高一英语第五单元第四至第五教时教学设计
第1篇：高一英语第五单元第四至第五教时教学设计
武进高级中学
Period 4 Language points
The Script: n. text of a play, film, broadcast, talk, etc eg. a script editor
v. write a script for (a film, play etc) eg. a film scripted by a famous novelist
Win a prize eg. She won first prize in the 100 meters race.
The reason why… is that… eg. The reason why many people want to buy it is that the price is low.
Studio: place where cinema films are acted and photographed
pl studios
Take off: 1)suddenly become successful or popular eg. The new dictionary has really taken off.
2)(of a plane) leave the ground and begin to fly
3)leave hurriedly or suddenly eg. When he saw the police coming he took off in the opposite direction
blockbuster: book or film strongly promoted by its producers to increase sales
Afraid be afraid of sb/sth
be afraid to do sth / be afraid of doing sth
be afraid of ding sth / be afraid+ that clause
I’m afraid…
Go wrong: experience trouble eg. The experience went disastrously wrong
make a mistakes eg. If you read the instructions, you’ll see where you went wrong.
(of a machine) stop working properly
When asked about the secret of his success, Steven Spielberg said that he owes much of his success and happiness to his wife and children.
When asked about…=when he was asked about…
Owe…to…:1)recognize sb/sth as the cause or source of sth; be indebted to sb/sth for sth eg. He owes his success more to luck than to ability.
2）be in debt to sb eg. I owe ten dollars to my father.
3 ) feel gratitude to sb eg. We owe our parents a lot.
Period 5 Grammar
Attributive clause
a..1). Explain the attributive clauses with adverbs where, when, why using sentences in the textbook.
Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.
1958 was the year when Spielberg made his first real film.
The reason why Spielberg could not go to the Film Academy was that his grades were too low.
Tell Ss : You can join sentences with where when you mean “at that place”, and use when if you mean “at that time”. Sometimes why is used after the word “reason”.
2)Then ask them to make sentences using attributive clauses with where, when and why respectively.
3)Ask students to do Exercise1 on P33
Complete the following sentences using which, why, where or when.
1. Hangzhou is the place where I went last summer.
2. He read the book which his sister had told him about.
3. The reason why Peter is so happy is that he passed the exam.
4. I remember the day when my father died. I was only ten years old at that time.
5. Please give me the reason why you were late this time.
6. I will go back to the place where I grew up and live there forever.
b. 1) Explain the attributive clause with prepositions
The woman who/whom Spielberg is married to is an actress.
The woman to whom Spielberg is married is an actress.
Tell Ss: When you use a relative pronoun with a preposition, you have two choices, and placing the preposition before the relative pronoun is more formal.
第2篇：高一英语第五单元第一到第三教时教学设计
武进高级中学
Unit 5 The sliver screen
Period 1 Warming-up& listening
Tasks: 1. To talk about some scenes from different films
2. To discuss what questions the reporters would ask when interviewing famous directors.
Step 1 warming-up
Present the topic of this unit to the Ss by asking questions as follows
1. Do you like seeing films? How often?
2. How many actors or actress do you know?
(Here students may list a lot of actors of mainland or HK. Finding some pictures of Hollywood stars may be helpful.)
Step 2 group work
Look at the pictures on P29 and divide Ss into four groups. Ask questions as follows:
1. What is happening in this scene?
2. What do you think happens after this scene?
3. What kind of films do you like to see? Why?
Step 3 speaking
1. Most of you have seen a lot of films and you also know quite a lot of actors or actresses. But do you know the detailed information of them? If so, share the information with classmates.
2. Fast-reading of Merly Streep and Keanu Reeves with the class
3. Tell the Ss that they will interview a famous person and ask them what questions are usually asked during a interview. List the questions together!
Eg. birth place/time,
schooling,
beginning of the acting career,
films
family
4. work in groups of 2 and act out the interview (any actor or actress will do)
Period 2 Reading Getting to know Steven Spielberg
Introduction: Steven Spielberg is one the most important film makers in US. Many of his films are known to people all over the world, like Jaws, ET and Jurassic park.
Pre-reading
1. How much do you know about Steven Spielberg?
2. What does a director have to invite if he/she wants to make a film?
While-reading
1. fast reading and find out basic information such as his family, childhood and so on.
films
Childhood
Music teacher, a small town in America
Start to make films, 12, use real actors, 1959, firelight
dream
Go to the Film Academy
young
Study English , director, career took off
Family
Cate Capshaw, 7 children
2. further reading and then talk about the films
Jaws:
ET:
Jurassic Park:
Schindler’s List:
Saving Private Ryan:
Post-reading
1. Why did Spielberg study English instead film?
2. How important is his family to his career?
3. What have you learnt from reading about Spielberg?
Debate about copyright : WBp109
Period 3 Integrating skills
Pre-reading
1. talk about the famous directors in China and some of the popular films
(teachers may provide a table of the four famous directors with their photos and their films in the CAI. Ask Ss to discuss and put them in right orders.)
