新七上unit4教案设计
教案是教师根据课程标准、教学大纲和教科书的要求及教学对象的特点,对教学内容、教学步骤、教学方法、教学重难点等进行的设想和计划。以下是小编的收集整理的《新七上unit4教案设计》，希望对大家有所帮助。
第一篇：新七上unit4教案设计
新七上教案设计1.春
1.春
朱自清
教学目的
1.通过反复、有感情的朗读，从而感知文章内容。 2.理清文章思路，明确五幅春景图，感悟作者的思想感情。 3.品味语言，体会语言的准确性、生动性。
第一课时
一、导入
今天我们先来学习朱自清先生的散文《春》。一提到春，我们眼前就仿佛展现出阳光明媚，东风荡漾，绿满天下的美丽景色，就会觉得有无限的生机，无穷的力量。古往今来，很多文人都写过很多诗文来吟咏、歌颂春天。同学们回忆一下，我们以前学过哪些有关春的诗词?(同学们一起来完成下面的填空)
PPT展示：
1.野火烧不尽, 春风吹又生 。
2.春色满园关不住, 一枝红杏出墙来。
3.春眠不觉晓，处处闻啼鸟。 4.不知细叶谁裁出，二月春风似剪刀。 5.两个黄鹂鸣翠柳，一行白鹭上青天。
以上这些诗句，都是取一个景物或两三个景物来学春的，容量有限，今天我们要学的散文《春》写的景物可就多了，有山、水、草、树、花、鸟、风、雨等等，总之体现春天的景物的作者都真切地描绘了出来。那么春天在朱自清笔下是怎样的呢?我们一起来学习。首先我们来了解一下作者朱自清。大家对他有什么了解吗?
二、作者简介
在学习一篇课文之前，要先了解这篇课文的作者。我们就请同学来说一说你所了解的朱自清。(学生回答，PPT展示作者简介)
* 朱自清不仅是一位优秀的散文家、诗人，更是一位有骨气的民主战士。1948年在反饥饿、反内战的实际斗争中，朱自清身患重病，但他至死也不领取美国的救济粮，临终前还不忘嘱托家人千万不能买美国的救济粮。我们伟大的毛泽东主席曾称赞过他的骨气说：“一身重病，宁可饿死，不领美国的救济粮。” 朱自清不仅体现了一位中华民族优秀知识分子的尊严和气节，也体现了我们民族的英雄气概。
* 作为诗人和散文家，朱自清对中国现代文学作出了巨大的贡献，他的散文朴素朴素缜密、清隽沉郁，以语言洗练，文笔清丽著称，极富有真情实感。朱自清以他独特的美文艺术风格，为中国现代散文增添了瑰丽的色彩。他的比较出名的散文代表作品有：《匆匆》、《背影》、《春》、《绿》、《荷塘月色》、《桨声灯影里的秦淮河》。
三、听春
1、现在听课文朗读录音，标出段序，注意生字词以及朗读的节奏。注意以下这些生字词(PPT展示)，等一下老师要请同学到黑板上给红色加深的生字词注音。
朗润(lǎng)
鸟巢(cháo)
钻(zuān)出
婉(wǎn)转
嫩(nân)绿
稀疏(shū)
眨(zhǎ)眼
抖擞(sǒu)
酝(yùn)酿(niàng)
披蓑(suō)戴笠(lì)
2、解释词语部分同样让学生起来回答，课本注释有的让生适当地标记。(明确答案之后让生齐读)
四、读春
现在请同学们一起有感情的朗读课文，注意读准字音，不要读得太快，注意停顿。大家在朗读的时候找出文中描写了春天的哪些景物，找到了可以圈画出来。再次强调读准字音，注意停顿。(朗读完进行简单的评价)
五、析春
现在给同学们5分钟的时间，思考以下3个问题： 1.请你找出文中描写了春天的哪些景物? (花、草、风、雨、人)
2.分别给每一个画面拟一个恰当的标题。
(师举例：第3段“春草图”，学生能回答出其他四个答案,“春花图”“春风图”“春雨图”“迎春图”)
3.将课文分成三部分，并用简洁的语言概括内容。
(1)盼春
(2--7)绘春
草
春草图
花
春花图
风
春风图
雨
春雨图
人
迎春图
(8-10)颂春
小结：我们来回顾一下这节课的内容。课文可以分为盼春、绘春、赞春三个部分，而其中的绘春部分分别写了春草图、春花图、春风图、春雨图、迎春图这五幅美丽的图画。那么作者是怎样具体描绘每一幅图画的呢?我们下节课再继续学习。
作业：
1.预习课本66页“研讨与练习”
1、
2、3题，以及比喻手法 2.“读一读、写一写”，每个生字词抄写两遍，词语解释抄一遍
3.找出春草图、春花图、春风图、春雨图、迎春图这五幅图画中精彩的语句，说说你认为这些词句精彩的理由。
第二课时 赏春
一、 导入
我们上节课已经初步学习了朱自清的《春》，对文章的内容也有了大概的了解，知道了作者在文中向我们我们描绘了一幅幅美丽的图画，现在我们就先来回顾一下上节课的内容。 (作者简介以及文章的基本结构) 今天我们就继续来跟春作亲密的接触，来深入感受那美丽的春景，品味文中优美的语言!
