人教版 (2019)Unit 5 Languages around the world教案

这是一份人教版 (2019)Unit 5 Languages around the world教案，共36页。教案主要包含了教学目标，教学重难点，教学过程等内容，欢迎下载使用。


【教学目标】
1. Get students t have a gd understanding the basic usage f past wrd segmentatin as past segmentatin as predicative and adverbial.
2. Strengthen students’ great interest in grammar learning.
3. Instruct students t express their ideas with this grammar crrectly.
【教学重难点】
Hw t enable students t use the structure and meaning f past wrd segmentatin as past segmentatin as predicative and adverbial.
【教学过程】
Step 1 Lead-in
Give sme messages and ask students t guess wh she is.
英语过去分词的句子。
Step 2: Presentatin
过去分词作表语
介绍过去分词在做表语的几种形式以及应用。
1．过去分词可放在连系动词be, get, feel, remain, seem, lk, becme等之后作表语，表示主语所处的状态
常见的这种过去分词有:be interested, be surprised, be astnished, be amazed, be mved, be exhausted, be wrried, be devted, be pleased, be inspired, be encuraged, be excited, be delighted, be satisfied, be scared, be inspired, be encuraged, be excited…
例如：Tm was astnished t see a snake mving acrss the flr.
汤姆很惊讶地看到一条蛇正爬过地板。
2．过去分词作表语时与被动语态的区别
过去分词作表语时，强调主语所处的状态；而动词的被动语态表示主语是动作的承受者，强调动作。
例如：The library is nw clsed. (状态)
图书馆现在关闭了。
3．感觉类及物动词的现在分词与过去分词作表语的区别
过去分词作表语多表示人自身的感受或事物自身的状态，常译作“感到……的”；现在分词多表示事物具有的特性，常译作“令人……的”。
例如：We were amazed at what he said at the meeting.
我们对他在会上讲的话很是惊讶。
过去分词作状语
介绍过去分词在做状语的几种形式以及应用。
1．过去分词作时间状语
过去分词作时间状语时，相当于时间状语从句。可在过去分词前加上连词“when, while, until”等，使其时间意义更明确。
例如：When it is lked at frm a distance, the painting seems much mre beautiful.
当从远处看时，这幅画似乎更美了。
2．过去分词作原因状语
过去分词作原因状语时，可转换为由since, because或as引导的原因状语从句，这类状语多放在句子的前半部分。
例如：Because I was wrried abut the exam, I was unsettled in these days.
由于担心考试，我这几天感到不安。
3．过去分词作条件状语
过去分词作条件状语时，可转换为if, nce或unless等引导的条件状语从句。
例如：If they are grwn in rich sil, these seeds can grw fast.
如果种在肥沃的土壤里，这些种子能长得很快。
4．过去分词作让步状语
过去分词作让步状语时，相当于一个以thugh/althugh引导的让步状语从句。
例如：Thugh he was encuraged by his parents, he still has n cnfidence in vercming the teaching difficult pints.
尽管受到了父母的鼓励，他仍然没有信心克服困难。
5．过去分词作方式/伴随状语
过去分词作方式或伴随状语时，通常不能转换为状语从句，但可用并列分句代替。
例如：The patient gt ff the bed, and he was supprted by the nurse.
那个病人在护士的搀扶下下了床。
过去分词与现在分词作状语的区别，给出口诀。
过去分词与句子的主语之间存在逻辑上的动宾关系，即表示被动；现在分词与句子的主语之间存在逻辑上的主谓关系，即表示主动。
分词作状语记忆口诀
分词作状语，主语是问题。
前后两动作，共用一主语。
主语找出后，再来判关系。
主动用-ing，被动用-ed。
Unit 5 Music
Listening and Speaking
【教学目标】
1. Instruct students t get main facts by listening and mtivate them t talk abut the tpics abut music, the types f music, and hw the music makes them feel.
2. Develp students’ sense f cperative learning and individual thinking capability.
3. Develp students’ different listening skills t slve different listening cmprehensive prblems.
4. Help students t understand hw t use the structures “past participle as adverbial”.
【教学重难点】
Prmpt students t talk abut the related tpics, such as types f music they knw, their favurite type f music, hw music makes them feel, and hw t use past participle as adverbial.
【教学过程】
Step 1 Lead in
The teacher is advised t talk with their students abut music.
