人教版高中英语必修5精品教案
Unit 1 Great Scientists
Teaching Goals:
1. Enable the Ss to familiar with some famous scientists and their contributions.
2. Enable the Ss to learn how to organize a scientific research.
3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .
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.
2.Discussion methods to make the Ss understand what they‘ve learned in class.
3.Pair work of group to get every student to take part in the teaching-and-learning activities.
https://www.doczj.com/doc/453874055.html,petition and role-play method to arouse the Ss‘ interest
Teaching process:
Period 1 Word study, Warming up, pre-reading
Pre-class task:
1. Preview new vocabulary of Unit 1, and especially pay attention to the pronunciation of the new word
2. Finish the quiz in Warming up( p1) in groups of four by referring to books or surfing the net.
Step 1 Learning Goals
Get Ss to go through the summing up form on p 8 in order to have a general idea of the learning goals of Unit 1
Step 2 Word Study
1. (Pair work) Get Ss to learn the new words and phrases on p92 within 3 mins, by reading them aloud to each other to make sure that they can pronounce the words correctly---- Get Ss to read aloud the words in pairs by turns, e.g. 1 pairs read 4 words then go to next pair
2. Practice Use the correct form of the words to fill in the blanks.
n. v. adj.
infection Infect Infectious
examination=exam examine X
science /scientist X scientific
conclusion conclude X
analysis analyse X
defeat defeat X
value Value(估价，评价) valuable
instructor/instruction instruct Instructive(有益的，教育性的)
contribution /contributor contribute contributive
creation create creative
calculation calculate X
movement move movable
completion complete completive(完成的，完全的)
enthusiasm X enthusiastic
Step 3. Warming up (Group competition and introduce the great scientists)
1.Check the answers to the quiz to find out which group know the most .
2.Introduce the great scientists.
1) Archimedes (287—212 BC) Ancient Greek. He was a mathematician. He found that if you put an object into water the water pushes the object up. It rises and partly floats.
―Give me a place to stand on, and I can move the earth.‖ ----Archimedes
2) Charlie Darwin(1808-1882) British naturalist. The Origin of Species was published in 1859. It explained how plants and animals had changed over time to fit in with a changing environment. His book showed that people had developed from apes.
3) Gregor Mendel(1822—1884) Czech. The father of genetic. He grew pea plants and developed ideas on heredity (遗传) and inherited characteristics. Between 1856—1863 he grew 28,000 pea plants. He examined seven kinds of seed and plant characteristics and developed some laws of inheritance.
4) Marie Curie ( Polish ) (1867-1934) was born in Poland, moved to Paris and studied chemistry and physics there. She married Pierre Curie and together they studied radioactive materials and discovered radium. In 1911 she received the Nobel Prize in Chemistry. Her death in 1934 was almost certainly due to radiation in her work.
5) Thomas Edison(1847----1931) He was already an inventor of other electrical devices (phonograph, electric light bulb) when in 1882 he designed a system for providing New York with electricity from a central power station. This was a tremendous achievement, which had previously been thought impossible.
6) Leonardo da Vinci (Italian) (1452-1519)He was a famous Italian artist whose skill for showing human skin tones made his paintings seem to come alive. He used to study dead people in order to make his paintings as accurate as possible. Some of his famous paintings include “The Adoration of the Magi”and the “The Last Supper”. Later in his life he lived in France where he designed a submarine (潜水艇) and a flying machine.
7) British. He did research into different gases and discovered the medical value of nitrous oxide (laughing gas) as an anaesthetic.(麻醉药) In 1815 he developed a safety lamp for miners.
8) Zhang Heng ,Chinese( 78-----139) He invented the first seismograph to indicate in the direction of an earthquake. It was in the shape of a cylinder with eight dragonheads round the top, each with a ball in its mouth. Around the bottom were eight frogs directly under a dragon’s head. When an earthquake occurred, a ball fell out of the dragon’s mouth, making a noise.
9) Stephen Hawking,British(1942--- ) He has worked in astronomy and studied black holes in space. He has shown that black holes do not only absorb everything around them but, from time to time, throw out matter as well. This may mark the beginning of new galaxies. This is an advance on the old theory which said that black holes “eat”everything they come across.
Step 4 Pre-reading
1. (Pair work) What five most important qualities do you think a scientist should have? Give reasons.
clever/talented strict patient creative determined/strong-willed positive honest energetic intelligent/hard-working ambitious careful co-operative confident brave
2. (Group work) Ex2, p1
Do you know how to prove a new idea in scientific research? Discuss in groups the stages in examining a new scientific idea. What order would you put them in?
8)Draw a conclusion 3)Think of a method 4)Collect results 5)Make up a question
1)Find a problem 5)Analyse the results 6)find supporting evidence 7)Repeat if necessary
Step 5. Summary
Seeing much, suffering much, and studying much are three pillars (支柱，要素) of learning.
learning without thought is a labour lost; thought without learning is perilous(危险的)
3. To know the disease is half the cure. 找出病根等于医治了一半。
Step 6 Homework
1. Preview the reading passage John Snow Defeats ―King Cholera‖(p2)
2. Speaking task (p46) write some key words to the Qs to help your talk on your book and prepare to introduce the scientist you admire most to the class
3. Read notes ①--⑨to Unit 1, p76-77
4. Listening exercise P41,Ex 1&2
Period 2 Fast Reading (P2)
Step 1 Homework checking p41 Listening
Step 2 Lead in
1.Invite 2-3 Ss to introduce the scientists they admire most to the class
2. Background introduction to John Snow
John Snow (1813-1858) was born and worked as a doctor in Great Britain. He was originally an anesthetist(麻醉师).He was so famous that he became the doctor for Queen Victoria at the births of her many children.Four outbreaks of cholera in the 1830s and 1840s killed many people in England. In 1854, the most terrible outbreak of cholera which ever occurred in the kingdom began. It was so violent and sudden that 127people died in the first three days.
3.Give information of the deadly disease cholera
1) What infectious diseases do you know? (AIDS, SARS, Bird Flu, grippe，pig-borne disease 猪链球菌)
2) What kind of disease is it ?
Name cholera
Symptom(症状) severe vomit (呕吐) and diarrhoea (腹泻)
Aftereffect(后果) die quickly from a loss of liquid
Step 3 Fast Reading：
Read the text quickly and find out the answers to these two questions and the main idea of each paragraph. 1）What was the cause of this disease ? 2)How did John Snow find it out?