二、品味赏析 盼春(第一自然段)
1、作者为什么要用两个“盼望着” “盼望着” (与一个“对比”)
明确：叠用，表达作者向往春天的急切、渴望
2、为什么用“近”字，而不用春天快到了? 明确：把春天拟人化
3、第一段在全文中起着什么作用? 明确：总领全篇，开启下文 总概轮廓(第二自然段)
1、从这一段开始，作者已经在描绘春天了，既然这样，为什么不直接写春天的一草一木?(把第二自然直接去掉行不行?) 明确：对春天的整体描绘
2、那作者是如何描绘这个整体的? “一切„„张开了眼” 拟人 山(朗润) 水(涨) 太阳(红)
春草图
1、想一想，作者是怎么描写春天的小草?从文中找出关键字。 明确：
质感：“嫩嫩的” 颜色：“绿绿的” 生命力：“钻”
分布：“园子里，田野里”“一大片一大片满是的”
2、分析句子
小草偷偷地从土里钻出来，嫩嫩的，绿绿的。
“偷偷地”和“钻”运用了拟人的修辞手法，写出了春草破土而出的情态，写出了不经意间，春草已经悄然而出的情景和作者惊喜的感觉，显示出小草顽强的生命力。
3、描绘春草，为什么要穿插人的画面? 明确：表面写草，实际写草(侧面描写) 重点：如何分析句子?(修辞
内容
情感)
春花图
1、这段话一共有几句话?各写出春花的什么特点? 明确：(1)拟人，写春花报春的气势。 (2)比喻，写春花色彩的艳丽。
(3)通感，写春花气味的甜香。
(4)衬托，写春花数量的巨大。
(5)比喻，写春花种类的繁多。
注意：由花到果实，是联想。
2、分析句子
野花遍地都是：杂样儿，有名字的，没名字的，散在草丛里，像眼睛，像星星，还眨呀眨的。
全是短句，读起来节奏轻快，带有欣喜之情。“像眼睛”“像星星”“眨呀眨的” 运用了比喻和拟人的修辞手法，写出了野花的动态。“眨呀眨的”没有直接写风，但却能够让人明显感到一股习习的春风，把春花的描写引到了下一段春风的描写。
春风图
春花和春草，都是具体的、形象的、可感的事物，作者容易写，我们也容易读。春风却是看不见摸不着的东西，你会如何写呢?作者又是如何去写呢? 作者从哪些角度来写春风?从人的哪些感觉来写的? 触觉、嗅觉、听觉;把无形无色的春风写的有声有味，让人感受到春风的神韵，美妙动人。
春雨图
1、讲完了春草、春花、春风，那么春天的雨又是怎样的?大家从文中找出描写春雨特点的句子。
“像牛毛，像花针，像细丝”(细密、轻盈)
2、作者不仅写了雨的形态，也写出了雨中的景色，有哪些? 雨中屋
雨中树
雨中草
雨中人
3、分析句子
树叶儿却绿得发亮，小草儿也青得逼你的眼。
对称的语句，主要是描写树叶和草的色彩。“绿得发亮”“青得逼你的眼”，诉诸视觉，写得很细致，追求准确传神。
他们的房屋，稀稀疏疏的，在雨里静默着。
房屋与雨天黄昏的环境相配，显得很有诗意。用“静默着”来形容房屋，仿佛房屋有生命，有灵性。
迎春图
前面的段落重点写景，第7自然段重点写人，而且只有寥寥几笔。作者是怎样来写的? 天上地下 城里乡下 家家户户 老老小小
心情:“一年之计在于春”
有景有人，勾勒出春光无限好的美景。
颂春
1、在绘春以后，作者满怀喜悦的心情，用了什么样的修辞手法分别赞颂了春天的什么特点?
娃娃--新(生机勃勃) 小姑娘--美(千姿百态) 青年--力(充满活力)
2、这三个比喻的顺序能否调换?为什么?
明确：不能调换，因为这里强调的是春天的成长过程，由娃娃、姑娘到青年，抒发了作者强烈赞美春天的真挚感情。
三、你喜欢朱自清先生描绘的哪一幅图画? 说说你的理由? 作业：
1、完成《春》这一课的练习册
第二篇：新七上教案设计8、《世说新语》两则
8、《世说新语》两则
【教学目标】
① 知识与技能：阅读浅易文言文，积累常见的文言词语;能借助注释和工具书理解基本内容。
② 过程与方法：自主、合作、探究的学习方式。
③ 情感、态度与价值观：了解古代聪颖机智少年的故事，学习古人的智慧、诚实、守信，尊重他人的美德。 【教学重难点】
1.阅读浅易文言文，积累常见的文言词语。 2.能借助注释和工具书理解基本内容。 【课时安排】两课时
第一课时 《咏雪》
一、预习课文：
1.学生课前诵读课文，借助工具书及课文注释疏通文意。 2.质疑问难。 3.思考课后“研讨与练习”。
二、导入课文： 1.导入设计：
说说你知道的古代聪颖机智少年的故事。 ——曹冲称象、孔融让梨、司马光砸缸等。
同学们，其实像他们这样聪明的中国古代少年还有很多，如四岁画画的王冕、七岁做诗的曹植、十二岁做宰相的甘罗等。今天我再向大家介绍两位这样的古代少年，他们是谁呢?让我们一起来认识他们，和他们交个朋友。 2.作者、作品简介：
(1)刘义庆刘义庆(403—约443)，彭城(今江苏徐州)人，南朝宋文学家。宋宗室，袭封临川王赠任荆州刺史等官职，在政8年，政绩颇佳。后任江州刺史，到任一年，因同情贬官王义康而触怒文帝，责调回京，改任南京州刺史、都督加开府仪同三司。不久，以病告退，元嘉21年死于建康(今南京)。刘义庆自幼才华出众，爱好文学。除《世说新语》外，还有志怪小说《幽明录》。 (2)《世说新语》是我国魏晋南北朝时期“志人小说”的代表作，由南朝宋刘义庆编撰。《世说新语》是南北朝时期(公元420年～公元581年)的一部记述后汉至南朝刘宋王朝人物的遗闻轶事的杂史。依内容可分为德行、言语、政事、文学等三十六类，每类收有若干则故事，全书共一千多则，每则文字长短不一，有的数行，有的三言两语，从此可见笔记小说“随手而记”的诉求及特性。内容主要是记载东汉后期到晋宋间一些名士的言行与轶事。书中所载均属历史上实有的人物﹐但他们的言论或故事则有一部分出于传闻﹐不尽符合史实。
