2016年秋季学期
高二英语集体备课教案
Module 5 Unit 5
First aid
2016-12-19
Book5 Unit5 First Aid Ⅰ. 单元教学目标Teaching goals：
1．能力目标Goals
2.知识目标
3.情感目标
本单元的中心话题是“急救”。通过本单元教学，让学生了解有关急救的常识，意识到了解一些基本的急救措施对生活的重要性，着重培养学生学以致用的能力。在理解的基础上，用较为流利的英语表达在生活中如何处理一些突发事件，然后实施紧急救护等。
Ⅱ.Teaching Arrangement: Nine periods
Ⅲ. Teaching Procedures：
The First Period
Warming up
Knowledge Aims
The definition of first aid.
The names of some injuries and sudden illnesses.
Ability Aims
To collect information of the ways dealing with sudden illnesses and unexpected
injuries .
Get the exact idea of the instructions of first aid in the listening material.
Emotion Aims
Learn to give first aid to those who need it according to what they learn during this period . Teaching important and difficult points教学重难点
Help the students to use the expressions to describe the accidents and how to give first aid. Teaching procedures and ways 教学过程与方式
Step1 Lead-in:
Step 1 Greetings
T: In last unit we learned about making news.See if you are a journalist, on your way to cover an event, you find a person who has got a snakebite, what will you do to him/her?
Ss: Send him/her to the nearby hospital.
T: That’s a good idea.But if the hospital is quite far away, what can you do at first to save the person’s life?
T: Have you ever had such kind of experience?
T: Sometimes we can come across such kind of unexpected injury, and it is necessary for us to learn some general knowledge about how to deal with this kind of situation.That’s what we are going to learn in this unit.Now open your books to Page 33.Let’s have a look at the first lesson.
Step 2 Describing Pictures
T: Here on Page 33, there are 6 pictures, please have a look at them and see what has happened to each person on the picture.
Give Ss three to five minutes to talk about the pictures or discuss the pictures with their partners.
T: Now, who’d l ike to describe the first picture?
S1: The man has been bitten by snake and he feels terrible now.
S2: We can see the glass of the window is broken and the lady’s arm is bleeding.Maybe it is cut by the broken glass.
S3: A group of boys are playing football on the playground, but one of them has got a sprained ankle.The boy feels painful.
S4: The girl is having her breakfast, but she has got choked.
S5: She might slipped from the stairs and she has got her arm broken.
S6: The boy is playing under a tree, and he might have knocked into the tree and got a bloody nose.
T: You all have done a very good job.Now, have you ever met such kind of situations?
S: Yes.
T: Did you or someone else give help in any of them?If so, what kind of help?
Let students say whatever they think of.
T: In English we call this kind of help First Aid.
What is first aid?
Why is it important?(Ask students to read the defination and importance of first aid in the Warming up and fill in the blanks.)
Fill in the blanks:
First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a
doctor can be found.Often the illness or injury is not serious, but there are other times when giving first aid quickly will save one’s life.
Step3 Quiz for first aid (on p74) (Nowadays there are a lot of unexpected accidents. what would you do in such situations?)
Step4 Speaking in pairs What happened in the picture? What kind of first aid should you give?)
Try to choose one of the pictures you can talk to do the role play:
What’s wrong with you?/Where have you got hurt? How are you feeling now?
I got….
Can I help you?
You should…./you shouldn’t…
Give the students some more situations and encourage the students to talk more.
Step4 Discussion
What would you do in the following situations?
What could we do to prevent these accidents
Drowning :Check to see if he /she is breathing
Try to start his /her breathing
Learn how to swim./Swim with a life-buoy/Never swim alone./Never swim in deep water. etc.
Traffic accident: Call for a doctor or an ambulance.
Never pull her out of the car
Find enough people to lift the car safely and take her to hospital at once.
Use crosswalks and look at both sides when crossing the street./Follow the traffic rules and be careful/Never use a cellphone while driving, riding a bike or walking on a busy street. etc.
Step5 Language Points
1.aid n./vt. 帮助,援助,赞助
first aid (to the injured) 急救medical aid 医疗救护
[短语联想]
给与/进行急救帮助某人做
come/ go to sb’s aid 援助某人aid sb in doing sth
with the aid of 在… 的帮助下aid sb. to do sth.
为了帮助… aid sb with sth
Eg. （汉译英）
①He came to my aid at once.
②He was able to find the museum with the aid of a map.
③He raised money in aid of the sick.
③We aided him in raising the money.
④He aided me with money.
④I aided her to continue her study.
另: a hearing aid, teaching aids
A dictionary is a very useful aid in learning language.
2. fall ill 病到
fall [fell fallen]用作连系动词,后常接形容词.
fall + adj.(asleep/silent/sick/awake etc.)
对比：fall ill 生病属短暂性动词, 不与for + 时间段连用
be ill 指生病的状态,是持续性行为, 可与for + 时间段连用
His wife suddenly fell ill last week.
He has been ill for a week.
3. get injured 受伤
get+过去分词( burnt/dressed/lost/paid/drowned/caught in Etc.) 表被动或状态
eg. The computer got damaged when we were moving.
My bike is getting repaired now.
My glasses got broken while I was playing basketball.
Peter and Mary got married last year.
Sarah, hurry up. I am afraid you can’t have time to ___before the party. (2004)
A. get changed
B. get change
C. get changing
D. get to change
*4. injure vt, 指意外或事故造成损/受伤, 强调功能的损失
injury [C]
the injured (adj.) 伤员
He was badly injured in the accident.
Last night a terrible storm hit the area and many people were injured.
5. save one’s life(lives) 救某人的命
save one’s honor 保全名誉
save one’s face 保全面子
save one’s skin 避免受伤
6. Did you or someone else give help in any of them? If so, …
If so, = If it is true,
Do you want to be a superman? If so, come with me!
7. bite v. (bit, bitten)
bite….to death
bite off more than one can chew贪多嚼不烂
Once bitten, twice shy. 吃一堑，长一智。
*bite the hand that feeds one 恩将仇报
*bite a person’s head off 严厉斥责，口气凶猛
8. bleed v. bleed—bled—bled流血(bloody adj. blood n.)
My heart bleeds for those poor children.
His nose is bleeding. /He is bleeding at the nose.
He was slowly ___ to death if there was no treatment at once.
A. blood
B. bled
C. bleeding
D. bleeds
Step6 Homework
1. Preview the text of Reading part.
2. Surf the net to search for more information about first aid---how to rescue breathing.
The Second Period
Pre-reading & Reading
Target language知识目标
a. Key words and expressions: 重点词汇和短语
b. Useful sentences: 重点句型
So, as you can imagine, if your skin gets burned, it can be very serious.
Burns are called first degree, second degree or third degree burns, depending on which layers of the skin are burned.