Para 1: the problem Para 2: the cause----two theories Para 3: the method
Para 4: the discovery Para 5: the result and conclusion Para 6: the suggestion
Show pictures of water pump and teach handle
Careful reading: Read the text carefully and fill in the chart (Ex 1, p3)
Step 4 Discussion
1. (Group work) Discuss how John Snow investigate cholera. Put the stages in examining the disease in the right order.
Para. Stages in an experiment Examples in this investigation
1 Find a problem What cause colera?
2 Make up a question Which theory is correct?
3 Think of a method Collect data on those who were ill or died and where to get water
4 Collect results Plot information on a map to find out where people die or didn‘tdie
5 Analyse results Analyse the water to see if that was the cause of the illness
6 Repeat if neccessary Find out evidence to confirm you conclusion
7 Draw a conclusion The water is to blame
2. P3, Ex2, Q3: Do you think John Snow would have solved this problem without the map? Give your reasons.
Step VI. Homework
1)Finish P4, Ex 1,2(on SB) Ex3 make sentences on exercisebook (make one‘s way to, make up one‘s mind, make sure, make room for)
2)Find out the phrases according to the Chinese (part 1 on the paper for language points)
3)Retell the story John Snow Defeats ―King Cholera‖ by following the 7 steps on p1
4. Read notes to Unit 1, p78-79, find out some difficult points while reading the text
Period 3
1.Learn expressions & phrases
https://www.doczj.com/doc/453874055.html,nguage points ：Difficult and Important Points:
1）Language points 2）The usage of ―suggest & in addition‖
Teaching Methods: Presentation & Practice
Teaching Procedures:
Step I Homework checking.
Step II. Expressions & phrases
1.know about… 了解……的情况
2.lift up 举起;抬起;提升
3.steam engine 蒸汽机
4.physical characteristic 人体的特征
5.put forward a theory about black holes
提出一个有关黑洞的理论
6. infectious disease 传染性的疾病
7. in scientific research 在科学研究上
8. examine a new scientific idea
验证一个新的科学思想
9. draw a conclusion 得出结论
10. analyze the results 分析结果
11. a well-known doctor 一个著名的医生
12. ordinary people 百姓;普通人
13. expose (…)to sth. 暴露(…..)在……中
14. the most deadly disease 最致命的疾病
15. terrified people 被吓坏的人们
16. get interested in sth./doing sth.对…产生兴趣
17. absorb sth. into… 把….吸收入….
18. gather the information 收集信息
19. determine to do sth. 决心干某事
20. a valuable clue 一条珍贵的线索
21. the water pump 水泵
22. in add ition (to…) 除..…之外还有…
23. link … to … 将…和…联系起来
(be linked to…)
24. have it delivered (have sth. done) 叫某人送东西
25. die of… 死于…
26. announce with certainty 肯定地宣布
27. polluted water 被污染的水
28. prevent sb. from doing sth.阻止某人干某事
29. deal with… 处理……
30. solve the problem 解决难题Expressions & Phrases (2)
https://www.doczj.com/doc/453874055.html,e to an end 到了尽头
2.find the cause of this illness 找出疾病的起因
3.look into… 调查……
4.apart from…除…之外;此外(=except for…)
5.prepare for… 预备好….
6.be strict with sb. 对某人严格要求
7.a revolutionary theory 一个革命性的理论
8.lead to… 通向…. ;导致… (注意:to为介词)
9.make sense 有意义
10. at times =sometimes 有时候
11. contribute to sth. 有助于;促进
12. encourage sb. to do sth. 鼓励某人做某事
13. point of view 观点
14. living conditions 居住条件
15. break… in/into pieces 把…摔成碎块
16. be devoted to sth./sb.专致于.; 关心;挚爱…
17. devote one‘s life to doing sth. 献身于…..
18. curved line 曲线
19. achieve great success 取得巨大的成功
Step IV. Language Points 1.discover & invent
discover v. ― 发现‖被探索或被揭示的事物早已客观存在着.
Eg. 1)Columbus discovered America in 1492.哥伦布于1492年发现了美洲.
2)Who discovered radium? 谁发现了镭?
invent v. ―发明‖,指的是发明原先不存在的东西.
Eg.Who invented the steam engine? 谁发明了蒸汽机?
2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?
the way of doing sth.= the way to do sth … ―做…..的方法‖
She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.
the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.
Eg.I don‘t like the way (that / in which) you speak to your father.
我不喜欢你跟你父亲讲话的方式.
与way相关的短语:
by the way 顺便说by way of … 通过……的方法，经，由
lose one‘s way 迷路no way (俚语) 没门,别想
feel one‘s way 摸黑走,谨慎从事on one‘s way to…在去…的路上
in this way=by this means=with this method用这种方法
3.Who put forward a theory about black holes?谁提出了黑洞的理论?
put forward
(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)
(2)推荐某人或自己任职位;提名
Eg.May I put your name forward as our monitor? 我能否提名你当我们的班长?
put away 抛弃;舍弃put down 写下来;记入名单;
put on 穿上;戴上;增加put off 耽误;延期
put out 熄灭(灯);扑灭(火) put up 建立;建造put up with… 忍受……
?You c an take anything from the shelf and read, but please ______ the books when you‘ve finished with them.
A. put on
B. put down
C. put back
D. put off
4.This was the most deadly disease of its day.
die (v.) dead (adj.) death (n.) deadly (adj.)
adj. (1).dangerous; likely to cause death 危险的;致命的 a deadly disease/weapon
(2). highly effective against sth. or sb不强有力的;致命的 a deadly remark 击中要害的评论
(3)aiming to kill or destroy意在杀死的;不共戴天的: a deadly enemy不共戴天的敌人adv. (1). Very极度;非常;十分: deadly serious 十分认真
(2). like death 死一般地: deadly pale 死一般苍白
5.But he became inspired when he thought about helping ordinary people exposed to cholera.
expose在句中是过去分词作后置定语,表示被动.意为―患霍乱的‖.
如:The book written by Luxun is very popular.
expose v.
(1)to make visible 暴露―expose ….to….‖eg.He exposes his skin to the sun. 他把皮肤暴露在阳光下.
(2)t o reveal the guilt or wrong doing of …揭露;揭发eg.He exposed their plot.他揭穿了他们的阴谋.
