英语必修五unit5教案
英语必修五unit5教案
【篇一：高中英语必修五教案unit 5】
新课标人教版英语必修5教案
unit 5 firsr aid
程洪维
1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found.
give \ offer aid援助come to one’s aid 帮助某人
cut off aid 终止援助a hearing aid 助听器
teaching aids教具medical aid医疗救护
with the aid of借助于in aid of为了帮助
he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来
the computer got damaged when we were moving.我的电脑在搬家时弄坏了。
my bike is getting repaired now.我的自行车正在修理。
my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。
peter and mary got married last year.皮特和玛丽去年接了婚。
2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
barrier 名词，屏障，障碍物，隔阂
you need to show the tickets at the barrier.你要在检票处出示你的票。
the language barrier语言的隔阂
3. burns are called first, second or third degree burns, depending on which layers on which layers of the skin are burned.
根据皮肤的组织被烧伤的层面，烧伤被划分为一度，二度或三度烧伤
depend on:依靠，依赖hisfamily depends on him.
信赖，信任we are depending on you to finesh the job by friday.
我们相信你星期五前能完成这项工作。
4. the cool water stops the burning process, prevents the pain becoming unbearable and reduces swelling.
冰水可以阻止烧伤的进程，可以防止疼痛达到难以忍受的地步，还可以防止或消除肿胀。
unbearable ：形容词，难以忍受的
the smell in the market is almost unbearble
市场的气味几乎让人难以忍受。
un-:否定前缀unforgetale un willing unlike unusual…
5. for second degree burns, keep cloths cool by putting them back in basin of cold water, squeezing them out and placing them on the burned area over and over again for about an hour until the pain is not so bad.对于二级烧伤，要保持绷带布清凉。措施有：把他们放到一盆冷水中、拧干后盖在烧伤的地方，如此反复一小时左右，直到疼痛消失。
squeeze an orange榨橘子。
those blackmailers intended to squeeze more money out of him.
那些勒索者打算向他榨取更多的钱。
i’ve told you over and over again not to do that.
我再三告诫你不要那样做。
6. john was presented with his award at a ceremony which recognized the bravery of ten people who had saved the life of another.在颁奖大会上约翰得到了奖赏，大会表彰了挽救他人生命的十人的英勇行为。
present :动词，“赠给”。
the mayor presented the prizes in person.市长亲自颁奖。
present 常用句式
when she left the company. the director presented her with a set of golf clubs.她离开公司时，董事赠给她一套高尔夫球杆。
he presented a silver cup to the winner.
他把银杯颁发给了获胜者。
7. there is no doubt that john’s quick thinking and the first aid skills he learned at school saved ms slade’s life.毫无疑问，约翰敏捷的思维和在学校所学的急救技能救了斯奈德女士的命。
doubt:n 怀疑i have no ubt at all who did it.
doubt后接whether; no doubt 后接that.
there’s no doubt whether j ohn will come.约翰是否会来很难说。
there is no doubt that the plan will succeed.毫无疑问，这计划一定会实现。
三、语法讲解：省略句的用法（ellipsis）
1. 简单句中的省略：
在对话中，交谈双方都知道谈论的对象，则可以省略句子的主语，省略主语和谓语的现象在交际用语中出现的很多。
（1）looks like rain. （2）hope to hear from you soon.
（3）sounds like a good idea.（4）beg your pardon.
（5）feeling better today ?（6）this way, please.
（7）—what does he want to eat ?—some rice and vegetables.
（8）anything i can do for you ? （9）sorry to hear that.
（10）doesn’t matter.（11）terrible weather!
（12）pity you couldn’t come.
2. 并列句中的省略：
在并列句中，相同的成分如主语，谓语，宾语等都可以省略：
（1）they learn french and we english.
（2）my father planned and built all these houses.
（3）john won the first race and jimmy the second.
（4）coral is not a plant but a variety of animal life.
3. 复合句中的省略：
定语从句：
（1）th at’s the reason he is late for the conference.
（2）i don’t like the way he talks.
状语从句：
（1）if heated, water will boil.
（2）tom was attacked by cramp while swimming across the river.
（3）we’ll go to help you if necessary.
（4）had i time, i would come.
（5）i’ll go, should it be necessary.
（6）the captain can find a boat quicker than we can.
宾语从句：如果宾语从句中的谓语部分与主句的谓语部分或上文的谓语部分相同，可将从句部分的谓语省略。
（1）we will do what we can（do）to help you.
（2）—is mr. king in his office?
—sorry, i don’t know（whether he is in his office or not）.