三、学习新课：
1.一读课文，整体感知： 2.二读课文，理解词语：
谢太傅寒雪日内集(家庭聚会)，与儿女(子侄辈，指年轻一代)讲论文义。 俄而(不久，一会儿)雪骤，公欣然(高兴)曰：“白雪纷纷何所似?” 兄子胡儿曰：“撒盐空中差(差不多)可拟(相比)”。 兄女曰：“未若(比不上)柳絮因风起。”
公大笑乐。即公大兄无奕女。左将军王凝之妻也。 3.三读课文，用现代汉语复述故事：
一个寒冷的雪天，谢太傅把家人聚会在一起，跟子侄辈的人谈诗论文。忽然间，雪下得紧了，太傅高兴地说：“这纷纷扬扬的大雪像什么呢?”他哥哥的长子胡儿说：“跟把盐撒在空中差不多。”他哥哥的女儿道韫说：“不如比作风把柳絮吹得满天飞舞。”太傅高兴得笑了起来。道韫是太傅大哥谢无奕的女儿、左将军王凝之的妻子。 4.四读课文，研讨问题：
①“寒雪”“内集”“欣然”“大笑”’等词语营造了一种怎样的家庭氛围? (融洽欢快轻松。)
②撒盐空中、柳絮因风起两个比喻，哪一个更好?同时说说还可以用哪些事物来比喻雪。
(好的诗句要有意象。意象是物象和意蕴的统一，“柳絮”一喻好在有意象，给人以春天即将到来的感觉，正如英国大诗人雪莱所说，“冬天到了，春天还会远吗”(《西风颂》)，有深刻的意蕴;“撒盐”一喻只有物象而无意蕴。)
③文章结尾交待了谢道韫的身份，有什么用意? (这是一个有力的暗示，表明他赞赏道韫的才气。) 5.五读课文能背诵。
四、拓展延伸：
1.讨论： 对文中“公大笑乐”一句有不同解释，你如何看法： (①对两个答案都表示满意; ②“笑”前喻，“乐”后喻;③为“柳絮”一喻而“笑乐” 。) 2.说说还可以用哪些事物来比喻雪，举出并积累几句咏雪的名句。
请欣赏：
北国风光，千里冰封，万里雪飘。 ——毛泽东 欲渡黄河冰塞川，将登太行雪满天。 ——李白
窗含西岭千秋雪，门泊东吴万里船。 ——杜甫 忽如一夜春风来，千树万树梨花开。 ——岑参
五、课堂总结：咏雪讲的是晋朝著名文学世家谢氏家族里的一个故事。在一次家庭聚会中，谢道蕴表现出了不俗之才。
六、布置作业：
1.当咏出喻雪佳句后，谢太傅全家人的心情会有什么反应? 2.请你体味“忽如一夜春风来，千树万树梨花开”的意境。 第二课时 《陈太丘与友期》
一、复习检查：背诵、翻译课文。
二、导入课文
上节课我们认识了谢道蕴这个才女，这节课我们将认识陈元方这个神童。
首先看看标题怎么理解,陈太丘不是人名,太丘是地名,古人习惯用姓氏加官名或地方名称来作为对人的称呼,相同的还有苏东坡,期是约定,综上所述,标题意思是一个在太丘做官姓陈的人和朋友有约定.
三、初读课文、整体把握
1教师范读,要求听准字音,重要字词在旁边注上拼音。
2. 学生小声跟着读,注意节奏的把握。 3.齐读课文。
四、再读课文、理清字句
1.快速默读课文,对照注释及翻译资料理解文意,碰到疑难处做上记号。 指名2个学生质疑字句,师生共同答疑 。
① 太丘舍去,去后乃至(舍去:不再等候就走了 去:古今意思不一样,离开乃:才) ② 与人期行,相委而去(期行:相约同行 委:丢下,舍去) ③下车引之,元方入门不顾(引:拉 顾:回头看) ④区分尊君(尊称) 君(礼貌的称呼,意为你) 家君(对自己父亲的谦称)
五、研读课文、讨论探究 1.用原文回答以下问题: ①客人发怒的原因是——“与人期行,相委而去”。 ②客人不守信的表现是——“过中不至”。(可见我们做人要讲“信”讲“礼” 。) 2.文中另一个重要人物元方,他又有什么性格特点?(聪明 机智)
3.可我们也发现了文章结尾客人已经主动道歉,他仍然入门不顾,是否礼貌?( 同桌交流看法。)
六、拓展延伸
古人是很重视仁义礼智信的，那么，“诚信”“礼貌”对今天的我们还 有用吗?请联系实际谈一谈你自己的认识。
(提示:可以从社会.家庭.学校等多角度思考, 如在日常生活中见到师长朋友应该怎样?在考试的时候堂而皇之拿着参考资料是否就是“诚信”的体现呢? ) 补充中外名人讲诚信的名言：
如果要别人诚信，首先自己要诚信。——莎士比亚 人类最不道德处，是不诚实与怯懦。 ——高尔基
七、课堂总结
通过这节课的学习,我们了解到元方确实是聪明机智的孩子,同时我也深刻认识到信与礼的重要性, 诚信礼貌是中华民族的传统美德，我们应继承并发扬这一光荣传统，让我们以信做人，以礼待人。
八、布置作业
1.完成“研讨与练习二”的字词练习。 2.完成基础训练作业。
第三篇：教案unit4
Unit 4 Listening & Speaking &New words in Text A
Learning focus : 1. Get a general idea about the cultural differences
between the east and the west. 2.Talk about some cultural differences in your daily life. 3.Know something about Chinese traditional culture. 4.Learn how to use the grammar of inversion correctly.