I threatened to expose him ( to the police).我威胁要(向警察)揭发他.
expose to 使易受,使受expose a fraud 揭穿骗局
expose sth. to the light of day 把某事暴露于光天化日之下
6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大
批惊慌的老百姓病死.
every time是连词,引导时间状语从句,意为―每次,每当‖,如:
Every time I meet him, I always think of the things happened between us.
每次见到他,我就想起发生在我们之间的事情.
immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为―一……就……‖, eg. 1)I will give the letter to him immediately I see him.我一见到他就把这封信给他.
2)I came directly I got your letter.我一接到你的信就来了.
7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)
8.absorb v. 吸收(液体);承受;承担(费用等)
Eg.1)Use the cloth to absorb the spilled ink. 吸干撒的墨水
2)We will not absorb these charges.我们不能承担这些费用.
absorb…in/by..吸引.注意
eg.I was absorbed in a book and didn‘t hear you call.专心看书
absorb…into…吸收…
eg.The big company has gradually absorbed these small companies into its own organization.
这家大公司逐渐将这些小的公司吞并了。
9.valuable
(1) adj. worth a lot of money值钱的;贵重的;有价值的
a valuable diamond 贵重的宝石valuable information 重大的消息
(2) n. (常用复数形式) sth. that worth lots of money贵重物品
Eg. Mary kept her valuables in a safe. 玛丽把她的贵重的东西藏在保险箱里.
10.in addition adv. as well as 另外
Eg.1) In addition, the course also produces practical experience. 此外,这门功课还提供了实践的基础. 2) A number of people came to the zoo in addition to Peter and Paul. 彼得和保尔以外,还有许多别的人来到动物园.
Step V. Practice
Finish the exercises on P4 & P42.P43 Ex.3.4.5.
Step VI Homework Assignment
2. Ss raise Qs on some difficult points they found while reading the text
Deal with the Language points exercises with the help of the notes on the paper
Step 3 Homework
1. Finish P42, Ex 1, P43, Ex 3, 4, P44,Ex 1
2. Finish P4, ―Discovering useful structures‖ Ex1 (explain)
3. Preview the notes of Grammar on the paper for language points
4. Review the words for tomorrow‘s dictation.
Period 4
Step1 Dictation
Step 2 Homework checking
P42, Ex 1, P43, Ex 3, P44 Ex1
Step 3 Grammar
1. Look at the sentences carefully. Pick out the attributes& predicative of the sentences. Give reasons for why you divide them into these groups.
1) I was angry with him for keeping me waiting so long.
2) She is a beautiful young lady.
3) He got worried about losing the money.
4) Sally was so excited at the good news.
5) So many thousands of terrified people died.
2. Discovering Useful Structures ( P4 )
(1).Find more examples in the reading passage where the past participle is used as attribute and predicative.
1) Doctor John Snow was a well-known doctor in London. (attribute)
2) John Snow told the astonished people in Broad Street. (attribute)
3) He got interested in the two theories.(predicative)
4) Neither its cause, nor its cure was understood. (predicative)
(2).Teach how past participle used 过去分词(The past participle)用法总结
1.作表语: 1）The cup is broken. 2)The door remains locked.门仍然锁着。
3)She looked disappointed. 她显得很失望。4)He was terrified at seeing this.
5)People from all countries are respected and different views and opinions are tolerated.
2.作定语：1）Polluted air and water are harmful to people‘s heal th.
2）A broken cup is lying on the ground.
3）This is one of the houses built last year. =which was built last year.
4）I want to write about people addicted to drugs.
5）TV programmes and printed articles help people in other countries learn about China and the Chinese people.
3.作宾语补足语：可以带过去分词作宾语补足语的动词有：
1）see, hear, find ,feel, think, 等表示感觉和心理状态的动词
1）He found his hometown greatly changed when he came back from abroad.
2）He once heard the song sung in German.
3）Every thought the match lost.
4）Frnk Lloyd Wright found himself inspired by Japanese seashells.
2) make, get, have, keep 等表示“致使”意义的动词：
1. He‘s going to have his hair cut.
2. She had her foot injured in the fall.
3. When you talk, you have to at least make yourself understood.
4. Please keep us informed of the latest developments. ( 请让我们了解最新的发展情况。)
5. Every great culture in the past had its own ideas of beauty expressed in art and architecture.
3）表示“希望”“要求”等意义的动词：
1）He won‘t like such questions (to be ) discussed at the m eeting .
2）I want this letter (to be ) typed now.
3）They ordered the film banned.（禁演）
4）They want their buildings constructed in a way to look unnatural.
4.作状语：
The trainer appeared, followed by six little dogs.
Once seen, it can never be forgotten. =Once it is seen,
Seen from the hill, the park looks very beautiful = When it is seen from the hill,
Given more time, we could do it much better. = If we were given more time,
Once published,(=Once it was published,) his work became famous for the absence of rhyme at the end of each line.
Fold in this pocket, (=As it was fold in this pocket,)the letter wasn‘t found until twenty years later.
(3) Finish Ex 2 on P 5 ―Complete the table with phrases that have the same meaning‖(in halves, Ss should
finish half of the exercises and listen to the others for the answers to the rest exercises)
(4) Exercises
Period 5
Step 1. Warming up
1.Get 1-2 Ss to report to the class information of Copernicus
( Who is he? What achievement did he make? When? …)
2. Background Supplementary: Background
Nicolaus Copernicus was a Polish astronomer (1473-1543). Born in Torun, he began his university studies in Krakow in 1491, where he studied canon law and Latin and Greek classics. However he also had an interest in mathematics and astronomy. After obtaining his degree of Doctor of Canon Law (教会法规博士学位)in Italy in 1503, Copernicus returned home to Warmia in Poland to serve as Canon (=priest) .
In 1530, Copernicus completed his great work De Revolutionibus (《天体运行论》).Copernicus knew that these findings would lead him into trouble with the Roman Catholic Church (罗马天主教教徒), so he was in no hurry to publish his theory. He only published it as he lay dying in 1543.
Though Copernicus did not live to hear of its extraordinary impact, the book which first suggested that the Sun, not the Earth, is the centre of the universe is now recognized as one of the most influential scientific works of all time.
3 Get Ss to give the names of the nine planets of the solar system .
Mercury Venus Earth Mars Jupiter Saturn Uranus Neptune Pluto
Can you use a good method to memorize them ?
