Module 3 Adventure in Literature and the Cinema
By Songqian I. 教学内容分析
本模块的主题是文学和电影作品中冒险故事，通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说，另外通过本模块学习还要了解不同的文学作品和电影作品类型，并能运用所学过的知识仿写一篇电影或小说的简介。最后，通过本模块的学习还要帮助学生了解文学，培养对文学的兴趣，扩大文学视野
Introduction 部分通过于三本书的封面介绍了三种不同的文学作品类型并列出了有关文学作品的一些单词，让学生说出自己喜欢的类型并且利用新单词给出理由，能激发学生的好奇心。并同通过阅读《哈克贝利·芬历险记》书评的开头效果导入整个模块的话题——文学和电影作品中冒险故事。
Reading and Vocabulary是通过马克·吐温的冒险小说《哈克贝利·芬历险记》片断的学习使学生了解如何描写冒险小说。并通过设计的练习让学生熟悉课文内容和学会使用一些相关词汇。
Grammar部分主要复习的语法项目是动词的-ed和-ing形式，动词不定式和一些连系动词的用法。
Learning to learn是教学生如何巧计感观动词的用法，对于提高学习策略水平有很大的帮助。
Vocabulary and Listening部分第一部分设计一个学习有关电影类型的词汇的活动，第二和三部分则通过听一段关于讨论决定看电影上映的哪部电影的对话，让学生听出电影的内容猜测电影名称。
Speaking部分让以电影为话题谈论所喜欢的电影并解释理由，能根据同学提供的内容猜测电影名称。
Function要求学生掌握怎样将表示“陈述”和“建议”的直接引语变为间接引语。
Writing首先让学生读两篇小说或电影的简介，接下来要求学生运用所学过的知识仿写一篇电影或小说的简介。
Everyday English通过学习复习Vocabulary and Listening中的句子学会一些非常有用的日常生活用语：feel in the mood for something, hang on a minute, get a move on和grab a bite to eat.
Cultural Corner 通过阅读The Life of Mark Twain的文章，帮助学生了解伟大作家马克·吐温的作品及其经历。
II．学情分析
高二学生已经具备一定的词汇量和语法知识，在教学中要有意识地培养他们听、说、读、写综合运用语言知识的能力，尤其是阅读能力。通过本单元的学习，培养学生的世界观，进一步了解外国文学作品，才能达到英语教学的基本目的。
III. Teaching important & difficult points
1. Teaching important points
(1) To master the new words & expressions
(2) To master the usage of the Non-Finite Verbs
(3) To understand the types of different literature works and movies, and try to write an introduction of a movie or novel.
2. Teaching difficult points
(1) To master the usage of the Non-Finite Verbs
(2) help students to understand the literature and broaden their horizon.
IV．Teaching plan:
Period 1：Introduction ,Task
Period 2：Reading and Vocabulary (1)
Period 3：Reading and Vocabulary (2) , Reading (Workbook)
Period 4：Learning to learn, Grammar, Function
Period 5：Vocabulary and Listening, Everyday English, Speaking, Writing
Period 6：Cultural Corner, Workbook, Module File
Period 7: summary of this module
VI．Teaching procedure
Period 1 Introduction, Task
Teaching Goals:
1. To arouse Ss’ interest in learning about adventure in literature and the cinema
2. To develop Ss’ speaking ability
3. Enable Ss to learn more new words about the types of book
4. Enable Ss to do a survey of teenage reading habits and then give a presentation Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss’ and arouse them to talk about literature they know.
Ask Ss to discuss the following question in group of four or five:
What do you know about the literature in China?
The most famous works are:
《西游记》Journey to the West; Pilgrimage to the West
《红楼梦》The Dreams of the Red Mansion/ Chamber; A Dream in Red Mansions; The Story of the Stone
《三国演义》The Romance of the Three Kingdoms
《水浒传》Heroes of the Marshes; Heroes of Water Margins
Step 2 Speaking
Purpose: To develop Ss’ speaking ability
Work in pairs. Say which book you would like to read and tell the reason.
T
Examples:
I’d like to read Wolves of the Calla. It looks exciting.
I’d like to read 1421 The Year China Discovered America, because I like history very much and I am proud of my country.
I’d like to read The Singular Mark Twain, because I think he’s very awesome and
extraordinary.
Step 3 New words studying
Purpose: Enable Ss to learn more new words about the types of book.
Individual work: Ask Ss to use dictionary and wordlist to match the types with their meanings. After that, get the Ss to read the words after you.
Suggested answers
1 biography
2 fantasy
3 adventure
4 thriller
5 crime
6 history
Step 4 Group work (Vocabulary)
Purpose: Enable Ss to find more examples of each type.
Ask the students work in groups, decide what types of books are in Activity 1, and try to find more examples of each type.
Step 5 Group work (Task)
Purpose: Enable the Ss to do a survey of teenage reading habits and then give a presentation.
Ask the students to work in groups and discuss the following questions.
1 How often do you read for pleasure? (____hour/week)
2 What sort of books do you like reading? (biography/ fantasy/ adventure/ thriller/ crime/ history)
3 Are you reading a book at the moment? What’s the title?
4 Of all the books you’ve read, which one do you like best? Why?
After finish the survey, ask the students to give a presentation of the groups’ findings to the rest of the class.
Step 6 Homework
1. Review the new words
2. Preview Reading and Vocabulary.
Period 2 Reading and Vocabulary (1)
Teaching Goals:
1. To learn something about The Adventures of Huckleberry Fin.
2. To develop some basic reading skills—Skimming, and Scanning.
3. To deal with the new words in the text.
Teaching Procedures:
Step 1 Leading-in
Purpose: To arouse Ss’ interest in learning about The Adventures of Huckleberry Fin As the Ss have got on the line and prepared something for The Adventures of Huckleberry Fin. That’s our homework. Ask them to share the information they have found and choose a student to tell the story of The Adventures of Huckleberry Fin.
Step 2 Pre-reading
Purpose:To review the words we have learnt and get more information about The Adventures of Huckleberry Fin.
Ask the students to turn to P21 (Introduction), and read the passage in Activity 4. Use the words in activity 2 to say what type of book it describes.
Suggested answers:It gives us a brief introduction of The Adventures of Huckleberry Fin and leads us to an exciting story. The type of the book is adventure.
