中职英语第四册Unit 5 are IQ test intelligent - 图文

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 Unit5 Are IQ Tests Intelligent? 课 型 时 间 年 月 日 教学 目标 1. Get to know some intelligent people. 2. Learn some useful new words and expressions. 3. Master the express about complaint. 4.Identification the keywords in the listening. 教学设想 1. Guide students to guess the answer before listening . 2. Students will be able to get information and take notes while listening. 重点 3. Students will be able to learn and use the expressions of apologize and excuse. 1. Students will be able to understand listening materials with various English 难点 accents. 2. Apply what has been learnt in the real life situation. 教法学法 教学手段 Task-Based Teaching Method A multi-media computer 个性化 修改 教 学 程 序 与 策 略 Step 1: Warming up 1.Match the famous people with their names. Einstein Confucius 签发人： 1 签发时间： 年 月 日

Newton Darwin Hawking Zhang Heng Let the students talk about the high intelligence people, introduce the famous people to the student.. 2.Look at the following qualities. Tick the ones that you think will help people become more intelligent. ( ) Being able to adapt to changes. ( ) Being able to learn things quickly. ( ) Being able to think and reason independently. ( ) Being able to understand relationships. ( ) Being able to find specific information effectively. ( ) Being able to have original and productive thoughts. ( ) Being able to ask for help. ( ) Being able to get on well with others. Step 2: Listening and speaking A. He is a total airhead 1. Listen to the conversation and tick the best representation of Matt. 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: The boy in the middle. 签发人： 2 签发时间： 年 月 日

2. Listen again and categorize the following expressions as approval or disapproval. a. He’s a total airhead. b. That guy is so dense! c. Matt was always considered a gifted child. d. He seemed bright and perceptive. e. He’d go far. f. He’s not all there. Key: Approval: c, d, e Disapproval: a, b, f 3. Listen again and tick true or false. (1). Andre and Matt are lab partners.( T ) (2). Andre’s Mum believes that Matt is a smart kid.( T ) (3). Andres agrees that matt is gifted.( F ) (4). Andre’s Mum believes Andre can’t do well without Matt.( F ) B. I’d love to, but… 4.Listen to the conversations and find out what excuse is given in each one. 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.Complete the conversations with sentences in the box. Listen and check the answer. Then practise the conversations with a partner. 适当讲解和补充相关表达方式，如Your watch must be fast. My alarm clock failed this morning.等。学生做完后，两人一组，不看书的情况下，复述对话。 Key:(1)I’d love to, but I have to help my room-mate. (2)I completely forgot to bring it today. (3)I had an emergency. I got stuck in traffic. 6.Work with a partner. Role-play the following situations. Use the conversation strategy in Activity5. 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busy with homework, caught in a traffic jam等。 Situation1:Your friend invites you to a movie, but you can’t go. Speak with your friend and make an excuse. Situatin2: You’re late for a job interview. You have to explain to the interviewer why you’re late. Step 3 :Important words and expressions airhead n.傻瓜 dense adj. 愚笨的 perceptive adj. 理解力强的 intelligence n. 智力 affect v. 影响 flood n. 水灾 get stuck with 与不喜欢的------在一起 go far 成功，大有前途 all there 头脑正常的 depend on/upon 取决于 shape up 改进，好好干 you know 你知道的 get around 各处走动 rush hour 交通高峰时间 Important Sentences: I can’t believe I got stuck with Matt as my lab partner in school. Matt was always considered a gifted child. 签发人： 3 签发时间： 年 月 日

Every time I look over at him in class, he’s staring off into space. I wouldn’t bet on it! I’d love to, but I have to help my room-mate. I’ve been waiting for you all morning. I thought you were going to --- I had an emergency. Step 4: Homework: 2. Preview the Speaking. 1. Finish off the Workbook exercises. 3.Copy the new words three times. 教后 反思

