Unit
5
Action
教案
教材分析
教学目标
1.
Students
can
master
the
adverbial
clauses
of
concession
with
although
and
though
correctly.2.
They
should
cooperate
to
summarize
the
rules.3.
Students
use
the
adverbial
clauses
of
concession
to
show
their
own
opinion.
教学重点
Master
the
adverbial
clauses
of
concession
with
although
and
though
correctly.
教学难点
Use
the
adverbial
clauses
of
concession
to
show
their
own
opinion
教学关键
Organize
some
activities.
教法与学法指导
Cooperating,
Self-study,
discussion
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
StepⅠ:Warming
up1.
Reading
and
discussion.
1.
Read
the
passage
which
includes
adverbial
clauses
of
concession
and
finish
the
exercise
in
5
minutes.
Then
discuss
the
passage:
what’s
the
writer’s
opinion
1
Find
a
different
reading
passage
and
ask
them
to
finish,
Then
ask
them
to
discuss.
1.
To
train
their
reading
ability
and
to
lead
in
the
grammar.
5
第二环节 观察操作、探索归纳平移的作法
StepⅡ:Grammar
learning.adverbial
clauses
of
concession
with
although
and
though
2.
Study
the
given
passage
and
find
fine
out
all
the
sentences
which
include
adverbial
clauses
of
concession
with
although
and
though
3.Observe
all
the
sentences
and
summarize
the
structures
of
adverbial
clauses
of
concession
with
although
and
though
,then
summarize
the
usage
in
groups
4.To
show
what
they
find
to
the
other
students
5.Finish
the
exercises
on
page
72-73
and
on
the
learning
sheet
in
group
2.Lead
them
to
work
in
groups
and
find
out
all
the
adverbial
clauses
of
concession
with
although
and
though
3.
Ask
them
to
summarize
the
rules
in
groups
according
to
the
instructions.4.
Encourage
them
to
use
the
rules
to
solve
the
problems.4.
Give
out
the
learning
sheet
and
ask
them
to
finish
the
exercises
on
it
and
on
the
textbook.
2.
cultivate
their
ability
of
observation
3.
cultivate
their
ability
of
summarizing4.
Enable
them
to
use
the
grammar.4.
Consolidate
the
knowledge
they
learn..
5
第三环节 课堂练习
StepⅢ:
Developing.
Use
the
text
and
make
a
long
dialogue
retell
the
story
using
the
adverbial
clauses
of
concession
with
although
and
though.
(task
---learning)
5.Group
work
to
make
a
story
as
humorous
as
possible,
using
adverbial
clauses
of
concession
with
although
and
though
as
much
as
possible.
5.
Explain
the
task
to
them:
make
a
dialogue,
using
the
grammar.
5.To
develop
their
creation
and
imagination
第四环节 课时小结
StepⅣ:
show
time:Whose
group
is
the
most
wonderful？
6.
Choose
a
leader
to
present
your
group
work
and
listen
to
give
remarks
to
the
other
group’s
work.
Choose
the
best
one
and
explain
why
6.
Encourage
them
to
show
their
work.
6.
Train
ability
of
speaking
and
using
the
grammar.
第五环节 课后作业
Look
up
in
a
reference
book
to
note
down
the
related
grammar
rules.
7.
Cultivate
their
habit
of
taking
notes.
课堂教学流程
Reading→
Grammar→
exercises→
make
a
dialogue
→
show
time
效果评价与反思Unit
5
Action
教案
教材分析
教学目标
1.
Train
the
ability
of
getting
information
according
to
reading
more
2.
Learn
to
use
table
to
give
information.3.
Students
master
some
idioms.
教学重点
Train
the
abiltiy
of
getting
inforamtion
according
to
reading
more.Learn
to
use
table
to
give
information
教学难点
Learn
some
idioms
jump
out
of
my
skin
to
cut
a
long
shory
short
a
piece
of
cake.
教学关键
How
to
guide
students
to
read
more
教法与学法指导
Self-study,
Discuss
in
groups.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
Step1.Lead
in.
1.
look
at
the
film
poster
and
talk
about
their
favorite
film
freely
Ask
students
to
look
at
the
film
poster
and
ask
them
to
talk
about
their
favorite
film.
1.
To
arouse
the
students
interest
to
talk
about
film
and
lead
them
to
the
topic:
We
love
the
film
park..
5
第二环节 观察操作、探索归纳平移的作法
Step
2
Extensive
reading.
Read
the
passage
and
answer
the
following
questions:What
was
the
best
part
of
the
students
‘visit What
did
Julia
like
most
about
the
Film
Park
tour What
happened
to
Roddy
at
the
film
set.
2.
Get
the
students
to
read
and
find
the
main
idea
of
the
passage...
2.
Develop
students’
ability
to
get
general
information
by
skimming.
5
第三环节 课堂练习
Step
3
Intensive
reading
3.
Read
the
passage
and
find
some
detailed
information.
Check
the
answers
in
groups
and
ask
questions
about
the
passages
in
groups
3.
Get
students
to
read
the
passage
and
find
detailed
information.
Let
students
check
the
answers
in
groups
and
ask
questions
about
the
passages
in
groups.
3.