First degree burns turn white when pressed.
Take clothing off the burned area unless it is stuck to the burn..
Knowledge Aims
The definition of first aid.
The classification of burns.
The treatments to burns.
Ability Aims
Know how to give first aid to burns.
Emotion Aims
Be willing and able to give first aid to burns.
Teaching important points教学重点
Let Ss learn to use the structures of giving suggestions
Teaching procedures and ways教学过程和方式
Step 1 Revision
1.Ask students to tell what they have found through the net.
How to rescue breathing:
Press a hand on his chest many times.
Use the mouth-to-mouth method.
Lay him on his back, close his nose with your fingers and breathe into his mouth.
Repeat this as often as necessary.
2. Brainstorming:Show some pictures about some common injuries and review some words, some useful expressions and the information about first aid.
What things at home can be dangerous?
electrical equipment glass electric wires gas poisons pets knives hot water etc.
Step2 Pre-reading
1.Ask the students to talk about the picture (page 33)
What has happened?
What sort of injuries will the child have?
2.Then ask Ss, in groups, to answer the following questions about their own experiences. (Write on the board causes of burns and characteristics of burns)
Have you or someone you know ever been burned? What happened? What did the burn look like?
3. At last discuss :( Write all their suggestions on the Bb)
Did anyone perform first aid? What did he/she do? What kind of first aid would you perform in the situation of burning?What should the mother do? Can you give her some advice?
Possible answers:
Cool the area of skin; wash it under the cold running water.
Cover the wound with bandage/clean cloth.
See a doctor if necessary, etc.
Step3Reading
Now let’s read the text about first aid for burns from a book called First Aid for the Family to find more about what on the earth we should do in the situation.
Task1 Fast reading (Skimming)
Read the title of the text and the headings within it .Skim for its general idea.
1. What is the topic of the text and how is the information organized ?
2. How many parts are the text divided into and what are they ?
Answers for reference:
1. It is about first aid for burns and the information is organized according to causes, types, characteristics and first aid treatment for burns.
2. It can be divided into 5 parts.
Part1: The purpose of skin
Part2: How we can get burns/ causes of burns
Part3: The three types of burns
Part4: The symptoms/ characteristics of burns.
Part5: What to do if someone gets burn/first aid treatme nt
3. Then finish Ex1 on Page 35.
Task2 Detail reading:
1. What can skin do for our body ?
1). Protect you against diseases, poisons and the sun’s harmful rays.
2).Keep you warm or cool
3). Prevent you from losing water
4). Gives you sense of touch
2. Causes of burns
You can get burnt by :
hot liquids, steam, fire, radiation, the sun, electricity and chemicals
3. How many types of burns are there? What are they?
Types of burn: 1). First degree burns. 2). Second degree burns 3).Third degree burns
4. Read Part4, then Finish Ex2 on Page 3
5. (Ask students to tell from which part the answers can be found.)
Types of burns Pictures Characteristics
First degree burns Picture A Tissue under them often can be seen.
Second degree burns Picture B Extremely painful
Third degree burns Picture C Mildly swollen
5. Listen to part5 Treatment
1). ______ clothing and jewellery near the burns. (Take off)
2). ______ the burns with cool water. (Cool )
3). ______ cool, clean wet cloths or the burns. (Place )
4). ______ the burned area gently. (Dry)
5). ______ the burned area with a dry clean bandage. (Cover)
6). ______ the burned area ______ than the heart, if possible. (Keep , higher)
7). ______ the victim ____the doctor or hospital, if possible. (Get , to)
Or:Read the part with the heading of First aid treatment and make a list of dos and don'ts. Dos
Cool burns with running water.
Take off the clothing and jewellery near burns.
Place cool, clean, wet cloth on the first, second degree burns.
Dry the burned area gently.
Cover the burned area with dry, clean bandage and hold it in place with tape.
Don'ts
Take off clothing stuck to the burn.
Put cold water on the third degree burns.
Rub the burns, break the blisters.
Put butter, oil, ointments on burns.
Step6 Discussion & Comprehending (Maybe used as homework)
Put Ss into pairs to discuss Exx3-4 on Page36.(Tell them to try doing the exercises before reading the text again)
Step7 Homework
1. Read the text as much as possible and Finish Exx3-4
2. Learn the text by heart and try to find out some important or difficult words and expressions
3. Write a short summary of the passage.
The Third Period
Reading and Language points
Step 1 Revision
Check their homework
First aid is the first kind of help given to someone when suddenly falls__ or get injured before a doctor can be found. In this unit, let's study the first aid for______ . The skin is an _______ part of your body and your body’s largest______. You have _____layers of skin that protect you _______diseases, _______ and the su n’s harmful rays.. It keeps your body cool. It _____ your body from _____ water. It is where you feel ____, heat or____ , and it gives you_____________. So, if your skin gets _______, it can be very serious. First aid is a very important first step in the _________ of burns. You can get burned by hot_____ .steam, fire radiation and so on. There are there_____ of burns called first, second and third degree. When someone gets burned, we will carry_____ first aid treatment by different degrees. Remove clothing from the burned area_____ it is stuck to the burn. Cover the burned with a dry clean_____ that will not stick to the skin. Then immediately took him to the_____
Step2: Read aloud
Step3: Language Points
Para.1-2-3
1.protect … against \ from (doing) sth 保护、维护….(免受….伤害)
He is wearing sunglasses to protect his eyes from the strong sunlight.
短语联想：
prevent /stop/ keep … from doing sth 防止、妨碍
save….from…..拯救、挽救
disable….from….使….失去能力/资格
He put on his coat to protect himself from catching cold.
Nothing will prevent us from reaching our aim.
2 …and it gives you your sense of touch. sense(P87)
1). N. 感觉、感
sense of touch /sight/ hearing/ taste 触觉/视觉/听觉/味觉
sense of humor/ beauty/direction 幽默感/美感/方向感
common sense 常识
2). V. 感觉到、意识到
The horse sensed danger and stopped.
He sensed that something had happened to his family.
[拓展]
make sense
make sense of
in a sense
3. So, as you can imagine, if your skin gets burned, it can be very serious
As you can imagine是引导的非限制性定语从句。
As we all know , the earth is very large.
He is very careful, as/which his work shows.
1). ____ is often the case, we have worked out the production plan.
2). Her sister has become a lawyer, ____ she wanted to be.
4. treatment n. (treat v. )
不可数名词― 对待, 待遇,处理; 治疗
工人们受到政府优厚的待遇.
The workers received good treatment from the government
可数名词― 疗法‖
他们正在实验一种治疗癌症的新疗法.
They are trying _____________________________
[拓展]
be under treatment 在治疗中
be under one’s treatment 接受某人的治疗
for treatment 进行治疗
treatment for + 疾病的名词治…病的方法
译:①她仍在医院接受治疗. She’s still under treatment in hospital.
