《英語(yǔ)中高職貫通第四冊(cè)》電子教案-Lesson 10 A Story of Hope

TeachingPlan2015FirstSemesterTeacher：CourseEnglishClassDateTeachingMaterialEnglish（ECNUPEdition）Book4TopicLesson10TerryFox:AStoryofHopeTeachingAimsKnowledgetogainTograspthekeywordsandusefulphrasesofdescribingheroandthestoryofTerryFox.SkillstodevelopTolearntobeabletodescribethespiritofTerryFox.CharactertobuildupToarousetheattentiononheroandtheproperattitudetowardsdifficultiesinlife.TeachingAidsBlackboardMulti-mediadeviceWorksheetTeachingPostscriptsAssignmentCopythenewwordsandphrasesDescribethestoryofaheroReviewthepassageanddialogueExercisebookTeachingProceduresTeachingContentsWarming-up&MarathonofHope(I)1.Lead-inAskstudentstocompleteTask1onPage67.Askstudentstolistthenamesofheroes.Askstudentstotellthereasons.Theteachergivesstudentsthenameshe/shethinksareheroes.AskstudentstocompleteTask2onPage67Askstudentstolookatthepicturesanddiscussthethreequestions.Askseveralstudentstosharetheiranswers.TheteachersgivessomeinformationaboutTerryFox.AskstudentstocompleteTask1onPage67.Askstudentstoreadtherequirementsofthistask.Askstudentsreadthepassagetocompletethetask.AsksomestudentstogiveanswersofTask1.Askstudentstopreviewthenewexpressionsofthepassage.Theteacherexplainssomenewwords,andteachstudentsthepronunciationofthesewords.Words:marathondonationlegacyartificialenrollsufferingtreatmentaffectAssignmentAskstudentstoreviewthenewwordsandsearchmireinformationaboutTerryFox.MarathonofHope(II)Warming-upAskstudentstosharetheirinformationaboutTerryFox.TheteacherplaysavideoorshowmorepicturesofTerryFox.3.Pre-readingStudentsreviewthenewexpressionsofthestory.While-readingFirsttimeJustreadthetexttoknowitsgeneralcontent(2)SecondtimeAskstudentstocompleteTask2onPage68.ThirdtimeStudentsreadtochecktheiranswersofTask2.Theteacherexplainssomepoints.倒裝結(jié)構(gòu)的簡(jiǎn)單用法Asheranmoremiles,donationsincreased,andsodidtheenthusiasmandwarmthofCanadianseverywhere.so代表上句中陳述的肯定內(nèi)容；do可以是聯(lián)系動(dòng)詞、情態(tài)動(dòng)詞或助動(dòng)詞，且必須與上句中的謂語(yǔ)動(dòng)詞保持時(shí)態(tài)的一致，意思為“……也是如此”。如：—Ilikeplayingbasketball.—SodoI.=Ilikeplayingbasketball,too.—Iamtired.（我很累）—SoamI.=Iamtired,too.—HecanspeakEnglishverywell.—Socanshe.=ShecanspeakEnglishverywell,too.否定句要用“neither/nor+do+主語(yǔ)，如：—Hecan'tspeakRussian.—Neither/norcanI.Post-readingAskstudentstocompleteTask3onPage69.Studentsdiscussthetaskwiththeirpartners.Asksomestudentstodoreports.6.AskstudentstocompleteTask4onPage69.7.AskstudentstocompleteTask5onPage69.8.EvaluationCorrectthepronunciationPointoutthemistakesmadebythestudentsinthelanguage9.AssignmentAskstudentstowriteashortessaytodescribewhattheyhavelearnedfromTerryFox.ARadioTalkShow&LanguageWork1.ChecktheassignmentoflastweekAsk2or3studentstoreadtheirshortessays.2.ListentotheconversationFirsttime:justlistentoknowitsgeneralcontentSecondtime:listencarefullytocompleteTask1onPage70.ExplainsomedifficultpointsoftheconversationThirdtime:listencarefullytochecktheanswersofTask1AskstudentstocompleteTask2onPage70.Askstudentstoreadthelatterbythemselves.Askstudentstochoosethecorrectanswers.LanguageworkAskstudentstocompleteTask1onPage71.AskstudentstocompleteTask2onPage71AskstudentstowritealettertosupportTerryFox.Ask