Develop
students’
ability
to
get
detailed
information
by
reading
the
passage
intensively.
10
第四环节 课时小结
Step
4
Discussion
4.Discuss
the
questions
in
BTalk
about
the
results
of
their
discussion
in
class
4.
Let
the
students
discuss
the
questions
in
B
and
invite
some
students
to
talk
about
the
results
of
their
discussion
in
class
4.
Improve
their
group
work
and
get
the
answer
to
the
questions.
5
第五环节 课后作业
Step
5
Study
skills
Step
6
Summary
5.①
Read
the
passage
again
and
fill
in
the
table
with
the
information
from
the
passage.②
Make
a
table
and
interview
classmates
about
their
TV
viewing
habits,
then
fill
in
the
table.③
show
the
table
and
report
their
interview.
6.
Summarize
what
they
learn
in
this
lesson
and
take
some
notes.
5.①
Make
a
table
and
ask
students
read
to
fill
in
the
table.②.Ask
students
to
make
a
table
to
interview
classmates
about
their
TV
viewing
habits
③Ask
students
to
show
the
tableand
report
their
interview.6
Summarize
what
they
learn
in
this
lesson
5.
Help
them
learn
the
skills
of
giving
information
in
tables.6.
Summarize
what
they
learn
in
this
lesson
112
Step
7
Home
work
7.Revise
the
phrases
and
make
another
table
to
report
7.Ask
them
to
revise
the
phrases
and
make
another
table
to
report
7.Revise
the
lesson
2
课堂教学流程
Lead
in
→Extensive
reading→Intensive
reading
→Discussion
→Study
skills
→Summary
→Home
work.
效果评价与反思Unit
5
Action
教案
教学目标
知识与能力
了解英语习语jump
out
of
my
skin,
to
cut
a
long
story
short
和a
piece
of
cake的含义
过程与方法
能根据上下文猜测习语jump
out
of
my
skin,
to
cut
a
long
story
short等的含义
情感态度与价值观
了解国际上著名电影节
教学重点
理解补充阅读文章的关键信息
教学难点
根据上下文猜测习语词语jump
out
of
my
skin,
to
cut
a
long
story
short
等的含义
教具准备
多媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师出示问题“Where
do
people
shoot
a
film ”
学生回答教师提出的问题
通过问题巩固上节课所学内容
初学新课（初步探究）
教师对个别学生提问完上面的问题之后，则再通过图片，引入补充阅读文章的话题“电影乐园”。教师要求学生阅读文章的大意，并完成选择和图表填空，并让学生去总结所出现的新单词reporter,
jungle,
skin,
set,
crew,
shoot,
appear和短语to
be
honest.Circle
the
correct
answer.
What
kind
of
passage
is
it
学生分小组形式先是讨论问题的答案，然后再让小组的代表口头回答。学生集体阅读并观察文章中所出现的新单词，并对新单词用红色笔画记号。
通过问题战士出所要学的内容，并总结出内容出现的新单词
引导释疑（合作学习）
教师让学生完成下列的对话：The
best
part
pf
the
visit:(the
tour
of
the
film
Park)Three
favourite
thing
about
the
film
park
tourSpecial
experience
in
the
parkJulia:(the
Dinosur
Jungle)Roddy(the
Great
Wave)Roddy:(was
chose
to
appear
in
the
film)
学生先是自己观察所出现的人物，并猜想各个人物所会说的话，并在冒号后写出该人物所可能说的话语
让学生通过观察去试想出人物的语言总结
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师让学生利用阅读文章的内容，并特别要关注前五段的采访内容，然后将两个景点与各自的特色配对恐龙：
It
was
hot.There
were
many
model
dinosaur.Waves
seemed
to
crash
over
the
top
of
us.It
smelt
like
a
jungle.It
seemed
that
you
would
get
all
wet,汽车But
you
didn’t.People
felt
quite
frightened.
学生通过观察图片并思考图片中的意义，然后再自己对图片和句子进行正确的搭配
通过对图片的观察，从而去得出图片中的意义。
当堂检测（学习诊断）
教师要求学生对于阅读文章的内容进行角色性的阅读，然后和同桌之间进行更深一步角色的演说。
学生两人一组先是进行演示性的角色扮演并且对话，然后再在班级学生面前进行正式性的表演
通过角色扮演从而对文中进入更深一步的了解。
课堂小结（梳理归纳）
让学生阅读补充阅读文章中后六段的内容，然后回答下列问题。如：1.
What
did
Julia
and
Roddy
visit
after
the
tou 2.
What
were
the
crew
doing What
was
the
scene
about What
did
the
crew
need
for
the
scene
学生先是集体阅读文章的后六段内容，然后对问题再进行回答。
通过对问题回答总结出文中的全意。
作业布置（检查反馈）
板书设计（突出重点）
抄写习语：jump
out
of
my
skin，to
cut
a
long
story
short和a
piece
of
cake，并用这三个习语造句。以小组为单位，准备介绍一个国际电影节
恐龙：
It
was
hot.
There
were
many
model
dinosaur.
Waves
seemed
to
crash
over
the
top
of
us.
It
smelt
like
a
jungle.
It
seemed
that
you
would
get
all
wet,汽车
But
you
didn’t.