My Very Easy Method: Just Set Up Nine Planets
Step 2 Reading ----Copernicus‘ Revolutionary Theory (P6-7)
1. Fast reading: Listen to the tape, and find out the answers to the questions.
1). What did Copernicus think was the center of the solar system?
2). When did Copernicus publish his theory?
3) Why didn‘t Copernicus publish his theory before he died?
2. Reading comprehension
P7. https://www.doczj.com/doc/453874055.html,e the reading to help you draw the two theories of the universe.
Before Copernicus‘ theory
A diagram showing the solar system with the earth at its centre
Showing Copernicus‘ theory
A diagram showing the solar system with the sun at its center
Step 3. Homework
1 Revise the composition and hand it in tomorrow.
2 Revise the language points for tomorrow‘s quiz.
Period 6 Exercises & Summary
Unit 2 The United Kingdom
Teaching Goals:
1. Get the students to know the information about the United Kingdom.
2. Encourage the students to talk out what they know about the UK and Ireland.
3. Help the students learn to get information by listening.
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/453874055.html,petition and role-play method to arouse the Ss‘ interest
Teaching procedures
Period 1
Step 1. New words study.
Get Ss read the new words from P93-94 by themselves.
Ss read the new words together.
T correct some mis-pronounciation for the students.
Step 2 Introduction of the UK.
Area: 244,820sq.km.
Population: 59,113,439
Languages: English, Kymric, Gaelic
Religion: Catholicism
Composing countries: England Wales Scotland Northern Ireland
Capitals: London Cardiff Edinburgh Belfast
Step 3. Warming up.: Ss compete in answering the questions as quickly as possible.
Step 4 Pre-reading.
Q: England can be divided into three main areas. Do you know what they are?
The south, the Midlands and the north
Step 5 Fast reading.
Ss read the passage within 4 minutes to find the answers to comprehending 1.
1 The Union Jack flag unites the flag of three countries in the United Kingdom, which country is left out? Why?
The country left out is Wales. It is usually assumed to be part of England
2 What three countries does British Airways represent?
1 England 2.Scotland 3 Northern Ireland
3 Which group of invaders did not influence London?
The Vikings didn‘t influence London, it influence the vocabulary of the North.
Period2
Step1: Intensive Reading.
Ss Read the text carefully and divide the passage into three parts. Write down the main idea of each part. Part1(Para.1-4): what England includes; about Great Britain; the UK.
Part2 (Para.5):the geographical division of England into zones; their similarities and differences.
Part3(Para.6): the cultural importance of London.
Step2. Teaching new words and structures
1.consist vi.组成；在于；存在于
常用搭配：consist of =be made up of 由……组成；由……构成
Eg. The team consists of four Europeans and two Americans.
The committee consists of seven members.
consist in=lie in在于；存在于
eg.What does happiness consist in?
The beauty of Venice consist in the style of its ancient buildings.
2 puzzle 1)n. 迷；难题；玩具；迷惑（只用单数）
a Chinese puzzle（中国玩具）【比喻】复杂难懂之事
a cross-word puzzle（纵横填字游戏）
常用搭配：be in a puzzle about对……大惑不解
I am in a puzzle about the matter.我对这件事大惑不解。
2)vt. 常用搭配：puzzle sb./be puzzled with使……迷惑; 对……大惑不解
The question puzzled me./I am puzzled with the question.这个问题使我很迷惑。
3)vi. puzzle over苦思……
I puzzled over the question for quite a while.这个问题我想了好半天。
3.clarify vt., vi.解释；澄清；阐明
clarify matters澄清真相
The government has time and again clarified its position on equal pay for women?
政府已经反复阐明政府对男女同工同酬的立场。
His mind suddenly clarified.他的头脑突然清醒了。
4.convenience n.适合；方便
We bought this house for its convenience.
我们买下这所房子为的是它方便。
When and where will it suit your convenience for our next meeting?
"我们下次见面什么时候,什么地点对你方便?"
Please come at your convenience.请在你方便的时候前来。
常用搭配：for one‘s convenience为……方便
for convenience‘s sake为方便起见
at one‘s convenience在……方便的时候
拓展：convenient adj. 方便的；便利的
Our house is convenient for the shops.
常用搭配：be convenient to sb. 对……方便
It is convenient for sb. to do sth.某人做……是方便的
Is it convenient for you to come tomorrow? 你明天来方便吗？
5.attraction n.吸引, 吸引力;吸引人的东西;引力
The idea of working for state-owned enterprises has little attraction to young people nowadays. 现时去国营企业就职的想法对年青人没有多大吸引力。
The tides are caused by the attraction of the moon for the earth.
潮汐是由月亮对地球的引力引起的。
A big city offers many and varied attractions.大城市有多种多样吸引人的东西。
拓展：attract v. 吸引
attractive adj. 有吸引力的
常用搭配：have attraction for sth. 对……有吸引力
attract one‘s attention吸引某人的注意力
be attracted to sth.被……所吸引
6.influence 1) n.（常与on连用）影响力；感化力
My teacher's influence made me study science at college.由于我老师的影响，我上大学学了理科。Many a woman has had civilizing influence upon her husband.许多妇女对其丈夫有影响。
2) n.（常与over, with连用）权力；势力
Will you exercise your influence on my behalf?你愿意运用你的权力给我帮忙吗？
3).vt. 影响
My teacher influenced my decision to study science.我的老师对我学理科的决定起了影响作用。
常用搭配：under the influence of受到……的影响
influence on/upon对……的影响
注意：influence 可以表示长期以来给人思想上以潜移默化的影响；还指影响力；而affect可指对具体事物的影响，或对人的思想感情产生了影响.
I was deeply affected by the news
我深深被这消息所感动.
7. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile.如果想使你在英国的旅程有意义，你必须睁大双眼。
解读：1)句中的keep your eyes open和make your trip worthwhile都是“动词＋宾语＋形容词作宾补”结构。
He found the room open.他发现房间是开着的。
The rain made the ground wet.雨使地面浸湿了。
2)worthwhile adj.值得做的,常用于It is worthwhile to do sth./doing sth.中。
I don‘t think it is worthwhile.我认为不值得做这件事。
It is worthwhile discussing/to discuss the question.讨论一下这个问题是值得的。
注意：worth, worthy 和worthwhile的区别
worth现在英语中被看作介词，因为它后面必须带名词或动名词。后接动名词时以主动形式表达被动的意思，接名词时须接表示价值、代价的名词。
worthy是形容词，在句中作表语或定语。作表语时，用be worthy of ＋n./doing sth. 或be worthy to be done 结构。
This book is well worth reading.这本书很值得一读。
This dictionary is worth ten yuan.这本字典值10元。
The place is worthy of a visit/ being visited.这个地方是值得参观的。
This suggestion is worthy to be considered.这个建议是值得考虑的。
Step5.Exercise
单句改错
The foreigner tried his best to make his point be understood.（删去be）
They found a piece of rope with one end tying in a circle.（tired）
They both spent t he night locking in the room.（locked）
What kept you so exciting? （excited）
I noticed the traffic holding up after a bad accident.（held）
It is a great c_______ to have a cell phone.