Teaching Steps I. Listening . A. Listen to the following sentences twice and fill in the missing words
B. Listen to the following short conversations and choose the best answer to each question. C. Listen to the short passage three times and fill in the blanks with the missing words.
. II.Speaking . Make a dialogue in pairs according to the instructions given in Cue Card A & B. Cue Card A Situation: You two are talking about Chinese tea and western coffee. Speaker A: You think drinking Chinese tea is very healthy and it is a traditional habit. Tips for speaking List some famous categories of Chinese tea. Talk about your own favorite Chinese tea and why. Cue Card B Situation: You two are talking about Chinese tea and western coffee. Speaker B: You think drinking western coffee is very fashionable. Tips for speaking List some popular western coffee. Talk about your own favorite western coffee and why. Sample Dialogue A：Which kind of beverage do you prefer to drink, tea or coffee? B: Coffee, of course. It’s our tradition to drink coffee. What about you? A：I prefer tea. Chinese tea is part of Chinese culture. It is very healthy and is a traditional habit. B: Can you introduce some famous categories of Chinese tea to me? I know little about it. A：Of course. There are six kinds of tea, namely Green tea, Black tea, Yellow tea, White tea, Oolong tea, Flower tea and Puer tea. B: So many. Which kind do you prefer? And why? A：Green tea. Because drinking green tea can reduce the risk of heart attack and cancers. It can also help me lose weight. You see, I am a lady, so I want to be in good shape. B: Oh, I see. A：Can you tell me some popular western coffee? I seldom drink it. B: Of course. Coffee mocha (摩卡咖啡), latte (拿铁咖啡), cappuccino (卡布奇诺), Americano (美式咖啡), espresso (浓缩咖啡) and so on. A：Which one is your favorite? B: Coffee mocha. It is very sweet and full of cream and chocolate syrup (巧克力酱). Maybe some day you should have a try. Nowadays, drinking coffee is very fashionable. III. New Words in Text A
The students read the words by themselves ,then the teacher correct their pronunciations .And at last the students are required to finish the ex1 in the VOCABULARY AND STRUCTURE.
Text A
Teaching Steps : I Guide . A discussion :Do you know any cultural difference between Eastern and Western countries ?What are they ? II. Fast reading . Questions
1. 1.How do the Chinese people usually greet each other when they meet? 2. Can you point out some other cultural differences between the western and the eastern countries?
3. How many cultural differences does the author mention in the text? 4. What will a Chinese person say if he or she has received some help from his or her family member? 5. What should we do in order to communicate with the foreigners in a proper way? III.Language points
1. divide into
split or break into parts, separate
They decided to divide the large house into flats. to a large extent
to some/what/an/a certain extent You are correct to some extent. To what extent can he be believed? 2. distinguish v. 区分，辨别
distinguish (between) A from B
distinguish A between B
People who cannot distinguish between colors are said to be color-blind. Speech distinguishes human beings from the animals. 3. the former...the latter...前者……后者……
If I had to choose between fish and chicken, I’d prefer the former one. 4. not only...but also...不仅……而且……(连接两个并列部分) Not only Mr. Lin but also his son joined the Party two years ago.(连接两个主语)
I not only play tennis but also practice shooting. (连接两个谓语动词)
He plays not only the piano but also the violin. (连接两个宾语)
They speak English not only in class but also in the dormitory. (连接两个地点状语)
5. greet:give a conventional sign or word of welcome or pleasure when meeting sb. or receiving a guest
6. greet sb. with sth./greet sth. with sth. 对某事作出反应
greeting n. 招呼，问候，欢迎
He greeted me in the street with a friendly wave of the hand.
7. case instance or example of the occurrence of sth. 实例，情形
in any case 无论如何， 总之 in no case 无论如何都不 in this case在这种情况下
in case of sth. 若发生某事，假如
8. tend to
be likely to behave in a certain way or to have a certain characteristic or influence Women tend to live longer than men. 女人多比男人长寿。
9. not at all 根本不……
He didn’t know how to speak French at all. 他根本不会说法语。 We didn’t go there at all.
10. in some formal situations
under /on the present situations在目前形式下
in an embarrassing situation 处于尴尬境地
go into/ out of a difficult situation The company is in a poor financial situation.
11. fetch go for and bring back sb./sth. 接来，取来
fetch sth. for sb. Fetch a doctor at once. 快去请医生来。
Should I fetch your coat for you from the next room? 12. treat...as 对待,看待,把……看作 Do not treat this serious matter as a joke. She treated me all right.
13. lack vt. (通常不用于被动语态) 缺少,没有 I don’t seem to lack anything. 我好像什么也不缺。 vi. 缺少;不足;没有(+for) They lacked for nothing. 他们什么都不缺少。 n. 欠缺; 不足; 没有(of) He can not buy it because of his lack of money. 4) n. 缺少的东西; 需要的东西
Water is a lack in this region. 这个地区缺水。 14. doing 现在分词做后置定语
There is a girl standing at the door. 门口站着一个女孩。 The baby sleeping now is her child. Who is the boy singing there?
15. neither 否定意义的词在句首, 句子半倒装 (参看本单元语法部分) He seldom tells others his secrets, neither does his sister. 16. be aware 知道的,察觉的(+of) (+that) (+wh-) I am well aware that this is a tough job. She was not aware of having done wrong. Are you aware of the danger?
17. go (消息等)被传递,流传(+that) The story goes that the Prime Minister will resign.
There is a rumor going round that Sue and David are having an affair. 18. while doing...用来做状语
Please be careful while doing your homework.
He always feels nervous while speaking with strangers.
IV. Exercises . V.H.W. Reading.
Text B，练习册讲解
I. Warm-up Skimming for specific information: 1) How many kinds of personal names do both Western and Chinese people have? 2) In a formal situation,what do we address men as ? 3) From the viewpoint of sociolinguistics, what can forms of addressing serve as in the society? 4) What shouldn’t we do when we meet a foreigner for the first time? II. Detailed Reading.