People
felt
quite
frightened.
教学反思Unit
5
Action
教案
教学目标
知识与能力
了解单词reporter,
jungle,
skin,
set,
crew,
和短语to
be
honest
过程与方法
能理解阅读文中的关键信息
情感态度与价值观
能补充阅读文中的关键信息
教学重点
理解英语习语ump
out
of
my
skin,
to
cut
a
long
story
short
教学难点
根据上下文猜测习语词语jump
out
of
my
skin,
to
cut
a
long
story
short
等的含义
教具准备
多媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师检查学生上一节课所布置的任务，寻找Culture
corner中的新生词
学生先是自我默读Culture
corner中的内容，再找出生词
利用学生找生词从而让学生进行预习
初学新课（初步探究）
教师让学生对Culture
corner中的内容进行阅读，并且能够独自找出其中的新单词，如：Venice
Film
Festival，
developments,
international等等，并让学生在课文中用红色笔圈出新生词。教师让学生拿出英汉字典，把所找出的生词利用查字典的形式去认识这些新单词。并让学生查到这些新单词后除了把生词的意思写在新生词下外，并把生词的音标也写下来，从而让学生能够自我拼读出单词。
学生阅读文章内容，并利用英汉字典把生词查找出来，并将生词的中文意思还有音标写在新单词下，并小组进行讨论式的拼读。
让学生利用英汉字典，从而能够认识新单词的意思和读音
引导释疑（合作学习）
教师让学生阅读Culture
corner板块的图文，然后回答下列问题：What
is
the
passage
mainly
about What
are
two
most
famous
film
festivals
around
the
world Where
are
they
held Which
word-famous
international
film
fesyival
is
held
in
China
学生先是自我观察阅读部分的图文，然后再分组讨论图文中所出现的问题，并将问题的回答记录在书上
利用问题形势让学生对阅读图文进行深一步的了解
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师组织学生先是小组形式将问题的答案记录在记录本上，然后再讨论问题的答案。教师再次出示一些问题进一步让学生了解熟悉阅读图文中的内容：When
is
it
held
every
year What
can
people
usually
do
durning
these
famous
film
festival
学生根据自己对阅读图文中的进行阅读，并且进入更深一步的了解，然后再对所出现的问题进行讨论式回答
利用问题对阅读进行再深一步的了解
当堂检测（学习诊断）
教师让学生完成Self-assessment板块关于单元学习情况的自我评价
学生自我独立完成Self-assessment板块内容
利用总结形式调查学生对课文内容的真正掌握
课堂小结（梳理归纳）
教师通过电影节海报和照片向学生进一步介绍三大著名的国际电影节
学生对于教师所介绍的三大著名电影节进行讨论
更深一步了解巩固电影节
作业布置（检查反馈）
板书设计（突出重点）
抄写习语：jump
out
of
my
skin，to
cut
a
long
story
short和a
piece
of
cake，并用这三个习语造句。以小组为单位，准备介绍一个国际电影节。选择性完成《综合练习册》第89至92页Integration的练习。
Unit5（1）What
is
the
passage
mainly
about （2）What
are
two
most
famous
film
festivals
around
the
world （3）Where
are
they
held （4）Which
word-famous
international
film
fesyival
is
held
in
China
教学反思Unit
5
Action
教案
教材分析
教学目标
The
students
can
write
a
script
for
hosting
a
TV
show.The
students
can
host
a
TV
show
after
they
write
a
script.
教学重点
Teach
them
how
to
write
a
script
for
hosting
a
TV
show.
教学难点
How
to
host
a
TV
show.
教学关键
How
to
organize
the
class
教法与学法指导
Self-study,
Cooperation,
pair
work.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
StepⅠ:Warming
up
1.
Watch
a
video
about
a
famous
host
who
is
hosting
a
TV
pregame.
Pay
special
attention
to
what
he
is
saying.
1.
Find
out
a
video
and
play
it
.Ask
students
to
pay
attention
to
the
words
the
host
is
saying.
1.
To
arouse
students’
interest
and
lead
in
the
writing.
6
第二环节 观察操作、探索归纳平移的作法
StepⅡ:writing1.
Before
writing:
2.
While
writing:.3.Post
writing
2
.Get
to
know
the
structure
of
a
script
after
studying
the
text
on
Page
76.3.①Summarize
the
structure
:(1)、Opening
words
(2)、Introduction
to
the
contestant(3)、Introduction
to
the
rules
(4)、Contest
(5)、Closing
wordsAnd
pay
attention
to
the
sentences
Lester
Li
use..②.Finish
the
Exercises
on
P76
in
group
.Check
the
writing
in
the
group
2.
Ask
the
students
to
fill
in
the
blank
on
page
76
to
get
to
know
what
the
structure
of
the
script
is.3
①Ask
students
to
summarize
structure
and
sentence
a
host
use.②.
Ask
them
to
finish
the
writing.Ask
them
to
check
the
writing
in
their
group
2.
To
train
their
ability
of
observation
and
form
the
good
habit
of
writing.
3.
To
practice
their
ability
of
summarizing
and
get
ready
to
write
the
passage
.4.
To
practice
their
writing
ability...To
practice
their
ability
of
cooperation.