4. 动词不定式的省略：在动词不定式结构中，为了避免重复，常常省略不定式结构中的动词原形，只保留to。
（1）—would you like to go with us ?
—i’m glad to, but i have to finish my homework.
（2）don’t tell me the name of the sailor if you don’t want to.
（3）—have you ever been to the seaside?
—no, we can’t afford to.
在used to, ought to, have to, would like/love to, wish to, be going to等结构中，常常省略to后面的动词原形。
（1）they do not visit their parents as much as they ought to.
（2）he doesn’t get up early as he used to.
（3）i’ll hand it in if i have to.
（4）—would you like to come tonight ?
—i’d love to.
tell , warn , order , advise , ask等动词的宾语后面接动词不定式做宾语补足语时，可以省略to后面的动词原形。
（1）he wanted to swim across the river but i warned him not to.
（2）the boy wanted to play football in the street, but his mother told him not to.
省略在语言中特别是日常交际中一种普遍现象，了解常见的省略现象有助于我们准确理解句子的语境，在应试复习中要注意不定式结构的省略方式以及一些几乎形成了惯用法的省略句。同时应当在书面表达中学会恰当地使用省略，使写出的东西更加精练，干脆利索。
典型题目解析；
1. when first _____ to the market, these products enjoyed great success.
a. introducing
b. introduced
c. introduce
d. being introduced
分析：when引导的时间状语从句，如果从句的主语和主句的主语相同，且从句中谓语部分有be时，可以省略句中的主语和be，本句中when后面省略了these products were. 答案：b
2. it shames me to say it, but i told a lie when _____ at the meeting by my boss.
a. questioning
b. having questioned
c. questioned
d. to be questioned
分析：本句when后面省略了i was 答案：c
3. what surprised me was not what he said but _____ he said it.
a. the way
b. in the way that
c. in the way
d. the way which
分析：way表示：“方式”后面的定语从句由that / in which 引导或者省略关系代词，本句的定语从句he said it省略了关系代词。答案：a
4. —susan, will you please go and empty that drawer?
—______?
a. what for
b. what is it
c. how is it
d. how come
分析：第二个人不知道为什么要倒空抽屉，所以问为什么。what for （为什么）它的完整表达应是what are you going to use the empty drawer for ? 答案：a
5. i’m looking forward as much to her return as she herself to _____ me.
a. have seen
b. seeing
c. meet
d. be met
分析：本句后半部分as she herself to _____ me是as she herself is looking forward to seeing me的省略。答案：b
6. who can you turn to in time of danger, if not ______?
a. ourselves
b. ours
c. we
d. us
分析：if not ______ 是if you don’t turn to us 的省略。答案：d 7. —did you visit the museum last week ?
—no, we _____, but we spent too much time shopping.
分析句中we _____是we could have visited the museum last week.的省略形式。答案：a
8. —is your mother going to the supermarket ?
—no, ______.
a. she doesn’t
b. she’s cooking
c. she gets by bus
d. to a tailor’s shop
分析：根据对话的语境，表明：我妈妈不打算去超市，而是去裁缝铺。to a tailor’s shop
是she is going to a tailor’s shop.的省略。答案：d
9. —she may not be free today.
—_____, we’ll have to put the meeting off.
a. if may
b. if not
c. if she may not
d. if she may not be free today
分析：答语的前半部分的完整回答应是：if she is not free today. 答案：b
10. she hurriedly left the room as if __答案：d
a. she angry
b. was angry
c. it was angry
d. angry
分析：when, if. unless, while, though / although, as if/though引导的状语从句，如果从句的主语和主句的主语相同，且从句中谓语部分有be时，可以省略句中的主语和be。
【篇二：外研版必修五第5单元教案】
课题: book 5module 5 the great sports personality period 1 introductionvocabulary and speaking
time: 13 may 2015
place: class 8 senior 2
teacher: zhou yan
teachingplan
the general idea of this period
in this period we’re going to learn vocabulary and enable the students to say the people’s job and their favorite sports. and then we will finish the four activities on page 41 and practice speaking english. teaching aims
1 knowledge aims(知识目标):
①master the new words about sports;
② learn some useful phrases and sentence structures.
2 ability aims(能力目标)：
①to arouse ss’ interest in learning about this module. .
② improve ss’ ability of speaking.
3 emotion aims(情感目标)：
①love sports!
②love our motherland! teaching important points
1. train the students’ speaking ability.
2. master the new words and expressions.
teaching difficult point
how to improve the students’ speaking ability.
teaching methods
1. individual or group work.