②他接受了医生的治疗, 不久就痊愈了. He soon recovered under the doctor’s treatment.
③他已去伦敦住院进行特殊治疗. He’s gone to hospital in London for special treatment.
④他已试验过许多治疗皮肤病的方法. He has tried many treatments for skin disease.
5. Burns are called first degree, second degree or third degree burns depending on which layers of the skin are burned.
depending on which layers of the skin are burned现在分词作状语
depend on
①取决于;
The price depends on the quality.
②依赖、依靠;
e.g 他的一家人全靠他养活。His family depends on him.
③信赖、信任；
e.g 我相信你们可以在星期五前完成你们的作业。
I depend on you to finish your homework by Friday.
[拓展]
depend on/upon it that….指望
Depend upon it! (You can be sure0 (口语)无疑地的确
It / That (all) depends. (口语)那得视情况而定
6. mild 轻微的, 温和的, 温柔的
我们校长是一个很温和的人. Our headmaster is a mild person
他只是受到了轻微的惩罚He was given a mild punishment
这个季节天气非常宜人. he weather is very mild for the season.
7. iron n. 铁, 熨斗(an iron will)
v. 烫熨
这种材料很好烫。This material irons well/ easily.
8. for a moment (=for a while)
[拓展]
for the moment in a moment………… at the moment
At the last moment to the (very ) moment the moment-clause
9. heal vt&vi heal sb. of sth.
(1)(尤指伤口)治愈；恢复健康heal a wound
(2)*使和解
healer (cn) 医治者；治疗物
Time is a great healer. 时间能够治好创伤
辨析：treat, heal, cure
treat ―治疗‖，着重强调过程，不涉及结果，不一定治愈。
heal 多用于治疗外伤。
cure ―治愈‖，强调结果。
10. electric adj. electric iron/blanket/fan/cooker etc.
electrical adj electrical engineer/fault etc.
Step4: Homework
1. Go over the language points and be ready for dictation.
2. Read the passage more times and Write down Para1 from the memory.
The Fourth Period
Reading aloud and Language points
Step1 Revision
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) Sunburn just belongs to the first degree burn.
5).Put cool water on any burns to cool them.
6).Don’t rub the burns
7).It’s better that you put some butter or oil on burns.
8) If a person gets a third degree burn, he must cool burns immediately with cool but not icy water and then go to see a doctor.
Step3 Read aloud
Step4 Language Points
1. swell v. [swelled, swollen].肿, 膨胀，隆起
The sprain made my ankle swell up. 我的脚踝扭伤肿了起来。
①她的腿肿得很厉害。Her leg has swollen badly
②风鼓起了帆。The wind swelled the sails.
③大雨使河水上涨了The heavy rain swelled the river.
swollen 可作形容词，表示― 肿胀的‖
Her eyes were red and swollen with weeping. 她的眼睛哭得又红又肿。
2. damage v. 损害, 损坏
n. 损害, 毁坏, 破坏(不可数) cause/do damage (to….)
①这场战争损害了两国之间的关系。The war damaged the relations between the countries.
②地震造成了重大破坏。The earthquake caused great damage ( to the country).
译：霜冻对农作物造成了重大损害。
区别damage, destroy 和ruin (English Weekly)
damage ―损坏‖, 意味着损坏后的价值或效率降低,一般是部分性的。
destroy 指十分彻底地― 破坏‖，含有不能或很难修复的意思。
ruin 指某物被损害到不能再修复，不能再使用的程度。
I damaged my shoes in basketball practice today.
今天练篮球时我把鞋弄坏了。
The building was completely destroyed by fire. 那所房子被烧得一干二净。
My new sweater is ruined. 我的新毛衣全完了。
3. Take clothing off the burned area unless it is stuck to the burn.(P87)
1).unless除非……；如果不……(=if…not…) (English Weekly)
Don’t make it public u n l e s s I agree.
译：众所周知，如果你不经常锻炼，就不会有好的身体。2). stick
1) stick sth. on/to sth. 贴在……上、粘住
Stick a label on your suitcase.
Stick the glue to my fingers.
3) stick sth. in sth. 陷在……里
Stick the key in the mud.
[拓展]
be/get stuck in 陷入、卡住(动弹不得) The bus was stuck in the mud.
stick to sth. ( plan / principle / promise / decision etc.)
4. jewelry (jewellery) n.珠宝的总称, 为集体名词，(不可数)
jewel n. 珠宝，首饰(可数)
The jewels were kept in the safe.
She appeared at the reception wearing her finest jewels.
Her jewelry was insured for one million dollars.
She locked her ______in the ________box.
①She appeared at the party wearing some of her finest________.
A. jewels
B. jewelleries
C. jewel
D. jewellers
②I want to buy ____ as a birthday gift for my daughter.
A.some jewel
B. a piece of jewel
C. a jewellery
D. a piece of jewellery
5. squeeze v. 挤；压；塞
常用句式: squeeze +名词+ out 挤出
squeeze +名词+ out of/ from + 名词―从/向….中榨取‖
He took off his wet clothes and squeezed the water out.
The blackmailers intended to squeeze more money out of him.
squeeze money from sb 向某人勒索钱财
squeeze money out of sb
I squeezed myself onto the crowded train.
The car was full, but I managed to squeeze in.
He squeezed everything into a suitcase.
译：他们被年轻人挤出了就业市场。
They have been squeezed out of the job market by young people.
那个年轻人经常向那个小学生勒索钱财。
The young man often squeezes money from/out of the pupil.
6. over and over (again) 反复多次
=again and again , time and again , over and over, time and time again, once /over and again
over again=once more/again 再一次
7. wound n.伤，创伤v. 伤害，使受伤the wounded (adj.)
区别wound, injure, harm 与hurt: (English Weekly)
wound 指外伤，如枪伤, 刀伤等, 尤指在战场上受伤; 也可指在感情上荣誉方面的创伤。injure 指意外或事故造成损伤, 强调功能的损失。
harm 指损害有生命或无生命的东西; 也可指肉体上或精神上的损害。
hurt （普通用语）指任何肉体或精神上的伤害。尤指打伤, 刺伤; 还可表示―疼痛‖。The bullet wounded him in his arm. 子弹打伤了他的手臂。
He was injured in a traffic accident. 他在一次交通事故中受了伤。
We won’t do anything that will harm the cause of peace. 我们不会做任何危及和平事业的事。He meant no harm.
He fell off the ladder and hurt his leg. 他从梯子上摔下来，伤了腿。
The hurt to his feelings is more serious than the hurt in his body.
You'll hurt her feelings if you forget her birthday.
My stomach hurts because I have eaten too many apples
My grandpa was ___ in the second world war.