6104
第三环节 课堂练习
StepⅢ:
development.
3.
Wok
in
group
and
try
to
host
the
talent
show
according
to
script
the
students
write.
3.
Ask
the
student
to
organize
a
talent
show
according
to
the
script
they
wrote
just
now
3.
To
improve
their
practical
ability
10
第四环节 课时小结
Step4.
Practice
more
Improve
your
own
work
and
rewrite
them.
Help
them
to
develop
their
work
in
words,
sentence
and
structure.
Let
them
improve
the
writing.
4
第五环节 课后作业
Write
a
passage
according
to
the
teacher’s
instruction.
课堂教学流程
Warming
up→
Writing→
Before
writing→
While
writing→
Post
writing
→
development→
Practice
more.
效果评价与反思Unit
5
Action
教案
教学目标
知识与能力
认读和理解单词among,
onto,
forward,
second,
relaxed,
ahead
of,
beat和短语keep
still
过程与方法
通过深入阅读，进一步理解格式内容，了解任务的性格特征
情感态度与价值观
复习故事类文章的阅读方法，能够分析故事的起因，经过和结果
教学重点
通过深入阅读，进一步理解故事内容
教学难点
通过语言，神态，动作等细节描写了解人物的性格特征
教具准备
多媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师带领学生一起阅读课文，并让学生记录出故事发生的起因，经过和结果
学生通过阅读文章，并两人一组完成幻灯片的图表
回顾文章的内容
初学新课（初步探究）
教师让学生口头汇报出故事中的起因，经过和结果。学生阅读文章的第一至第三段，然后回答下列问题：What
would
Angela
like
to
be,
one
of
the
contestants
or
someone
in
the
audience What
is
the
difference
in
character
between
Denise
and
Angela
学生同初步的阅读文章并查找过课文中故事发生的起因，经过和结果并口头汇报答案。阅读文章第一段至第三段并口头回答教师出示的问题
分段阅读文章，深入理解故事内容，了解任务的性格特征
引导释疑（合作学习）
教师让学生阅读课文第四至第七段，并回答下列问题。What
might
have
made
the
woman
pass
out What
did
the
director
do
after
the
woman
fell
across
the
desk Why
was
Angela
chosen
to
be
the
contestant What
was
done
to
Angela
after
the
director
chose
her
学生通过阅读课文第四至第七段的内容，并思考教师出示的问题，可以进行两人一组的讨论方式
分段阅读文章，深入理解故事内容，了解任务的性格特征
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师让学生阅读文章的第八至第十五段，然后完成ppt中出示的判断正误的练习并在主阅读篇章中找到证据。如：Although
Angela
was
very
nervous,
she
got
all
the
answer
right.
(F)Angela
answered
some
of
the
questions
wrong,
but
she
was
still
ahead
of
the
other
two
contestants.(F)Denise
sat
on
the
seat
quietly
with
no
problems
and
soon
ahead
of
the
other
two
contestants.(F)
学生通过阅读课文第八至第十五段的内容，并完成所出示的判断正误的练习
通过练习检查学生是否认真阅读文章内容
当堂检测（学习诊断）
教师让学生完成课文ComprehensionC1,C2的练习
学生通过阅读文章内容并口头汇报练习的答案
通过练习检查学生对课文内容的掌握
课堂小结（梳理归纳）
教师出示下列表格给学生完成AngelaEvidenceSeemed
relaxedKept
calmWas
clever
学生认证独立完成教师所出示的表格
通过表格的练习，检查学生对课文的掌握
作业布置（检查反馈）
板书设计（突出重点）
抄写单词和短语：among，onto，forward，second，relaxed，ahead
of，beat，still，single，victory，England，
lucky；keep
still。分角色表演主阅读篇章的故事，准备在下节课上表演。完成《综合练习册》第86至87页Reading
B，C的练习。
AngelaEvidenceSeemed
relaxedKept
calmWas
clever
教学反思Unit
5
Action
教案
教学目标
知识与能力
复习由although或though引导的让步状语从句的结构和用法
过程与方法
能够熟练使用although和though来表达两个分句间的让步关系
情感态度与价值观
利用对although或though引导的让步状语从句的结构和用法来正确的使用
教学重点
熟练掌握although或though引导的让步状语从句的结构和用法
教学难点
在语境中正确使用由although或though引导的让步状语从句
教具准备
多媒体
教法运用
讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师提问学生上节课我们学习了由什么引导的让步状语从句
学生在不看书的情况下集体说出是由什么引导的让步状语从句
让学生在不看笔记下能够知道让步状语从句
初学新课（初步探究）
教师提醒学生完成课文72页的练习。师：我们已经学习了由although和though引导的让步状语从句，是可以分为主句和从句，而有although何though存在的则是从句，没有的则是主句，那么现在利用although和though这两个连词把课文72页的练习变成让步状语从句，先是确定好题目中的句子哪个可以做为从句才说明，则把although或though添加到这个句子的前面。
学生利用自己对although和though引导的让步状语从句的了解，然后独立完成练习
利用练习在检测学生对于让步状语从句的理解
引导释疑（合作学习）
教师给学生讲解课文72页中的练习，先是叫个别学生上台到黑板写出练习的答案，然后给学生所作出的答案进行改正。让学生完成课文73页的练习，也是提醒学生利用自己对于让步状语从句的了解，然后利用although和though两个连词将句子转变成让步状语从句。
学生先是回忆让步状语从句的概念和用法，然后再对课文73页的练习进行自我完成。
利用学生对让步状语从句的了解从而去检测学生对其的了解程度
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师扩展范围给学生讲解although和though引导的让步状语从句进行更深一步的了解。1.although
一般不用作副词，而
though
可用作副词，表示“可是”“不过”。如：I
expect
you’re
right—I’ll
ask
him,
though.
