中职英语第四册Unit 5 are IQ test intelligent

PAGEPAGE18签发人：签发时间：年月日江苏省中等专业学校集体备课电子教案备课组英语组主备人执教人课时安排第1至2课时总课时课题Unit5AreIQTestsIntelligent?课型时间年月日教学目标1.Gettoknowsomeintelligentpeople.2.Learnsomeusefulnewwordsandexpressions.3.Mastertheexpressaboutcomplaint.4.Identificationthekeywordsinthelistening.教学设想重点1.Guidestudentstoguesstheanswerbeforelistening.2.Studentswillbeabletogetinformationandtakenoteswhilelistening.3.Studentswillbeabletolearnandusetheexpressionsofapologizeandexcuse.难点1.StudentswillbeabletounderstandlisteningmaterialswithvariousEnglishaccents.2.Applywhathasbeenlearntinthereallifesituation.教法学法Task-BasedTeachingMethod教学手段Amulti-mediacomputer教学程序与策略个性化修改Step1:Warmingup1.Matchthefamouspeoplewiththeirnames.EinsteinConfuciusNewtonHawkingZhangHengLetthestudentstalkaboutthehighintelligencepeople,introducethefamouspeopletothestudent..2.Lookatthefollowingqualities.Ticktheonesthatyouthinkwillhelppeoplebecomemoreintelligent.()Beingabletoadapttochanges.()Beingabletolearnthingsquickly.()Beingabletothinkandreasonindependently.()Beingabletounderstandrelationships.()Beingabletofindspecificinformationeffectively.()Beingabletohaveoriginalandproductivethoughts.()Beingabletoaskforhelp.()Beingabletogetonwellwithothers.Step2:ListeningandspeakingHeisatotalairheadListentotheconversationandtickthebestrepresentationofMatt.注：让学生先描述每一幅图片，猜测对话中可能会出现的关于人物特征的表达方法。Key:Theboyinthemiddle.Listenagainandcategorizethefollowingexpressionsasapprovalordisapproval.He’satotalairhead.Thatguyissodense!Mattwasalwaysconsideredagiftedchild.Heseemedbrightandperceptive.He’dgofar.He’snotallthere.Key:Approval:c,d,eDisapproval:a,b,fListenagainandticktrueorfalse.(1).AndreandMattarelabpartners.(T)(2).Andre’sMumbelievesthatMattisasmartkid.(T)(3).Andresagreesthatmattisgifted.(F)(4).Andre’sMumbelievesAndrecan’tdowellwithoutMatt.(F)B.I’dloveto,but…4.Listentotheconversationsandfindoutwhatexcuseisgivenineachone.注：听之前，让学生预览题目，猜测听力内容，听之后，让学生复述听到的内容。Key:(1)d(2)c(3)b

5.Completetheconversationswithsentencesinthebox.Listenandchecktheanswer.Thenpractisetheconversationswithapartner.适当讲解和补充相关表达方式，如Yourwatchmustbefast.Myalarmclockfailedthismorning.等。学生做完后，两人一组，不看书的情况下，复述对话。Key:(1)I’dloveto,butIhavetohelpmyroom-mate.(2)Icompletelyforgottobringittoday.(3)Ihadanemergency.Igotstuckintraffic.6.Workwithapartner.Role-playthefollowingsituations.UsetheconversationstrategyinActivity5.学生对话前，简单复习相关词汇和表达方式，讨论哪些可以直接使用在新的情境中。留出时间让学生组织语言，适当提示可能用到的词汇和表达方式，如busywithhomework,caughtinatrafficjam等。Situation1:Yourfriendinvitesyoutoamovie,butyoucan’tgo.Speakwithyourfriendandmakeanexcuse.Situatin2:You’relateforajobinterview.Youhavetoexplaintotheinterviewerwhyyou’relate.Step3:Importantwordsandexpressionsairheadn.傻瓜denseadj.愚笨的perceptiveadj.理解力强的intelligencen.智力affectv.影响floodn.