Bys and girls, befre we listen, let’s wrk in pairs and discuss what type f music yu knw.
Which type is yur favrite? Hw des it make yu feel? Share yur ideas with partners.
I knw Chinese traditinal music/classical music/cuntry music/hip-hp/jazz/pp music/Latin music/rap/rck/punk…
I like classical music. It makes me feel full f energy and happy.
Step 2: Predictin
After their small talk, the teacher can mve n by finishing the fllwing task:
See the pictures and give the crrect answers.
1. What are the peple ding in the picture belw?
2. Match the pictures with the crrect types f music.
A. Chinese traditinal
B. classical
C. cuntry music
D. hip-hp
1_______________
2_______________
3_______________
4_______________
Step 3: Summary f the main idea
Listening
I. Play the radi abut The Sund f Music (音乐之声), and let students finish the fllwing tasks.
A star has cme ut t tell me
1.___________________ t g
But deep in the dark-green shadws
Are vices that urge me t stay
S I pause and I wait and I listen
Fr ne mre sund fr ne mre lvely thing
2.___________________ might say…
The hills are alive with the sund f music
With sngs they have sung 3.__________________
The hills fill my heart with the sund f music
My heart 4.__________________ every sng it hears
My heart wants t beat like the wings f the birds that rise frm the lake t the trees
My heart wants t sigh like the chime that flies frm a church n a breeze
T laugh like a brk 5.__________________ and falls ver stnes in its way
T sing thrugh the night like a lark wh is 6._____________
I g t the hills when my heart is lnely
I knw I will hear what I’ve heard befre
My heart will 7.______________ the sund f music
And I’ll sing nce mre
II. The reprter paraphrased sme f the answers the students gave him. Listen t the interviews again and cmplete the sentences with the wrds yu hear.
1. A: Cuntry music tuches my heart.
B: S yu like music that’s _______f _______?
2. A: When I listen t hip-hp, I just have t mve!
B: S it makes yu want t _______?
3. A: Classical music makes me feel like I’m sitting beside a quiet stream and enjying nature.
B: S t yu, it’s _______ and _______?
Learning new wrds
List the new wrds in the lessn, tell students the meaning f these wrds and give sme examples.
News wrds: classical, energy, sul…
Talking prject
Guide students t d speaking practice.
I. Talk in pairs. Interview each ther abut music. Use the picture belw fr ideas.
A: What kind f music d yu like?
B: I like techn music.
A: What makes it s special t yu?
B: I like t listen t it when l exercise. It gives me energy.
II. Wrk in pairs r grups and rle play a cnversatin.
Suppse yu are a reprter and interviewing the students wh abut music.
I like t…
Chinese traditinal sng/classical music/hip-hp music/cuntry music…
Listen t/play/sing…
Unit 5 Music
Listening and Talking
【教学目标】
1. Instruct students t get main facts by listening and mtivate them t talk abut music festival, and what yu wuld like t d in the music festival.
2. Develp students’ different listening skills t slve different listening cmprehensive prblems.
3. Help students t understand and talk abut preference.
【教学重难点】
1. Listen t peple wh discuss their music festival.
2. Grasp sme listening skills and the rules f prnunciatin.
【教学过程】
Step 1 Lead in
The teacher is advised t talk with their students abut music festival.
Bys and girls, befre ur listen, let’s wrk in pairs and discuss what music festival is.
What wuld yu like t d in the music festival? Share yur ideas with partner.
Step 2: Summary f the main idea
Listening
Let students listen the annuncement and answer the questins.
What kind f sngs will Grace Davis sing at the festival?
Wh can try ut as a perfrmer?
What can thse wh think they d nt have musical talent d?
Hw can students vlunteer t take part?
Learning new wrds
List news wrds: equipment, talent, assume, in additin (t sb./sth.) and give sme examples.
It is generally ___________ (assume) that stress is caused by t much wrk.
He had a gift ___________ music when he was just 6 years ld, s we all cnsider him t be a ___________ (talent) musician.
He a ________ (equip) himself with a street plan.
他随身带着一张街道平面图。
Talking prject
I. Talk abut preferences f music festival in pairs.
Wuld yu prefer ding…?
What wuld yu prefer t d?
Wuld yu rather d … r …?