Step 3 Scanning
Purpose: To get the general idea of the text.
1. Ask the Ss to turn to P22, and look at the picture. Think about what Huck and Jim will do.
(Maybe they will just pass by./ They will go into the steamboat and see what happened. )
2. Ask the students to scan the text and check whether it is the same as their ideas.
3. Pair work: Number the events in the order they happen.
Suggested answers:
a4 b2 c6 d1 e8 f5 g3 h7
4. Work in groups and say what you think happens next.
Suggested answers:
They went back and saved the three men./ They went to another place and found all the people talked about a murder.
Step 4 Skimming
Purpose: To get Ss to have some details in the text.
1. Read the passage again and answer the questions in activity 6 individually.
Suggested answers:
1) c 2) b 3) a 4) a
2. Read the text quickly for the second time and try to get some details from the text. While reading, underline the new words in the passage.
Step 5 New words studying
Purpose: To deal with the new words in the text.
1. Ask the Ss to use dictionaries to solve the new words and help them to deal with some
difficult points. At last, ask the students to read after you.
2. Deal with activity 4&5.
Suggested answers (activity 4):
1) pour down 2) a shelter 3) a raft
4) panic 5) curious 6) threaten
Suggested answers (activity 5):
1) jump 2) running 3) flown 4) walk
5) climbed 6) paddled 7) sail 8)crawl
Step 6 Homework
1.Try to find the difficult sentences for you in the passage.
2.
Period 3 Reading and Vocabulary (2), Reading (Workbook)
Teaching Goals:
1. To deal with the language points in the text.
2. To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist.
Teaching Procedures:
Step 1 Leading-in
Purpose: To review what we learnt yesterday.
Ask the Ss to retell the story that we learnt yesterday and have a dictation of the new words. Step 2 Group work
Purpose: To train Ss’ listening ability and to deal with the language points in the text.
Listen to the tape and deal with the language points in groups.
Listen to the tape and follow it in a low voice. Then the students are divided into seven groups. Each group is supposed to read through each paragraph, and then discuss them.
Paragraph 1.
1. the rain pour down = rain cats and dogs 大雨倾盆
pour 泼;倾倒.
Eg He poured the water over the lawn. 他给草坪泼了些水.
2. By the light of the lighting, we saw something in the middle of the river.通过闪电的光,我们看到河中间有个东西.
by的用法:
(1) through; with the help of 如例句
(2) close to; next to
Eg the window by the door
(3) past
Eg We drove by the house.
Paragraph 2.
as if/ as though 好像;仿佛
(1)用在look, feel, smell, taste或sound之后,后面从句用陈述语气
Eg It looks as if it will go under soon.
(2)用于引导结果状语从句时,从句用虚拟语气
Eg The house was in such a mess. It looked as though a bomb had dropped on it.
Paragraph 3.
1. board vt.上(船)，坐(船)；〔美国〕搭(车)；乘(飞机)。
Eg I don’t want to board a sinking ship.
2. So we paddled over and climbed on to the steamboat, keeping as quiet as mice. To our astonishment, there was a light in one of the cabins. 于是我们把木筏划了过去，蹑手蹑脚地，像耗子一样悄然声息地爬上了汽船。使我们大为惊讶的是，有间船舱里还亮着一盏灯。
to one’s astonishment/ joy / surprise / disappointment …使某人大吃一惊／高兴／惊讶／失望的是……
Paragraph 4.
It was quite dark, but I could see a man lying on the floor, tied up with rope.四周都很黑，但我能看见一个人被绳子捆着躺在地板上。
巧计lie 的用法：规则的“撒谎”；不规则的“躺”；“躺”过就“下蛋”，“下蛋”也不规则。
lie---lied---lied---lying撒谎（规则动词）
lie---lay---lain---lying躺，卧；位于（不规则动词，过去时形式就是下蛋的原形）
lay---laid---laid---laying下蛋; 放置（不规则动词）
Paragraph 5.
“I’ve had enough of you. I’m going to shoot you now,”…“我受够你了。我现在就要毙了你，”……
shoot---shot---shot
shoot at（指用枪、炮、弩、箭等）瞄准，射向；不知道是否射中的结果
shoot （仅指用枪、箭等）射中，枪击，射死；强调结果
Eg The hunter shot at the fox but missed it.
Paragraph 6
He sounds as if he is going to die of fright. 听起来他好像快被吓死了。
die of 与die from 的区别是：
die of 因（内因）……而死。
Eg die of age ；die of hunger
die from (a wound) 因（外因）伤致死。
Paragraph 7
persuade somebody to do something 说服某人做某事
feel bad about something 对于某事感到后悔
Step 3 Individual work
Purpose: To read a passage named An Introduction of Patrick O’Brian on P81 of workbook get some information about the novelist.
If you want to know other novelists, please turn to P81 and read the passage and answer the questions individually.
Suggested answers (Activity 7):
1. His real name is Richard Patrick Russ.
2. Historical adventure.
3. After writing for over forty years.
4. To make his own life seem more romantic.
5. The descriptions of fighting between ships at sea, the jokes, and the historical facts.
6. His daughter died when she was three.
Suggested answers (Activity 8):
1. a
2. c
3.b
4. b
5. a
6. b
Suggested answers (Activity 9):
1. The number of his historical adventure novels that have been sold around the world.
2. The year Patrick O’Brian was born.
3. The year Patrick O’Brian’s wife had a daughter.
4. The year he moved to the south of France.
5. When the New York Times called him “the best novelist you have never heard of”.
6. The year Patrick died.
Step6 Homework
1. Use the new words and expressions to make some sentences.
2. Preview Grammar, Learning to learn and Function.
Period 4 Learning to learn, Grammar, Function
Teaching Goals:
1. To enable the Ss to master how to remember copula verbs, such as be, seem, appear, look, feel and so on.
2. To get the Ss to have knowledge of this grammar point: non-finite verbs and link verbs.
3. To enable the Ss to report statements and suggestions.
Teaching Procedures:
Step 1 Leading-in
Purpose: To enable the Ss to master how to remember link verbs, such as be, seem, appear, look, feel and so on.
Ask Ss to read Learning to learn and discuss what is provided for their learning strategies. Have they tried the method? Is it good? Ask them to give two examples of the method.