签发人： 4 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 3 至 4 课时 总 课时 课 题 Unit5 Are IQ Tests 课 型 Intelligent? 时 间 年 月 日 教学 目标 1. Students will be able to learn some useful new words and expressions in this part. 2. Students will be able to read passage A. 3. Guide students to learn how to use different reading skills such as skimming, scanning, guessing the meaning in the context, predicting and so on. 4. Students will be able to learn to how to summary. 5. Students will be able to summary a passage with their own words. 6. Develop students’ sense of group cooperation and teamwork. 教学设1. Enable students to learn to use reading strategies such as skimming, 重点 scanning, and so on. 2. Let students read and understand the text. 1. Enable students to learn to use reading strategies such as skimming, scanning, 难点 and so on. 2. Solve the problem in daily life. 教法想 学法 教学手段 Reading, listening and speaking Computer 个性化修教 学 程 序 与 策 略 改 Step 1: Revision 1. Check the homework exercises. 2. Ask some pairs of students to come to the front and act out their dialogues. Step 2: Reading Passage A Are IQ Tests Intelligence? New words and expressions: score n. 分数 v. 得分 judge v.判断 progress v.进步 permit v. 许可 circumstance n. 环境 expose v. 暴露 measure v. 估量 lack v. 缺乏 concern n. 担心 confident adj. 有信心的 oppose v. 反对 label n. 标签 assign v. 分配 criticism n. 批评 function n. 功能 incapable adj. 没有能力的 wire v. 在??里装电线 dismiss v. 不考虑，不理会 vary v. 变化 unacceptable adj. 不能接签发人： 5 签发时间： 年 月 日

受的 raise v. 引起 issue n. 争论点 keep sb. From doing sth. 妨碍，阻止某人做某事 to some degree 在某种程度上 as a consequence 结果 end up doing sth. 以做??而告终 be fated to do sth. 注定做某事 what if 要是??会怎样 It’s quite possible??很可能 take over 接管 Step 3：While reading 1.Read passage A and match the main ideas with the four paragraphs Key: Paragraph 1:The creation of IQ tests Paragraph 2:Common use of IQ tests Paragraph 3:Limitations of IQ tests Paragraph 4:Attitudes towards the use of IQ tests 2.Read passage A again and tick true or false Key:(1)F (2)T (3)F (4)T 3. Discuss in groups: How should we look upon IQ tests? Divide the students into several groups, have a discussion about the role of IQ testing. Step 4.Language points 1.judge v.判断 We should judge a person objectively and in an all-round way. 评价 一个人，要客观，全面。 n.法官，裁判员 The judge refused to respond to the report. 法官拒绝对报道作出回应。 2.permit v.许可 Dogs are not permitted in this park. 不得携狗进入公园。 permit n. 许可，通行证 work permit 工作许可 exit permit 出境许可 entry permit 入境许可 3.keep sb. from doing sth. 阻止/妨碍某人做某事 Can you keep your kids from treading on my lawn? 能让你的孩子不踩我家的草坪吗？ keep sth. from sb.将某事瞒着某人 She kept the truth from her husband. 她向她丈夫隐瞒了真相。 4.measure v.估量 The traditional exams cannot measure a students’ performance accurately. 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 We should take measures immediately to deal with water pollution. 我们应该马上采取措施治理水污染。 v.测量，计量 We need to measure the length of the window for new curtains. 我们需要测量窗户的长度，以便安装新窗帘。 签发人： 6 签发时间： 年 月 日