水灾getstuckwith与不喜欢的在一起gofar成功，大有前途allthere头脑正常的dependon/upon取决于shapeup改进，好好干youknow你知道的getaround各处走动rushhour交通高峰时间ImportantSentences:Ican’tbelieveIgotstuckwithMattasmylabpartnerinschool.Mattwasalwaysconsideredagiftedchild.EverytimeIlookoverathiminclass,he’sstaringoffintospace.Iwouldn’tbetonit!I’dloveto,butIhavetohelpmyroom-mate.I’vebeenwaitingforyouallmorning.IthoughtyouweregoingtoIhadanemergency.Step4:Homework:1.FinishofftheWorkbookexercises.2.PreviewtheSpeaking.3.Copythenewwordsthreetimes.教后反思江苏省中等专业学校集体备课电子教案备课组英语组主备人执教人课时安排第3至4课时总课时课题Unit5AreIQTestsIntelligent?课型时间年月日教学目标1.Studentswillbeabletolearnsomeusefulnewwordsandexpressionsinthispart.2.StudentswillbeabletoreadpassageA.3.Guidestudentstolearnhowtousedifferentreadingskillssuchasskimming,scanning,guessingthemeaninginthecontext,predictingandsoon.4.Studentswillbeabletolearntohowtosummary.5.Studentswillbeabletosummaryapassagewiththeirownwords.6.Developstudents’senseofgroupcooperationandteamwork.教学设想重点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.2.Letstudentsreadandunderstandthetext.难点1.Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.2.Solvetheproblemindailylife.教法学法Reading教学手段Computer教学程序与策略个性化修改Step1:Revision1.Checkthehomeworkexercises.2.Asksomepairsofstudentstocometothefrontandactouttheirdialogues.Step2:ReadingPassageAAreIQTestsIntelligence?Newwordsandexpressions:scoren.分数v.得分judgev.判断progressv.进步permitv.许可circumstancen.环境exposev.暴露measurev.估量lackv.缺乏concernn.担心confidentadj.有信心的opposev.反对labeln.标签assignv.分配criticismn.批评functionn.功能incapableadj.没有能力的wirev.在……里装电线dismissv.不考虑，不理会varyv.变化unacceptableadj.不能接受的raisev.引起issuen.争论点keepsb.Fromdoingsth.妨碍，阻止某人做某事tosomedegree在某种程度上asaconsequence结果endupdoingsth.以做……而告终befatedtodosth.注定做某事whatif要是……会怎样It’squitepossible……很可能takeover接管Step3：Whilereading1.ReadpassageAandmatchthemainideaswiththefourparagraphsKey:Paragraph1:ThecreationofIQtestsParagraph2:CommonuseofIQtestsParagraph3:LimitationsofIQtestsParagraph4:AttitudestowardstheuseofIQtests2.ReadpassageAagainandticktrueorfalseKey:(1)F(2)T(3)F(4)T3.Discussingroups:HowshouldwelookuponIQtests?Dividethestudentsintoseveralgroups,haveadiscussionabouttheroleofIQtesting.Step4.Languagepoints1.judgev.判断Weshouldjudgeapersonobjectivelyandinanall-roundway.评价一个人，要客观，全面。n.法官，裁判员Thejudgerefusedtorespondtothereport.法官拒绝对报道作出回应。2.permitv.许可Dogsarenotpermittedinthispark.不得携狗进入公园。permitn.许可，通行证workpermit工作许可exitpermit出境许可entrypermit入境许可3.keepsb.fromdoingsth.阻止/妨碍某人做某事Canyoukeepyourkidsfromtreadingonmylawn?能让你的孩子不踩我家的草坪吗？keepsth.fromsb.将某事瞒着某人Shekeptthetruthfromherhusband.她向她丈夫隐瞒了真相。4.measurev.估量Thetraditionalexamscannotmeasureastudents’performanceaccurately.传统的考试方法并不能准确的衡量学生的学习情况。n.措施Weshouldtakemeasuresimmediatelytodealwithwaterpollution.我们应该马上采取措施治理水污染。v.测量，计量Weneedtomeasurethelengthofthewindowfornewcurtains.我们需要测量窗户的长度，以便安装新窗帘。5.tosomedegree在某种程度上Tosomedegree,beingonlinehasbecomepartofourdailylife.从某种程度上说，上网已经成为我们日常生活中的一部分。toalargedegree在很大程度上toacertaindegree在一定程度上6.varyv.变化，不同（1）Thestudents’workvariesinquality.