英语必修7unit5教案

英语必修7unit5教案（共4篇）（共4篇）

1.英语必修7unit5教案 篇一

Unit2 English around the world

一、教材分析

本单元以“世界英语”为话题，介绍了英语在当今世界所起的重要作用，使学生进一步了解学好英语的必要性，了解英美语言在词汇、拼写、语音等方面的区别，学会用请求和命令两种方式转述他人的话语，知晓在写作过程中尽量使用间接引语的优越性。

1.WARMING UP提供了一个因不了解英美两国人在用词差异上造成误解的例子，使学生们认识到掌握英美两种语言差异的重要性，为Integrating Skills 中英美语言差异一文作了铺垫。

2． LISTENING部分要求学生听后快速记下房东太太对Brown先生所讲的住房规矩，培养学生通过听快速获取有效信息的能力，并在“写”的实际中运用“请求和命令”两种用语间接转述他人的请求。

3． SPEAKING部分要求学生三人一组合作，学会在不同场合下运用请求和命令两种用语口头转述他人所说的话，提高他们的语言表达能力。

4． PRE-READING 是READING的热身活动。通过对这两个问题的讨论使学生意识到学习第二语言（英语）的重要性。

5． READING部分是一篇说明文。文章的三个段落均说明了英语的确是世界范围内使用最广泛的一门语言，是联合国的工作语言，是其他语言无法替代的。6． POST-READING 部分设计了两种练习，练习一的前两题是细节题，第三题是一个开放性题目，鼓励学生将英语学习与现实生活相联系。练习二是填空题，帮助学生梳理文章、概括中心思想。

7． LANGUAGE STUDY分词汇和语法两部分。其中，Word study 旨在培养学生用英语解释生词的能力；语法部分是有关“请求和命令”用语的直接引语和间接引语的转换。8． INTEGRATING SKILLS 通过阅读使学生了解英国英语和美国英语的差异及产生差异的历史文化背景。在归纳其差异的基础上写一篇有关“英美语言差异”的小短文，也可模仿课文写出你所熟悉的不同方言的一些区别。

二、教学对象 高一英语基础班学生

三、课时安排

将整个单元的内容进行分析，我将课文进行重组。从话题内容上分析，WARMING UP与SPEAKING部分的PART TWO话题较为一致。将WARMING UP作为SPEAKING部分PART TWO的引入部分，作为一节“口语课”，让学生了解英美语言的确存在差异，进而让学生练习和掌握语言交际中遇到障碍时的一些常用句型。将 LISTENING 和SPEAKING部分的PART ONE设计成一节“听力课”，为本单元语法课作铺垫。将PRE-READING, READING和POST-READING整合上一节“阅读课”，训练学生的阅读理解能力和技巧。将LANGUAGE STUDY和WORKBOOK中的PRACTISING语法练习题整合在一起上一节“语法课”。利用INTEGRATING SKILLS的READING和WRITING上一节“读写课”，让学生了解英美两种语言的差异并将其整理成文。课型设计与课时分配

1st period 口语课（50分钟）2nd period 听力课（50分钟）3rd period 阅读课（50分钟）4th period 语法课（50分钟）5th period 读写课（50分钟）

四、教学方法

任务教学法，对话法，交际法

五、教学步骤

本单元将分为五个课时来讲解，这里主要是第一个课时“口语课”的教学过程。Speaking

（一）教学目标 Teaching goals 1.语言目标language Target a.重点词汇和短语

bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with b.交际用语

Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? 2.能力目标 Ability goals To learn some differences between American English and British English.（学习美式英语和英式英语的一些不同点）3.技能目标 Learning ability goals Let students learn how to deal with language difficulties in communication.（让学生学会处理口语交际中的语言障碍问题）

（二）教学重点Teaching important points 1.How to improve the students speaking ability（如何提高学生的英语口语能力）

2.How to make up another dialogue for three students and act it out in class.（怎样让学生三人一组创造对话并在班级里表演出来）

（三）教学难点Teaching difficult points How to use different sentence patterns for language difficulties in Communication（怎样用句子替代在交际用语时出现的语言障碍语句）

（四）教学方法 Teaching methods 1.Listening to the tape.(听录音)2.Pairs work to practise the dialogue and make up another dialogue（cooperative learning）小组练习对话并自己组对话

（五）教学过程与方式Teaching procedures && ways Step I Greetings and Revision（组织教学）T: Good morning/afternoon, boys and girls!Ss: Good morning/afternoon, Mr Chen!T: Sit down, please.Today we are going to learn Unit 2: English around the world, but I want to check your homework first.（检查词汇，句子掌握度记作业完成情况）

1.Check whether they have remembered the ten important sentences.（检查学生是否记住了重要句型）

2.Check whether they have previewed the new words and expressions in this unit.Then the teacher write down: English around the world — The First Period on the blackboard.（检查学生是否有预习新课文和复习学过的课文知识）Step II Warming up T: Look at the picture and try to guess: Qs: 1.What do you think is happening in the picture? 2.Where do you think is the man? Sa: A funny story is happening.Sb: The man is in the bathroom.Ask the students to discuss the following questions.（向学生提问）： 1.What is Joe’s nationality? How about Nancy? 2.What it is that Nancy thinks Joe wants? 3.What is it that Joe is looking for? 4.What is their misunderstanding about? After discussion.（讨论）