A. hurt
B. injured
C. wounded
D. harmed
8. in place (反: out of place地方放的不对, 不在适当的位置, 不适当, 不合适)
放在应放的位置, 在适当的位置, 适当
I like to have everything in place.
Her dress was out of place at the ceremony.
短语联想：
in place of 代替
take the place of 代替
take place 发生
She likes everything _______________ before she starts work.
Her criticisms were quite_____________. ( 她的批评太不相宜了）
9. sit up
①(使或帮助）坐起来；
坐起来吃药吧Sit up and take your medicine
②端坐，坐正，坐直；
③熬夜(stay up) I sat up late reading a novel.
Step4: Homework
1. Go over the language points and be ready for dictation.
2. Finish SB Exx1-2 on Page36-37.
3.Preview “Discovering useful structure”
4. Finish ―Reading task‖ on P72 in workbook.
The Fifth Period
Grammar (Ellipsis)
Knowledge Aims
Get to know the basic rules for ellipsis.
Ability Aims
Learn to use ellipsis in practice.
Emotion Aims
Learn the importance of English grammar.
Teaching procedures and ways
Step 1 Dictation
Step 2 Word Revision
T: Now please open your books and turn to Page 36. Let’s learn “Learning about Language”. Fi rst let’s do Discovering useful words and expressions
https://www.doczj.com/doc/7012949576.html,plete the table with the correct verbs, nouns or adjectives.
T: Let’s do some more exercises about new words. You are to explain the words in English and then fill in the blanks.(ask students to explain or guess the meanings of the words)
https://www.doczj.com/doc/7012949576.html,plete the questions with words from the text.
Ask some of them to read each of the sentences and tell the class the answers.
Step3 Research in grammar
Discovering useful structures (Ex1 page 37)
1. Ask students to work in groups of four to find out（1）the differences between Sentences A and B;（2）which sentence is better;（3）why it is better. Have each group choose a student to present their views to the class.
2. Ask students to find out the ellipsis sentences from the reading part.
3. Get students to work in pairs to discuss which part of speech is omitted. Step4 Understanding and Summary
T: Let’s look at the next, Grammar (page 90)
Present some sentences and encourage the students to find out which words have been left out.
T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to
repeat what he said, they usually say “ Beg your pardon.” Then it is called Ellipsis. The subject “I” has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.
1.Haven’t seen you for ages.
2.Some more tea?
3.Sounds like a good idea.
4.Doesn’t matter.
5.Sorry to hear that.
6.Pity you couldn’t come
7.This way, please.
8.Terrible weather!
9.Joining us for a drink?
10.Going to the supermarket?
Suggested answers:
1.I haven’t seen you for ages.
2.Would you like some more tea?
3.That/It sounds like a good idea.
4.It doesn’t matter.
5.I’m sorry to hear that.
6.It’s/ What pity you couldn’t come
7.Step this way, please.
8.What terrible weather it is!
9.Are you joining us for a drink?
10.Are you going to the supermarket?
Grammar –Ellipsis (省略）
莎士比亚曾经说过：Brevity is the soul of wit.（言以简为贵）。为了使话说得简明扼要或避免重复，英语句子中某个单词、短语，甚至从句或主句都可以省去。这种省略句中的一个或几个句子成分而保持句子意思不变的现象，称为省略。为了使语言简洁，，这种语法现象乘为省略。
一、省略的目的
省略多见于非正式文体，尤其在对话中，省略是一种普遍的现象。英语中的省略一般说来有三个目的：
1．避免重复，减少累赘
省略的主要目的是避免重复，去掉不必要的累赘和繁琐。
Mike said that he would come to school to see me the next day, but he didn't come to school to see me the next day.
Mike said that he would come to school to see me the next day, but he didn't.
迈克说他第二天要来学校看我，但是他并没有来。
（省掉最后九个词，句子简洁了许多）
2．连接紧密，结构紧凑
省略也是使上下文紧密连接的一种修辞手段。
John was the winner in 1994 and Bob in 1998.
约翰是1994 年的获胜者，鲍勃是1998 年的获胜者。
（Bob 后省略了was the winner，句子结构显得比较紧凑）
3．强调重点，突出信息
省略的另一作用是突出新的信息
Truth speaks too low, hypocrisy too loud. 真理讲话声太低，虚伪讲话声太高。
（后一分句省略谓语speaks，突出了too loud）
二、句子成分的省略
为了避免重复，或者为了使某一内容引人注目，可以省略某些句子成分而保持句子原意不变。1．省略主语
Beg your pardon.请你原谅。
（= I beg your pardon.））
Serves you right. 你活该
（= It serves you right.）
2．省略谓语
Anything the matter? 要紧吗？
（= Is anything the matter?）
The river was deep and the ice thin. 河很深，冰很薄。
（= The river was deep and the ice was thin.）
3. 省略主语和谓语
(Are you) Hungry?
(I want) Orange juice, please.
4．省略表语
Are you ready? Yes,I am.
你准备好了吗？我准备好了。
（am 后面省略了表语ready）
5．省略宾语
We have to analyze and solve problems.
我们必须分析问题并解决问题。
(analyze 后省略了宾语problems)
Let's do the dishes. I'll wash and you'll dry.
我们洗碗吧，我来洗，你来揩干。
（wash 和dry 后面省略了宾语dishes）
6．省略定语
He spent part of the money, and the rest he saved.
他花了一部分钱，其余的都存了起来。
（the rest 后面省略了定语of the money）
*7．省略状语
（Even）The wisest man cannot know everything.
即使最聪明的人也不可能无所不知。
8. 不定式后省略动词
A: Would you like to come to the party?
B: I’d love to ( come the party.)
三、省略在句子中的应用
在一个句子中，省略可分为依赖上下文省略和不依赖上下文省略两种。前者省略的部分可在
句子中找到，但后者可能找不到。
(一)、简单句中的省略
依赖上下文的省略在对话中最为常用。
Like more beer? 再要点啤酒吗？
（= Would you like more beer?）
—Would you mind if I used your telephone? 用一下你的电话，你介意吗？
—Not at all. 一点也不。（= I do not mind at all.）
—Will he pass this examination? 他这次考试会通过吗？
—Probably. 大概会的。（= He will probably pass the examination.）
不依赖于上下文的省略。
All aboard! 请上船。（= All go aboard.省略谓语）
Haven't seen you for ages! 好久不见了！（省略主语I）
What about having a game of chess? 下盘棋怎么样？
Sounds like a good idea. 听上去是个好主意。（=It sounds like a good idea. 省略主语）(二)、并列句中的省略
Everybody appears well prepared. 看起来大家都准备好了。
（= Everybody appears to be well prepared. 省略不定式to be）
并列句中如果前后分句有相同的部分，常常可以省略掉，以避免重复。通常被省略的可以是主语、谓语、宾语或其他成分，或句子成分的一部分。
省略出现在后一分句
John likes collecting stamps but (John) hates listening to music.