Step 2Grammar
1. Presentation
Purpose: To get the Ss to know the teaching content of Grammar
Show the following contents on blackboard or PowerPoint.
非谓语动词考查要点简述
◆动词不定式复心中应注意的几个问题
①不定式作表语与“be + to do sth”的异同。不定式作表语说明主语的内容或性质。如：His job is to guard. 而be + to do sth表示按计划要做某事
②带不定式作宾语的词语。
(a) 下列词语常不定式作宾语：afford、promise、refuse、expect、hope、learn、offer、wish、want、fail、plan、agree、forget、like、prefer、decide、manage、try、arrange、determine、desire等。
(b)下列动词后可接疑问词+不定式：teach、decide、wonder、show、learn、forget、ask、find、out、advise、discuss等。
（3）如何理解和使用不定式作宾补。
①动词see、watch、notice、hear、listen to、observe、feel、taste、smell、make、let、have等的宾补用动词原形，变被动时要加to,此时的不定式就是主语补足语。
②常用带不定式作宾补的几种情况：
主语+ ask / require / tell / order / force / get / want / like + sb.to do sth.
③主语+ think / judge / suppose / believe / consider /imagine/ consider / feel + sb. + to be/ to have done
④主语+ call on / upon / depend on / wait for / ask for + sb.+ to do sth.
（4）不定式作定语的特殊用法。
①下列词语后常接不定式作定语：chance、wish、right、courage、need、promise、time、opportunity、way、the first、the second、the last、the only等。
②不定式作定语和所修饰的名词在逻辑上有主谓关系。
There is no one to look after her.
③不定式与被修饰的名词在逻辑上有动宾关系。
She is now looking for a room to live in.
（5）不定式作状语的用法。
不定式作状语，修饰动词，在句中表示行为目的、结果、原因。only to do表示出人意料的结果。
Eg We hurried to the classroom only to find none there .
in order(not)to, so as(not)to用来引导目的状语, enough, too, so…as to do, such + 名词…as to do作结果状语，
Eg The girl was so kind as to help the old man off the bus. I’m not such a fool as to believe that.
（6）不定式的完成时的特殊用法。
①表示不定式中谓语动词发生的动作先于主句的谓语动词发出的动作。
Eg The novel was said to have been published.
seem、appear、be said、be supposed、be believed、be thought、be known、be reported 等动词常用于上面句型。此外，glad、happy、satisfied、sorry、surprised、disappointed后也接完成时，但要注意与一般时的区别。
I’m sorry to keep you waiting for a minute.对不起，请稍等。（说话时还未等）
I’m sorry to have kept you waiting.对不起，让你久等了。（说话时已等了很久）
②不定式的完成时还可表示“过去本想做某事但未做”的虚拟语气。
（a）should like to / would like to / would love to + 不定式的完成时。
（b）was / were to +不定式的完成时，表示该做某事或想做但未实现。
（c）expect / hope / mean / promise / suppose / think / want/ wish + 不定式完成时，表示过去未曾实现的愿望。
（7）不定式的省略。
①同一结构并列由and或or连接。
Eg (a) I want to finish my homework and go home.
(b) I’m really puzzled what to think or say.
特例：To be or not to be, this is a question.
He is better to laugh than to cry.(表示对比)
②不定式作表语，其前面的主语从句中含有do时，后面的to省略。
What he did was lose the game.
③句中含有动词do时，but、except、besides、such as等后面to可省略。即“前有do,后省to”。
Don’t do anything silly, such as marry him.
④主句含有不定式，后面有rather than, rather than后省to。
⑤Why not、had better、would rather、can’t but等词后省to。如：He could not but walk home.
（8）不定式的替代。
多用在同一句或联系紧密的对话中，为了避免重复，作宾语或主补，宾补的不定式再次出现时，to后的内容常承前省略（只保留to即可）。但如果承前省略的不定式有助动用的have或be任何形式，后应该保留原形be或have。如：
Susan is not what she used to be.
—You came late last night. You ought to have finished your homework.
—I know I ought to have.
常见的有：I’d like / love / be happy to.
◆动名词复习中应注意的几个问题
（1）动名词作宾语。
①下列动词后只能接动名词：suggest, finish, avoid, stop, can’t help, mind, enjoy, require, practice, miss, escape, pardon, advise, consider, imagine, keep, appreciate, permit。
②下列动词短语接动名词：leave off, put off, give up, look forward to, feel like, have trouble / difficulty(in) doing sth. devote to, get used to, pay attention to, be fond of, be worth。
③介词后要接动名词。what about、how about、without、be fond of、be good at等介词后接动名词。注意on / upon doing sth. = as soon as 引导的从中。作此意讲时on / upon后也可以接名词。如on his arrival…。
④动名词作宾语和动词不定式作宾语的区别：
begin, start, continue, like, love, dis like, hate, prefer, can’t stand
如It began to rain. It began raining.
It was beginning to snow.
I love lying (to lie)on my back.
I like listening to music, but today I don't like to.
I don' t prefer to swim in the river now. 1.
意思无差别，但谓语动词用进行时，后面只跟不定式。
（2）表示一种倾向多接动名词作宾语，如果表示某一特定的或具体的行动，多接不定式。
remember, forget, regret, try。
如I remember to meet her at the station. I remember seeing her once somewhere.
I forgot giving it to you yesterday.
I forgot to tell you about it. Now here it is.
I regret not having w orking hard. I regret to hear of your sister’s death.
Try knocking at the back door. We must try to get everything ready.
That will mean flooding some land. I had meant to go on Monday.
★remember to do sth.记住要做的事remember doing sth.回顾过去发生的事
★forget to do sth.忘记要做的事forget doing sth.忘记做过的事
★regret to do sth.对将要做的事抱歉regret doing sth.对发生过的事后悔
★try to do sth.设法……，试图try doing sth.试试看，试一试
★mean to do sth.打算做……，想要mean doing sth.意味着，就是
want, require, need
如These desks need repairing.
These desks need to be repaired.
The patient required examined
The patient required to be examined.
★need doing需要被做need to be done需要被做
★want doing want to be done（与上同）
★require doing require to be done（与上同）
◆分词复习应注意的几个问题
（1）现在分词在句中作时间、原因、伴随、条件、结果等状语。
①时间状语（分词作状语前面可加when, while等）
Hearing the good news, he jumped with great joy.