Sa: Joe is an American while Nancy is British.Sb: Nancy thinks Joe wants to have a bath.Sc: Joe is looking for a toilet.Sd: In American English the word “bathroom” means a place where there is a toilet and sometimes a bath or shower.In British English, the word “bathroom” means a place where there is a bath or shower and sometimes also a toilet.Joe wants to go to the toilet, but Nancy thinks he wants to take a bath.T: You did quite well.There are really some slight differences between American English and British English, so in order to avoid misunderstanding, it is necessary for us to know about some differences between American English and British English.Step III Speaking T: Now, I think you must know about why the misunderstanding occurred between Joe and Nancy.Then turn your book to page10.Let’s do Speaking—Part Two.In the following box there are several useful expressions.These sentences are all about the language difficulties in communication.When we express our requests and orders, we use them.Here I give you a few minutes to remember these sentences.Can you spell that, please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way? T: Now please work in small groups to make up dialogues about other language difficulties in pronunciation, spelling, grammar, uncertainty, misunderstanding, etc.and act out in class, using the useful expressions above.Sample dialogues Situation 1: Taking a message: A is visiting B, but B is not in , C takes a message for B（带信息）A: Is B at home? C: Sorry, she isn’t in.She went out just now.A: Oh, could you do me a favor to take a message to her? I am her workmate.C: I’d be glad to.A: Could you please tell her we have decided to go out for an autumn outing.Please ask her whether she’d like to join us.My phone is 7500924 C: Could you repeat that, please? A: It’s 7500924 C: Ok.I have taken it down.I’ll tell her about it the time she comes back

Situation 2: Answering the telephone: Lucy is trying to call Mary, but Mary is not in.Tom takes a message.（回电话）Tom: Hello!This is Tom speaking.Lucy: Is Mary in? Tom: She is not in.Can I take a message for you ? Lucy: It’s very kind of you.Henry Potter Ⅲ is going to be put on in the cinema at 3:00 pm this afternoon.I have got two tickets.If she wants to, please tell her to send an e-mail to me at noon.The address is lucy_pretty123456@yahoo.com.Tom: Could you speak a bit slowly, please? Lucy: lucy_pretty123456@yahoo.com.Have you got it? Tom: Ok.Bye.Situation 3: The teacher tells the monitor about the task this afternoon.And the monitor tells it to the rest of the students.（转达口令）

T: This afternoon we’ll do some cleaning in our classroom at 4:00 pm.Could you please tell the students about it? M: Certainly, I’d be glad to.T: Please tell the students to bring some cloth M: Sorry, I didn’t quite follow you.What shall we do with it? T: Oh, we’ll mainly clean the glass and sweep the floor.M: Ok, I will tell the class about it.Extension Task: Students can create and practise their own dialogues.They may include other language difficulties such as pronunciation, spelling, grammar, uncertainty, misunderstanding and inability to express what they mean or want to say.(若时间不足，可改为作业)板书设计 Section A 学习词汇：bathroom, towel, closet, pronounce, direct, have a good flight, at all, make oneself at home, if you’ll excuse me now, stay up, end up with 重要句子：Can you spell that please? Could you repeat that, please? What do you mean by...? Could you speak a bit slowly, please? Sorry, I didn’t follow you.I beg your pardon? How do you say...in English? How do you pronounce...? What does...mean? Can you say that in a different way?

Step VI Homework（课后作业）

T: Now let’s recall what we have learned during this course.We have learned a dialogue about misunderstanding between Joe and Nancy.And then we have learned the useful expressions about language difficulties in communication.Our homework: 1.Remember the useful expressions on Page10.2.Complete Talking in workbook.教学反思：这堂课总的来说还是达到了一定的目标要求的，但是不足的是在教学过程中教学模式过于单一，没有创新，因此会影响上课的质量，以后须改进！

2.四川高一英语必修一教案 篇二

教学目标

1、掌握下列词汇和短语: reason, list, share, feelings, Netherlands, German, outdoors, Crazy, nature, dare, thundering, entirely, power, trust, indoors, go through, hide away, set down, a series of, on purpose, in order to, face to face, according to.

2、进一步学-有关“朋友”的知识信息，启发学生对朋友和友谊的思考。

3、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

4、训练学生一定的阅读技巧，使他们掌握一些有效的学-策略，从而提高阅读速度和理解的准确性，并养成一定的自主学-能力。

5、培养学生快速阅读的能力、捕捉信息的能力及运用语言进行交际的能力。

6、通过个人活动、小组活动和班级活动等方法，培养学生的合作互助精神，分享英语学-的经验，感受用英语交流的成功和喜悦。

教学重难点

教学重点:

1、了解《安妮日记》的背景知识，在感受外国文化的同时，深刻理解安妮日记的内涵，同时提高学生文化意识。

2、训练学生的阅读技巧，提高学生阅读速度和理解能力。

教学难点:

对所获得的信息进行处理、加工和学-，形成有效的学-策略。

教学工具

ppt课件

教学过程

...