Generally speaking, students are i__________ by their teachers in world ands actions.
Don‘t interrupt me！I am doing a word p________.
I must _________（澄清）my reasons for not having attended the meeting.
To be honest, I can‘t tell what the a________ of this famous painting has.
convenience2.influenced3.puzzle4.clarify 5.attraction
Step6.Homework
Write a short summary of the passage.
Period 3 learning about language and Grammar
Teaching goals
1. Learn about the appositive clause.
2. Identify noun clauses.
3. Enable students to use new words.
Teaching procedures
Step 1 Review the vocabulary and complete the sentences.
a. Students work in pairs first.
b. The teacher check the answers.
Step 2 Brainstorming
a. Review the text and present the appositive clause by asking questions:
1. What impresses you most in the passage ?
The fact that ? impresses me most.
2. What have you already known before reading the passage ?
I have known the fact that ?
3. Did you hear any news about Britain recently ?
I heard the news that ?
b. Collect answers as many as possible ,reminding students
of sentence structure if find errors.
Step 3 Grammar Explanation
a. Get students to identify the clauses .
c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.
1.The news that the plane would take off on time made everybody happy.
2.The news that is spreading around the airport is that a heavy storm is coming.
3.The suggestion that students should learn something practical is worth considering.
4.The suggestion that they are considering is that students should learn something practical.
c. The teacher offers explanation if necessary.
Step 4 Tell the function of the following sentences.
1.The idea that Great Britain is made up of three countries?ˉ Corner ,Big Ben and the Tower of London is past.
2.The fact that Great Britain is made up of three countries is still unknown to many.
3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
4.Some people feel that Wales is an ancient fairy land.
5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.
6.They realize that it is of great value to record and teach them to the younger generation.
Step 5 Consolidation
Consolidate what have been learned by doing further exercises.
Period 4 Using language (Reading: Sightseeing in London)
Step1 Revision：What is London famous for?
Big Ben , London Tower Bridge, Hyde Park, etc
Step 2 New words study.
Step 3 Read the passage and answer these questions
1 Who built the Tower of London? When was it built?
2. Who guarded the Queen‘s jewels? What kind of clothes did they wear?
3.What interested her most? What kind of line is it?
4.which places did she visit on the last day?
5.What seemed strange to her?
Step 4 Make a list of Zhang Pingyu‘s tour of London and a comment on each place she visited.
sites of London comments
Day 11. Tower delight
2.St Paul‘s Cathedral splendid and interesting
3.
Westminster Abby
interesting
4 Big Ben famous and very loud
Day 2 Greenwich famous and interesting
Day 3
Karl Marx’s statue famous and interesting
British Museum thrilled
Step 5 Language points
1. sightseeing n.& a.观光的go sightseeing 观光游览
sightsee v. 观光sightseer n.观光客游客
2. available adj.
1) (sth.)that can be used 可用的；可得到的
This was the only available room.
2)(sb.) be free to seen 可会见的
I am available in the afternoon.
He was not available for the interview.
3. delight n.&v. 愉快，乐趣，快乐
to one‘s delight 令…感到愉快的是delight sb. with sth. 用某物使某人高兴delight in 喜欢，嗜好take delight in 乐于，爱好
delighted adj. be delighted to do
1)I took delight in books.
2)To his delight, he passed the driving test.
3)She delights inbeing surrounded by admirers.
4.省略句：结构中的主语与主名句的主语一致时，可省略相同成分。
It looked splendid when first built!
当第一次建的时候它看上去很辉煌！
When first built=When it was first built
When asked why he was late , he went red.
Unless invited to speak, you should remain silent at the conference.
5.in memory of=in honor of 为了纪念
in celebration of 为了庆祝
eg: The museum was built in memory of the great writer – Lu Xun.
6.It is strange (necessary, natural, important, a pity) +that (should) +v. 虚拟语气（引导主语从句）
e.g:You can‘t imagine that a well-behaved gentleman (should) be so rude to a lady.
It is strange that he know so much about me.
7.display n. & v. 陈列，展示，表露
on display 展览on show 展示=on exhibition
eg.The seller displays all kinds of fruits in the shop.
display one‘s true feelings表露自己真正的感受
8.thrill vt excite The film thrilled the audience
thrilling exciting a thrilling experience
thrilled excited
9.feel/be proud of 自豪（褒义）feel/be proud about 骄傲（贬义）
do sb proud 给人面子，待人客气take pride in 以……为自豪
He takes a pride in his success.
He is proud of his success
Unit3 Life in the Future
Teaching Goals:
1.Predicting the good and bad changes in the future.
2.imagine the alien creatures.
Functions：
1.做出预测（Making predictions）
Do you suppose that…?
Suppose that…I wonder if…
Do you imagine that…? I imagine that…
2. 猜测未来（Making conjectures about future）
Is it likely/ unlikely that…Possibly …
It is possible that …Most likely …
I‘m sure…Probably…
Suppose that …Perhaps …Maybe …
Grammar:
1.过去分词作定语（The past participle as the attribute）
I followed him to collect a hovering carriage driven by computer.
Tomorrow you will be ready for some visits organized by computer.
2.过去分词作状语（The past participle as the adverbial）
Worried about the journey, I was unsettled for the first few days.
Confused by the new surroundings, I was hit by the lack of fresh air.
本单元以life in the future 为中心话题，旨在通过本单元的学习，让学生大胆发挥想象，对人类今后的生活环境，生活方式进行猜测，提倡环保生活意识，同时让学生学会过去分词作定语和作状语的不同用法，最后让学生将本单元所讨论的话题和推测手法结合，学习怎么样写report
本单元所涉及的要点有：
1.学习并了解未来生活的各个方面用与现在生活的不同之处，学习外星人的生活方式。
2）学习表示预测，建议的的句型。
（3）学习过去分词作定语和状语的结构。
（4）学习写好―report‖,以训练学生的逻辑思维及写作能力.