Not having finished her work in time, the boss fired her.
②原因状语
Seeing nobody at home, he decided to leave them a note
③伴随状语
The girls came in, following their parents.
④结果状语
The poor old man died, leaving nothing to his children.
注意：现在分词作状语的几个特性。①时间性。与谓语动词同时发生，用一般时，如发生在谓语动作之前时则用完成式having done。②语态性。与句子的主语之间的关系，是主谓关系或动宾关系。遵循的规则“主动进行，被动完成”。③人称一致性。分词的逻辑主语就是句子的主语。
（2）分词作表语。
S. + be + 动词-ed表示被动，主语是人；S. + be +
动词-ing表示主动，主语是物。分词作宾补不定式作宾补的区别：
◆复习过去分词应注意的几个问题:
过去分词作状语，相当于一个状语从句，有来说明原因、时间、条件等。
（1）过去分词作原因状语
Tired by the trip, he soon feel asleep.
= Because he was tired by the trip, he soon fell asleep.
Lost in thought, he almost ran into a car.
=As he was lost in thought, he almost ran into a car.
（2）作时间状语
Seen from the hill, the city looks like a garden.
=When the city is seen from the hill, it looks like a garden.
（3）作条件状语
Given more time, I would have worked out the problem.
=If I have been given more time, I would have worked out the problem.
（4）伴随状语
The teacher came in, followed by some students.
=The teacher came in and was followed by some students.
分词短语作状语时，通常与主句中的主语在逻辑上一致，但有时它也可以有自己独立的逻辑上的主语，这种结构称为独立主格结构。如：
Her grandfather being ill, she had to stay at home looking after him.
2. Examples
(1) __________such heavy pollution already, it may now be too late to clean up the river.(NMET 2001)
A. Having suffered
B. Suffering
C. To suffer
D. Suffered
解析：答案为A。本题考查分词短语作状语的用法。分词作状语，其逻辑主语必须是句子的主语，而本句的主语看似是it,其实它为形式主语，真正的主语为不定式，而不定式省略了逻辑主语for people，所以应用现在分词，又因already，应用完成时。
(2) One learns a language by making mistakes and _______ them.(2001年春季高考)
A. correct
B. correcting
C. corrects
D. to correct
解析：答案为B。本题考查动名词作介词宾语的用法。介词by意为“通过……，凭……”，后面常接动名词，形成“by+ v. ing ”结构，表示通过做某事而得到某种结果。本题中只有correcting符合。
(3) The picture _________ on the wall is painted by my nephew.(2000年春季高考)
A. having hung
B. hanging
C. hangs
D. being hung
解析：答案为B。本题考查现在分词作定语的用法。根据句意“墙上挂的那幅画是我侄子画的”，可知空白处所填的动词形式在句中作定语，表说话时仍在进行的动作或所处的解题关键在于分析picture与hang之间的逻辑关系。
3. Practice Review of verb forms
Purpose: To get Ss to have knowledge of the grammar through exercises.
(1) Ask Ss to read the sentences and answer the questions in Activity 1.
Suggested answers:
a. Two, they are agree and want
b. let + object + infinitive without to.
c. In the third sentence.
d. At the end of the sentenc
e.
(2) Complete the sentences with the correct form (-ing or -ed) of the verbs in Activity 2.
Suggested answers:
1. worrying
2. excited
3. satisfied
4. frightened
5. frightening
6. interested
7. exciting
8. interesting
4. Conclusion
Activity 3 Complete the sentences with the correct form (-ing or to + infinitive)of the
verbs.
Suggested answers:
1. to get away
2. taking
3. making
4. to help
5. to enjoy
6. playing
7. to read
8. to use
Activity 4 Correct the mistakes in the passage. There are three verbs which should not be followed by to.
Suggested answers:
They are hear, make and let.
5. Conclusion
The verbs followed by the infinitive:
decide, used, go, teach, help, want, persuade, advise, agree, promise, would like, have no time…
The verbs followed by the –ing form:
suggest, enjoy, mind, give up, feel like, look forward t o…
The verbs followed by either the infinitive or the –ing form:
start, begin, like, love, hat e…
stop, mean, forget, remember, regret, go o n…
Activity 5 Complete the next part of the passage with the correct form of the verbs. Sometimes more than one form is possible.
Suggested answers:
1. to go
2. to find
3. to rain
4. moving
5. stolen
6. doing
7. to move/ move
8. approaching
9. surprised 10. sinking 11. to lose 12.raining
6. Conclusion
Give brief instructions of the points: non-finite verbs and link verbs.
(On P111-113 of Grammar in our textbook).
7. Practice about link verbs
Match the sentences with structures.
Suggested answers (Activity 6):
1. b
2. c
3. a
Suggested answers (Activity 7):
1. He sounded angry.
2. He felt very curious.
3. Jim looked terrified.
4. He felt bad.
5. He sounded surprised.
Suggested answers (Activity 8):
1.c
2.f
3.e
4.a
5.d
6.b
Suggested answers (Activity 9):
The students’ own answers.
Step 3 Function
Purpose: To enable Ss to report statements and suggestions.
1. Practice
Ask the students to finish the exercises on P27.
Suggested answers:
1. Billy said it was raining.
2. Vanessa suggested going to see a film.
3. Vanessa said that Billy and she had not been to the cinema for ages.
4. Vanessa said there were some good films on that evening.
5. Vanessa said Master and Commander sounded interesting.
6.Billy said that he had read the book.
7. Billy said that he didn’t want to see the film.
8. Billy suggested going to see The Emperor and the Assassin.
2. Conclusion
Group work Ask the Ss to read the exercises again and try to make a conclusion of the use of the indirect speech.
Step 4 Homework
1. Grammar on Workbook P79.
2. Review the new words and phrases that we have learnt.
Period 5 Vocabulary and Listening, Everyday English,
Speaking, Writing
Teaching Goals:
1. To develop Ss’ listening ability.
2. To review some useful everyday English.
3. To develop Ss’ speaking ability.
4. To develop Ss’ writing ability.
Teaching Procedures:
Step 1 Leading-in
Purpose: To arouse Ss’ interest in listening.
Use the function to arouse the Ss’ interesting listening.
As we know, in function V anessa and Billy were talking about the films. Do you want to know more about the films?