我认为你说得对——我去问问他也好。（这样用的though通常位于句末，但有时位于句首的though也有这样的意思。）如：他说他要付钱，然而我认为他不会付的。正：He
says
he’ll
pay,
though
I
don’t
think
he
will.2.
在
as
though（好像，仿佛），even
though（即使，纵然）等固定短语中，不能用
although代替though。如：She
treats
me
as
though
I
were
a
stranger.
她待我仿佛我是一个陌生人。3.
两者均可用于省略句，通常见于主句与从句主语相同，且从句谓语含有动词be的情形。如：Although
[Though]
(it
was)
built
before
the
war,
the
engine
is
still
in
perfect
order.
尽管是战前制造的，这台发动机仍然处于良好状态。
学生将教师对让步状语从句扩展的内容进行更深一步的了解和理解，并且进行笔记记录
里有扩展的内容增加更深一步对让步状语从句的使用
当堂检测（学习诊断）
1）
___she
is
young,
she
knows
quite
a
lot.
A.
When B.
However
C.
Although
D.
Unless
答案：C。意为虽然她很年轻，却知道许多。
2) as,
though
引导的倒装句
as
/
though引导的让步从句必须表语或状语提前（形容词、副词、分词、实义动词提前）。
Child
as
/though
he
was,
he
knew
what
was
the
right
thing
to
do.
=
Though
he
was
a
small
child,
he
knew
what
was
the
right
thing
to
do.
注意：
a. 句首名词不能带任何冠词。
学生利用对让步状语从句的扩展内容的了解，再次完成幻灯片上所出现的练习
利用练习对让步状语从句进行更深一步的了解
课堂小结（梳理归纳）
1.although和though同义，在一般情况下，可以互换使用。只是though较普遍，常用于非正式的口语或书面语中，而although则较为正式。另外although语气比though重，常用以强调让步概念。2.even能和though组合表示强调，但even不能和although组合。因此，不能说even
although,在这里even
though=even
if(no
matter
if;
though即使……也……)3.
当让步状语从句指某种假设情况时，通常用though,而不用although。
学生背记下由although和though引导的让步状语从句的概念还有用法及两者的区别
掌握让步状语从句
作业布置（检查反馈）
板书设计（突出重点）
完成新概念第三课时，第五课时
although和though引导的让步状语从句的定义：两者的区别：两者的共同点：两者的不同点：
教学反思Unit
5
Action
教案
教学目标
知识与能力
掌握表表扬和鼓励的常用表达方法
过程与方法
能根据情境，运用表扬或鼓励的表达方法
情感态度与价值观
能读懂简单的平面图
教学重点
开展问卷调查，统计数据，并汇报调查结果
教学难点
开展问卷调查，统计数据，并汇报调查结果
教具准备
对媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师邀请部分学生分角色表演主阅读篇章的故事
学生分小组形式表演故事中的角色
检查回家作业的落实情况
初学新课（初步探究）
教师播放导图的录音，学生跟读对话。A:
You
were
amazing
today!
Well
done!B:
Thank
you!A:
Don’t
worry.
You’ll
do
better
next
time.B:
That’s
very
kind
of
you.
学生跟读录音导图的内容，然后再分角色的形式演示导图的内容。
让学生通过导图的内容从而进入到如何表杨和鼓励的常用表达方法
引导释疑（合作学习）
教师给出下列问题，并问学生各是什么意思，表示什么用意。You
were
amazing
today!
Well
doneThat’s
very
kind
of
you.
学生之间互相猜测其中的事什么意思，然后再讨论句子的真正意思
让学生通过问题，自我认识到关于句子的用意
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
1教师帮助学生归纳表扬和鼓励的常用表达方法：如：表扬：Nice
going!/You
did
a
good
job!
/keep
it
up干得好The
food
is
delicious。真好吃Everything
tastes
great!
每样东西都是很美味！You’re
very
professional!
你非常专业。You’re
really
talented!
你很有天赋。You
have
good
taste!
你很有品味！
鼓励：Come
on!
Be
a
man!
加油，表现得像个男子汉！That’s
better
than
I
can
do.那比我做得好多了。I
think
you
should
go
ahead.我认为你应该继续干下去。You
have
my
whole-hearted
support.我全心全意地支持你。
学生认读和理解单词praise。，并记下幻灯片处出现的关于表扬，鼓励的句型
掌握关于表扬，鼓励的表达方式
当堂检测（学习诊断）
教师播放练习A1的录音，让学生对对话进行小组对话
学生两人一组进行朗读对话，
体会表扬和鼓励的常用语句
课堂小结（梳理归纳）
教师要求学生阅读练习B1的问卷内容，准备进行采访，并让学生统计调查数据
学生自我阅读B1的内容，并认读和理解单词news,
view和短语on
weekdays
.