Directors
Films
Zhang Yimou
I’ll be here for you.
Pekinger in New York
Chen Kaige
Purple Sunset
Red River Valley
Feng xiaoning
Not one less
Hero
Feng xiaogang
Together
Fare, My concubine
2. show Ss some information about Zhang Yimou
Name: zhang yimou
Sex: male
Birth Date: Nov,11,1951
Birthplace:Xi’an
Occupation:photographer/actor/director
Some of the films he directed/filmed/acted
Year Name of the films
1984
Yellow Earth
1987
Laojing
1987
Honggaoliang
1990
Judou
1991
And I hate you so
1998
Not one less
1999
My father and Mother
2000
Happy Time
2002
Hero
While-reading
1. reading the text and find out the information about following questions:
The story is about:__________________
The plot is :_________________
The ending is:___________________
In a word, I think it is a ____ film, because______
Post-reading
Play the part of the film(the part in TV)and ask one question
Does the film have a happy ending? Why?
Discussion
What kind of film do you like? Give one example.
第3篇：第五单元教学设计
二年级上册教案（第五单元）
识字5 教学目标：
1、会认10个生字，会写8个字。
2、引导学生初步认识谚语，理解谚语，能正确、流利地朗读谚语。
3、激发学生积累谚语的兴趣。教学重点：
会认10个生字，会写8个字。理解谚语，能正确、流利地朗读谚语 教学难点：
初步认识谚语，激发学生积累谚语的兴趣。教学课时：两课时
第1课时 第 周星期 总第 课时
教学时间 2013年 月 日 教学目标
1、会认10个生字。2．会熟练读出俗语，明白其中的道理。教学重点 会认10个生字。会熟练读出俗语 教学难点 明白其中的道理 教学准备 课件 教学过程
一、朗读感悟
1自己读谚语，读准字音。
2选择自己喜欢的谚语，读给同伴听，互相检查是否读准字音，并说说自己喜欢所读谚语的原因。
3教师示范朗读谚语，学生模仿读。
4师生、生生对读，体会每一句谚语中前半句和后半句之间的对应关系。5齐读谚语，感悟谚语的含义。在小组里说说自己对每一句谚语的理解，可以从字面上理解，也可以结合生活实际理解。让每一个小组选择一句谚语，说说本组同学对该谚语的理
第4篇：第五单元教学设计
六年级语文第五单元教学设计
买蕊 教材分析
本单元教材就是围绕“外国名篇名著”这一专题编写的。“外国名篇名著”的编排是和五年级上册第一组“我爱阅读”、五年级下册第五组“中国古典名著”一脉相承的，目的是引导学生读好书、读整本的书，进一步扩展学生读书的视野，使学生得到异域文化精华的滋养。
本单元选编的4篇文章，有两种呈现方式：一种是《卖火柴的小女孩》和《凡卡》，它们是安徒生童话和契诃夫短篇小说中的名篇，是单篇的作品；一种是外国文学名著《鲁滨孙漂流记》和《汤姆·索亚历险记》的片段，它采用的是名著梗概加精彩片断的编排方式。4篇课文都有鲜明的人物形象，人物不同的命运同样引人关注。结合本组专题，“回顾·拓展四”各个栏目从外国文学作品内容及阅读方法交流、外国作家作品中的隽语集萃到外国作家趣味故事，无一不是和主题相互呼应、步步深入的。
设计理念：
本单元设计依据“以读为本”“尊重个性”“自主合作”的理念，摆脱了“多余的情节分析，繁琐的提问设计”，让“读和思”贯穿教学始终。在整个教学过程中充分放手让学生通过自读、自悟