Step 2 Listening
Purpose: To develop Ss’ listening ability and study some useful everyday English.
1. Pre-listening
Ask the Ss to finish the activity 1 and get some types of film.
Suggested answers:
1. comedy
2. cartoon
3. horror
4. science fiction
5. romantic
2. While-listening
Listen to the conversation and answer the question in activity 2.
Suggested answers:
1. The Last Samurai.
2. The Emperor and the Assassin.
3. Master and Commander.
4. Monsoon Wedding.
5. The Emperor and the Assassin.
6. The Last Samurai.
7. Monsoon Wedding. 8. The Emperor and the Assassin.
Ask the Ss to answer any questions they can in Activity 3. Listen to the tape again, and check the answers.
Suggested answers :
3. Post-listening
Ask the students to finish the Everyday English individually and then check the answers and give some explanation.
Suggested answers:
(1)a (2) a (3) a (4) b
4.Explanation
（1）be/ feel in the mood for something 有心情做某事
in a good(bad) mood 情绪好（不好）
in one of one’s moods 闹情绪
（2）hang on ①紧紧握住②坚持下去③赖看不走④打电话用语（不挂断）⑤倚靠⑥渴望
（3）move on ①更换成（新的事物）②离开③使某人走开
Step 3 Speaking (Pair work)
Purpose: Enable the students to talk about the films.
Ask the Ss work in pairs, and tell each other what film they would like to see, and why. Then ask the Ss to read the description of Master and Commander and choose another film to describe. Step 4 Writing
Purpose: To develop Ss’writing ability and enable the students to know how to write a summary about a film or story.
1. Ask the Ss to read the summaries individually and finish activity 1.
Suggested answer:
(1) c (2)a (3)a (4) c
2. Ask the Ss to work in pairs, choose a well-known Chinese story or film and write a summary about it.
Sample:
Ke Ke Xi Li—the film, the life and the warfare
Ke Ke Xi Li, a film directed by Lu Chuan, is well-known among the audiences as its wonderful and profound plot—a story about life and belief. What’s more, it has recorded many prices.
Everyone who has seen the film said that their hearts were shaken. It based on a true story,
which took place in the Ke Ke Xi Li, a place in the Qinghai—Tibetan Plateau. The story is about the battle between poachers. As the wool of the Tibetan antelopes is more expensive than before and the demand of the market is increasing, more and more poachers want to hunt it to get the huge profits. So the action group started to work. It’s a great pity that two captains have sacrificed. Though they were always in danger, they never gave up the belief—to protect the Tibetan antelopes.
The characters are all newcomers, but they’re serious to the film. With the efforts of all characters and two-half year s’ time, the masterpiece finished finally.
“Ke Ke Xi Li is a heaven or a hell? It’s difficult to tell about the story, just who have really pass by it can understand deeply. The reason why I directed Ke Ke Xi Li is that this subject is full of strength, and I think people can realize something through it.” said Lu Chuan. This short and plain film concerns the human living condition and the environment. Ke Ke Xi Li, a mysterious and attractive place, it would be clam and harmony without people’s greed. Ke Ke Xi Li is a heaven or a hell? It depends on the people.
Ke Ke Xi Li purifies our soul, it’s not only a film, but also is the life and the warfare. (Written by Xie Jinjin and Zhang Jing in Nanxiong Middle School; Directed by Amy Dong)
Step 5 Homework
1. Use Everyday English to make a conversation with your partner..
2. Finish the rest exercise about module 3 in workbook.
Period 6 Cultural Corner, Workbook,
Teaching Goals:
1. Enable Ss to get some information about the life of Mark Twain.
2. To deal with the exercise in workbook.
Teaching Procedures:
Step 1 Leading-in
Purpose: To activate Ss’ and arouse them to talk about Mark Twain.
Ask the students to discuss the following question in group of four or five:
Do you know the writer of The Adventures of Huckleberry Fin?
How much do you know about the writer?
(He is a very well-known writer and is an American. He wrote a lot of famous works, which are popular with people all over the world. The masterpiece of his is The Adventures of Huckleberry Fin. The other famous work is The Adventures of Tom Sawyer.)
Step 2 Cultural Corner
Purpose: With reading the passage, enable the Ss to get some information about the life of Mark Twain.
1. Ask the Ss to read through the passage and answer the following questions.
(1) In what ways was Mark Twain’s life an adventure?
(2) What are the best Chinese adventure stories?
Suggested answers:
(1) He left school early, and as an adolescent, determined to make his fortune in South
America, set off from his home Hannibal Missouri, for New Orleans. And he worked for several years as a pilot on a steamboat, taking passengers up and down the Mississippi.
(2) For example, Journey to the West.
2. Ask the Ss to find the non-finite verbs in Cultural Corner and review the grammar in this module.
Step 3 Workbook
Purpose: To deal with the exercise in workbook.
First, check the Ss whether they have finished the homework. And then give some instructions of the confusing exercises.
Step 6 Homework
1. Find more exercises about the non-finite verbs.
2. Get a general impression of Module 4.
Period 7: summary of this module
1.Tell what you have learned about Australia from this unit.
2.List the things that interest you most.
3.The useful words you’ve learned
4.The useful expression you’ve learned
5.Look at the following sentences, underline and identify the predicative in them.