学生通过问卷调查从而得出数据
作业布置（检查反馈）
板书设计（突出重点）
以Art
Festival为主题，撰写一份艺术节的主持稿。完成《综合练习册》第88页Writing的练习。
表扬和鼓励的常用表达方法：表扬：Nice
going!/You
did
a
good
job!
/keep
it
up干得好The
food
is
delicious。真好吃Everything
tastes
great!
每样东西都是很美味！You’re
very
professional!
你非常专业。You’re
really
talented!
你很有天赋。
鼓励：Come
on!
Be
a
man!
加油，表现得像个男子汉！That’s
better
than
I
can
do.那比我做得好多了。I
think
you
should
go
ahead.我认为你应该继续干下去。You
have
my
whole-hearted
support.我全心全意地支持你。
教学反思
学生通过对表扬和鼓励的常用表达方式的了解，能够更深一步的对表扬和鼓励进行更好的展示，并且对于鼓励和表扬也能将简单地表达方法有更多的了解和记忆。Unit
5
Action
教案
教材分析
教学目标
1.
Students
learn
to
the
important
words
and
phrasesfive
minutes
to
go、
be
ready、
on/off
the
stage、
raise
one’s
hand、It’s
time
for...、six
more
questions...
.2.
Further
to
read
and
understand
the
text
and
have
a
deep
idea
on
the
topic
of
will
and
confidence.
教学重点
1、Further
to
read
and
understand
the
text.
2、Master
and
use
the
words
phrases
and
sentences.
教学难点
Have
a
deep
idea
on
the
topic
of
will
and
confidence
教学关键
Deep
understand
the
text
教法与学法指导
Task
based
learning
Group
competition.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
Step
1.Revision.
1.Read
the
text
loudly
1.Ask
students
to
read
the
text
then
note
down
their
reading
and
point
out
the
mistakes
Revision.
3
第二环节 观察操作、探索归纳平移的作法
Step
2
Lead
in.Step
3.Language
points
2.Retell
the
story
according
some
pictures
and
given
words3.①Find
the
phrases
and
important
sentence
in
groups.②Make
sentences
using
the
phrases.③
Try
to
understand
and
take
notes
of
the
sentences
2.
Ask
students
to
retell
the
story
in
their
own
words.
3.①Ask
students
to
find
the
phrases
and
sentences
in
the
text
by
working
in
group.②Let
student
make
similar
sentences
.③Help
students
to
understand
the
important
one
by
giving
tips
2.
Deep
understanding
of
the
text.3.Master
the
language
points
525
第三环节 课堂练习
Step
4
A
game
A
lucky
number.
4.Choose
a
number
to
answer
the
questions
to
get
points
working
in
groups.
4.
Organize
a
game,
explain
the
rues
and
play
the
game.
4
Consolidate
and
better
understand
he
text
and
language
points.
10
第四环节 课时小结
Step
5
Summary
5.
Summarize
what
they
learn
in
this
lesson.
5.
Guide
the
students
to
summarize
what
they
learn
in
this
lesson
.
5.
Strengthen
learning
results.
2
第五环节 课后作业
①Finish
the
exercises
.②
Memorize
the
language
points.
课堂教学流程
Revision→
lead
in
→
Language
points
→
a
game
→
Summary
.
效果评价与反思Unit
5
Action
教案
教学目标
知识与能力
认识单词script
过程与方法
使用表格整理和呈现信息
情感态度与价值观
能够利用表格整理和呈现信息
教学重点
学习主持稿的结构
教学难点
如何使主持稿突出，首尾呼应
教具准备
多媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师展示出study
skills板块的内容，并让学生去阅读
学生观察study
skills的内容，并进行自我阅读
步入study
skills的内容
初学新课（初步探究）
教师让学生去观察study
skills的内容后，并让学生去进行阅读，并引出下面的问题，让学生进行回答。Question:
Why
do
we
tables
to
give
information 2.
教师让学生回答完这个问题后并让学生再次阅读练习A的短文，并文成表格中的内容。
1.学生观察完内容后，并思考教师提出的问题，并作口头回答。2.学生以小组为单位，一起完成表格中的内容。
通过study
skills的内容，从而完成表格中的内容
引导释疑（合作学习）
教师让生再次阅读练习A中的范文，然后思考并回答下列问题：What
is
mentioned
when
the
host
is
introducing
the
contestants What
are
the
rules
about
学生齐读练习A中的范文，然后四人一组，谈论并回答问题
让学生带着问题去再次阅读理解课文
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师让学生阅读练习A的指令语，了解主持稿的重要性。教师让学生阅读练习A中的范文，然后将主持稿各部分的名称填写到相应的空格中去，了解主持稿的基本结构。
学生阅读练习A的指令语，并了解主持稿的重要性。学生阅读练习A中的范文，并完成表格。
学习主持稿的结构，拟写一份达人秀的主持稿
当堂检测（学习诊断）
教师可以再学生回答完第一个问题后追加另一个问题：Why
does
the
host
make
the
introduction
to
the
contestants
like
that
学生回答问题：To
make
the
activity
more
vivid
and
interesting.