约翰喜欢集邮但不喜欢听音乐。（省略主语）
省略出现在前一分句
We can (win tomorrow's match), and certainly will, win tomorrow's match.
我们能够，而且一定会在明天的比赛中获胜。（前一分句省略谓语+ 宾语）
前后两个分句都出现省略
They can (pay the full fee) and (they) should pay the full fee.
(三)、复合句中的省略
在主从复合句中，省略的现象是很普遍的。
省略主句的句首部分。
（I'm）Sorry I couldn't go .很抱歉，我不能去。
省略整个主句或主句的一部分（回答问题时常用）。
（It is a）Pity he's failed. 很遗憾，他失败了。
If he says he'll come, he will (come).
1. 定语从句中作宾语的关系代词that, which, whom 常可省略。
2.．在一些状语从句中，如果谓语动词是be，主语又和主句的主语一致，或者主语是it，常常可以把从句中的主语和be 省略掉。
以when, while, once, until, though, if, unless as if, even if 等连词引导的状语从句中。
When (you are) in Rome do as Rome does. 入国问禁，入乡随俗。
Her father told to be careful when (she was) crossing the street.
If (it is) necessary, you can refer to the dictionary.
He looked everywhere as if (he was) in search of something.
3.．在比较从句中通常把和主句重复的部分省掉。
省略谓语的全部
James enjoys the theater more than Susun.
詹姆斯比苏姗更喜欢戏剧。
Tom has as many books as Jack.
汤姆有跟杰克一样多的书。
省略主语和谓语的一部分
Brown speaks French as fluently as English.
布朗说法语和英语一样流利。（as 后省略了he speaks）
省略表语部分
Mrs. White is not so young as she looks.
怀特夫人没有看上去那样年轻。（looks 后省略了young）
省略主语和谓语的大部分，保留状语
He is working harder than before.
他现在工作比过去努力多了。（than 后省略了he worked hard）
省略主语
He drank a little more than was good for him.
他喝酒稍有一点过量。（than 后省略了it）
省略宾语
You spent more money than I had expected.
你花掉的钱比我预料的多。
（expected 后省略了that you should spend）
省略从句的全部
You are getting slimmer.
你越来越苗条了。（simmer 后省略了than you were before）
主句和从句中可同时省略一些成分。
The sooner (this is done), the better (it will be).
(四)、不定式后省略动词，单独保留to。常用于be afraid/glad/happy/pleased/delighted, expect, forget, hope, intend, like, love, prefer, refuse, seem, try, want, wish, tell等后.
You may go with them if you want to.
---- Shall I go instead of him?
----- I prefer not to.
(五)、替代省略
I think/believe/suppose/expect/imagine /hope/am afraid so
I think/believe/suppose/expect/imagine not = I don’t think/believe/suppose/expect/imagine so.
I hope/am afraid not.
Step5 Practising
Discovering useful structures (Exx2-3)
1. Rewrite these sentences taking out the unnecessary parts.
2. These sentences are correct. However, one or more words have been left out. Rewrite
3. Show the students the slides with some multiple choices exercises about the Ellipsis.
（略）
Step6 Homework
1. Go over the usage of Ellipsis.
2. Finish listing structures on Page 71 Ex 1 and Ex 2
3. Preview Using language (Reading and discussing on Page 38)
The Sixth Period
Using Language
Target language教学语言
a. Key words and expressions:重点词汇和短语
b. Useful sentences重点句型
1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.
They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.
3. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life. Ability goals 能力目标
Enable the students to know some knowledge about first aid after learning the text. Learning ability goals能力目标
Foster the students’ ability in skimmi ng and looking up information in references books and improve the students’ reading ability.
Teaching procedures and ways教学过程和方式
Step1 Lead-in
You find someone lying on the ground, bleeding heavily from deep knife wounds. What would you do?
Step2 Revision
What is the Chinese meaning of them?present put their hands on ceremony bravery
towels pressure
a number of ambulance
Step3 Reading and listening(Tell students that the reading passage is in the form of a newspaper article, people can get a quick idea just from reading the headline and the first paragraph. The headline gives readers a clue about the content and the first paragraph gives information that answers the questions Who? When? Where? What? Why? and How?)
1.R e a d t h e h e a d l i n e a n d t h e f i r s t p a r a g r a p h a n d f i n d o u t t h e f i v e W-q u e s t i o n s:w h o?W h a t? w h e n?w h e r e?W h y?
W h o?---J o h n J a s o n W h a t?---w a s h o n o r e d
W h e n?---l a s t n i g h t W h e r e?---i n R i v e r t o w n
W h y?---f o r c a r r y i n g o u t l i f e s a v i n g f i r s t a i d o n h i s n e i g h b o u r a f t e r a s h o c k i n g k n i f e a t t a c k.
2. S k i m m i n g t h e n e w s p a p e r a r t i c l e a n d t h e n p u t t h e s e e v e n t s i n t h e o r d e r t h a t t h e y
h a p p e n e d.(P39)
3. Listen to the tape o r R e a d t h e p a s s a g e m o r e c a r e f u l l y a n d a n s w e r t h e f o l l o w i n g q u e s t i o n s.
1).What did John do when he heard the screaming?
2).what happened to Anne?
3). what saved Ms Slade’s life?
4). what first aid did john perform on Anne?
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?