教学反思：
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
高二英语必修五Unit 5单词（人教版） aid n. & vt. 帮助；援助；资助 first aid （对伤患者的）急救 temporary adj. 暂时的；临时的 fall ill 生病 injury n. 损伤；伤害 bleed vi. & vt. (bled,bled)流血 △nosebleed n. 鼻出血；流鼻血 △sprain vt. 扭伤 △sprained adj. 扭伤的 ankle n. 踝（关节） choke vi. & vt. （使）噎住；（使）窒息cupboard n. 橱柜；衣柜 skin n. 皮；皮肤 △essential adj. 最重要的；不可缺少的； 本质的 organ n. 器官 △layer n. 层；层次 barrier n. 屏障；障碍（物） poison n. 毒药；毒害 vt. 毒害；使中毒 ray n. 光线；射线 complex adj. 复杂的 variety n. 变化；多样（化）；多变（性）liquid n. 液体 radiation n. 辐射；射线
mild adj. 轻微的；温和的；温柔的 mildly adv. 轻微地；温和地 pan n. 平底锅；盘子 stove n. 炉子；火炉 △heal vi. & vt. （使）康复；（使）化解tissue n. （生物）组织；薄的织物；手巾纸electric shock 触电；电休克 swell vi. & vt. (swelled,swollen) （使）膨胀；隆起 swollen adj. 肿胀的 △blister n. 水泡 vi. & vt. （使）起泡 △watery adj. （似）水的 △char vi. 烧焦 △nerve n. 神经；胆量 scissors n. (pl.) 剪刀 unbearable adj. 难以忍受的； 不能容忍的 basin n. 盆；盆地 squeeze vt. & vi. 榨；挤；压榨 squeeze out 榨出；挤出 over and over again 反复；多次 bandage n. 绷 in place 在适当的位置；适当 △ointment n. 药膏；油膏 △infection n. 传染；传染病；感染 vital adj. 至关重要的；生死攸关的
高二必修五知识点梳理 Module 1 British and American English 重点词汇： accent , obvious, queue, confusing, compare, variety, remark, variation steadily, switch, satellite, structure, 重点短语 1.have in common有共同点 2.make a difference有影响；使不同 3.get around四处走走 https://www.doczj.com/doc/6714684994.html,pare with/to和……比较 5.differ from与……不同 6.be similar to与…..不同 7.have difficulty in doing sth.做某事有困难 8.lead to导致 9.have sth. in common(与某人)兴趣、想法相同 长难句解析 1.This non-stop communication，the experts think，has made it easier for British people and Americans to understand each other. 专家认为，这种不间断的交流使英美人之间的相互理解变得更容易。当不定式、动名词或从句在复合宾语结构中作某些动词的宾语时(如make，find，see，hear 等)，为保持句子平衡，常用 it作形式宾
语，而将真正的宾语放在句尾。其结构为：主语＋谓语动词＋ it ＋形容词/名词/代词＋不定式/动名词/从句。it 后面的形容词或名词作宾补。 2. When the Irish writer George Bernard Shaw made the famous remark that the British and the Americans are two nations divided by a common language, he was obviously thinking about the differences. 当著名的爱尔兰作家萧伯纳说出“英国和美国是被一种常见的语言分割开来的两个国家”一番话时，很明显他考虑了两者之间的差异。that the British and the Americans are two nations divided by a common language 是同位语从句，用来说明前面的名词 remark 的内容。 语法通关 一、一般现在时 1．表示现在习惯或经常反复发生的动作或存在的状态，常与usually，always，sometimes，often，frequently，every day/week/year/morning...on Sunday等时间状语连用。 二、现在进行时 1．表示现在(说话瞬间)正在进行或发生的动作。 2．表示说话人现在对主语的行为表赞叹或厌恶等 3. 表示当前一段时间内的活动或现阶段正在进行的动作。(说话时动作不一定正在进行)
人教版高中英语必修五单词表 Unit 1 characteristic /k?rikt?'ristik/ n. 特征；特性radium /'reidi?m/ n. 镭 painter /'peint?/ n. 画家；油漆匠 put forward 提出 scientific /sai?n'tifik/ adj. 科学的 conclude /k?n'klu:d/ vt. & vi. 结束；推断出conclusion /k?n'klu:?n/ n. 结论；结束 draw a conclusion 提出结论 analyse /'?n?laiz/ vt. 分析 △ infect /in'fekt/ vt. 传染；感染 △ infectious /in'fek??s/ adj. 传染的 △ cholera /'k?l?r?/ n. 霍乱 defeat /di'fi:t/ vt. 打败；战胜；使受挫 n. 失败expert /'eksp?:t/ adj. 熟练的；经验或知识丰富的n. 专家；行家 attend /?'tend/ vt. 照顾；护理；出席；参加physician /fi'zi?n/ n. 医生；内科医师 expose /ik'sp?uz/ vt. 暴露；揭露；使曝光expose … to 使显露；暴露 △ deadly /'dedli/ adj. 致命的 cure /kju?/ n. 治愈；痊愈 vt. 治愈；治疗 △outbreak /'autbreik/ n. 爆发；发作 （尤指疾病或战争） challenge /'t??lind?/ n. 挑战 vt. 向……挑战victim /'viktim/ n. 受害者 absorb /?b'z?:b/ vt. 吸收；吸引；使专心suspect /s?'spekt/ vt. 怀疑 /'s?spekt/ n. 被怀疑者；嫌疑犯 enquiry /in'kwai?ri/ n. 询问 neighbourhood /'neib?hud/ n. 附近；邻近severe /si'vi?/ adj. 严重的；剧烈的；严厉的 △ clue /klu:/ adj. 线索；提示 pump /p?mp/ n. 泵；抽水机
必修五英语笔记整理unit5 aid n. 帮助;助手;外援;辅助设备 vt. 帮助;救助;资助;促进 vi. 帮助 rescue vt. 营救，救援，使免遭损失;[法律] 非法劫回 n. 营救，救援;营救[救援]行动 assist n. 帮助;援助;机器助手;辅助装置 vt. 帮助;援助;帮助某人做某事;搀扶（某人）上下车 vi. 援助;出席;参加 help vt.& vi. 帮助;有助于，有利于 vt. 治疗;避免;招待（客人）;给…盛（饭、菜） n. 帮助;助手;补救办法;有用 vi. （在餐桌旁）招待，侍应，作仆人（或店员、服务员等） int. [呼救语]救命！ give/do first aid to sb 对某人进行急救 aid sb to do 帮助某人做某事 aid sb in/with n./doing 帮助某人做某事 with the help of=with the aid of 借助于 with sb’s help = with sb’s aid 在某人的帮助下 help sb (to) do sth 帮助某人做某事 help sb with sth 帮助某人做某事 assist sb in doing 帮助某人做某事 assist sb in/with n. 帮助某人做某事 give/offer one’s aid 提供某人的帮助 come to one’s aid 伸出援助之手 in aid of 用以援助…，作为援助…之用 teaching aids 教学辅助;教学用具;教学辅助手段;教具;学具 medical aid 医疗救助 a hearing aid 助听器 cut off aid 中止援助 fall ill 生病;闹病;受病（强调短暂） be ill 抱病；害病；闹病；患病（强调长时间） fall in love with 爱上; 倾心（强调短暂） be in love with 与…恋爱，迷恋; 爱恋（强调长时间） injury n. 伤害，损害;受伤处;伤害的行为 be/get injured 受伤 essential adj. 必要的;本质的;基本的;精华的 n. 必需品;基本要素;必不可少的东西 It is essential that our pilots are given the best possible training.