2. explanation and practice methods. teaching aids
1. the multi-media sct
2. the blackboard
teaching procedures
step 1 leading-in
purpose: to arouse ss’ interest in learning about this module and enable them to say the people’s job and the sports they play.
show a video about yao ming and ask ss to say who the people is and which sport he plays.
step 2 new words studying
purpose: to learn more words about sports and develop ss’ speaking ability.
1. turn to p41 and check the answers of activity 1.
1
2. learn the words about sports, and check the ball games.
read through the sports in the box and have the students repeat them chorally and individually.
3. word competition
ask the students to remember these words, and then have a word competition
4. work in pairs and march the words in the box with their meanings.
step 3 speaking
purpose: to enable ss to talk about their favorite sports and to realize the importance of making connections between the ways in which words are used.
1. work in pairs. ask ss to answer the questions about their favorite sport. what is your favorite sport?
when and where do you play/do it?
how often do you play/do it?
who do you play/do with?
are you good at playing/doing…?
run through the examples with the whole class
pair the students to talk about their favorite sport.
circulate and monitor their production.
2. choose two or three groups to show their conversation. step 4 summary：
in this class we’ve learnt some useful words and expressions on sports. what’s more, we’ve got to know how to ask someone’s favorite sports. i hope you can master them after class.
step 5 homework：
1. preview what we will learn tomorrow.
2. get some information on the internet of li ning.
step 6: the design on the blackboard
module 5 the great sports personality
introduction
word competition
group 1group 2group 3group 4
2
【篇三：高二英语(必修五)unit 5 说课教案reading】
学科名称：英语
教材版本：人民教育出版社
年级：高二（上）（必修）
教学内容：英语第二册（上）（必修）
unit 5 first aid
reading dr abc
设计时段：一课时
设计思想：
英语新课程标准倡导任务型的教学模式，让学生在教师的指导下，通过感知，体验。实以形成积极的学习态度，促进语言实际运用能力的提高。相应的活动，让学生在体验中掌握语言知识，学会运用语言，由于所学内容接近生活，实用性和操作性强，布置任施紧急救护。通过实践和参与，
教学内容分析：
急救的基本常识以及急救的具体步骤（学会在1．
2．,让学生针对这些图片思考一些问题,dr abc，具体介绍急救的
dr abc：d代表danger(危险)；r代表response(反)；a呼吸道)；b 代表breathing(呼吸)；c代表circulation(血液循环)，
3．“读后”(post-reading)分三个任务。
task 1.true or false 加强对文章内容的理解；
task 2. describe pictures 加强语言知识的运用；
task 3.discussion 巩固所学知识，培养实际操作技能；
4．
教学目标:
“活动”（activity) 部分是开展一个竞赛“a first aid quiz”，并给予胜利者奖励，扩充范围，更多的学习急救知识。
根据《普通高中英语新课程标准》（实验稿）关于总目表的定位及其实现途径和目标具体描述，结合高二学生实际和教材内容，我把本课时的教学目标定为：
1．语言知识
1）掌握、理解、运用以下生词及词组：witness、panic、roll over、deal with、keep in mind、
manage、manage to等
2）正确复述急救步骤（dr abc）
2．语言技能：
读：能理解课文内容和课文结构，在阅读中运用scanning, skimming, generalization,
(tie a clean piece of cloth; call 120 ,110; use mouth to mouth method to start his breath…) → learn how to give first aid
step Ⅲ.fast reading
scan the text and divide the passage into several parts then find out the main idea for each part.
part 1(1):part 2(2):
part 3(3-4):part 4(5): part 5(6): step iv. careful reading
1. listen to the tape and then answer the questions on the screen.
1. how important is first aid?(para.1)
2. 3. what do the letters dr abc stand for?(para.3-4)
4. 5. suggested answers:
1.2.
3. d __ danger
r __ response
a __airway
b __
c __ 4. 5. 2. third,fourth,last,
___________________________________
suggested answers:
first, you should make sure that the accident scene is no longer dangerous；
second, you should try to get a response from the injured persons;
third, you should make sure that the person’s air way is clear; fourth, you should check if the person is breathing;
last, you should make sure that the person’s blood is circulating.
step v. post reading
1．true or false
1. the passage introduces the dr abc method for giving first aid.
2. most people who have witnessed accidents know how to give first aid.
3. when an accident happens, we should stay calm.
4. we should move a person to a safe place whether he is conscious or not.
5. a person will die if he or she stops breathing for five minutes.