利用问题检查学生对课堂的检查
课堂小结（梳理归纳）
教师让学生根据以下提示问题，采访同学，并作笔记，留作介绍选手的素材使用What
is
your
bobby What
are
you
good
at Can
you
tell
me
about
your
special
experience
学生以小组为单位，采访同学，并作记录。
通过学生之间的互相采访得出本节课对writing的组织
作业布置（检查反馈）
板书设计（突出重点）
以Art
Festival为主题，撰写一份艺术节的主持稿。完成《综合练习册》第88页Writing的练习
Unit5
Action!What
is
your
bobby What
are
you
good
at Can
you
tell
me
about
your
special
experience What
do
you
want
to
show
at
the
talent
show
教学反思Unit
5
Action
教案
教学目标
知识与能力
认读和理解单词director,
make-up,
artist,
studio,
和短语talent
show,
pass
out等
过程与方法
能根据图片猜测单词director,
make-up,
artist的含义
情感态度与价值观
利用略读等阅读策略，初步了解主阅读篇章故事的主要内容
教学重点
初步了解股市的情节发展和基本要素
教学难点
能根据图片猜测单词director,
make-up,
artist的含义
教具准备
多媒体
教法运用
小组交流教学法，讲授法，谈论法
学法指导
自主、合作、探究
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
导入新课（检查预习）
教师让学生阅读getting
ready板块的图文，从而回答图文下的问题
学生自主观察图文并口头回答问题
通过图文了解单元话题
初学新课（初步探究）
教师询问How
is
a
TV
program
made
引入What
do
you
know
about… 部分的练习，帮助学生激活背景知识。
教师通过学生的讨论从而将讨论的结果罗列在黑板上。Question:
What
is
your
favourite
TV
program
学生以小组为单位对于What
do
you
know
about…进行讨论，并口头回答所讨论的结果
完成读前活动，激活背景知识
引导释疑（合作学习）
教师利用下列问题让学生进行思考并查找Questions:
1.
What
are
the
family
doing 2.
Why
are
they
doing
that What
does
this
cartoon
imply
学生通过谈论，并得出这些问题的答案，并派代表将答案记录在一张纸上再上交到教师手中
利用问题从而更深一步了解单元话题
基本环节
教师授课过程（教师活动）
学生学习过程（学生活动）
教学意图
拓展学习（深入探究）
教师提醒学生完成Before
you
read部分的练习，并让学生认读和理解studio
和短语talent
show,
pass
out.让学生讨论问题：What
may
happen
after
that
学生自主完成Before
you
read部分的练习，并认读和理解其中的单词和短语
运用略读策略，了解主阅读篇章故事发生的背景
当堂检测（学习诊断）
教师让学生快速阅读主阅读篇章第1至12行，然后让学生完成下列短文填空：Denise
and
Angela
were
at
the
TV___.
They
were
in
the
audience.
The
Travel
Quiz
was
about
to
begin.
The
___was
checking
if
everything
was
OK.
The
____were
sitting
on
the
stage.
学生自主快速阅读文章并独立完成教师所出示的短文填空
通过快速阅读从而让学生更深一步巩固文章大意
课堂小结（梳理归纳）
教师让学生再次快速阅读文章并谈论问题：
What
may
happen
after
that
学生通过快速阅读并回答出并总结文章全意
通过阅读总结文章全意
作业布置（检查反馈）
板书设计（突出重点）
模仿录音的语音、语调，朗读课文。
抄写单词和短语：director，make-up，artist，studio，contestant，
upon；talent
show，pass
out。完成《综合练习册》第78页Vocabulary和第85页Reading
A的练习。
Unit5
ActionQuestions:
1.
What
are
the
family
doing 2.
Why
are
they
doing
that What
does
this
cartoon
imply
教学反思Unit
5
Action
教案
教材分析
教学目标
Students
can
listen
to
the
instruction
according
to
a
floor
plan.Students
can
express
praise
and
encouragement
especially
talking
about
a
TV
show.
3.
Students
can
have
the
ability
of
listening
to
get
information
as
quickly
as
possible.
教学重点
Read
to
understand
a
floor
plan
and
find
a
place
according
to
an
instructions.
教学难点
Express
praise
and
encourage
in
a
needed
situation.
教学关键
Encourage
them
to
talk.
教法与学法指导
Task-based
learning
self
–study
cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
Step1.praise
and
encouragement
-Enjoy
a
video.
1.
Watch
a
video
and
think
over
the
instruction
and
the
floor
plan
in
the
video.2.
Answer
how
the
read
a
floor
plan
and
how
to
ask
the
way
1.①
Find
a
video
and
ask
the
students
to
follow
it
②.Show
the
floor
plan
and
ask
students
to
read
to
understand
it
3.Show
the
students
the
way
of
asking
the
way
1.
Lead
them
to
get
into
listening
text.
5
第二环节 观察操作、探索归纳平移的作法
Step
2
Listening.The
floor
plan
of
the
TV
station.Step3
Speak
up
Learn
to
express
praise
and
encouragement
2.
