第一册Unit 5新编实用英语教程第4版高教社教案

Unit Five Our Weather and Climate

Teaching Time: 8 periods

Teaching Objectives: Ss Should Learn to:

1. Understand weather forecasts;

2. Talk about weather;

3. Write a weather report;

4. Know about celsius and fahrenheit

Key &Difficult Points:

1. Understand weather forecasts profoundly;

2.Talk about weather to start a conversation;

3. Basic sentence structures

Teaching Procedures and Class Activities

SECTION I Talking Face to Face

Lead-in activities:Imitating Mini-Talks

1. Warm-up questions:

1) do you often listen to a weather forecast? Why or why not?

2) What is the use and importance of a weather report?

2. Class Activities:

1).Read the mini-talks,try to recite them;

2) Ask the students to recite and perform the mini talks in class.

3) The students discuss in groups, summarizing the words, phrases and sentences frequently

used according to the following topics with the help of the teacher. The students speak out the sentences under the guidance of the teacher.

SECTION II Being All Ears

1 Learning Sentences for Workplace Communicaiton

1)Give the students a few minutes to read through the printed materials for each listening item.

2) Listen to the tape for the first time.The focus here is on cross-reference of the English

sentences and their Chinese meanings.

3) Play the tape for a second time, and ask the students to do exercises in this section.

4)Play the tape for the third time with a pause after each sentence, and ask the students to repeat

the sentence during the pause.

2 Handling a Dialogue

1)Give the students a few minutes to read through the printed materials for each listening item.

2)Listen to the tape for the first time without looking at the book.

3)Play the tape for a second time, and ask the students to answer the following questions orally:

4)Play the tape for the third time, and the students read the dialogues, following the tape simultaneously and trying to catch up the speed and simulate the speakers’ tones.

5)Do the exercises in this section.

3 Understanding a Short Speech/Talk

1)Give the students a few minutes to read through the printed materials for each listening item.

2)Listen to the tape for the first time without looking at the book.

3) Play the tape for a second time, and ask the students to do the exercises in this section.

4)Play the tape for the third time with a pause after each sentence, and ask the students to take

notes of the key words.

SECTION III Trying Your Hand

Practicing Applied Writing

1 Sample analysis: T eacher summarizes briefly the format and language used in weather forecasts. The teacher may show the following passage with PPT (If there is no PPT prepared, ask the students to take a dictation of the passage). Afterwards, ask the students to read it and translate it into Chinese orally.

2Simulated writing:

1)The students read and translate the sample weather forecasts with the help of the teacher.

2)Do Exercises 2, 3 and 4 in groups.

SECTION IV Maintaining a Sharp Eye

Passage 1 We can Make a Difference

1 Warm-up questions: What is the consequences of global warming?

2 Guided reading aloud of the passage:The students read the passage individually. The teacher should pay attention to correcting the students’ pronunciation and intonation.

3 Explanation of difficult words and expressions:The students have a discussion in groups to pick out the difficult words and expressions in the whole passage which they don’t understand and report them to the class. The teacher will demonstrate the usage of those chosen points, and then ask the students to make up at least two sentences with them in groups.

Key Language Points in Teacher’s Book

1) trap:store---so that it cannot escape. Eg: A filter can trap dust from the air.

2)stand-by:readiness for duty.Eg: The soldiers are on stand-by, ready to set out at any time.

3)stuff:things. Eg: There is a lot of stuff about in today’s newspaper.

4)membership:being a member of an organization. eg:He lost his membership card and was denied access.

5)swell:grow bigger. Eg: The population swelled during that time.

4 Understanding the passage in detail:

1)Paragraph 1:Group work: Give the students 3 minutes to prepare the translation of the first

paragraph, and then an oral class presentation is required.

2)Paragraph 2: Ask one or two students to read this paragraph.

3)Paragraph 3: 1) Pair work: One student reads this paragraph loudly, and another helps correct

his or her pronunciation. And then they change their roles to do the same work again. 2) Work together to summarize the general idea of Para. 3, and then present it in class.

5 Summary of the passage Group work: The students have a discussion of the main idea of the passage. The students’ ideas may vary, and the teacher gives his or her own idea.

6 Assignments for this section: 1. Recite Paragraphs 2 and 3 2. Preview Passage II.

PASSAGE II The British Like Talking About the Weather

1 Warm-up activities: How do the British generally start their coversations?

2 Guided reading aloud of the passage:

The students read the passage and get its general idea.

3 Explanation of difficult words and expressions:

Choose language points in Language Points in Teacher’s Book

4 Understanding the passage in detail:

Paragraph 1: 1) The students read this paragraph together.

2) Dictation practice: The teacher reads each sentence of the paragraph for or three times according

to the students’ English level, and the students write them down. Afterwards, the students check up them with their partners.

Paragraph 2:1) Ask two or three students to read the paragraph individually.

2) Pair work: One student asks about 2 or 3 specific questions about Paragraphs 2, and the other

one gives the answers. Then the students exchange their roles to do the same work again. The rest of the passage: 1) The students read this part following the teacher.

2) Group work: The teacher draws the following table on the blackboard (or shows it with

PPT), and then asks the students to have a group discussion for matching the greeting sentences in Column A with the countries they are spoken in Column B. In the end, the whole class try to pronounce the greeting words in different languages.

5Summary of the passage:

1)Group work: The students have a discussion to translate the passage into Chinese.

2)Groups work: Each group tries to pick out at least 5 expressions or sentences from the

passage witch they think are worth remembering. Afterwards, ask some groups to write them down on the blackboard and ask the whole class to read them aloud.

6 Assignments for this section:

Read the passage again.

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