6. after learning this text, we can do first aid correctly at once.
suggested answers: ( t f t f t f )
2. describe pictures with a sentence in the text on page 60. 3．card from the teacher to discuss.)
what should you do???
situations:
? if you cut your finger
? if you find a person bitten by a dog
? ? ? ??
stepⅥ．competition
a first aid quiz
a)
(d)
（刮）the stinger out with a credit card
b) pull the stinger out right away
c) place ice and/or a paste of baking soda and water on the sting
d) both a and c
4. the abcs of first aid are... (b)
a) airway, blood and circulation
b) airway, breathing and circulation
c) airway, bleeding and choking
d) airway, breathing and compressions
5 you touch a hot barbecue(铁架). what should you do? (a)
a) run cool water over the burned area
b) put ice on the burn
c) put butter on the burn
6. i f you are bitten by a dog, you may need... (d)
a) antibiotics(抗生素)
b) rabies(狂犬病) shots
c) a tetanus(破伤风) shot
d) all of the above
7.if you are burned in the field, you should: (d)
a) apply ice
b) break the blister(s) (水泡)
c) pull or cut away clothing around deep burns
a) leave the unconscious victim alone
b) help the victim get comfortable
c) sit the victim upright
step Ⅶ. summary
?
?
?
?
.
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英语必修5 Unit 1 Great scientists Teaching Aims Skill Goals ▲ Talk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea Key new words and expressions The First Period Reading StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? T；what contributions did they make? T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1.I lived in ancient Greek. 2.I was a mathematician. 3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1.I lived in Britain. 2.I published The Origin Of Species. 3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1.I am Englishman 2.I’ve worked in astronomy. 3.I’ve put forward a theory about black holes. Answer； Stephen Hawking 1.I was a Chinese. 2.My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth. 3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng 1.I was an American. 2.I invented electric light bulb
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/298523559.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
英语必修五unit5教案
英语必修五unit5教案 【篇一：高中英语必修五教案unit 5】 新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。
Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:
Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.
人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级：高三 课时： 1课时 任课老师：王爽 Unit 2 The United Kingdom Ⅰ. Material analysis The topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins. The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue of its history. And it also tells us about the UK’s main sights. All of these will help students know more about the UK. Ⅱ. Teaching objectives 1. Knowledge objective: to share the information about the United Kindom. 2. Ability objective: to foster students’ reading ab ility(prediction, skimming, scanning). 3. Emotion objective: to stimulate the students’interest for learning more about the UK. Ⅲ. Teaching points and teaching difficulties 1. Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s c redit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable 2. Key points: to show the position, direction and distance 3. Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones. Ⅳ. Teaching aids Text book, blackboard, pictures about the UK’s map
人教版必修五第五单元First aid (reading)阅读课教案 一．教材分析 随着现代社会日益工业化进程的加快,各种事故发生的潜在危险系数也在增加。很多时候如果我们能了解一点急救常识对于事故中的他人和自己都是非常有利的,有时候甚至能挽救宝贵的生命。这个单元是以First aid为话题,旨在通过单元教学使学生了解相关急救知识。具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。 二．学情分析 鉴于高二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，我将引导学生自主参与学习、交流合作,注重学生实际与课文主题的结合，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。实现阅读能力与表达能力的提高。 三．教学步骤 1.教学目标 (1)知识目标： A. 帮助学生掌握重点词汇及短语。 （first aid fall ill skin organ barrier essential layer poison complex variety liquid mild mildly heal electric shock swell swollen scissors unbearable watery squeeze out over and over again bandage blouse in place） B. 引导学生阅读文章，并掌握烧伤的急救方法。 (2) 能力目标： A.引导学生用不同的方法阅读文章，从而提高学生的阅读能力。 B.帮助学生了解烧伤，掌握烧伤的急救方法。 (3)情感目标： A. 激发学生对急救的兴趣，学会保护自己，并且能够在别人遇到危险时给与帮助。 B. 培养学生的合作学习能力。 2. 教学重点： A.帮助学生了解烧伤，掌握烧伤的急救方法。 B.帮助学生掌握文章的大意及细节内容。 C.培养学生的阅读能力。 3. 教学难点： A.怎样帮助提高学生的阅读能力？ B.帮助学生了解烧伤，掌握烧伤的急救方法。 4. 教学策略和方法：教学策略主要以四步教学法和任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。 A. 通过头脑风暴的练习，使学生在大脑中形成语言的输入。 B. 通过略读和查读方法训练学生的阅读能力。 C．以所学内容为基础，设计讨论话题来提高学生的说的能力，形成语言的输出。 D．以小组讨论的方式使学生积极参与到自主学习的活动中来。 5. 教学过程 第一步：目标导入(2分钟) 1.Writing the title on the board;
