletheSstousethewordsandexpressionsmorefreelyandcorrectly

Ⅳ.Teachingmethods:

Cooperativelearning,task-basedlearning,explaining,discussionandpracticing.

Ⅴ.Teachingaids:

Acomputer,ablackboard,atape-recorded

Ⅵ.Teachingprocedures:

StepⅠGreetings

StepⅡRevision

T:

Yesterdaywetalkedaboutthequalitiesneededtobeagoodreporter,howtogetanaccuratestoryandhowtoprotectastoryfromaccusation.NowI’dlikeyoutotellmewhatqualitiesareportershouldhave.（AskaSstosharetheirknowledgewithothers）

StepⅢDiscoveringusefulwordsandexpressions

1.Ex1onpage28.GiveSsdirectionsthattheyshouldfindtheidiomaticexpressionsusedinthetexttomatchwiththeexpressionsgivenintheActivity.Thencheckandmakesomenecessaryexplanation.

2.Ex2onpage28.AsktheSstofinishExercise2andthenchecktheanswerandmakesomeexplanationifneeded.

StepⅣUsingwordsandexpressions（P63）

1.FirstdealwithEx.1onpage63.

“WhathappenedwhentheGeneralwenttowar?

”Studentscanworkinpairstohaveadiscussion,andthenasksomestudentstogivetheiranswers.

A:

TheGeneralwentawaytowar.Meanwhilehisadvisersmarkedhisprogressonamapsoastobesureofknowingwherehewas.

B:

MeanwhilethegardenerplantednewflowersintheflowerbedssoastobeabletomakeabeautifulgardenfortheGeneral’sreturn.

MeanwhilethecooklearnedtomakesomenewdishessoastobeabletoprepareaspecialbanquetwhentheGeneralreturned.

Meanwhilehiswifemadehimsomenewclothessoastobeabletodresshimsmartlyforthebanquetonhisreturn.

MeanwhilehischildrenpracticedsomenewsongsanddancessoastobeabletoperformfortheGeneralwhenhereturned.

2.Iftimepermits,continueExercises2-4.

StepV.Homework

1.ReviewthewordsandexpressionsforthisUnit.

2.Previewdiscoveringusefulstructures.

Period3Grammar:

Inversions

Ⅰ.Teachingaims:

1.Enablethestudentstouseinvertedsentencescorrectly

2.HelpthestudentslearnhowtouseInversionscorrectly

Ⅱ.Teachingimportantpoints:

HelpthestudentslearnwhatInversionisandhowtouseInversionscorrectly

Ⅲ.Teachingdifficultpoints:

HowtohelpthestudentstoapplytheInversionscorrectlyincontext

Ⅳ.Teachingmethods:

Inductiveanddeductivemethods,task-basedlearningandcooperativelearning

Ⅴ.Teachingaids:

Acomputer,aprojector

Ⅵ.Teachingprocedures:

StepⅠPresentation

1.AsktheSstofindoutthesentencesofInversionintheReading.Firstexplainwhataninversionis.

“Innormalwordorderinasentencethesubjectcomesbeforetheverb.Butsometimestheorderofthesubjectandtheverbisreversed,whichwecallInversion.

2.AsktheSstosaythesentences,andthenshowtheanswersonthescreen.

NeverwillZhouYangforgethisfirstassignmentatChinadaily.

Onlywhenyouhaveseenwhatheorshedoes,canyoucoverastorybyyourself.

Onlyifyouaskmanydifferentquestionswillyouacquiretheinformationyouneedtoknow

StepⅡExplanationandSummary

Theorderofthesubjectandtheverbisreversedafterthefollowingadverbialelements:

1）Adverbialexpressionsofnegationornearnegationwithno,not,never,neither,seldom,scarcely,rarely,barelyandhardly,etc.Thesamereversalofwordordertakesplaceafternegativeconjunctionslikeneither,nor,notonly…butalso,nosooner…than

e.g.Innocasecananexceptionbemade.

NeverhaveIseensuchastupid.

Notuntilhelosesallhismoneywillhestopgambling.

Scarcelyhadheenteredtheroomwhenhewasknockeddownbyastranger.

Notonlyishebeautiful,butsheisalsoveryintelligent.

Icannotattendthemeetingtonight,andneithercanmywife.

2）Adverbialexpressionswithonly

e.g.Onlyafteranoperationwillhebeabletowalkagain.

Onlyonehashedonesuchathing.

3）Adverbialexpressionswithso

e.g.Sogreatlydidheadmirethebeautifulactressheaskedhertomarryhim.

Thewordorderisalsoreversedaftertheconjunctionso.

e.g.Icaughtacold,andsodidmywife.

4）Adverbialexpressionsofplace

e.g.Therestoodthetallestmanhehadeverseen.

Insidetheroomwereafewpiecesoffurniture.

Butwhenthesubjectisapronouninsteadofanoun,theordershouldnotbeinverted.

e.g.Herehecomes.

Offheran.

5）Otheradverbialsininitialposition

e.g.Loudandclearrangthebell.

Oftendidwesittogetherwithoutsayingaword.

StepⅣFurtherExplaining

全部倒装

1.用于therebe句型．　

Therearemanystudentsintheclassroom

2.用于“here（there,now,then）+不及物动词+

主语的句型中，或以out,in,up,down,away

等副词开头的句子里面，表示强调．

●Herecomesthebus.

●Theregoesthebell.

●Nowcomesourturn.

●Outwentthechildren.

代词作主语时，主谓语序不变．

Hereitis.

Inhecomes.

3.当句首状语是表示地点的介词词组时，

　也常引起全部倒装．

Southofthecityliesabigsteelfactory.