1. in...situation 在…情况/状态下
In a formal situation, we address men as “Mister” (abbreviated as “Mr.”), married women as “Mistress” (abbreviated as “Mrs.”), and unmarried women as “Miss”.
In such a difficult situation, we should try our best to help him out. He is in a desperate situation. 他处于绝望的状态之中。
2. abbreviate shorten (a word, phrase, ect), esp by omitting letters缩短(字、词组等，尤指省略字母);缩写
In writing, the title “Doctor” is abbreviated to “Dr.” 在书写时，Doctor头衔的缩写是Dr. 3. prefer (更)喜欢
These days many women prefer to be addressed using the abbreviations “Ms.” or “Madam.” prefer + to + verb She prefers to take a nap after a big meal. prefer + noun 宁愿选择，更喜爱
She prefers cheese, if you have some. 如果你们有的话，她更喜欢奶酪。(连接名词) prefer + verb-ing She prefers running to walking. 比起走路，她更喜欢跑步。(连接动名词)
4. occasionally adv.now and then; from time to time; not regular He visits me occasionally. 他偶尔来看我。
5. exception
1)(an instance of) leaving out or excluding; person or thing that is not included除外;例外;不包括在内的人或物 The children did well, the only exception being Jo, who failed. All students without exception must take the English examination 2)不合规则的事物an exception to a rule of grammar语法规则的一项例外
6. position
1)place or rank in relation to others (相对于他们的)地位，等级 a high/ low position in society 高的/低的社会地位
What is his position in class? He’s third from the top. 他在班上得第几名? 第三名。
2)place where sb./sth. is 位置;方位
From his position on the cliff top, he had a good view of the harbor. We are sitting in a position near the door. 我们坐在靠门边的地方。
7. provost
1)(Brit) (title of the) head of certain university colleges(大学中某些学院的)院长(的称号)
2)(US) senior administrator in certain universities(某些大学的)教务长
8. otherwise
Unless they tell you otherwise, faculty should be addressed by their title and last name (e.g., “Professor Smith”). otherwise
adv. in other or different respects; apart from that 在其他方面;除此之外 The rent is high, (but) otherwise the house is fine. 租金贵是贵，(但)房子倒很好。 conj. If conditions were different; if no 不然;否则
We must run, otherwise we’ll be late. 我们得跑着去，要不就晚了。
Do as you’re told, otherwise you’ll be in trouble. 照你被告之的去做，否则会有麻烦。 Put the cap back on the bottle, otherwise the juice will spill. You should study hard from now on, otherwise you will fail to pass the coming exam. Button up your coat, otherwise you will catch cold. 扣上外衣扣，不然你会感冒的。
9. in doubt 不能肯定的，不能确定的
When in doubt, use the formal manner of addressing.当你不能确定时，应该使用正式的称呼方式。
The outcome of the election was in doubt. 选举结果还不能确定。
Whether he will come or not is still in doubt. 他是否会来还不能肯定。
III. Exercises Unit 4 Practical Writing I. Warm –up. Microsoft， Inc. Interoffice Memorandum To： Peter Clark， Rachel White From： Linda Larson Date： September 16， 2004 Subject： Scheduling the project meeting As you know， we are having the project meeting next week in the projection room. Since the room holds only fifty people comfortably without overcrowding. I suggest we hold the meeting to the forty-one people in the Assembly Section on Thursday at 2：00 p.m. and to the remaining forty-three from the other sections on Friday at the same time. If there‘s any problem about this arrangement， please let me know. II. Memo (备忘录)
Writing Tips : 备忘录其实也是广义的信函中的一种，主要用于公司内部对公司的职员、部分通报信息，如会议安排、情况报告、问题处理等等。在英语中称之为interoffice memorandum，其复数为memoranda，简称memo.除了可以采用书面形式之外，备忘录也可以通过e-mail 发出。
备忘录的一般格式如上其中To项是收笺人，在其姓名前可以加上Mr.， Mrs.， Dr.等，在其姓名后可加上职位和部门。From项是发笺人，其姓名前一般不加尊称，但姓名后同样可加上职位和部门。Subject即内容主题，一般用简短的几个字做简略陈述，不需要是一个完整的句子，几个词或词组即可。
Body即内容是备忘录的主要部分，写作应力求简明、确切。首先应直入主题，列出最重要的信息，然后可以具体说明事由、情况，提出意见和建议等，最后可以根据具体情况或重申主题或表示意愿或感谢。
需要指出的是，在备忘录的末尾不需要签名。但是，如果备忘录还发给了收笺人以外的其他人，须在末尾cc： 之后写上其姓名。
III. 练习答案：To: All students From: Zhongshan Subject: Journalist Position Available for the Summer Semester Date: May 10, 2008
The student newspaper is currently looking for a journalist for the summer semester. Applicants should currently be studying at the university, and should preferably have at least two years’ writing experience. The successful applicant will be expected to write two articles every week on happenings in the city and on campus. The position will commence at the end of May and will last through to the end of August. The salary for the position is negotiable and will be based on experience. If you are interested, please send your resume to the campus newspaper office.