5.to some degree 在某种程度上 To some degree, being online has become part of our daily life. 从某种程度上说，上网已经成为我们日常生活中的一部分。 to a large degree 在很大程度上 to a certain degree 在一定程度上 6.vary v.变化，不同 （1）The students’work varies in quality. 学生作业的质量参差不齐。 （2）vary with 随着??变化而不同 Wedding customs vary with different religions and cultures. 婚礼习俗随宗教和文化的不同而不同。 （3）vary from?to 在两者之间变化 Cherries vary in colour from almost black to yellow. 樱桃的颜色从近乎黑色到黄色，变化丰富。 7.confident adj. 有信心的，确信的 I’m quite confident he won’t lie to me. 我很有信心他不会对我撒谎。 Confidential adj.机密的，秘密的 8. label n.标签 Read the label before you throw the sweater in washing machine. 把毛衣扔进洗衣机前先看一看洗唛。 9.as a consequence 因此，结果 As a consequence, she became suspicious. 这么一来，她变得疑心重重。 as a result用法与 as a consequence一致 10.end up 以??而告终；结果变成 end up后接形容词、介宾短语或动词现在分词。 We wanted our 11-year-old son to learn something from the trip,but we only ended up exhausted. 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。 If you keep doing this, you’ll end up in jail. 如果你继续这样的话，最终你会进监狱的。 Every time they had an issue, they ended up shouting at each other. 他们之间一有问题，最终总是以吵架收场。 Step5. Homework 1. Read the passage and go over some points. 2. Preview Grammar. 3.Copy new words and phrases 教后 反思

江苏省中等专业学校

集体备课电子教案

签发人： 7 签发时间： 年 月 日

备课组 课时安排 课 题 英语组 主备人 执教人 第 5 至 6 课时 总 课时 Unit5 Are IQ Tests Intelligent? 课 型 时 间 年 月 日 教学 目标 Knowledge Aims: 1. Ss will be master the new words and expressions. 2. Ss will be able to grasp the main idea of the passage. 3. Ss will be able to tell the facts from the opinions. Ability Aims: 1. Ss will be able to get key information from the passage and do exercises; improve ability of skimming. 2. The Ss’ ability of reading comprehension will be improved. 3. Ss will be able to support their opinions with more facts and details. 1. Guide students to guess the meaning of the passage before reading. 2. Students will be able to get information while reading. Enable students to learn to use reading strategies such as skimming, scanning, and so on. 教学设想 重点 难点 教法学法 Listening and speaking, Group-work , Discussion 教学手段 Textbook, multimedia, teacher’s book, workbook 教 学 程 序 与 策 略 个性化修改 Step1 Revision 1. Check the homework exercises. 2. Read the words and phrases Step2. Lead- in. Look at the picture on page 77 and guess what the square thing in the brain is? Step 3. Reading and Writing. 1.New words and expressions. First let Ss read the words themselves, then read after the teacher. Last the teacher explain the words. 2. While-reading 1). Listen to the tape and pay attention to some pronunciation of some new words. 2).Lead students to read the passage and ask students some information about Wiring the Brain. 3).Read the passage again carefully and do Activities. 签发人： 8 签发时间： 年 月 日

Step3. Activities Activity 5: Read passage B and tick whether the following statements are facts and opinions. Activity 6: Read passage B again and try to find out the author’s attitude to the application of the chip? Activity 7: Read the following passage and find out the six ways to boost your brain power. Activity 8: Tick the better summary for the passage in Activity 7. Activity 9: Write a how-to passage. Choose a topic from the list given below or find a topic of your own. Then give detailed suggestions and explanations. Have a check. Step4. Post-reading (1).Review new words and phrases (2).Review some basic sentence patterns the passage. Step 5. Summary and homework. (1).Copy new words and phrases (2).Read the passage and see if there is something difficult. (3).Try to understand the passage in detail. 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 签发人： 9 签发时间： 年 月 日