Listening
practice.
before
listening
①Read
the
floor
plan
on
the
text
book
and
predict
what
words
need
to
be
filled
in
the
blanks
.
While
listening
②Listen
carefully
and
pay
attention
to
the
abbreviations.
Listen
again
and
fill
in
the
blanks
After
listening
③Check
the
answer
in
groups
and
correct
the
mistakes
then
read
the
tape
script.
3.
Speaking
practice.
①Turn
to
page
74,read
the
dialogue,
then
read
it
in
pairs
.②Find
the
sentences
about
praise
and
encouragement.
2.①Read
the
floor
plan
with
the
students
together
,Explain
some
new
words
and
phrases
which
are
need
in
the
listening
②.Ask
students
to
the
abbreviations
in
the
floor
plan.
Then
play
the
recording.
Ask
students
to
listen
again
and
fill
in
the
blanks
③Ask
students
to
check
the
answers
in
groups.
Give
the
answer
and
tape
script.3.Ask
student
to
read
the
material
and
summarize
the
sentences
about
praise
and
encouragement
such
as
Don’t
worry
Just
try
your
best,
you
will
do
better
Well
done
You
are
amazing....
2.
Cultivate
their
listening
ability
by
finishing
the
exercises.
1510
第三环节 课堂练习
Step
4
An
interview
4.
Have
an
interview..
Report
the
results
to
the
whole
class
4.Ask
students
to
interview
other
students
using
the
questions
about
TV
viewing
habits
4.
Lead
them
to
talk
more
on
the
given
task.
5
第四环节 课时小结
Step
5
Discussion
5.
Try
to
express
praise
and
encouragement
according
to
the
questions
on
P75.One
of
the
group
members
reports
the
results
of
the
discussion
to
the
whole
class.
5.
Ask
them
to
find
the
expression
of
praise
and
encouragement
Then
work
in
group
to
make
a
dialogue
and
report
it
.
5.
Speak
more.
5
第五环节 课后作业
Ask
students
to
finish
the
exercises
on
the
text
book
and
Workbook.
课堂教学流程
praise
and
encouragement
→Listening
→Speaking
→intervies→Discussion.
效果评价与反思Unit
5
Action
教案
教材分析
教学目标
1.
Students
can
master
the
meaning
of
the
new
words
director、
make-up、
artist
relaxed、
ahead
of、
beat、
win、lucky
and
so
on
.Then
learn
to
use
it.2.
Students
can
predict
the
main
idea
of
the
text
according
to
the
hints、pictures
and
title];They
can
skim
and
scan
to
find
information
required.
3.
Students
can
focus
on
the
knowledge
accumulation
and
learn
to
cooperate
with
one
another.
教学重点
1.Learn
to
understand
the
text.2.Understand
the
new
words
in
the
text.
教学难点
The
ablity
of
skimming
and
scanning.
教学关键
.New
words
and
text
understanding
教法与学法指导
Imitating
and
self-study
;cooperation.
教学环节
主要教学步骤或内容
学生主体活动
教师活动
设计意图
时间
第一环节 复习回顾平移的基本性质，引入课题
Step
1.Lead
in
1.
Work
in
groups
and
discuss
some
words
which
are
used
in
filming
ofa
TV
program
1.
Show
students
pictures
of
filming
of
a
TV
pregame
and
ask
them
to
discuss
the
new
words.
2.
Divide
students
into
a
several
groups
to
have
a
discussion.
1.
Arouse
students’
interest.
5
第二环节 观察操作、探索归纳平移的作法
Step
2.
Pre
–reading.Step
3.While
–reading
2.
Answer
the
question
by
using
the
new
words.3.
①
Skim
and
scan
to
answer
the
questions.②
Listen
carefully
and
answer
the
questions
2.
Ask
students
to
think
about
what
kinds
of
people
need
to
be
at
the
studio
when
recording
a
quiz
show.3.
①Ask
students
to
Look
at
the
pcitures
and
tile
of
the
artice
on
page
67,Then
answer
the
questions.②
Ask
students
to
listen
to
the
recording
and
deal
with
some
questions
2
Lead
in
to
the
text
with
process
of
recording
a
TV
quiz
show3.
Practice
the
ability
of
skimming
and
scanning
and
get
the
geneal
idea
of
the
text.
510
第三环节 课堂练习
Step
4Post-
reading
4.
Read
the
text.
Finish
the
summary
on
the
PPT.
4.
Ask
students
to
read
the
text.
Then
show
a
summary
of
the
text.
Ask
students
to
fill
in
the
blank.
4.
Make
a
first
impression
of
the
text.
15
第四环节 课时小结
Step
5
Summary.
5.
Read
out
the
key
words
and
phrases
with
the
partner
and
take
notes
.Then
tell
the
main
idea
of
the
text.
5.
Sum
up
the
key
words
and
phrases.
Tell
the
main
idea
of
the
text.
5.
Sum
up
knowledge.
4
第五环节 课后作业
Ask
students
to
memorize
the
new
words
and
follow
the
tape
to
read
the
textFinish
the
exercises
on
the
text
book
课堂教学流程
Lead
in
→Pre
–reading
→While
–reading
→Post-
reading→
Summary.
效果评价与反思