第四篇：Unit4 身体语言教学设计
Unit4 Body Languange 语法项目：v-ing form used as attibute and adverbial的教学设计
一.The type of class: grammar 二.Teaching aims: Enable students to master v-ing form used as attribute and adverbial 三.Teaching methods: Combining explanation with practice; discussing in groups;acting in groups 四the aid of theaching Multi-medium 五.The procedure of teaching Step1 lead-in ( 2minutes) (语境中掌握语法;通过课文的学习，要求同学们背诵出下列句子，对doing 作定语和状语有一个感性认识，为下一步的理性认识做好铺垫。用多媒体展示下列句子) 课文原句再现：
1. I saw several young people enter the waiting area looking around curiously . 2.I stood for a minute watching them and then went to greet them. 3. Yesterday,another student and I ,representing our university’s student association,went to the Capital International Airport to meet this year’s international students. 4. They also express their feelings using unspoken “language” through physical distance ,action or posture. Step2 v-ing form used as attibute ( 8minutes) (对doing 作定语理论上进行讲解，让学生对其科学地系统地加以把握。利用多媒体)
一、 动词-ing形式作定语
be+doing 谓语动词形式 doing 非谓语动词形式 Tom is reading a book now. Tom was reading a book at nine O’clock last night. The girl reading a book is my friend. 现在分词作定语往往与被修饰的词靠得很紧, 渐渐地成为一个复合词。这种分词叫分词形容词 (the Participle Adjective), 实际上相当于一个单纯的形容词, 表示“正在进行” 或“主动”的意义。如：
boiling water (沸腾的水);falling leaves (正在下落的叶子);smiling faces (笑脸)
a boy standing under the tree(正站在树下的一个男孩) 1. The boy standing under the tree is a classmate of mine. (站在树下的那个男孩是我的一个同学) 2.China is a developing country. (中国是一个发展中国家)
动名词做定语一般表示事物的用途：
the waiting area=the area for waiting(等候区) a walking stick=a stick for walking(手扙)
a writing table =a table for writing(写字桌) 1.There is a swimming pool in our school. 我们学校有一个游泳池。
2.We are waiting outside the operating room. 我们等在手术室外面。 (1)前置定语
单个的动词-ing形式,一般放在被修饰的名词的前面, 作前置定语。
1.China is a developing country.(中国是一个发展中国家)
2.She recognized Tony ’s smiling face.(她认出了汤姆的笑脸) (2)后置定语
动词-ing形式短语作定语时, 通常要放在被修饰的名词的后面, 在意思上相当于一个定语从句。
1. The boy, standing under the tree ,is a classmate of mine. (站在树下男孩是的那个我的一个同学) (=who is standing under the tree)2.The person translating the songs can speak seven languanges. (翻译这些歌曲的那个人能说七种语言) (=the person who translates the songs) 3.He is a student,working hard at his studieos. (他是一个勤奋学习的学生)
(=a student,who works hard at his studies) Step 3 句子背诵(2minutes)
(理解的基础上加以背诵，达到脱口而出的程度，有力于形成同学们的语感，提高辨别doing 作定语的能力。利用多媒体展示。规定一分钟记忆时间。一分钟个别同学抽查。抽查中等偏下的同学，增强其学英语的信心) 1.There is a swimming pool in our school. 2.China is a developing country. 3.The boy, standing under the tree ,is a classmate of mine. 4.The person translating the songs can speak seven languanges. Step4 practice(6minutes)
(通过基础题，巩固提高对doing 作定语的认识。利用多媒体展示。三分钟独立做题时间，二分钟小组讨论，一分钟核对答案) Ⅰ用动词的适当形式填空。
1.Peter received a letter______(say) his grandma would come to see him soon. 2.There is a ______(swim) pool in our school. 3.The girl _____(sit) at the back of the classroom is my best friend. 4.Is the wallet ____(lie) on the ground yours? ⅡCombine the sentence by using attributive-ing verb forms. 1.The man held the front door open and bowed deeply. The man was smiling. 2.There was a man. He was sitting on the sofa. 3.He stayed in the room for over an hour during the operation. The room was for waiting. 4.The field of flowers seemed to go on for miles. The flowers were waving in the wind
Step 5 v-ing used as adverbial(8 minutes) (对doing 作状语理论上进行讲解，让学生对其科学地系统地加以把握.。利用多媒体)
动词-ing形式作状语
①动词-ing形式在句中作状语表示“时间﹑ 原因﹑条件﹑让步﹑结果﹑方式或伴随等” Her husand died, leaving her 5 children. (表示结果)
(她的丈夫死了，给她留下五个孩子) She sat at the desk reading a newspaper. (表示伴随)
(她坐在桌子旁边，看报纸) Being ill ,she went home. (表示原因)
(由于生病，她回家了。)
Working hard ,you’ll make great progress. (表示条件)
(如果你努力，就会取得 很多的进步)
Having been told many times, he couldn’t understand what I meant. (表示让步)
(虽然告诉他很多次，但是他还不理解我的意思) ②动词-ing形式作状语时，分词的逻辑主语必须与主句的主语保持一致;与主句的主语构成逻辑上的主谓关系。 Watching television,_________ A.the doorbell rang B.the door bell rings C.we heard the doorbell ring D.we heard the doorbell rings ③动词-ing形式在句中作状语时，位置可在主 句之前，也可在主句之后;有无逗号均可。
Her husand died, leaving her 5 children She sat at the desk reading a newspaper Being ill ,she went home Having been told many times, he couldn’t understand what I meant. ④v.-ing与句中主语构成逻辑上的主谓关系，与句中谓语动词同时发生;having+v.-ed与句中主语构成逻辑上的主谓关系，先于谓语动词发生;having been +v.-ed 与句中主语构成逻辑上的动宾关系，且先于谓语动词发生; Having finished their work ,they had a rest. Feeling tired ,she went to bed early. Having been told many times, he couldn’t understand what I meant Step6句子背诵 (2 minutes)
(理解的基础上加以背诵，达到脱口而出的程度，有力于形成同学们的语感，提高辨别doing 作状语的能力。利用多媒体展示。规定一分钟记忆时间。一分钟个别同学抽查。抽查中等偏下的同学，增强其学英语的信心)
She sat at the desk reading a newspaper Being ill ,she went home. Having finished their work ,they had a rest. Feeling tired ,she went to bed early. Having been told many times, he couldn’t understand what I meant. Step7.Practice(8minutes) (通过基础题，巩固提高对doing 作状语的认识。利用多媒体展示。五分钟独立做题时间，二分钟小组讨论，一分钟核对答案) Ⅰ用所给词的适当形式填空
1._______(wait ) in the queue for half an hour ,Tom suddenly realized that he had left his wallet at home. 2._______(hear) the news,they all jumped with joy 3.He walked down the hill, ______(sing)softly to himself. Ⅱ把下列句子改写成分词作状语
Because I had experienced earthquakes before,I wasn’t frightened.