I'd prefer … t …
I'd rather have … than …
II. Wrk in grups. Rle-play the cnversatin. (教材P55 N.3)
Unit 5 Music
Reading fr writing
【教学目标】
1. Get students t have a gd understanding f what a speech is and hw t write a speech.
2. Enable students t use sme writing skills flexibly.
3. Develp student’s writing and cperating abilities.
【教学重难点】
1. Guide students t hw t write a speech.
2. Guide students t prperly use rhetric in a speech.
【教学过程】
Step 1 Lead-in
Discuss with student what a speech is.
Step 2: Learning new wrds
The teacher lists new wrds and examples fr students, and guide students t d sme exercises.
New wrds: relief, satisfactin, varius, rhetrical, metaphr…
New wrds Practice
Frm the ___________ smile n her face, we can see the perfrmance was ___________. (satisfy)
It is a great relief ___________ (knw) yu are ut f danger.
Step 3: Learning key phases
The teacher lists key phases and examples fr students, and guide students t d sme exercise.
Key phases: set sth. up, try ut, frm (then) n , get thrugh
Step 4: Learning sentence patterns
The teacher guides students t learn sme special sentence patterns.
1. It is an hnur t d sth.
2. be＋adj.＋t d 结构
3. have sb. d sth.让某人做某事
Step 5: Reading
The teacher is expected t ask students t read Sarah’s speech and then request students t slve the task belw.
Grasp the main idea f each paragraph.
(1)Paragraph 1: Intrduce herself and the tpic f the speech.
(2)Paragraph 2: Sara’s persnal experience.
(3)Paragraph 3: Hw music helps her get thrugh difficult time
(4)Paragraph 4: Sara’s advice t thers
Step 6 Writing
1. The teacher shws students the structure f a speech.
2. List sme excellent sentences.
3. Guide students hw t write a speech.
Step 7 Hmewrk:
Gd mrning, everyne,
I’m Li Hua frm Xingguang Middle Schl. The tpic f my speech is “Let’s Ride Bicycles”.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Thank yu!
Unit 5 Music
Reading and Thinking
【教学目标】
1. T acquire the basic usage f the new wrds and express cncerning hw cmputers and the Internet help us experience music.
2. Enable students t understand the main infrmatin and text structure f the reading text.
3. Enable students t understand past participle as adverbial.
【教学重难点】
1. Guide students t pay attentin t reading strategies, such as predictin, self-questining and scanning.
2. T talk abut the advantages and disadvantages f being a member f virtual chir.
3. Lead students t understand past participle as adverbial;
【教学过程】
Step 1 Predictin
Ask students the questin.
Hw can cmputers and the Internet help us experience music differently?
Step 2: Learning new wrds
Learn wrds: perfrm, enable, prve, award, and fall in lve with…
New wrds practice
In rder t have a gd _______________ (perfrm), I have made gd preparatins fr it．
At present, develping the ___________ (able) f the students is an imprtant task in ur daily teaching activity．
Step 3: Learning sentence patterns
Intrduce the sentence patterns in the lessn and give sme examples and explanatin
1. as 引导定语从句，意为“正如，正像”
2. 过去分词(短语)作状语
as引导定语从句的常用句式有：
as is knwn t all 众所周知
as we all knw 我们都知道
as we can see 正如我们所看到的
as is reprted 正如报道的
as is ften the case 这是常有的事
as is mentined abve 如上所述
Step 4: Fast reading tasks
Guide student t read the article quickly, teach sme reading skills and d sme exercises.
Task f the first fast reading:
Read quickly and figure ut the key wrds f each paragraph.
Paragraph 1: enable
Paragraph 2: award
Paragraph 3: perfrmance
Task f the secnd fast reading:
1. What is mainly discussed in this passage?
2. Which paragraph mentins backgrund infrmatin abut the virtual chir?
3. Which paragraph mentins the cnclusin f the virtual chir?
Step 5: Careful reading tasks
Guide student t read the article carefully and d sme exercises.
1. What is the attitude twards the virtual chir?
2. Why des the virtual chir prve t be a gd influence n the lives f many peple?
3. If yu want t take part in a virtual chir, yu need….
Step 6: Study reading tasks
Analyze tw difficult sentences in the text.
1. Imagine having the pprtunity t sing tgether with hundreds f ther peple while yu are at hme alne．
2. A virtual chir enables them t add their vices t thse f ther individuals and becme part f the glbal cmmunity．
Step 7 Hmewrk:
Review what we have learned and find ut the key language pints in the text.