板书

Uint1 Reading Anne’s Best Friend

Qualities: easy-going ,warm-hearted ,helpful,…

Questions:

Skimming

Summarize

3.英语必修7unit5教案 篇三

Period 1: A lesson plan for reading

(AN INTERVIEW)

Aims

To talk about the history of the Olympics games

To read an interview about the Olympic Games

Procedures

I. Warming up

Warming up by sharing

Morning, everyone! Today we are going to learn about THE OLYMPIC GAMES. But first, I’d like to know how much you know about the Olympics to be held in Beijing. Anything about it is ok. Oh, Li Lei, do you want a try?…Right. You know so much about the Olympics. Toady, we’ll learn more about it in ancient Greece.

Warming up by describing

Now, boys and girls. I’ll show you a video show of the 28th Olympic Games. Please tell me what it is about and describe it to the class. Ok, Wang Lin, please describe it. Wonderful. That’s Liu Xiang. The hurdle king!

Warming up by discussing

Hi, class. You know our country is trying her best to prepare for the Olympic Games. Every one is expecting and excited about it. Let’s discuss what we can do for it. And imagine what we will do at the 2008 Olympics.

II. Pre-reading

1. Asking and answering

Now, please read the three questions before the Reading. Let’s do it in turn. Let’s begin from the first row here…ok, you did a good job. Let’s summarize your answers.

For reference:

1. In Summer Olympics, there are running, swimming, shooting, wrestling, jumping, football, basketball, volleyball, table tennis, throwing, Javelin, weight lifting, gymnastics, boxing etc.

In winter Olympics, there are skiing skating, ice hockey, ski jumping, sledding, snowboarding etc.

2. The 29th Olympic Games will be held in Beijing on Auguster 18th, 2008.

3. To hold the Olympic Games is a rich prize for a country. And it can make a country known in the world. It can stimulate the country’s economy, and help to speed up its development.

2. Imaging and introducing

Please look at the three pictures in the reading. Please talk about them. Imagine whatever you can.

For reference: The first picture is the status of a great Greek. His name is Pausanias. He was a famous traveler and writer in the second century AD. His Guide to Greece is an extremely comprehensive guidebook for tourists, concentrating on buildings, tombs and status and including a lot of information on the mythological, religious and historical background to the monuments described. It is so informative that it may be called the foundation of classical archaeology and this ancient Baedeker is still used as a guide to classical Greece. Can you remember a famous ancient Chinese traveler and writer? He also wrote a book. Yes, his name is Xu Shake. His works is The Notes of Xu Shake’s travels.

The second picture is the opening ceremony of the Olympic Games. Maybe this is the principle stadium. It’s large and can hold thousands of audience.

The third picture is a Chinese athlete named Yang Yang. She won a gold medal for China in the winter Olympic Games. She is a famous skating player.

3. Talking and Sharing

We know there are many differences and similarities about the ancient and modern Olympics. Do you know anything about them? You can simply guess. Yes, Lucy, try …

III. Reading

1. Reading aloud to the recording and finding the general idea

Now please listen and read aloud to the recording of the text AN INTERVIEW. Pay attention to the pronunciation and intonation as well as the pauses within each sentence. Then try to get the general idea of the passage. Have you got the main idea?

Yes, it tells us the differences and the similarities between the ancient and modern Olympics.

2. Reading and acting

Now let’s play the parts of the Greek writer Pausanias and the Chinese girl Li Li. Now boys, you are Pausanias; girls, you are Li Li. Please pay attention to the bold words.

3. Reading and finding

Now read the text again. The boys shall try to finish the task: What was the ancient Olympics like? The girls shall try to finish the task: What is the modern Olympics like?

4. Reading and collecting information

Ok, now let’s read it silently. First let’s talk about the same points between the ancient and modern Olympics. Who can answer? Any volunteers?

Then let’s come to the differences.

The similarities

① Both are held every four years.

② Both are held not for money but for honour.

③ The beliefs are the same. They are: Swifter, Higher, and stronger.

④ Men are allowed to take part both in ancient and modern Olympics.

⑤ Some events are the same, such as running, jumping, shooting and thowing.

The Differences

① There were not winter Olympics in the past.

② Now competitors are from all over the world. But in the ancient time, only the people in Greece could take part.

③ Only men were allowed to take part in the past, now woman are also allowed.

④ In the past, winners got the olive wreath as the prize. Now competitors compete for medals.

⑤ The events and athletes in modern time are more than those in the past.

⑥ There is a special village for the competitors to live in, a stadium for competitions, a gymnasium for these who watch the games now. But there were not in the past.)

5. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from AN INTERVIEW

take part in…, gold medals, the spirit of…, be held, in order to, host the Olympic Games, on a magical journey, find out, the present day Olympic Games, used to, write about…, come to your time, be admitted as…, two sets of…, enjoy competing in…, compete against…, for the honour of…, reach the standard, be admitted to…, play a very important role, as well as, a stadium for competitions, as a matter of fact, compete for…, olive wreath, feel proud of…, make… happy

Ⅳ Closing down

Closing down by doing exercise

To end the lesson you are to do the comprehending exercises 1 & 2.

Closing down by discussing

You know our government has tried its best to compete for hosting the 29th Olympic Games. It has cost a lot of money. Do you think it is worthwhile? Why?

For reference:

It is worthwhile to host the Olympic Games. To host Olympic Games can make our country known to the whole world. To host Olympic Games can make our culture and people understood by the other peoples. To host Olympic Games can stimulate the developing of our economy.

Closing by imagining

Imagine what we will do and what we can do for the 29th Olympic Games now.

For reference: Maybe we can serve as volunteers to help the foreign visitors and athletes from all over the world. So at present we should study hard. Especially we should try our best to learn English well.

Closing down by narrating

We can see the text is written in a conversational style. And there are two speakers. One is Pausanias, a Greek writer years ago, the other is Li Li, a Chinese girl. Now let’s change it into a narrative style. In other words, let’s describe the ancient and modern Olympic Games in our own words. Who would like to have a try?

For reference: The ancient Olympic Games began in Greece and were held from 776 B.C. to A.D.393. It was held every four years. At that time, there were not so many sports as today. And women were not allowed to take part in the games. There were not Winter Olympics at that time. Winners got the olive wreath as the prize. The motto was swifter, higher and stronger.

The modern Olympic Games began in 1891. They’re held every four years. There are many new sports in the Olympics. In the summer Olympics there are over 250 different sports. Women are not only allowed to join in but also play a very important role. Now the competitors compete for medals. The motto is swifter, higher and stronger.

Closing down by summarizing

As we have finished the passage we’ll sum up what we have learned. First let’s see the writing skills. It is written in a conversational style. It’s in a very interesting way. It adopts a dialogue between Pausanias who lived 2000 years ago and a Chinese gird in modern world. Through their dialogue, the differences and similarities between the ancient and modern Olympic Games are made known to the readers. Just because it is in a conversational style, there are quite a few oral spoken English and elliptical phrases.

Through the comparison between the ancient and modern Olympic Games, we have learned the differences and the similarities between them. Now we can have a deep understanding of the Games. From the passage, we can have a deep understanding of the Games. From the passage, we can also get to know that the Olympic Games are developing and improving. It’s our duty to make the Olympic Games better and healthier. We know that one of the slogans for 2008 Beijing Olympic Games is Green Olympic Games. It shows that people are paying more and more attention to our environment.

Period 2: A lesson plan for Learning about Language

(The Future Passive Voice)

Aims：

To learn about future passive voice

To discover useful words and expressions

To learn the methods of words formation

Procedures

I. Warming up

Warming up by dictating

There are several important sentences in this unit. Let’s dictate them. If you can’t, learn them by heart after class.

① When and where will the next Olympic Games be held?

② I live in what you call “Ancient Greece” and / used to write about the Olympic Games more than 2000 years ago.

③ All countries can take part if they reach the standard to be admitted to the games.

④ The next Olympic Games will be held in my hometown.

⑤ It is just as much a competition among countries to host the Olympics as to win an Olympic medal.

Warming up by discovering useful words and expressions

Turn to page 11 and do exercises 1, 2, 3 and 5 first. Check your answers against your classmates’.

II. Learning about word formation

1. Do exercise 4 and discover the rules.

Turn to page 12 and find out the rules of word formation.

By adding -ing to a verb, we can change the verb into a noun.

That means we can change “doing some sport” into “the name of the sport”.

By adding -er to a verb, we can change the verb into a noun. That means we can change “doing some sport” into “the person who does the sport”.

2. Means of word-formation in general

Affixation, conversion, and composition (or compounding) are the chief means of word-formation in English. Besides these, there are also other minor ways of word-formation including clipping, acronymy, blending etc.

III. Learning about Present Future Passive Voice

Turn to page 13 and do exercise 3. And tell the class the formation of present future passive voice.

For reference: Well done, class. We can follow the following formlation to turn the future tenses into future passive voice; be going to be done, be about to be done, be to be done, will / shall be done, would / should be done.

Ⅳ Closing down by summarizing

1.Present future passive voice (take “ask” for example)

Affirmative Negative Interrogative

I

You

He/she/it will be asked

We will (shall)

You/They will I

You

He/she/it will not be asked

We will (shall) not

You / They will not Will (shall) I

Will you

Will he/she/it be asked

Will (shall) we

Will you / they

2.The passive Voice of phrasal verb

Generally speaking, only transitive verbs can form the passive voice, for only transitive verbs can be followed by objects. But many intransitive verbs together with some prepositions and adverbs can be used as transitive verbs. So they can also be followed by the objects. Therefore they can also be used in passive voice.

But note that all the phrasal verbs are used as a whole. When using them in passive voice, we cannot drop out the prepositions and adverbs. For examples:

At last they put out the fire. At last the fire was put out.