Having experienced earthquakes before, I wasn’t frightened. 1.When she woke up in the middle of the night she
saw her room as bright as day 2.Because I had spent all night reading the documents,I was very tired the next day. 3.The car raced past. It almost hit us as it turned the corner. 4.Your mother just called.She hoped to talk to you.
Ⅲ.Use the –ing forms of the verbs below to complete the following sentences laugh compete smile touch approach shake
1.We were all nervous about the ________examinations. 2.I always know when my mother is telling a joke. After a few seconds ,she always looks at me________. 3.Business leaders often look serious .They do not often have _____faces. 4.After the dog fell in the lake, it climbed out _______itself. 5.It is exciting to watch______athletes reach the other end of the swimming pool. 6.The blind man walked _____the walls of the building. Step 8 acting in groups( 6minutes) (提高同学们口语表达能力，加深对doing 作定语和状语的理解。小组练习四分钟，二分钟一组主动到前面表演。) work in groups of four Add more actions to these lists.Then combine the primary and secondary actions to make a sentence about a student in your group.That student must act out what you say. Primary actions
secondary actions
walk around the desk
frown(deeply) look for an eraser
jump(on one foot) sit on the desk
smile pick up a textbook
laugh
stand up
shake one’s head Possible answers: A.Cheng Hui walks around the desk ,jumping on one foot. B.The frowning girl,Wang Jing ,picked up her English book and threw it on the floor. C.Li Sen sat on the desk,laughing. D.Li Jing is looking for an eraser,shaking her head. Step 9 高考链接(3 minutes)
(利用高考题，检查学生的掌握落实情况，及时掌握反馈情况) 高考链接
1.Do you wake up _____energetic and ready to start a new day?(湖南2011)
A.feel
B. to feel
C.feeling
D. felt 2.At one point I made up my mind to talk to Uncle Sam.Then I changed my mind, _______that he could do nothing to help.(上海2011)
A.to realize B. realized C. realizing D. being realized 3.More highways have been bulit in China, ______it much easier for people to travel from one place to another.(陕西2011)
A.making B. made
C.to make D. having made 4._________around the fire, the tourists danced with the local people.(辽宁2011) A.Gather
B.To gather
C.Gathering
D. To be gathering 5.____ to reach them on the phone, we sent an email instead.(重庆2008) A. Fail B. Failed C. To fail D. Having failed 6._____around the Water Cube, we were then taken to see the Bird’s Nest for the 2008 Olympic Games.(陕西2008)
A. Having shown
B. To be shown C. Having been shown
D. To show 7.Recently a survey ____prices of the same goods in two different supermarkets has caused heated debate among citizens.(江苏2011)
A. compared
B. comparing
C. compares
D. being compared 8.Look over there---there’s a very long, winding path ____up to the house.(山东2011)
A. leading B. leads C. led D. to lead Step 10 小结
参考资料;教科书，五年高考真题，高中英语语法表解大全
第五篇：5B Unit4 教案(2)
5B Unit 4 教学方案 （第二课时） 第一部分 简要提示
一、年级：五年级
二、单元：Unit 4
三、课题：An English friend
五、教学内容：单元Part BCD
六、教学目标：
四、课型：单词句型新授课
1. 掌握词组speak loudly, run fast, dance beautifully, jump high, walk carefully, sit quietly 2．进一步巩固掌握句型Does …? Yes, … does./No, … doesn’t.
What does … usually do …? He/She usually …
七、教学重难点： 1. 新单词的发音。
2. 熟练掌握句型：Does …? Yes, … does./No, … doesn’t.
What does … usually do …? He/She usually …
第二部分 教学过程
用时：25分钟 第一步：复习
用时：3分钟
T: Hello, boys and girls. Nice to meet you again. 同学们，大家好．
T: Last lesson, we had new friend, Tom. 上一节课我们认识了一个新朋友，Tom. Now at the first of this class, let’s review the text. And then try to answer my question about him. 现在让我们大家一起来回顾一下课文，然后请同学们来回答几个关于Tom的问题． (ppt6课文短片) T: Now, please answer my questions.现在请同学们来回答问题． (ppt7问题及答案) T: Question 1, where does Tom live? T: Yes, he lives in a small town near London. T: Question 2, what subjects does Tom study at school? 1 T: Yes, he studies English, Maths, Science and Art. T: Question 3, what does Tom usually do on Sundays? T: Yes, he usually plays football. T: Does he play well? T: Yes, he plays well. And he swims well, too. 第二步：词汇学习
用时10分钟
1. T: From the passage, we know that Tom is good at doing sports. 通过课文我们知道Tom非常擅长体育．Look here, there are some famous sporters. Do you know him? 现在请同学们看屏幕，这里有几位著名的运动员，同学们都认识吗？ （ppt8刘翔，王蒙， 罗雪娟）
T: We all know that this is Liu Xiang. He runs fast. Do you know “run fast”?It means 跑得快. Now please read after me.
T: He runs fast. Now, please look at this girl, does she run fast? T: We don’t know. But we know she swims fast. Now, please read after me. (swim fast, she swims fast) T: What about this girl? Does she swim fast? T: Maybe. But she skates fast. Now, please read after me. (skate fast, she skates fast) 2. T: Now, let’s see this boy. He is from sweden. 接下来我们来看一看这位运动员，他来自瑞典．(ppt9霍尔姆)Look, he jumps very high. Jump high means 跳得高．Now please read after me. (jump high, He jumps high.) 3. T: Now, please look at this beautiful girl, (PPT10 刘漩)
T: Look she is walking carefully. Now please read after me. (walk carefully, she walks carefully.)