Unit 1 语法重点 一、动词不定式 不定式可以用来做主语、表语、定语、状语、宾语、独立成分，表示比较具体的意义。 （1）做主语 ①动词不定式短语 To master a foreign language is no easy job. To see this film is to waste time. To solve this problem is out of the question ②为平衡整个句子，避免头重脚轻，常用it做形式主语，而将真正主语不定式放后 面，用于这种形式是一些特定的结构。例如： 1）谓语部分是系表结构，表语是某些形容词或名词。例如： It is foolish to do in this way. It sounds reasonable to do it this way. 2）某些动词做谓语时。例如： It took much time to do this. It makes us excited to think about that. (2) 做表语 表示打算、计划、命令和要求，用于appear, seem, happen等系动词后面 Such questions are to be avoided. What he said proved to be true. He seems to be ill. (3) 做定语 做定语时不定式一般紧跟其所修饰名词或代词后面。例如： He was the first one to come this morning. He didn’t have the chance to go to school in the past. 如果不定式是不及物动词时，应注意其相应介词的搭配。例如： He has nothing to worry about. She is a very nice person to work with. (4) 作状语 不定式作状语可以表示目的、原因和结果。 ①表目的常用in order to, so as to,等结构但so as to只能放在主句之后。 Check your homework so as to avoid mistakes. She goes home (in order) to see her grandmother every week. ②表结果常用only to do, enough to do, too…to do等句型，不定式短语作结果状语具有 “意料之外”之意。 He is too excited to speak anything. I hurried to his house, only to find him out. ③原因 She seemed surprised to see us. He is sorry for what he did to think of his past. -不定式作方式状语时，通常采用as if 或 as though + to 的结构，其意为“好像要……”。 He raised his hand as if to hit me. She took out a pen and a piece of paper as though to write something. (5) 做宾语
人教版高中英语必修五知识点详解 Units 1-2 1. doubt doubt是高考中的高频考查词汇。doubt可作动词和名词，是新课标重点词汇。其命题角度为：①作动词时， 若为肯定句，后跟宾语从句,通常用if/whether引导，若为否定句，则通常用that引导。 ②doubt作名词时，通常用于There is no doubt that ...(毫无疑问）结构。2010年高考对doubt的考查还将集中 在其后跟从句时连接词的选择上，也有可能将doubt与其他动词或名词放在一起进行词义辨析。 2. expose expose是新课标要求掌握的单词，应重点掌握它的义项及常见用法，特别是be exposed to 句式，其中to为介词，后跟名词、代词和动名词；同时注意exposed to作后置定语和用于句首作状语的用法。另外，being exposed to结构用动名词形式作主语也是重点和难点，极易考查。 预测2010年命题方向为exposed to 作状语和定语的用法。 3. absorb absorb是新课标重点单词，重点掌握其“吸收（液体，热）；吸收，理解（知识）”的词义及其be absorbed in(全神贯注于……)的用法，易考点为该短语位于句首作状语和作后置定语两点，考生应能掌握be absorbed by(为某事物所吸引)；还应联系be engaged in, be devoted to, be involved in和be lost in等常见重点近义短语。 4. apart from apart from是常见介词短语，意为“除……之外”，考生应熟练掌握近义的词和短语：except, besides, in addition (to), other than, except for, except that, except when等。预测2010年高考会在单项填空题中直接考查或者会出现 在阅读理解题中。 5. available available是新课标重点单词，在近几年高考和各地的模拟考试中出现的频率极高，主要考点为：①词义(可得到的，可用的)。命题形式常为形容词词义辨析，如区分accessible, acceptable, sensible, favourite, average, convenient 等。②用法。be available to意为“可利用的”，be available for意为“使……可以享受某物;使……买得起某物”, 要了解二者的区别。 预测2010年高考命题会以考查词义或者形容词短语作后置定语为命题方向。 6. consist of consist of是近几年高考高频考查短语。①理解其词义“组成，构成”。②考查与其他近义词组的用法异同点。 如be made up of, be composed of, constitute, be formed of 等。考生要特别注意consist of要用主动形式表达， 不用系表结构。预测这一考点将成为2010年高考考查的重点，特别是用consisting of 作后置定语。 7. break down 由break构成的动词短语是历年高考命题的重点。考生必须明确break down的几个常见义项，根据不同的语 境加以判断。break down，break up, break off, break away, break in等，都要求考生熟知它们的常见义项，因为 命题时可能会对该短语直接考查，也可在短文中考查对其意义的理解。 8. only+状语（状语从句）位于句首构成部分倒装 这是考生必须熟练掌握的句式之一，以往的高考题中已多次考查到。倒装句式有多种情况，该句式为日常交 际中较常见的一种。特别提示：only只有强调状语或者状语从句才构成部分倒装，强调主语或宾语不用倒装。 预测该句式是2010年高考命题考查的重点。 重要词汇拓展 Unit 1 Great scientists 1. ____ n. 特征；特性 2. _____ vt.&vi. 结束；推断出→______ n. 结论 3. _____ vt. 打败；战胜；使受挫 4. ______ vt. 参加；出席；照顾；护理→_____ n. 参加；出席；侍从；看护 5. _____ vt. 暴露；揭露；使曝光→_____ n. 暴露；揭穿；揭发 6. _____ vt.& n. 治愈；痊愈→______adj.可治愈的 ______ vt.& n. 控制；支配 8. _____ vt. 吸收；吸引；使专心→______adj. 被吸收的；全神贯注的 9. _____ adj. 严重的；严厉的；剧烈的 characteristic 2. conclude；conclusion 3. defeat 4. attend；attendance 5. expose；exposure 6. cure；curable 7. control 8. absorb；absorbed 9. severe 10. _____ vt. 宣布；通告→______n. 宣布；宣告；通知 11. ______ vt. 命令；指示；教导→_____ adj.有教育意义的；有指导意义的→_____n.指导；指示；指令→_____ n. 教师；讲师；指导员 12. _____ vt.&vi. 捐献；贡献；捐助→______n.贡献；奉献 13. _____ adj. 有创造力的；创造性的；独创的→______n.创造；创作 14. _____ adj. 热情的；热心的→______ n. 热心；热情
必修五Module 1 ⒉compare (v.)---comparison(n.) 把A 和B比较compare A with B 把A比作/比喻为B compare A to B 比起…,与…相比(作状语) compared with /to 比得上compare with 无与伦比beyond comparison 与…比较in comparison 相比之下by comparison ⒊differ (vi)different(adj.)difference (n.) 在…方面不同differ in = be different in 区分…和…Tell the difference betw een…and..不同于differ from = be different from和某人在…方面differ with sb. on sth. 有影响，使不同make a difference 对…有影响have an effect on=have an influence on =affect =influence It makes a big difference to your life whether you take an optimistic attitude or not. 你是否采取乐观的态度对你的人生有很大的影响。 ⒋common 有很多/有一些/ 几乎没有/ 没有共同点have much(a lot)/everything/ nothing(little) in common 和…一样in common with ⒌lead lead to +doing/n通往，通向；导致，招致lead sb to sp. 带领某人到某地 lead sb to do sth. 使某人做某事，领某人干某事 命题方向：1). lead to + doing/ being done 2).leading to 作定语或状语。 3).含介词的短语动词用在定语从句中，考察句中的谓语动词。 短语lead to 中，to为介词，总结一下“动词+介词to”的常用短语 pay attention to 注意devote… to… 献身于stick to 坚持be used to 习惯于belong to 属于object to 反对get down to开始认真做.. contribute to 为..做贡献pay a visit to 参观;拜访 ⒍difficulty have some/much/no difficulty (in) doing 做某事有一些/没有困难 There is some/no difficulty (in) doing sth. There is some/no difficulty with sth. （注意：difficulty 为不可数名词）have some/much/no difficulty (in) doing 做某事有一些/没有困难 There is some/no difficulty (in) doing sth. There is some/no difficulty with sth. （注意：difficulty 为不可数名词） ⒎attempt attempt to do/ attempt at doing. 试图做…;尝试做… make an/no attempt to do (没有)试图/打算做… at one’s first attempt (to do) 第一次尝试做… ⒏add