They will put up a notice on the wall. A notice will be put up on the wall.

Have you sent for a doctor? Has the doctor been sent for?

I have never heard of such a thing before. Such a thing has never been heard of before.

We must take good care of the children here. The children must be taken good care of here.

His classmates laughed at him for the foolish mistake. He was laughed at for the foolish mistake by his classmates.

Period 3: A lesson plan for using language

Aims:

To read about the ancient Olympic Games

To listen and talk about hobbies

To write about hobbies

Procedures

1. Warming up

Warming up by introducing

Hi! Class. You know Greece is the world-known country with an ancient civilization. It has a long history with so much marvelous culture. The Greeks had wonderful stories about the Gods and Goddnesses who were part of their religion. They believed that these god or goddesses would help humans if they felt sorry for them or if the humans were good people. However, the Gods did not always help. They behaved like people who were unpredictable and capricious. To try to get the support of the Gods people had to pray to them and offer them present. In this story the Goddess Hera, the wife of the chief God, Zeus was sorry for Hippomenes and agreed to help him.

Warming up by sharing

Now, boys and girls. Is there anybody who can tell us some Greek mythology. You know they are so famous in human history. Or can you speak out some names of Greek Gods and Goddesses.

Prometeus 普罗米修斯 -- a son of the former chief God

Sphinx斯芬克斯 -- a being with a human face but a lion body

Pandora 潘多拉-- a beautiful girl with every ill and evil thought and deed

Zeus宙斯-- the chief God who governed the world

Hera 天后-- the wife of Zeus who governed the love

Ⅱ. Guided reading

1. Reading and judging

Read the text THE STORY OF ATLANTA, and complete the True or False guestions after the text on page14.

2. Reading and answering

Read the text again, and answer the following questions.

A. What was Atlanta’s problem?

B. What were Atlanta’s rules?

C. What was Hippomenes’ amazement?

D. What made Hippomenes change his mind?

E. Whom did Hippomenes turn to for help?

F. Can you guess what was the ending?

For reference:

A. Atlanta could run faster than any men in Greece. But she was not allowed to run in the Olympic Games.

B. She promised to be married to a man who could run faster than her. If he could not run as fast as her, he would be killed.

C. Hipppomenes could not understand why so many young men wanted to risk their lives.

D. Atlanta’s beauty made him understand his amazement and change his mind.

E. He turned to the Goddess of love for help.

F. Hippomenes was killed because of losing his race.

G. He ran faster than Atlanta and married her.

3. Reading and underlining

Next you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.

Collocations from THE STORY OF ATLANA

be allowed to, run against…, will be pardoned, hear of…,be amazed, as fast as…, change one’s mind, ask… for help from…,

promise to, will be relaxed, pick up, be confident about…,share one’s pain, run past…,compete with…, cheap to marry

4. Listening

For listening turn to page 15 and be ready to do exercises 1.

First read the questions carefully and imagine what is the listening about.

When doing exercise 2, you must make clear what is wrong with the sentence. And tell the class which is correct, which is wrong and which is only half true.

5. Acting

Next we are going to put the text A STORY OF ATLANTA on stage. You know there are four charactors in the story. Who would like to be them?

Who will be Alanta’s father, the old king?

Who will be the Goddess of Love?

Ok. Li Li, you are the Greek princess. Zhang Qiang, you are the brave young man Hippomenes. Lucy, you are the Goddess of Love. Zhou Gang, you are the princess’s father. The rest of class, please prepare it in groups of four. Then act your play before class.

A text play of THE STORY OF ATIANTA

Time: one morning in spring

Place: at the palace

People: the old king(K), the princess (A), the young man (H), the Goddess of love (L).

F: My dear daughter, you see how beautiful the spring is! You are just like the spring flowers. Why don’t you marry? So many young kings and princess want to marry you, and they are all so rich, smart and nice.

A: Oh, dear father. I have promised that I will only be married to a man who can run faster than me. I will run against him. If he cannot run as fast as me, he will be killed. No one will be pardoned.

F: But, my dear daughter. No man has won you. They all sent themselves to death. When will you get married?

A: I won’t marry unless I am allowed to run in the Olympic Games. (Hippomenes is allowed to come in)

H: Oh, my kindest king and my prettiest princess!

I’ll marry the princess. I’ll compete with you.

A: Do you know the rules?

H: Yes, princess!

F: Oh, young man! Go away! You can’t win her. You are only losing your life!

H: No, I want a try!

F: Foolish thing! Go away! Don’t go to die! (Hippomenes was pushed away and felt sad, crying. The Goddess of Love is watching everything above him in the sky and pities him)

L: Oh, young man, what’s the matter? Why are you so sad?

H: Oh, my Goddess, can you help me? Can you help me to win the princess and marry her?

L: Ok, young man. Do you really want to marry her and love her?

H: Of course. She is so beautiful.

L: Ok, it is easy. Take these three golden apples.

Throw apples in front of Atlanta when she is running past and she will be relaxed. When she stops to pick it up, you will be able to run on and win.