第五单元集体备课 本单元是习作单元，围绕“把一个人的特点写具体”这一主题，安排了《人物描写一组》《刷子李》2篇课文。文章中的人物形象非常鲜明，各自有着不同的特点。《人物描写一组》描写了小嘎子和胖墩儿比赛摔跤的情景；骆驼祥子健壮、朴实，充满生机；严监生临终前因灯盏点了两茎灯草，不肯断气，直到赵氏挑掉了一茎才咽气的故事。《刷子李》描写了学徒曹小三观察师傅刷子李刷墙的故事。 单元语文要素在课文中的梯度序列 内容课时教学要点 人物描写一组·2 1.会认18个生字，读准1个多音字，会写30个字，正确读写26个词 语。 2.正确、流利地朗读课文。学习作者对小嘎子的动作描写、骆驼祥子的 外貌描写，选取严监生临死前仍惦记两茎灯草的典型事例的写人的基本 方法。 3.学习作者通过描写曹小三观察师傅刷墙的细节，从崇敬到质疑再到崇 敬的心理变化过程，侧面反映刷子李的高超技艺的写人的基本方法。 刷子李2 交流平台 \ 初试身手 1 巩固通过选用典型事例，描写人物的动作、语言、神态、心理活动、外 貌、周围人的反应等，把一个人的特点写具体的方法。
13 人物描写一组 ?教学目标 1.会认“嘎、绊”等12个生字，读准1个多音字“监”，会写“跤、搂、仗”等15个字，正确读写“摔跤、欺负、破绽”等9个词语。 2.默读课文，感受小嘎子、骆驼祥子、严监生这三个人物的形象。 3.理解课文内容，学习作者抓住人物的动作、语言、神态、心理活动等描写人物的方法。 4.比较阅读三个片段，找出它们在表达上的异同之处。 ?教学重难点 ； 1.感受小嘎子、骆驼祥子、严监生这三个人物的形象。 2.理解课文内容，学习作者抓住人物的动作、语言、神态、心理活动等描写人物的方法。 ?教学策略 1.识字写字 注意易读错字和易写错字的指导，运用多种方法识记。有些词语，如“公鸡鹐架”是比较生僻的，让学生联系生活实际加以理解。 2.阅读理解 引导学生回顾交流，畅谈印象最深的人物形象；分别阅读各个片段，感受各个人物形象，体会作家描写人物的方法；整合拓展，将三个片段合起来进行比较阅读，看看三个片段在写人的方法上有哪些异同之处，自己有何感悟或体会。 3.语言运用 @ 引导学生牢牢抓住描写人物的动作、语言、神态、心理活动的句子，组织学生充分阅读，细细品味，将个人独立思考与全班合作交流有机结合，从中体会人物的性格特点及表现人物特点的方法。 ?教学准备
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/7012949576.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?
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 ...
第五单元集体备课 时间：地点：备课人： 一、教材分析： 本单元的活动板块分成三部分，一是了解汉字的历史和使用情况，激发学生识记汉字的自觉性；二是根据汉字的特点，围绕汉字的音形义诸方面展示和发现汉字之美；三是通过参加相关的实践活动，唤起学生对汉字的赞美之意，使学生们更为规范地使用汉字，维护汉字的纯洁神圣。 二、教学目标： 1、学生能从总体上明确综合性学习的要求，了解综合性学习的特点，为小学高年级综合性学习打下良好的基础. 2、学生通过综合性学习，学会制订活动计划，积极、主动地参与活动，并能通过独立或合作学习，较好地完成任务. 3、学生能够认真阅读教材提供的阅读材料，从中受到启发，搜集到更多体现汉字神奇、有趣的资料. 4、学生通过综合性学习，能够增进对汉字的了解，感受汉字的美，激发对汉字的热爱之情，能为纯洁祖国的语言文字做一些力所能及的事. 5、通过活动，学生能够很好地参与合作学习，提高自主学习的能力. 三、教学重难点及突破措施： 《有趣的汉字》 1、让学生认识汉字的造字规律和方法。 2、查找具有谐音特点的古诗、歇后语、对联或笑话等。体会通过谐音的表达， 可以达到出乎意料却在情理之中的表达效果。比如说，通过猜字谜来领会汉字象形、指事和会意等造字方法，显得富有意味，耐人寻味。再比如，关于汉字的起源，阅读材料里提供了仓颉造字的传说，但就汉字的起源来说，她有不同的版本，而这个传说通过介绍仓颉造字的过程反映了汉字从她诞生的那一刻起就烙上象形的特点。在学生们展示不同版本的汉字起源说的过程中，不妨引导学生来比较一下，传说各有不同，但是有没有相同之处呢，而相同之处就是汉字固有的特点。 3、教学时一定要充分利用教材里的阅读材料，课本上的字谜不妨让学生先猜一猜，说说猜的过程和想法。有谐音的歇后语不妨让学生读一读，引导学生注意把重音落在谐音的音节上，体会表达之妙。而阅读仓颉造字这一传说时，可以围绕仓颉造字的方法和过程以及人们为什么会接受他创造出来的字等方面设计几个问题，让学生深入讨论，对汉字产生更深的理解和体验。在感性认识的基础上开展综合性学习，才能充分发挥活动的价值，使综合性学习真正成为有效的学习方式。 《我爱你，汉字》 1、欣赏汉字穿插避让、勾连呼应、参差错落的结构之美，感受汉字书法或密不透风或疏可行马，或静如处子或动如矫兔，或闲庭信步或疾风骤雨的万千气象。观看书法家和有书法特长的学生现场挥毫泼墨，让学生们了解到书法不仅是艺术的创造，更是一种精神上的享受。 2、激发起学生积极的情感。因为汉字是美的，我们要懂得欣赏，更要珍惜，因为汉字是神圣的，我们要爱护她，更要自觉维护她的纯洁。现实生活里，写错别字、用字不规范的现象并不鲜见，活动建议学生们分成小组到社会上开展一次调查活动，到街道、市场、车站、码头等地方，深入到社会的各个角落，去寻找错
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。