必修五 满分值：120分，考试时间：100分钟 宝鸡铁一中周静 第一部分：英语知识运用（共两节，满分55分） 第一节：单项选择：（共25小题；每小题1分，满分25分） 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该题涂黑。 1 Little George Bush was elected President of the United States for the second time in year 2004. A. 不填; a B. a; the C. 不填; the D. the; the 2.---You must obey every word of mine ! ----__________I don’t ? A. What if B. How if C. Only if D. Even if 3.He has no other interests , _________his work. A. far away B. away from C. apart from D. except that 4.We should keep our strength _________to meet with even more difficulties . A. in shop B. in case C. in order D. in store 5.I didn’t expect that he would _______my failure to achieve his own goal . A. make use of B. make the most of C. make the best of D. take advantage of 6.He ______in touch with his teachers since he graduated from his school 20 years ago . A.has got B. has lost C. has stayed D. kept 7.Scientists say it may be five or six years _______they are ______to test this medicine on human patients . A. since; possible B.after ; impossible C. before ; likely D. when ; probable 8.______from his _____look , he enjoyed himself at the party . A. Judging ; excited B. Judging ; exciting C. Judged ; excited D. Judged ; exciting 9.After a heated discussion , his theory _______correct . A. turned up B. turned out C. turned off D. turned down 10._______is known to us is that the old scientist , for ______life was hard in the past , still works very hard in his eighties . A. As ; whom B. What ; whom C. It ; whose D. As ; whose 11.The little girl _______because of her excellent English and quick wit after several rounds of competition . A. ran out B . got out C. came out D. stood out 12.________the fact he made every effort to achieve his goal , he failed eventually . A. Though B. Although C. Despite D. Spite 13.He suggested the problem worth paying attention _______at the meeting . A. to be discussed B. to been discussed C. being discussed D. be discussed 14.It’s the protection for the trees ______really matters , ______how many trees are planted each year . A. what ; other than B. which ; or rather C. that ; rather than D. as ; more than 15.---Do you mind if I use your tape recorder ? ----___________.
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/6714684994.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?
高二英语必修五练习题 第一部分：英语知识运用（共两节，满分55分） 第一节：单项选择：（共25小题；每小题1分，满分25分） 从A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该题涂黑。 1 Little George Bush was elected President of the United States for the second time in year 2004. A. 不填; a B. a; the C. 不填; the D. the; the 2.---You must obey every word of mine ! ----__________I don’t ? A. What if B. How if C. Only if D. Even if 3.He has no other interests , _________his work. A. far away B. away from C. apart from D. except that 4.We should keep our strength _________to meet with even more difficulties . A. in shop B. in case C. in order D. in store 5.I didn’t expect that he would _______my failure to achieve his own goal . A. make use of B. make the most of C. make the best of D. take advantage of 6.He ______in touch with his teachers since he graduated from his school 20 years ago . A.has got B. has lost C. has stayed D. kept 7.Scientists say it may be five or six years _______they are ______to test this medicine on human patients . A. since; possible B.after ; impossible C. before ; likely D. when ; probable 8.______from his _____look , he enjoyed himself at the party . A. Judging ; excited B. Judging ; exciting C. Judged ; excited D. Judged ; exciting 9.After a heated discussion , his theory _______correct . A. turned up B. turned out C. turned off D. turned down 10._______is known to us is that the old scientist , for ______life was hard in the past , still works very hard in his eighties . A. As ; whom B. What ; whom C. It ; whose D. As ; whose 11.The little girl _______because of her excellent English and quick wit after several rounds of competition . A. ran out B . got out C. came out D. stood out 12.________the fact he made every effort to achieve his goal , he failed eventually . A. Though B. Although C. Despite D. Spite 13.He suggested the problem worth paying attention _______at the meeting . A. to be discussed B. to been discussed C. being discussed D. be discussed 14.It’s the protection for the trees ______really matters , ______how many trees are planted each year . A. what ; other than B. which ; or rather C. that ; rather than D. as ; more than 15.---Do you mind if I use your tape recorder ? ----___________. A. No ; please don’t B. I’d rather you didn’t C. I am afraid not D. Sure , it’s my pleasure