H: Oh, thank you, my Goddess!

(Hippomenes returns to the palace)

K: Well, young man, why are you here again?

H: My kindest king. I want to marry her and run against her!

K: Well, young man. I repeat. Don’t be silly! Go away!

H: No. I love her. I will marry her - or die!

6. Speaking

Now, class. Let’s carry out a survey of the interests in the class and write down the names of the classmates who have the same interests. You can carry out the task like this.

Which do you like, sport, music or collection?

Which of the sports do you like best?

What is your favorite sport?

Are you interested in table tennis?

After the survey, the ones who have the same interests sit together and please work in groups of four to talk about their interest.

Why do you like this sport / music / collection?

When do you begin to like it?

What’s enjoyable about the hobby?

What have you learned from the hobby?

III.Guided writing

1. Writing an imagined dialogue

Groups 1 and 2 are going to write an imagined dialogue between the princess and Hippomenes. You may begin like this : Oh, my dear princess, I want to marry you…

2. Writing a description

Turn to page 16 and follow the direction to write a description of your favorite hobby.

Here is an example:

Swimming is my favorite sport. I like it because it can bring me much fun. The process of learning swimming is very interesting. You can try different ways of swimming, such as breaststroke and backstroke. You can swim at any time of the year if you like. In hot summer, if you jump into the river or the sea to have a swim, you’ll feel cool and comfortable. Even in cold winter, you can swim if you are brave enough. It’s a healthy sport and it can build up your body. If you are a beginner, you must be careful.

You’ll better not swim alone and bring life buoy with you in case of danger. If you want to be a good swimmer, you must have a lot of practice and have great determination.

IV. Closing down by finding information

Go to the library to read or get online to search in order to find more information on the Olympic Games and the ancient Greek mythology. Take notes of your finding and report to your groupmates next Monday morning.

Part Two: Teaching Resources

Section 1: The writing style of the reading AN INTERVIEW

Type of writing Conversational style

Main idea Comparing the differences between Ancient and Modern Olympics

Characteristics By comparing and contrasting

Section 2: Background information on the Olympic Games

I. Events of the Moden Olympic Games

Archery, Baseball, Badminton, Basketball, Beach, Volleyball, Boxing, Canoe/Kayak, Cycling, Diving, Equestrian, Fencing, Field Hockey, Gymnastics, Handball, Judo, Modern Pentathlon, Rowing, Sailing, Shooting, Soccer, Softball, Swimming, Synchronized Swimming, Table Tennis, Tennis, Tae kwon do, Track & Field, Triathlon, Volleyball, Water Polo, Weightlifting, Wrestling

II.Olympic Traditions

The Olympic Anthem

The Olympic anthem was written by the Greek national poet Costis Palamas and composed by Greek musician Splros Samaras. It was first sung at the 1896 Games. The IOC adopted it as the official Olympic anthem to crown olympic ceremonies at the 1958 IOC Session in Tokyo.

The Olympic Motto

The Olympic motto “swifter, higher, stronger”comes from three Latin words”citus, altius, fortius”, which actually mean”faster, higher, braver”. The French educator, Baron Rerre de Coubertin, who revived the ancient Olympic Games and in 1896 led the first modern 01ympic Games in Athens, borrowed the phrase from a Dominican priest Henri Dinon. Mr.Dinon introduced these words while presenting athletic prizes at a college in 1891.But how did these words become the motto of the Olympic Games? It was Michel Breal who introduced this phrase at the closing dinner of the congress for the reestablishment of the modern Olympic Games on June 23,1894.Later, the International Olympic Committee formally adopted this phrase as the official motto of the Games.

The Olympic Creed

The Olympic creed was also introduced at the 1896 Games. As stated by Pierre de Coubertin, the creed is as follows:”The most important thing in the Olympic Games is not to win but to take part, just as the most important thing in life is not the triumph but the struggle. The essential thing is not to have conquered but to have fought well.”

The Olympic Flag

It was Pierre de Coubertin who conceived the idea of the Olympic flag with five coloured interlocking rings on a white backround. The rings represent the union of the five continents and the meeting of the athletes from all around the world at the Olympic Games.

Today, almost a century after the flag’s creation, the six colours, those of the rings (blue, yellow, black, green, red) and that of the white background which stands for peace, still maintain their symbolism and can be found in flags across the world. The Olympic flag was first used during the Antwerp Games in 1920.

The Olympic Oath

“In the name of all the competitors, I promise that we shall take part in these Olympic Games, respecting and abiding by the rules which govern them, in the true spirit of sportsmanship, for the glory of sport and the honour of our teams.”

At the opening Ceremony of each Games, one athlete from the host country takes Olympic oath on behalf of all competing athletes. This particular gesture of sports-manship was introduced at the 1920 Games in Antwerp, Belgium. A coach or team official takes a similar oath at each Opening Ceremony.

The Olympic Flame

The Olympic flame is one of the most visible symbols of the modern Games. Its tradition has survived from the Games of ancient Greece, where a sacred flame, ignited by the sun, burned continually on the altar of the goddess Hera.