部编版小学二年级语文上册教学设计 第五单元集体备课 一、教材解析 本单元围绕“思维方法”这个主题编排了《坐井观天》《寒号鸟》《我要的是葫芦》这3篇课文。该单元的故事，内容浅显，寓意深刻，形象鲜明，情节有趣，能激发学生的阅读兴趣。 《坐井观天》是一则寓言故事，根据《庄子·秋水》改写。课文通过简短而传神的对话，讲述了一个有趣且寓意深刻的故事：小鸟飞到井边喝水，与青蛙发生了争论。青蛙整天坐在井底，认为天只有井口那么大，小鸟却说天空无边无际。小鸟很无奈，只能请青蛙自己跳出来看一看。这则寓言告诉我们：认识事物，看待问题，站得高才能看得全面。 《寒号鸟》是一则广为流传的民间故事，根据元末明初文学家陶宗仪撰写的《南村辍耕录》中的片段改写。这篇故事告诉我们：美好的生活要靠劳动来创造。只顾眼前、不想将来的鼠目寸光的人，以侥幸心理对待生活，在灾难来临时就会付出惨重代价。 《我要的是葫芦》讲的是一个人种葫芦，叶子上长了蚜虫他却置之不理，邻居的好心劝告他也不听，后来叶子上的蚜虫越来越多，结果小葫芦都落光了的故事。这个故事告诉我们：事物之间是有密切联系的，要联系地看问题。如果只顾结果，不考虑其他，有可能到头来什么也得不到。 《口语交际》借助贴近学生生活的交际场景引出话题，调动学生的生活经验和情感体验，尝试自己解决问题。结合示例，提示与别人商量事情的几点注意事项，希望学生能够用恰当的语气，有礼貌地沟通，清楚地表达自己的想法，意见不同时不勉强他人。这是学生在商量过程中应表现出来的能力和态度。最后提供了几个情境供学生练说。 《语文园地五》安排了5个板块的内容。“识字加油站”通过3组形近字的辨析，借助形声字形旁表义的特点，引导学生识记9个生字。“字词句运用”旨在引导学生根据字面猜测词语意思，并为学生提供积累词语的示范；还旨在引导学生仿照例句，通过描绘事物形状、颜色等外部特征，把意思表达得更清楚、更具体。“书写提示”重点指导写好“左短右长”“左长右短”的字。“日积月累”编排的古诗《江雪》中，诗人只用了20个字，就描绘出一幅寒冷而幽静的画面：远处是覆盖着白雪的群山，没有一只鸟飞过，纵横交错的道路上，没有一个人在行走，下着大雪的江面上，只有一叶小舟，一个老渔翁坐在舟里垂钓。“我爱阅读”的文章是根据《吕氏春秋·察今》中的一则寓言《刻舟求剑》而改写的。“刻舟求剑”比喻不懂事物已发展变化而仍静止地看问题，后来也引申为不懂变通、墨守成规的意思。 二、单元教学目标 知识与能力： 1．学会本单元要求掌握的会写的字和会认的字，掌握多音字“哪、号、当”，学会本单元要求掌握的词语。
八年级语文备课记录
第一部分(第1—3段)痛斥国民党反动派不仅暗杀而且诬陷的卑劣行径，歌颂李先生为争取民主而献身的无上光荣。 第二部分(第4—5段)揭露国民党反动派的虚弱本质，指明反人民的势力必然灭亡，人民的力量必然胜利的历史规律，鼓舞群众的斗志。 第三部分(第6—13段)鼓舞群众发扬光荣传统，为争取民主和平而斗争，表达自己勇往直前、不怕牺牲的坚强意志和决心。 这篇讲演单刀直入，一开口就点出要说的中心事件——李公朴先生惨遭暗杀的事件。 第二部分讲演者从揭露敌人的卑劣行径进入到剖析他们色厉内荏的心理状态。 第三部分着重阐述正义是杀不完的，因为“真理永远存在”，集中表现了闻一多先生视死如归、义无反顾的大无畏精神。 目标导学二：梳理文章，体会讲演情感 1．作者是怎样揭露反动派的虚弱本质，指出反动派的末日来临的？ 明确：揭露虚弱本质：自己在慌、害怕、恐怖。 指出末日来临：完了，快完了。 2．闻一多先生预言敌人“快完了”，人民一定胜利，有什么根据？请从文章中找答案。 明确：第一，他们这样疯狂地来制造恐怖，正是他们自己在慌啊！在害怕啊！所以他们制造恐怖，其实是他们自己在恐怖啊；第二，杀死一个李公朴，会有千百万个李公朴站起来；第三，历史上没有一个反人民的势力不被人民毁灭的。 三、板书设计
八年级语文备课记录
(2)语言感情色彩浓烈，爱憎分明。 语气上：歌颂先烈，充满崇敬，语气热情；斥责反动，不留余地。 用语上：一系列褒义词和贬义词的运用更突出了情感。 (3)语句简短，句式多样。 语句简短，更加有力度，明快利落。清晰明确地表达出要说的内容，一句话一口气讲完，讲起来省力，听起来也省力，而且深入人心。 本文除陈述句之外，还交替使用设问句、反问句与感叹句。 设问：引起听众的注意和思考，使听众产生共鸣。 反问：揭露敌人的卑劣无耻，语势凌厉，如匕首直刺敌人心脏。 感叹：充分表达了闻一多先生对英烈对人民的无限的爱，对反动势力的无比憎恨。 目标导学二：再读课文，分析文章主旨 1．闻一多先生的遗愿，上一代青年人完成了，他们用鲜血和生命换来了一个崭新的世界，换来了我们今天的幸福生活。同学们，我们新中国的青年一代的任务又是什么呢？怎样才能对得起革命先烈呢？ 明确：我们新中国的青年一代肩负着刻苦学习，掌握本领开拓未来，实现中华民族伟大复兴的历史重任。我们要努力学习，立志成才，这样才能无愧于无数为共和国的诞生而英勇斗争、光荣献身的革命先烈2．请说说本文主旨。 明确：本文围绕李公朴被害事件，揭露反动派的无耻暴行和虚弱本质，赞颂烈士的斗争和牺牲精神，号召人民与敌人斗争到底。 三、板书设计
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?
四年级数学第四单元集体 备课教案 The latest revision on November 22, 2020
小学四年级数学上册第四单元（P64-P77） 备课人：昆仑镇四年级集体备课组 韦翠华仇翠玲张忠圣柏凤芹刘长云杜静丁玲 电话：5772605 第四单元：平行四边形和梯形 (单元备课) 一、教学目标 ⒈使学生理解垂直与平行的概念，会用直尺、三角尺画垂线和平行线。 ⒉使学生掌握平行四边形和梯形的特征。 ⒊通过多种活动，使学生逐步形成空间观念。 二、教学重点：会用直尺、三角尺画垂线和平行线；学习平行四边形的特征以及与正方形、长方形的关系；梯形是第一次正式出现，除教学梯形的特征外，还要注意说明它与平行四边形的关系。 三、教学难点：作图是本单元的难点，画垂线、画平行线、画长方形、画正方形对于四年级的学生来说，方法不难理解，但是不易掌握，应考虑在这部分教学中采取何种方式如何突破。 四、教材分析：
本单元的教学内容分为两大块，第一部分是同一平面内两直线的关系，教材安排了三个例题： 例1——认识同一平面内两条直线的特殊位置关系:平行和垂直。 例2——学习画垂线，认识“点到直线的距离”. 例3——学习画平行线，理解“平行线之间的距离处处相等”。 第二部分学习两种图形：平行四边形和梯形，教材安排了两个例题： 例1——把四边形分类，概括出平行四边形和梯形的特征，探讨平行四边形和长方形、正方形的关系。 例2——认识平行四边形的不稳定性，认识平行四边形的底和高，学习画高，记住梯形各部分的名称。 五、教学措施： 1、关注学生已有的生活经验和知识基础，把握教学的起点和难点。 2、理清知识之间的内在联系，突出教学重点。 3、注重学用结合，就地取材，充实教材内容。 4、加强作图训练和指导，重视作图能力的培养。 六、课时安排：本单元安排六课时进行教学 七、教具准备：直尺、三角板、量角器等。 课题：垂直与平行（例1：认识平行和垂直） 单位：昆仑中心小学
Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.