Period 1
Teaching Aims:
1. Learn some new words and expressions.
2. Help the students to talk about life in the past, at present and in the future.
3. Enable the students to describe the life in the past, at present and in the future.
Difficult and Important Points:
Compare life in the past, at present and in the future
What is life in the future like? What changes will take place?
Teaching Methods:
1. First and careful reading,
2. Asking and answering question activity
3. Individual, Pair work & group work
Teaching Procedures:
Step 1 warming up
Talk about how many changes there have been in the last one thousand years. And what changes we might expect to find in the next one thousand years
Step 2: pre-reading
1.Can you tell what problems people are facing today?
2.what problems do you think people in the future will have overcome?Which ones will still be there or even
worse in AD3005?
Key: 1The problem of population will be solved,have begun to Control the birth rate.
2The problems will be still there,and will even worse.
3I don‘t think so.Now scientists are trying their best to
develop new resources that human beings can make use of ,such as solar energy.In my opinion……
step 3：fast reading
Read the text for the first time and tell what the text is about?
It‘s an e-mail written by a man Who has taken up a trip to the future.
2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence
A. We were transported into the future by a comfortable time capsule.
B. I arrived a t Wang Ping‘s home and everything in his house made me surprised.
C.I won a travel to the year AD3005
D. I have my first try to master a hovering carriage.
Step 4 careful reading
1.why did I have the chance to travel to the year AD3005?
2. What is a ― time lag‖?
3. How did I feel when I was in the capsule?
4who guides my trip?
5.why did my guide give me some tables?
6.who transported us to the future?
Key 1. I took up the prize I won the year before.
2. ―Time lag‖means a person gets flashbacks from his previous time period.
3. The seats in the capsule are very comfortable.
4. My friend Wang Ping is my guide to the future.
5. The tablets could help me feel less nervous and uncertain
6. Wang Ping‘s parents‘ company transported us to the future.
1How did I feel as soon as I was transported to the future?
After the writer was transported to the future,he was hit by the lack of fresh air.
2.how did Wang Ping solve this problem?
Wang Ping gave a mask to the writer and hurried him through to a small room nearby to have a rest.
3.what do you think has caused this kind of problem?
Now we are causing more and more pollution to the nature,this will cause serious problems to life in the nature.This may be the cause of the lack of fresh air in the future.
1 What did Wang Ping‘s house look like?
His house is a large bright ,clean room.It had a green Wall,a brown floor and soft lighting .
2 What was the green wall made o f? What‘s the purpose of building this kind of green wall?
The green wall was made of trees.The leaves of the trees will provide much-needed oxygen to the house.
3 How can you produce a TV set in Wang Ping‘s house?
You can just flash a switch on the computer screen and a TV set will rise from the floor.
Good changes Bad changes
Time travel Can travel to
Different times
After-effects of travel
as you wish
transport .can move swiftly Disorganized, difficult to
find way
houses save living space Short of space
Towns Busy, look like
Easy to get lost
markets
Air quality Own family
oxygen supply Poor quality in public places
Sample answers Ex.2
I think the writer has an optimistic view of the future.He was very excited when he traveled to the year AD 3005 an d couldn‘t elieve if was true.From this,we can see he is eager to go to the future.Though ehe was hit by the lack of fresh air,
The 2nd period
Teaching aims:
Learn expressions & phrases
https://www.doczj.com/doc/453874055.html,nguage points
Difficult and Important Points:
1）Language points
2）The usage of ―take up and sweep‖
Teaching Methods:
Presentation & Practice
Teaching Procedures:
Step I Revision
Have a dictation
Step II. Check the answers
1)eck the answers of yesterday?s homework (https://www.doczj.com/doc/453874055.html,ing Words and Expressions)
Step three language point
1. I still can?t believe that I am taking up my prize that was won last year
Take up 开始做，占用，选修
a.When does the manager take up his job?
b.he has take up art in college
c.He decided to take p photography as his career.
开放思维：
Take off 脱下，起飞Take over接管
Take to 喜欢上，对…产生好感
a. Helen always helps her mother even though going to school____most of her day
A.Takes up
B.makes up
C.saves up
D.puts up
2.I have to constantly rub my eyes to remind myself that I have traveled to the year AD3005 我得不断擦拭自己的眼睛来提醒自己，我已到了公元3005年
Remind: to make someone remember something that they must do
Remind sb about sth提醒某人某事
Remind sb to do sth
Remind sb that/ where/how
3. As a result, I suffered from …time lag”
As a result: because of something that has happened结果，由于…的结果
e.g He worked hard, and as a result, he got promoted quickly.
Suffer from: to experience 患有…为…所苦。
he suffer from headache.
发散思维：
suffering n. 痛苦，劳苦sufferance n.容忍，忍耐
4. This is similar to the “Jet lag” you get when flying. Bit instead it means you keep getting flashbacks from your previous time period.
这种病有些像乘喷气式飞机高速飞行时所引起的时差反应那样，所不同是是，它意味着你的脑海里不停地从以前的时间断地直往回闪去
Similar /Be similar to: 与…相似
A cat is similar to a tiger in many respects.
similarity n.类似，相似similarly: adv 相似地，同样地
b. Keep doing something: 继续做某事
It kept raining for a week
c. Flashback:闪回，倒叙
The event in his happy family life are shown in flashback.
5.he was swept up into the center of them and my link with him was broken as I was carried up to top of a high building nearby.
Sweep up:本意是打扫，清扫，经常引申为“横扫，掠过”等意思
The leaves were swept up into the air by the wind
6.Wang Ping?s mother appeared, flashed a switch on a computer screen, and a table and chairs rose from under the floor as if by magic.
王平的妈妈出现了，电脑荧屏上的开头闪了一下，于是一个桌子和几把椅子就像变魔术般的从地板下面升了起来
Switch:n 开关where is the light switch?
vi. 转换，改变：
he got tired of teaching and switched to writing stories
开放思维：switch off 把…关掉，不听，不理睬
switch on: 接通，把开关打开
Switch out: 关上
As if by magic= like magic
He jumped so high as if by magic
发散思维：magical: adj 魔力的，不可思议的
Magically adv 迷人地，不可思议地magician n:魔术师
7. You may find it difficult as this is your first time travel trip
当你第一次做这样的时间旅行时，可能会感到有些困难
Find it difficult: 结构为“ find+宾语+宾补”
宾补可以是形容词，不定式，动名词，从句
I found him to be much younger than I expected
Do you find him very bright?