Unit 1 Great scientists Period 1 Warming up and reading 课时： 课型Type of Lesson: Reading 学习目标Learning aims: 1. To help students learn to describe people 2. To help students learn to read a narration about John Snow 3. To help students better u nderstand “Great scientists” 教学重点Important Points:To help students learn to read a narration about John Snow 教学难点Difficult Points:To help students learn to describe people 教学反思Teaching Re-thinking: 家庭作业Homework: 教学过程Teaching Procedures: Warming up 热身 Step I Lead in 导入 Talk about scientist. T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But f irst let’s define the word “scientist”. What is a scientist? A scientist is a person who works in science, trying to understand how the universe or other things work. Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists. Step II 头脑风暴 Ask the students to try the quiz and find out who knows the most. T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions. 1.Archimedes, Ancient Greek (287-212 BC), a mathematician. 2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species. 3. Thomas Newcomen, British (1663-1729), an inventor of steam engine. 4. Gregor Mendel, Czech, a botanist and geneticist. 5. Marie Curie, Polish and French, a chemist and physicist. 6. Thomas Edison, American, an inventor. 7. Leonardo da Vinci, Italian, an artist. 8. Sir Humphry Davy, British, an inventor and chemist.
英语必修5 Unit 1 Great scientists Teaching Aims Skill Goals ▲ T alk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea Key new words and expressions The First Period Reading StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer? S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? T；what contributions did they make? T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1.I lived in ancient Greek. 2.I was a mathematician. 3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1.I lived in Britain. 2.I published The Origin Of Species. 3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1.I am Englishman 2.I’ve worked in astronomy. 3.I’ve put forward a theory about black holes. Answer；Stephen Hawking 1.I was a Chinese. 2.My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth. 3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng 1.I was an American. 2.I invented electric light bulb
Period 2Reading The General Idea of This Period This is the second period of this unit.This period focuses on the reading passage, which is about John Snow and King Cholera.At the beginning of the period, the teacher can design some activities to draw the students’ attention to read.In order to attract the students’ attention, the teacher had better offer the students the opportunities to have a competition about some information about some scientists mentioned in the Warming up.Then the teacher can make full use of the questions in the Pre-reading.This step is designed to make for preparing for understanding the passage. Reading skills are very important for senior students.For the first reading, we intend to cultivate Ss’ skimming ability and scanning ab ility.First ask the students to scan it and tick out what...are mentioned in the passage.Then let the students read fast to find out the main idea of each paragraph.In order to stimulate Ss to take part in the class activity more actively, the teacher can organize a group competition to see which group can finish the task fastest and best.For the second reading, the students are expected to know some details about the https://www.doczj.com/doc/298523559.html,ter on, the teacher will present some questions for the students to answer and at the same time they are asked to finish filling in the chart.The third time is to read for further information.This part is designed to get Ss into the habit of reading a passage as a whole, that is, to get the general idea.Another purpose of this part is to ask Ss to pay attention to the details. To develop Ss’ further understanding ability, the teacher can design some questions, whose answers are beyond lines.So the teacher will help them to read between the lines, thus Ss can gradually get the ability to understand the implied meanings.In this step, the teacher asks Ss to read it again in order to make them think about the organization of the whole passage, and this method can help them not only in their understanding this passage but also in writing a short passage. To consolidate the content of the passage, Ss are required to retell it according to the main idea.In order to arouse the Ss’ interest; the teacher can hold a competition between groups.After the students understand the whole passage, they are asked to have a topic discussion. Teaching Important Points Have a good understanding of the text by doing the exercises. Get the students to learn different reading skills, especially gist reading and comprehending beyond lines. Teaching Difficulties Know the meanings between lines and beyond lines. Learn different reading skills for different reading purposes. Teaching Aids Multi-media classroom and other normal teaching tools. Three Dimensional Teaching Aims Knowledge Aim Have a good understanding of the text through the exercises. Ability Aims Grasp some reading skills. Develop the ability to describe some famous scientists. Emotional Aims
Unit1Great scientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie b lack holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Careful reading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions. (1)Fill in the blank with a proper word. First he marked on a map the exact places /() all the dead people had lived. (2)Replace the sentence with one that has the same meaning from the text. It seemed that the water should be blamed. (3)Read Paragraph 5 and answer the following questions.