第5篇：第五单元教学设计
二年级
冯树云
2013.3.23
囫囵吞枣
学情分析：
本文是一则成语故事，讲了一位年轻人到别人家去做客，由于不思考、不分析主人的话而盲目作出决定，让别人笑话的事，告诉我们“囫囵吞枣”的原意，就是把枣儿整个吞下去，不加咀嚼，不辨滋味，结果毫无收获。年轻人与主人的对话包含着一定的哲理，那就是读书或做事要认真开动脑筋，不能不加分析地笼统接受。教学目标： 知识与技能：
1、正确认读本课13个生字和由这些生字组成的词语，会写田字格中的10个生字。
2、理解课文内容，了解“囫囵吞枣”的原意，知道这个成语现在的意思。
3、继续培养学生正确、流利、有感情地朗读课文的能力。学习默读课文，做到默读课文时不出声，不指读，边读边想。过程与方法：
1、充分发挥学生学习的主体性，开展小组讨论，理解、感悟课文。
2、运用已有的识字方法识字。
3、课后搜集一则成语故事，讲给别人听。情感、态度与价值观：
通过这个成语故事，使学生明白：学习时不能生吞活剥，对所学的知
识不理解，不加分析地笼统接受。重难点分析：
1、年轻人与主人的对话包含着一定的哲理
第6篇：第五单元教学设计
八年级上册五单元教学设计
一、单元学情分析
本单元是古诗文单元 ,亦可称之为表现“理想”主题的单元。本单元的文章或描叙了理想的社会模式 ,传达一种憧憬;或吟咏理想的人格 ,抒写一种追求。文章凝练而又隽永 ,读来颊齿生香。学习本单元 ,要养成借助课下注释和工具书阅读文言文的习惯 ,在反复诵读中体会语言的精妙 ,感受文章的韵味 ,领悟其间的情感;文言文是中国文化之源 ,教学中要善于拓展 ,联系实际以激发学生的学习欲望;指导学生背诵名篇名段 ,使之成为学生终身的修养。本单元的“写作·口语交际·综合性学习”的主题是“莲文化的魅力” ,要引导学生感知探究 ,认识中国文化的博大精深、神奇美妙 ,继而能自主探究自己感兴趣的文化现象如茶文化、竹文化、四合院文化等等 ,从而有思想境界的提升、文化素养的积淀。
二、单元要点
《桃花源记》作者虚构一个理想的世界，寄托自己对理想社会的追求和超脱现实社会的思想。《短文两篇》作者托物言志，表达自己高远的志向和高洁的情操。《核舟记》表现古人“巧夺天工”的精湛技艺。《大道之行也》
第7篇：第五单元单元教学设计.
第五单元
备课时间：
教材简析：
本单元属于识字单元，共安排了4课识字，分为三种形式：（1）看图读韵文识字；（2）形近偏旁的比较，“识字7”属于这种类型，本课安排两组形近易混的偏旁，每组分三栏；（3）特殊偏旁的认识。“识字8”属于这种类型，本课安排了两组偏旁。这三种不同类型的识字，目的都是引起儿童的学习兴趣，揭示汉字的造字规律，激发儿童热爱祖国语言文字的情感。
教学理念：
本单元属于识字教学，使学生知道我国文字的演变过程，汉字的造字主要有象形、指事、会意和形声四种。在汉字演变的过程中，形体逐渐由图形变为笔画，象形变为象征，复杂变为简单；在造字原则上从表形，表意到形声。因此，在识字教学中，抓住这些特点可以指导学生掌握一些识字的规律。通过学习，可激发学生挖掘我国汉字的规律，培养学生自主探究的能力。
教学目标：
1、学习绳子，理解词语的意思，认识新偏旁。
2、朗读背诵韵文，激发学生对艺体的兴趣和爱好。
教学重点：
能正确美观地书写生字，理解词义，并能用词语说话。
教学难点：
能正确地区分形近偏旁。
教学准备：生字卡、小黑
第8篇：第五单元教学设计
21诗二首
教学目标：
1.学习并掌握本课的生字新词。
2.理解古诗的意思，想想古诗所描写的情景，体会诗中所表达的情感。
3.有感情地朗读诗歌，背诵《就义诗》，默写《夏日绝句》。重难点分析：
本课生词虽不多，但个别字“鬼”“雄”的书写上要重点指导结构和笔顺。•理解古诗所表达的意思，体会古诗所表达的思想感情。
教学过程： 第一课时：
学习生字词，布置预习任务。第二课时：
一、创设情境，导入新课 本册书中，我们已经学习了哪两首诗？它们分别表达作者怎样的情感？（思乡之情和珍惜友情）其实，诗歌除了可以表达作者强烈的感情之外，还可以用来抒发诗人的远大抱负和志向，今天我们就学习两首新诗，来体会一下诗人借此抒发了怎样的壮志豪情。课件出示《夏日绝句》。
二、初读课文，自学生字
学生借助资料和字典、词典自学古诗。教师巡视指导，就学习中出现的问题，组织全班讨论、研究。
教师主要指导学生抓住重点词语理解诗句的意思。学生自由读诗（教师适时指导）：
（一）借助拼音读准字音，读熟古诗。
（二）指名读诗。
（三）齐读这首诗。
三、深入理解、品悟诗情