教师学科教案[ 20 – 20 学年度第__学期] 任教学科：_____________ 任教年级：_____________ 任教老师：_____________ xx市实验学校
识字5 教学目标： 知识与技能：1、认识10个生字，会写8个生字。 2、能够正确、流利地朗读谚语，感悟言语中包含的道理。 过程与方法：1、在读中感悟谚语的意思，并联系实际深化对谚语的理解。 2、鼓励学生永学过的方法自主识字。 情感态度价值观：1、有积累谚语的兴趣。2、懂得与人团结合作。教学重点：在熟读谚语的基础上，用学过的方法自主识字。积累谚语。 教学难点：感悟谚语所包含的道理。 教具准备：生字卡片、课件 教学课时：两课时 教学过程： 课前预习（自主预习，有效内化） 第一课时 课时目标：熟读谚语，积累谚语；自主识记生字，理解谚语，感悟谚语中包含的道理。 一、创设情境（导入新课，激趣诱思） 二、自主探究（检测预习，发现问题） 1、自读课文，读准字音，读通句子。 2、出示带拼音生字，小老师领读。 3、去拼音，自由读，开火车读。 4、记住字形：学生交流识字方法，如换偏旁、猜字谜、组词识字等。 三、合作交流（合作探究，分层提高） 1、自读谚语：想想每个谚语的意思。 2、小组里说说自己对每个谚语的理解， 3、选择你喜欢的一条谚语，读给大家听，并说说你为什么喜欢这一条谚语？ 4、教师范读，学生仿读。 5、师生、生生对读：体会谚语前半句和后半句的对应关系。 6、全班齐读。 四、写字指导，掌握结构 1．引导学生认真观察“我会写”中的8个字。组织学生讨论在书写中应注意什么？
2．师范写，生书空。 3．生描红练习，教师有意识地指导难写的字： 4．书写展示，相互评价，引导学生把不好写的字多写几遍。 五、总结评价（总结全文，升华感情） 第二课时 课时目标：能正确、流利、有感情地朗读课文，继续背诵谚语；正确书写生字。 一、复习导入 二、自主探究（检测预习，发现问题） 1、结合生活实际识字。 2、齐读课本中的谚语。 三、合作交流（合作探究，分层提高） 1．读中你发现了什么？你还发现什么？让学生自由议论。 2．组内说自己对每一句谚语的理解，也可以提出不懂的地方。 如：(1)“人心齐，泰山移”图片抗洪,加深对谚语的理解。 (2)“人多计谋广，柴多火焰高。理解“计谋”的意思。 (3)“一根筷子容易折，一把筷子难折断”。 指导学生可以从字面上理解，了解容易的反义词是困难。 (4)“树多成林不怕风，线多搓绳挑千斤”。 (5)一花独放不是春，百花齐放春满园。出示春天的画面 师：春天是怎样的景象？（百花盛开），出示画面 3．选择自己喜欢的谚语，读给大家听，并说说自己喜欢的理由。 4．四、拓展提升（适度提升，有效延伸） 1．师生对读，体会每句谚语中前半句和后半句之间的联系，再齐读全文 2．小组学习，让小组与组对口令。 3．背5句谚语。 五、总结评价（总结全文，升华感情） 板书设计： 教学反思：
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(chu?) 风雪载(zài)途 B收敛（liǎn）愧怍(zu?) 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（ju?）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qia）蹿升（cuān）蓦然（mù）随声附和（ha） D、嗔视（chēn）干瘪（bi?）怄气（?u）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xia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（h?）背（b?i）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（ch?ng）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(chan)职勾(g?u)当百鸟啾(jiū)啾大彻(cha)大悟 C．嗤(chī)笑倒坍(tā) 一抔(p?u)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chu?)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。
小学语文二年级下册第五单元集体备课 【单元教材简析】 本组教材是围绕自然现象、自然景观来编排的，内容十分丰富。既有充满浪漫主义色彩的描写自然景观的古代诗歌，也有语言平实的介绍自然知识的短文。通过本组课文的学习，学生既能感受祖国山河的壮美，积累丰富的语言，还可以汲取自然科学知识的琼浆，开阔视野，培养热爱大自然的情趣。《望庐山瀑布》这首诗是诗人李白五十岁左右隐居庐山时写的一首风景诗。这首诗形象地描绘了庐山瀑布雄奇壮丽的景色，反映了诗人对祖国大好河山的无限热爱。这首诗极其成功地运用了比喻、夸张和想象，构思奇特，语言生动形象、洗炼明快。《绝句》为诗人杜甫在成都草堂所作，全诗通过对明媚春光的描绘，表达自己愉快的心情。这首诗的观察顺序是由近到远，写得有动有静，有声有色，表达了作者喜悦的心情。《雷雨》一文用精练的文字，为我们描绘了雷雨前、雷雨中、雷雨后的自然景象。《最大的“书”》本文是一篇科普常识性文章，通过记叙爸爸与川川在爬山途中与地质勘探队员交流的所见所闻，间接地揭示了神奇的自然界是一座巨大的知识宝库，岩石就是一本耐人寻味的“书”，向小读者们展示了岩石这本“书”的无穷魅力。课文语言简洁，以人物对话为主要叙说方式是课文的一个显著特点。《要是你在野外迷了路》这是一首以自然科学为题材的儿童诗歌，向孩子们介绍了大自然中很多细微的、能帮助人们识别方向的自然现象。 【单元总体目标】 1、会认27个，会写45个生字词。重点引导学生把握认字识字规律。 2、正确流利的朗读课文,引导学生在反复诵读中理解内容，品味美感。 3、在培养学生的自主读书能力的同时，鼓励学生自主识字，培养认真书写的习惯。 4、激发学生热爱大自然的情感，鼓励学生从日常的自然现象中发现自然的奥秘，激发兴趣，陶冶情操。 【单元教学建议】 本组课文的教学，可以从以下几个方面进行。 1、注重识字教学。在教学中要充分利用学生已有的知识、生活经验来识字，教给学生识字的方法，使之举一反三，逐步形成识字能力。 2、引导学生的个性化阅读。在教学的过程中要以教材为依托，并结合学生的生活实际，充分张开师生对话，培养学生的探究性阅读和创造性阅读。提倡多种形式的朗读，促进学生语文素养的提高。 3、教学中要打破传统的串讲、满堂灌，避免逐字逐句讲解的做法，把课堂交给学生，注重自读自悟。 4、在具体教学过程中可根据课文不同的特点采取不同的教学形式，因文施教。《古诗两首》中《望庐山瀑布》可以由画入诗，先让欣赏课文的插图，感受阳光下的庐山云雾缭烙，飞瀑直下的壮美景色。然后再让学生读读诗，把相应的诗句写到图上相应的位置上。《绝句》可以由诗入画。在读诗歌的基础上，让学生想想如何来给诗歌配一幅插图。《雷雨》可以采用多种教学方法，雷雨前用欣赏美文的方法“，雷雨中则让学生提出问题。雷雨后用画画的形式展示自己对课文的理解。《最大的“书”》建议把朗读的重点放在指导学生读好人物的对话上，教学中可以采用多种朗读的形式，如自由读，指名读，同桌读，分角色读，