I find it hard to talk with him
1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。
外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?
高中英语必修一教案Unit 1 Friendship
1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition
Unit 1 Cultural relics I. 单元教学目标 II. 目标语言
II. 教材分析与教材重组 1. 教材分析 本单元以cultural relics为话题，旨在通过单元教学使学生了解世界文化遗产，学会描述它们的起源，发展和保护等方面的情况，复习并掌握定语从句，能就如何保护和处理世界文化遗产给出自己的观点。 1.1 Warming up热身部分提供了四幅图片，设计了三个问题让学生交流对于cultural relic的了解，并就此进行讨论。这部分的目的是呈现本单元的中心话题“文化遗产”。 1.2 Pre-reading是Reading的热身部分，提供了ambers的图片并就此此设计了两个问题。这两个问题极易引起学生对amber的兴趣，并能引导学生对课文进行prediction。 1.3 Reading是关于寻找丢失了的普鲁士国王威廉一世送给俄罗斯沙皇的那个琥珀房子的建立、转让、被毁、重建的整个历史。设计这篇文章的目的是让学生了解什么是文化遗产以及讨论保护和重建文化从文化遗产的重要性和必要性。 1.4 Comprehending既有知识性的问题，同时又跳出了课文，对文章进行整体评价，由易到难，有较好的梯度，全面考查学生对文章的理解。Exercise 1将人物及相关事件匹配，检验学生对文章细节的理解；Exercise 2 将所给的问题与段落匹配，是段落大意理解题；Exercise 3安排了对于重建lost cultural relics的意义进行讨论，使得学生能对本单元的主题进行较为深入的探讨。 1.5 Learning about language 分Discovering useful words and expressions 和Discovering useful structures两部分。其中第一部分的Exercise 1着重训练对英语单词解释的理解。Exercise 2 着重词汇在短文中的用法练习。要求学生按所给的语境填入所需的词汇。Exercise 3 专练belong to的词义和用法。在Discovering useful structures 中，分为四个练习，从课文中出现的定语从句入手，让学生自主学习限定性定语从句及非限定性定语从句的联系和区别。再通过连句练习和造句练习来巩固本次所学定语从句的内容。 1.6 Using language分Reading and Listening、Speaking 及Reading and writing 三部分。以不同的学习形式：听、说、读、写，从不同的角度围绕本单元的目标
人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?
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/453874055.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?
龙文教育学科老师个性化教案 教师学生姓名上课日期 学科英语年级教材版本人教版 学案主题必修一unit 1 课时数量 （全程或具体时间） 第（1）课时授课时段 教学目标 教学内容 必修一unit 1个性化学习问题解决必修一unit 1 教学重点、 难点难点：词汇重点：词汇 教学过程一．词汇 单词用法讲解 survey 调查．测验 add up 合计 upset adj 心烦意乱的；不安的，不适的 ignore不理睬．忽视 have got to 不得不；必须 concern（使）担比：涉及；关系到n 担心；关注．（利害）关系be concerned about 关心．挂念 walk the dog 遇狗 loose adj 松的．松开的 vet 兽医 go through 经历；经受 Amsterdam 阿姆斯特丹（荷兰首都） Netherlands 荷兰（西欧国家）
German 德国的．德国人的.德语的. Nazi 纳粹党人adj 纳粹党的 set down 记下；放下.登记 series 连续，系列 a series of 一连串的．一系列；一套outdoors在户外．在野外 spellbind 迷住；疑惑 purpose 故意 in order to 为了 dusk 黄昏傍晚 at dusk 在黄昏时刻 thunder vi 打雷雷鸣n 雷，雷声 entire adj 整个的；完全的，全部的entirely ady. 完全地.全然地.整个地Power能力.力量．权力。 Face to face 面对面地 Curtain 窗帘；门帘．幕布 dusty adj 积满灰尘的 no longer /not …any longer 不再partner 伙伴．合作者．合伙人 settle 安家.定居.停留vt 使定居.安排.解决suffer vt &遭受；忍受经历
新课标高中英语必修二教案合集Unit 1 Cultural relics Part One: Teaching Design （第一部分：教学设计） Period 1: A sample lesson plan for Reading (IN SEARCH OF THE AMBER ROOM) Aims： To read about cultural relics To learn about The Restrictive and Non-Restrictive Attributive Clause I. Warming up Warming up by defining Good morning, class. This period we are going to read about IN SEARCH OF THE AMBER ROOM. Before our reading, I’d like to know: A.What kind of old things are cultural relics? Are all the old things cultural relics? B.What is the definition and classification of cultural relics? C.To whom do cultural relics belong? Keys for reference: A. Cultural relics are physical remainders of what different peoples valued in the past and continue to value now. It can also be said that cultural relics are more than works of art, they are symbols of history and the people who lived in the past. B. No, not all the old objects are cultural relics. C. Each kind of relics preserves some aspect of cultural heritage and each relic is still a unique cultural expression and contributions. D. In a larger sense, it can be said that all the cultural relics belong to all peoples and whole societies, not a certain individual. Warming up by presenting Hi, everyone. Let’s look at the screen. I’ll present yo u some pictures. They all
Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...