The modern Olympic flame was first lit in 1928 at the Amsterdam Olympic Games, where it burned throughout the competitions. It has become a major symbol for solidarity among nations and embodies the Olympic spirit encompassing the ideals of purity, the endeavour for perfection, the struggle for victory, friendship and peace.

The Torch Relay

During the 1896 Games in Athens, young inspired sportsmen had organised the first torch relays. However, the tradition of the Olympic torch officially began at the Berlin Games in 1936. As in ancient times, the torch is lit by the sun in Ancient Olympia, then passed from runner to runner in a relay to the host city, where it is used to light the Olympic Stadium’s flame during the Games’ Opening Ceremony. The flame then burns until it is extinguished at the Closing Ceremony.

Section 3: Words and expressions from unit 2 THE OLYMPIC GAMES

honest

adj. 1. not disposed to cheat or defraud; not deceptive or fraudulent: honest lawyers 2. marked by truth: give honest answers 3. without pretensions: worked at an honest trade 4. without dissimulation; frank: my honest opinion 5. habitually speaking the truth: an honest man 6. worthy of being depended on: an honest working staff 7. free from guile: His answer was simple and honest

ancient

adj. 1. very old: an ancient mariner 2. in or of times long ago: ancient Rome and Greece 3. having existed since a very early time: ancient history/customs

compete

v. to try to win sth. in competition with someone else: John competed for a place at their school, but didn’t get it. compete for something; engage in a contest; measure oneself against others

medal

n. an award for winning a championship or commemorating some other event

host

n. a man who receives guests: He acted as host to his father’s friends. China is the host country for 2008 Olympic Games. v. be the host of or for: We hosted 4 couples last night.

magical

adj. possessing or using or characteristic of or appropriate to supernatural powers: a magical spell

interview

n. 1. the questioning of a person (or a conversation in which information is elicited); often conducted by journalists: My interviews with teen-agers revealed a weakening of religious bonds. 2. a conference (usually with someone important) v. 1. conduct an interview in television, newspaper, and radio reporting 2. discuss formally with (somebody) for the purpose of an evaluation: We interviewed the job candidates. 3. go for an interview in the hope of being hired: The job candidate interviewed everywhere.

athlete

n. a person trained to compete in sports

admit

v. 1. allow participation in or the right to be part of; permit to exercise the rights, functions, and responsibilities of: admit someone to the profession 2. allow to enter; grant entry to: We cannot admit non-members into our club. 3. serve as a means of entrance: This ticket will admit one adult to the show. 4. give access or entrance to: The French doors admit onto the yard. 5. afford possibilitye: This problem admits of no solution. 6. declare to be true or admit the existence or reality or truth of: He admitted his errors. 7. admit into a group or community: We’ll have to vote on whether or not to admit a new member. 8. have room for; hold without crowding: The theater admits 300 people.

replace

v. 1. put something back where it belongs: Replace the book on the shelf after you have finished reading it. 2. substitute a person or thing for (another that is broken or inefficient or lost or no longer working or yielding what is expected): He replaced the old razor blade. 3. put in the place of another; switch seemingly equivalent items: The con artist replaced the original with a fake Rembrandt. 4. take the place or move into the position of: Smith replaced Miller as CEO after Miller left.

relate

v. 1. have or establish a relationship to: She relates well to her peers. 2. be in a relationship with: How are these two observations related? 3. give an account of: The witness related the events. 4. have to do with or be relevant to 5. make a logical or causal connection: I cannot relate these events at all.

sail

n. 1. a large piece of fabric (as canvas) by means of which wind is used to propel a sailing vessel 2. an ocean trip taken for pleasure v. 1. traverse or travel by ship on (a body of water): We sailed the Atlantic 2. travel in a boat propelled by wind: I love sailing, especially on the open sea. 3. travel by boat on a boat propelled by wind or by other means: The QE2 will sail to Southampton tomorrow. 4. move with sweeping, effortless, gliding motions: Shreds of paper sailed through the air.

advertise

v. 1. call attention to: Please don’t advertise the fact that he has AIDS. 2. make publicity for; try to sell (a product)

promise

4.英语必修7unit5教案 篇四

Teaching material: Unit 1 Cultural Relics (listening and speaking part)

Teaching aims:

1、To improve students’ listening ability, such as global and detail listening; and the ability to get useful information from the listening material.

2、To improve students’ organization, creation and speaking ability; and urge them to use what they have learnt in daily life.

Teaching methods:

1、Review before listening to stimulate students’ memory and interests ;

2、To do the global, detail and global listening in turns with practices;

3、To stimulate students to discuss which person gave the best evidence, using the information in the formal section;

4、To let the students to judge the truth or lie in their daily life.

Teaching focus: to improve students’ listening and speaking ability;

Teaching aids:

1、video

2、diagram

3、pictures

Teaching Procedure

Ⅰ. Listening

1. Presentation

1.1 Lead in

T: Good morning boys and girls. How are you today?

S: Fine, thanks.

T: Look! What’s this?

S: The amber room.