T: Here carefully means “认真地, 仔细地, 小心地”
T: (ppt 11 两词组)So, when we have classes, we should listen carefully. 同学们在上课时应该认真听. And when we do our homework, we should write carefully. 同学们在写作业,应该认真写. Now, please read these two phrases after me. 现在请同学们跟老师来读一读这两个词组.(listen carefully, write carefully) 4. T: Now, look at this man.(ppt12 常昊) Look, he’s thinking. And he sits quietly. Sit quietly
2 means “安静的坐”Now please read after me. (sit quietly, he sits quietly) 5. T: Now, please look at these people. 现在请同学们看看这些人,他们是运动员吗? （ppt13 啦啦队）
T: No, they aren’t rooters. 不,他们是拉拉队员. They dance beautifully and speak loudly. Here dance beautifully means 跳舞跳得很美. Now please read after me(beautifully, dance beautifully, they dance beautifully). And speak loudly means大声的喊. Now please read after me. (loudly, speak loudly, they speak loudly) 6. T: Today, in Wang Bing’s school, there is a sports meeting. 今天在王冰的学校里有一场运动会. (ppt14运动会)Let’s go and have a look. Look the two boy speak loudly. 看, 这两位男生正在大声的喊.What do the other students do? 其他人在做什么呢? 请同学们用我们刚才学的词组来说一说.
T: Now, please read after me. 现在请同学们跟老师来读一读．
(ppt15图片和句子)
T: 现在你能用完整的句子来说一说吗？
T: Now please read after me. 现在请同学们跟老师来读一读这些句子。注意有些句子中动词后要加上s或es。
（run fast He runs fast. Dance beautifully, she dances beautifully, j…..） 第三步：句型操练
用时4分钟
1. T: The students are having a sports meeting now. 现在同学们正在开一场运动会。 接下来就让我们来看一看个别选手的比赛。
T: First, let’s see Mike. Does Mike jump high? Mike跳得高吗？在这个疑问句中同学们要注意，使用的助动词是“does”.假如答案是肯定的你们可以说，Yes, he does. 相反，大家可以回答 No, he doesn’t. Does Mike jump high? T: Yes, he does. Now please read after me. 请同学们跟我读。 T：Ｎext, let’s look at Nancy. Does Nancy run fast? Nancy 跑得快吗？ T: No, she doesn’t.
T: Now please read after me. 请同学们跟我读。
T: 接下来就请大家使用我们刚才使用的句型，来说一说另外两幅图。首先我们先来再看一看句型。Now, please read it after me.请大家跟老师读一读。
3 （读句型）
T: 好, 接下来请同学们使用我们这样的句型和你的同桌来说一说这两幅图. 假如看得不太清楚，你也可以把书翻到第33页。 OK. Now, let’s begin.
T: Let’s check out the answer. 现在我们一起来看一看答案. Please read after me. Are you right? 2. T: Wang Bing friends all like sports. 可以看出王冰的同学们都非常喜欢运动。那么现在我们再来看一看，他们还喜欢做些什么呢？现在他们正在谈论他们假日里喜欢并经常做的事. 让我们一起去看一看。
T: 首先让我们来看看他们正在使用什么句子在谈论. 请同学们跟老师来读一读.(ppt20句型)(ppt21~24图片和句子) T: OK. Now let’s see the first picture. 好, 我们来看一看第一幅图, 你能读一读图中的句子吗? T: Now, let’s see the answer. Are you right? 你的答案正确吗?Now please follow me. 现在请同学们跟着老师来读一读. T: 接下来,就请我们同学们和搭档一起将剩下的几幅图用我们刚才用的句型说一说假如看得不太清楚，你也可以把书翻到第34页. Let’s begin.
T: Now, let’s check out the answer. 现在我们来看一看答案. Please follow me. 请同学们跟我读. 第四步：综合练习 用时4分钟
T: At last let’s play a guessing game.最后, 请同学们来玩一个猜一猜的游戏. First let’s see this picture. Can you guess what does she usually do? Let’s see the picture. Oh, She usually runs. 你猜对了吗？Does she run fast? 我来看他和这位同学的对比。Does she run fast? No, she doesn’t. (同法说其他3幅图) T: So much for the game. 游戏就到这里。接下来，我们就来对本课进行一下小结。 （本课小结）
T: 在本节课中，我们主要学习了谈论他人（单数）做某事，以及做得怎么样。请注意动词的变化。如，在我们描述他人（单数）做某事时，我们应该说： Wang Bing usually takes photos on Sunday. Tom usually goes fishing after school.
4 在这里，句子中的动词后要加上s或者es. 如 takes goes. 现在就请同学们跟老师来读一读这两句话。
T: 在我们询问他人（单数）做某事，以及做得怎么样，我们应该说： What does Nancy do on Monday? Does Lily dance beautifully? Yes, she does. /No, she doesn’t.
在这里的问句中，我们要使用助动词 Does, 并且刚才加上s或者es的动词要变回原形。请大家跟老师把这两句话再来读一遍。 结束语：
T: 本节课中我们一起学习了一些副词, 以及他们的用法, 另外我们还学习了问别人做某事做得怎么样和询问别人通常做什么的句型。希望同学们课后多运用，多积累。我们下节课见。Bye-bye.
第三部分 说明
本节课以教授和操练BCD部分的单词和句子为主，首先教师帮助学生回顾了课文，根据课文旧知引入新单词的学习。在CD部分，教师根据书中已有的图片，设置场景，带领学生练习新句型，进行对话操练。最后，教师设计了一个游戏，融合整节课的内容, 让学生在玩中学, 快乐地学习英语.