课 题 Unit5 Are IQ Tests Intelligence? 课 型 时 间 年 月 日 Knowledge Aims: Ss will be able to master the usage of the Object Clause. 教学 目标 Ability Aims: Ss will be able to use the Object Clause. Moral Aims： Develop the students’ self-confidence to learn English grammar. 重点 教学设想 难点 教法学法 教学手段 Ss will be able to master the usage of the Object Clauses. Ss will be able to use the Object Clause. Task-Based Teaching Method; Group Cooperation; Textbook, multimedia, teacher’s book, workbook 个性化教 学 程 序 与 策 略 修改 Step 1. Revision （1） Ask some students to read the passage. （2） Review some points in the passage. （3） Dictate some words and phrases. Ss try to rewrite the words and phrases from memory Step 2. Lead-in. Do you know Object in English? Think about the question actively. Step 3. Grammar I. Explanation. 1) Explain what the Object Clause is. 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) Show Ss the usage of the Object Clause. 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。 He said he was good at drawing. (动词宾语) 签发人： 10 签发时间： 年 月 日

He asks him how long Mike has been down . (动词宾语) Miss Zhang is angry at what you said. (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。 She told me (that) she would like to go with us. (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 I wonder if /whether u have told the new to Li Lei . 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if We are talking about whether we'll go on the pinic. b. 引导词与动词不定式或 not 连用时， 只用whether. Please let me know what to do next. Could you tell me whether u go or not? 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。 Could you tell me what's the matter\\wrong with you? 特殊情况：：当do you think后接特殊疑问句转化成宾语从句时，句式结构应为引导词＋do you think＋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： Do you know（if/whether he has seen the film）? b.当主句是一般过去时，从句要用过去时的相应时态。例如： I didn't know （if/whether he had seen the film.） 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： He said （that the earth moves round the sun.） The teacher told us （that light travels much faster than sound.） 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： “May I use your knife？”He asked me. →He asked me if he might use my knife. “Do you know her telephone number？”He asked me. →He asked me if I know her telephone number. 签发人： 11 签发时间： 年 月 日

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： Who will give us a talk? I don’t know. →I don’t know who will give us a talk. Do you know？Where does he live? →Do you know where he lives? 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： She agreed that she could help me with my maths. →She agreed to help me with my maths. 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： I don't know which sweater I should buy.→I don't know which sweater to buy. 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：→Could you tell me how to get to the park? 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： She found that the wallet lay/was lying on the ground. →She found the wallet lie/lying on the ground. Step4. Exercises. Activity : Do the exercises in the textbook. Step 5. Summary and homework. Ⅰ. Do the exercises on the workbook. Ⅱ. Preview “Real Life Skills” 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 8 至 课时 总 课时 课 题 Unit5 Are IQ 课 型 new 时 间 年 月 日 签发人： 12 签发时间： 年 月 日 Tests Intelligence? Real Life Skills 教学 目标 【Knowledge】 Really life skills 【Ability】 Improve students’ ability of writing. Be aware of the practical function of learning English 【Emotion】Make Ss learn to be concentration and recall. 1. Develop students’ speaking and writing abilities. 重点 教学设想 难点 教法学法 教学手段 2.Arouse Ss’ interest to do IQ Tests 1.Ss think of the question actively. 2. How to improve students’ writing ability. Thinking,group-work Computer 个性化修教 学 程 序 与 策 略 改 Step 1.Revision 1. Review some points in Grammar 2. Dictate some words and phrases. Step 2. Lead-in Ask the students a question “Are you interested in IQ Tests and do you want to do IQ Tests? Step 3. Real Life Skills. 1. Activity 1: Which diagram results from holding the diagram on the left? 2. Activity 2: Pick the piece that’s missing from the diagram below. .3. Activity 3: Which number should be excluded from the table? 4. Activity 4: Which number should come next in the series? 5. Activity 5: What is the next item in this sequence? 6. Activity 6: What is the next item in this sequence? 7. Activity 7: What is the next item in this sequence? Step 4. Wrap-up Ask the students to share their answers and have discussions when necessary. Step 5 Exercises book. 1.Finish the exercises on workbooks. 签发人： 13 签发时间： 年 月 日 2.Have a check. Step 6. Summary and Homework: 1.Finish the exercises on the exercises book 2.Review Unit 5 3. Preview Unit 6 教后 反思

签发人： 14 签发时间： 年 月 日

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