T: Right! It’s the amber room. Last class, we have learnt an article named “in research of the amber room” do you still remember it?

S: Yes.

T: Good! Today we are going to listen to another story about the amber room. Do you want to know?

S: Yes.

1.2 Guessing

T: Ok! Please look at the blackboard, there are three WH-words: who, when and what. When we say the three WH-words what can you think about?

S: Some people’s names

T: Yes. What else?

S: Time words and something will happen.

T: Good! Let’s check your guessing. Before listening, you should keep the three WH-words in your mind and write it down when you hear the answer. Ok?

S: Ok.

2. Listening

2.1 Global Listening

T: but, before listening, I will give you some new words to help you. The first one is Czech Republic, it is a country like the People’s Republic of China, means捷克共和国. The second one is explode. Look at the picture and try to guess the meaning of it. What’s it.

S: Boom.

T: Yes. It’s boom, but when we fire it, it will bang, explode. Now do you know the meaning of it?

S: 爆炸。

T: Yes. Now let’s do our global listening. (Do the global listening)

T: Ok! I think you have got your answer. Who would like to share your answer with us? You please. Who?

S: Jan Hasek

T: Good! Who can tell me when? You please.

S: In April 1945.

T: Excellent. How about the what? You please.

S: He heard something and saw some soldiers.

T: Good. Good!

2.2 Detailed Listening

T: Next, I’d like you to fill in the tables. Let’s look at it. What he heard? Just as what you answer me just now, he must hear something. Right?

S: Right.

T: But what’s it? The second one is what his reflection when he heard something? How about you? Try to guess what you will do when you hear something? Lily?

S: Maybe I’d like to see what it is.

T: Good guessing. Let’s check it latter. The last one is what he saw? Just now you answer me he saw some soldiers. Guess, what the soldiers did? Who would like to share your opinion? You please.

S: Maybe they were doing their commissions.

T: Good guessing. Please keep the three questions in your mind and write down the answers when you hear it. Am I clear?

S: Yes.

(The teacher leads the students do the detail listening and stop in one segment.)

T: Who would like to share your opinion with us? You please the first question.

S: He heard something explode at midnight.

T: Well done! Did you guess correctly? Who’d like to answer the next question? You please.

S: He got up and ran outside.

T: Good job! Who would like to try the last question? You please.

S: They saw some German soldiers were taking wooden boxes from trucks and putting them in the mine.

T: Excellent! Please give her a big hand. You all have really done a very good job.

2.3 Global Listening

T: Now please keep all the questions and answers in your mind. And we will listen to the whole story again that you can have a general review on it.

Ⅱ. Speaking

2.1 Showing directions for discussion

T: Good morning, class!

S: Good morning, teacher!

T: And next, we will do a speaking exercise. What I need you to do first is to use the information in the formal section and to discuss in pairs which person gave the best evidence. Are you clear?

S: Yes!

2.2 Showing the useful expressions

T: Before your discussion, I will give you some useful expressions. The first one is “Do/Don’t you think that…?” The second one is “Are you sure that he/she was telling the truth?” The third one is “What are your reasons for saying that?” And now who can give me more expressions about this discussion? Yes, you please!

S: I think someone is telling the truth because…

T: Very good, thank you very much! Now, I need one more useful expression, who would like to try? You please!

S: Sorry, I don’t agree with you.

2.3 Group discussion

T: Excellent, thank you very much! Next, two students a group, you can begin your discussion. Don’t forget to use the useful expressions here. Five minutes later, I need one of your groups to present your discussion to the class! Clear?

S; yes!

T: Now, ready, go!

(Five minutes later)

2.4 Demonstrating the students’ dialogues

T: OK, the time is up! Who want to show your discussion? Yes, you two please!

S: …

T: Very good! Big hands for them! Next, we have a competition. At the very beginning, I need one of you to tell a short story about yourself. You can tell a lie or tell the truth. And after your story, I need one student to analyze what you have said is a lie or the truth, then to give the reasons. And at the same time I will record everyone’s right judgments, which will determine who is the winner of this competition. Are you clear?

S: Yes!

T: Now, who want to tell a short story? Very good, you please!

S: I was washing my clothes at five o’clock yesterday.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her in the library at five o’clock yesterday!

T: Is her judgment right?

S: Yes!

T: OK, very good! Now, who want to tell another short story? Very good, you please!

S: I was playing computer games at eleven o’clock last night.

T: Now who can judge what she said is the truth or a lie! Ok, you please!

S: She has told a lie, because I saw her doing her homework in her dormitory at eleven o’clock last night!

T: Is her judgment right?

S: Yes!

2.5 Summary

T: OK, very good! Now, the competition is over. We can see that the Lisa’s flowers rank the number one. Certainly, she is the winner of this competition. Now, Lisa, congratulations to you! Let’s give big hands for her. After exercise, who can make a conclusion about what we have learnt today? OK, you please!

S: We have learnt how to discuss and judge who is telling the truth or telling a lie.

T: Very good! You really did a very good job today. I think we must stop here. No homework today. Good-bye!