学生作业的质量参差不齐。（2）varywith随着……变化而不同Weddingcustomsvarywithdifferentreligionsandcultures.婚礼习俗随宗教和文化的不同而不同。（3）varyfrom…to在两者之间变化Cherriesvaryincolourfromalmostblacktoyellow.樱桃的颜色从近乎黑色到黄色，变化丰富。7.confidentadj.有信心的，确信的I’mquiteconfidenthewon’tlietome.我很有信心他不会对我撒谎。Confidentialadj.机密的，秘密的8.labeln.标签Readthelabelbeforeyouthrowthesweaterinwashingmachine.把毛衣扔进洗衣机前先看一看洗唛。9.asaconsequence因此，结果Asaconsequence,shebecamesuspicious.这么一来，她变得疑心重重。asaresult用法与asaconsequence一致10.endup以……而告终；结果变成endup后接形容词、介宾短语或动词现在分词。Wewantedour11-year-oldsontolearnsomethingfromthetrip,butweonlyendedupexhausted.我们本意是让11岁儿子通过旅行学到些东西，但是最终我们都被累垮了。Ifyoukeepdoingthis,you’llendupinjail.如果你继续这样的话，最终你会进监狱的。Everytimetheyhadanissue,theyendedupshoutingateachother.他们之间一有问题，最终总是以吵架收场。Step5.Homework1.Readthepassageandgooversomepoints.2.PreviewGrammar.3.Copynewwordsandphrases教后反思江苏省中等专业学校集体备课电子教案备课组英语组主备人执教人课时安排第5至6课时总课时课题Unit5AreIQTestsIntelligent?课型时间年月日教学目标KnowledgeAims:Sswillbemasterthenewwordsandexpressions.Sswillbeabletograspthemainideaofthepassage.Sswillbeabletotellthefactsfromtheopinions.AbilityAims:1.Sswillbeabletogetkeyinformationfromthepassageanddoexercises;improveabilityofskimming.2.TheSs’abilityofreadingcomprehensionwillbeimproved.3.Sswillbeabletosupporttheiropinionswithmorefactsanddetails.教学设想重点1.Guidestudentstoguessthemeaningofthepassagebeforereading.2.Studentswillbeabletogetinformationwhilereading.难点Enablestudentstolearntousereadingstrategiessuchasskimming,scanning,andsoon.教法学法Listeningandspeaking,Group-work,Discussion教学手段Textbook,multimedia,teacher’sbook,workbook教学程序与策略个性化修改Step1Revision1.Checkthehomeworkexercises.2.ReadthewordsandphrasesStep2.Lead-in.Lookatthepictureonpage77andguesswhatthesquarethinginthebrainis?Step3.ReadingandWriting.1.Newwordsandexpressions.FirstletSsreadthewordsthemselves,thenreadaftertheteacher.Lasttheteacherexplainthewords.2.While-reading1).Listentothetapeandpayattentiontosomepronunciationofsomenewwords.2).LeadstudentstoreadthepassageandaskstudentssomeinformationaboutWiringtheBrain.3).ReadthepassageagaincarefullyanddoActivities.Step3.ActivitiesActivity5:ReadpassageBandtickwhetherthefollowingstatementsarefactsandopinions.Activity6:ReadpassageBagainandtrytofindouttheauthor’sattitudetotheapplicationofthechip?Activity7:Readthefollowingpassageandfindoutthesixwaystoboostyourbrainpower.Activity8:TickthebettersummaryforthepassageinActivity7.Activity9:Writeahow-topassage.Chooseatopicfromthelistgivenbeloworfindatopicofyourown.Thengivedetailedsuggestionsandexplanations.Haveacheck.Step4.Post-reading(1).Reviewnewwordsandphrases(2).Reviewsomebasicsentencepatternsthepassage.Step5.Summaryandhomework.(1).Copynewwordsandphrases(2).Readthepassageandseeifthereissomethingdifficult.(3).Trytounderstandthepassageindetail.教后反思江苏省中等专业学校集体备课电子教案备课组英语组主备人执教人课时安排第7至课时总课时课题Unit5AreIQTestsIntelligence?