Unit 1 Friendship Ｉ．单元教学目标 II．目标语言
III. 教材分析和教材重组 1. 教材分析 本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。
Unit 3 Life In the Future 学情分析：________________ _______________________________________ _______________________________________________________________________ _______________________________________________________________________ 教材分析 本单元的中心话题是“谈未来”，内容主要涉及人类对今后生活环境的想象、猜测和思考。通过本单元的学习，要让学生大胆发挥想象，对人类今后的生活环境， 集宁一中2011年高二上学期第 1 页共9 页编制人：于素丽
建议：高中阶段的英语教学，主要是阅读理解技能和读写技能，因此每个单元的教述，请参见《高中英语阅读技能》给出的表格和高考考试大纲中的阅读技能。 教案一W arming Up, Pre-reading and comprehending Teaching Goals: 1.To illustrate Ss’ imagination of future life. 2.To arouse Ss to pay more attention to the problems that probably appeared in the future life. 3. Enable the students to describe the life in the past, at present and in the future. Step 1 Lead-in （多媒体展示）Show some pictures about life in the past and life at present.(or let students enjoy a short movie about life in the future.)Let students discuss the question : What do you think future life will be like? 建议：呈现的图片或者视频，最好有个范围，比如：交通、通讯、学校生活等等，这些范围的内容最好和后面的阅读内容有较强的关联，以便更好的导入课文预测和阅读理解。 Step 2. W arming Up Group work What changes do you expect to see in your life in 50 years’ time? In groups, choose tw o of them to have a discussion, then make notes in the table.(可选其中几项进行讨论) 集宁一中2011年高二上学期第 2 页共9 页编制人：于素丽
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。
最新外研版高中英语必修一教案模板 学好英语之后，如果将来你想出国，就不会在语言方面花费很多的时间和精力，而是一站式通达国外，获得更多良好教育的机会，收到意想不到的效果。今天小编在这给大家整理了一些外研版高中英语必修一教案模板，我们一起来看看吧! 外研版高中英语必修一教案模板1 教学准备 教学目标 1). To learn the knowledge of the cultural relics. 2). Discuss how to protect our cultural relics. 3).Reading and understanding, catching the history and information of the Amber Room. 4). Functional item, how to tell the story about the Amber Room 5). Finish the comprehending exercises after the reading passage. 6). Use scanning; skimming and careful reading to learn the story of the Amber Room. 教学重难点 Key points To understand cultural relics. How to tell the story about the Amber Room Difficulties Talk about cultural relics at home and abroad in English freely. To learn the story of the amber room. 教学工具 课件 教学过程 导入 1). Guessing: Teacher present some pictures and statements ,let the students guess whtat or where it is.
Unit 5 Music 写作和口语课 一、教学内容 S peaking and writing (pp. 39-40) 二、教学目标 在本节课结束时，学生能够 ● 在口语中运用提建议和征求建议的表达法，并且熟悉一些关于音乐和组建乐队的 话题。 ● 写信向音乐人征求建议，并恰当运用一些相关表达法。 三、教学步骤 步骤一 热身 1. 教师将问题展示在PPT 上，第一个问题可以请全班一起回答；第二个问题可以请学生四 人一组讨论，小组讨论会用到一些提建议的表达法，讨论前教师可以和学生一起回忆以前学过的相关表达法，并将其展示在PPT 上或写在黑板上；对于比较难的表达法，教师可以给出例句。 2. 教师请两三个组的代表先说出本组同学的看法，其他组学生补充，最后再综合学生的想法，形成类似右图的思维导图。 设计意图：热身旨在让学生回顾上节课所学 内容和自己已有的与话题相关的知识，并引入此节课的教学内容，起到承前启后的作用；列出表达法和例句旨在为小组讨论提供语言上 a music band band name musicians instruments the kind of music main singer (lead vocals) piano drum bass guitar guitar pop music folk music classical music rock ‘n ’roll rap country music orchestra companions
的帮助；思维导图的设计是为了向学生展示思考的过程；同时复习学过的关于音乐和乐队的一些词汇，为学生下面的写作做好词汇准备。 步骤二 写前 1. 教师介绍写作任务：给Freddy 写一封信，向他征求一些有关组建乐队的建议。 2. 语言准备： 1）教师提问学生关于征求建议的英文表达法。可以全班一起回答也可以找个别学生回 答。教师可以进行补充并在PPT 中或黑板上展示。 2）用表示征求建议的表达法翻译一些句子。教师请学生自己思考后完成翻译练习，然 后找学生说出答案，教师或其他学生更正错误并提供正确答案。 设计意图：请学生列出征求建议的表达法 旨在为下面的书信写作做语言准备；把几个较难掌握的表达法提出来让学生练习，旨在帮助学生掌握其用法，帮助他们克服写作中可能遇到的语言困难。 3）教师向学生介绍咨询信的特点，并请学 生看学生用书p.39给出的信的开头 和p.40Freddy 的回信，两人一组根据回信写出李华向Freddy 提出的问题；然后结合前面讨论的组建乐队需要考虑的问题，列出自己要向Freddy 咨询的问题。 4）教师和学生一起分析一封咨询信范例，讨论咨询信的写法。
Module V Unit 1 Great scie ntists Teach ing Aims Skill Goals ▲Talk about scie nee and con tributio ns of scie ntists ▲Practice express ing will, hope and suggesti ons ▲Practice express ing the stages in exam ining a new scie ntific i dea ▲Lear n to orga nize a scie ntific research ▲Lear n to use the past participle as the predicative & attribute ▲Practice describing people ' s characteristics and qualities ▲Develop the skills of persuasive and descriptive writi ng Key new words and expressi ons 1. Memorize engine, characteristic, theory, scientific, examine, conclude, conclusion, analyse, repeat, defeat, attend, expose, cure, control, absorb, test, severe, valuable, pump, pub, blame, immediately, han dle, additi on, link, announce, in struct, virus, con struct ion, con tribute, positive, strict, moveme nt, god, backward, complete, spin, en thusiastic, cautious, reject, view 2. Read up infect, in fectious, cholera, deadly, outbreak, clue, Cambridge, germ, certa in ty, creative, cooperative, Nicolas Coper ni cus, revoluti on ary, calculati on, loop, privately, bright-n ess, persuasive, logical 3. Expressions put forward, makea conclusion, in additi on, link .. to ..., apart from, be strict with, lead to, make sen se, point of view, expose to, absorb in to, be to blame, physical characteristic Procedures IPeriod 1 : Warming Up , Pre-reading, Reading 禾口Comprehending 2 Period 2 : Reading and difficulties 3 Period 3 : Read ing P7 4. Period4 : Lear ning about Lan guage,Workbook 5. Period 5 : Grammar 6. Period6 : Using Language,Listening and Speaking 7. Period 7 : read ing and writ ing The First Period Readi ng Step I Lead -in Ask the stude nts to think of some great inven ti ons and inven tors in history. T: Welcome back to school, every one. I guess most of you have enjoyed your holiday. Maybe I should say every one has enjoyed a scie ntific life. Why? Because you have enjoyed the results of the scienee and scientists. Nowcan you tell me the scientists who inven ted the lights, the gramoph one and the computer? S1: Edis on inven ted the lights and the gramoph one. S2: The first computer was inven ted by a group of America n scie ntists. Step n 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 scie nee and scie ntists. We ben efit a lot from them. Can you n ame out as many scie ntists as possible?