课型时间年月日教学目标KnowledgeAims:SswillbeabletomastertheusageoftheObjectClause.AbilityAims:SswillbeabletousetheObjectClause.MoralAims：Developthestudents’self-confidencetolearnEnglishgrammar.教学设想重点SswillbeabletomastertheusageoftheObjectClauses.难点SswillbeabletousetheObjectClause.教法学法Task-BasedTeachingMethod;GroupCooperation;教学手段Textbook,multimedia,teacher’sbook,workbook教学程序与策略个性化修改Step1.Revision（1）Asksomestudentstoreadthepassage.（2）Reviewsomepointsinthepassage.（3）Dictatesomewordsandphrases.SstrytorewritethewordsandphrasesfrommemoryStep2.Lead-in.DoyouknowObjectinEnglish?Thinkaboutthequestionactively.Step3.GrammarI.Explanation.1)ExplainwhattheObjectClauseis.置于动词、介词等词性后面起宾语作用的从句叫宾语从句。宾语从句的语序必须是陈述语序。谓语动词、介词、动词不定式，v.-ing形式后面都能带宾语从句。有些形容词（afraid,sure,glad等）之后也可以带宾语从句。2)ShowSstheusageoftheObjectClause.一、基本讲解1概念:在句中担当宾语的从句叫宾语从句，宾语从句可作谓语动词的宾语，也可做介词的宾语。Hesaidhewasgoodatdrawing.(动词宾语)HeaskshimhowlongMikehasbeendown.(动词宾语)MissZhangisangryatwhatyousaid.(介词宾语)2.连接词(1).陈述句转化成宾语从句时，引导词用that,口语中常常省略。Shetoldme(that)shewouldliketogowithus.(2)以whether或if引导的宾语从句,主要用来引导一般疑问句意思或选择疑问句意思的宾语从句，从句同样是陈述语序Iwonderif/whetheruhavetoldthenewtoLiLei.注意：一般情况下，whether和if可以互用，但有些情况例外。a.当从句做介词的宾于是只用whether不用ifWearetalkingaboutwhetherwe'llgoonthepinic.b.引导词与动词不定式或not连用时，只用whether.Pleaseletmeknowwhattodonext.Couldyoutellmewhetherugoornot?c.if当如果讲时，引导的是条件状语从句，这时不能用whether.(3).特殊疑问句转化成宾语从句时，引导词用特殊疑问词；引导词后要用陈述句语序。Couldyoutellmewhat'sthematter\wrongwithyou?特殊情况：：当doyouthink后接特殊疑问句转化成宾语从句时，句式结构应为引导词＋doyouthink＋陈述句语序。3.宾语从句时态a.当主句是一般现在时，一般将来时或祈使句时，从句不受主句的限制，根据自身的需要选用相应的时态。例如：Doyouknow（if/whetherhehasseenthefilm）?b.当主句是一般过去时，从句要用过去时的相应时态。例如：Ididn'tknow（if/whetherhehadseenthefilm.）注意：当主句是一般过去时，而从句表示的是客观真理，自然现象，科学原理，格言等，从句仍然要用一般现在时。例如：Hesaid（thattheearthmovesroundthesun.）Theteachertoldus（thatlighttravelsmuchfasterthansound.）4.、人称的变化和标点的使用a.从句的主语如果是第一人称，变为宾语从句则与主句的主语一致；如果是第二人称，则与主句的宾语一致；如果是第三人称，不用变化。如：“MayIuseyourknife？”Heaskedme.→Heaskedmeifhemightusemyknife.“Doyouknowhertelephonenumber？”Heaskedme.→HeaskedmeifIknowhertelephonenumber.b.宾语从句的标点均由主句决定。主句是陈述句，用句号；主句是疑问句，用问号。如：Whowillgiveusatalk?Idon’tknow.→Idon’tknowwhowillgiveusatalk.Doyouknow？Wheredoeshelive?→Doyouknowwherehelives?二、宾语从句的转化1.2.当主句谓语动词是hope，wish，decide，forget，plan，agree等，且主句主语与从句主语相同时，从句可简化为不定式结构。如：Sheagreedthatshecouldhelpmewithmymaths.→Sheagreedtohelpmewithmymaths.2.当主句的谓语动词是know,learn,forget,remember,decide等后面带特殊疑问句转化的宾语时，主从句的主语也须一致这时从句可以简化成“疑问词＋不定式结构”。例如：Idon'tknowwhichsweaterIshouldbuy.→Idon'tknowwhichsweatertobuy.3.当主句的谓语动词是ask，tell,show,teach等后面带双宾语时，从句的主语和间接宾语一致，且从句是由特殊疑问句转化来时，从句可以转化成“疑问词＋不定式结构”,或者在连接代词/副词引导的宾语从句中，当从句主语与主句主语或间接宾语一致时，宾语从句可简化为“连接代词/副词＋不定式”结构。如：→Couldyoutellmehowtogettothepark?4.当主句谓语动词是find，see，watch，hear等感官动词时，从句常简化为“宾语＋宾补”结构，宾补为不带to的不定式或V-ing形式。如：Shefoundthatthewalletlay/waslyingontheground.→Shefoundthewalletlie/lyingontheground.Step4.Exercises.Activity:Dotheexercisesinthetextbook.Step5.Summaryandhomework.Ⅰ.Dotheexercisesonthework