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Unit1Main Idea:T o facilitate one’s own process of cognition and one’s communication with others, one must be able to choose the right word from the extensive vocabulary of the English language.Purpose of writing and Tone:To inform learners of English as foreign language the way of mastering English, thus presenting in a serious manner.Organization and DevelopmentDirections:Read through the whole text very quickly, find out the main idea of each paragraph, decide whether some paragraphs can be grouped together to form a section and how each section is related to the other.OrganizationIntroduction(P1):Using an analogy to dramatize the importance of choosing right words for one’s purpose in writing;Body (2-10):Conclusion (P11):Emphasizing quality over quantity in the mastery of English words;Body (2-10):(P2-3) Addressing double functions of the correct choice of words / significance of finding the right words;(P4-7) Semantic differences between words having the same root;(P8) Wrong choice of words caused by failure to recognize their connotations;(P9) Stylistic differences between synonyms;(P10) The abundance of specific words in English for general notions;Unitu3▪Main Idea:This profile (short, vivid biography, briefly outlining a person’s most outstanding characteristics: his ability, personality, or career) is mainly about Einstein’spersonality and his incomparable contributions to science.▪Purpose of writing and Tone:The purpose is to illustrate with anecdotes some characteristic features of Einstein both as a man and as a scientist.Organization and Development:▪Introduction (P1):Using the word “simplicity” to begin the illustration of Einstein’s essence▪Body (P2-19):Aspects of Einstein the author wants to present▪Conclusion: (P20)Summing up what it means to have known Einstein and his work.Body(P2-19)▪P2-4: About his modesty;▪P5-7:Einstein’s brief life history and his two great theories;▪P8-11: About his concentration on work;▪P12-13: About his love of natural simplicity;▪P14-16: About his academic courage;▪P17-18: About his sense of justice;▪P19: About his youthful innocence;▪Conclusion: (P20)Summing up what it means to have known Einstein and his work.Unit 41) Main Idea:The millions who are poor in the United States are not simply neglected and forgotten as in the old rhetoric(言谈,辞令) of reform, and what is much worse, they are not seen.2) Purpose of writing and Tone:To seriously call attention to the poverty of the U.S. which is somehow concealed. Organization and Development:I. Introduction:(P1-2) Introduce the topic:It takes an effort of intellect and will even to see them;II. Body:The causes of the invisibility of the poor in the U.S.A.(II). Body: (P3-17)The perennial 长期的causes that make them invisible;I). The normal and obvious causes of the invisibility:1. Poverty is often off the beaten track.2. Beauty and myths are masks of poverty.II). A new kind of blindness about poverty:1. Transformation of the American cities isolates the poor from sight of others.2. Well-meaning ignorance keeps concerned and sympathetic Americans fromknowing the truth about the poor.3. Many of the poor are the wrong age to be seen.4. The poor are politically invisible.III. Conclusion:(P18) Reiterate the theme: They are not seen besides being invisible.The invisibility of the poor in the U.S:1. Poverty is often off the beaten track. (para. 4)2. Beauty and myths are perennial masks of poverty. (para. 5)3. The very development of American society is creating a new kind of blindnessabout poverty. (paras. 6 - 9)4. The new segregation of poverty is compounded by a well-meaning ignorance.(paras. 10 -12)5. Many of the poor are the wrong age to be seen. (paras. 13 -14)6. The poor are politically invisible. (paras. 15 -16)Unit 5Main Idea:The domination of television has exerted strong influence on the way of life of many American families, diminishing their daily activities and affecting the sound growth of their children.Purpose of writing and Tone:•To seriously demonstrate the dangers of the domination of television in American families•Organization and Development:•Introduction: (P1-4)•Introduction of the topic --- the effect of television on family life as viewed by early observers;•Body: (P5-16)•Discussion about the effect of television on family life, esp. on children•Conclusion: (P17)•The domination of television will surely affecting the sound growth of their children. Unit6Main Idea of the passage:•In the passage, basically a narrative, the author intends to tell his readers what happens in the year 1884-1885: his failure in examinations and his discovery of the right way to prepare himself for college, which he thought was a period of great adventure for him.Structure of the passage:•P.1-4 --- His failure and the cause of it;•P.5-12---His private tutor’s influence on him (to think and discover all by himself)•P.13-18---He found the best preparation for college in the stimulating Saturday night conversations among all those Oxford and Cambridge men (P16-17): what he gained from the conversations.Unit7•1) Main Idea:•By applying such methods of persuasion as refuting opposing views and citing results of research and observations, the author argues for replacing the traditional heterogeneous classroom with grouping pupils according to their interest and ability•2) Organization and Development I:•Introduction: (P1-4)•Body: (P5-19)•Conclusion: (P20)para.1-2:the author begins the essay with a definition of “gifted children”para.3-4;the author states his viewpoint “group them as nearly as possible according to interest and ability..”, and give suggestion on how to group them. para.5-13: the author refutes some opposing views about grouping the gifted. Para.5-9:the author states two fears about grouping the gifted. i.e. creating a caste of intellectual snobs and making slow students feel inferior.Para.10-13; grouping does not affect achievement.Para.14: the author points out the drawback of heterogeneous classroom .i.e. “frustration of both the slow and bright students.”Para.15. the maintain that there is no need to worry about pushing gifted students beyond their endurance.Para.16-19: the author cites the result of a successful experiment in grouping pupils according to their different reading abilitypara.20: conclusion: since it is possible to group children in reading class, it is possible to do the same in science , social studies and mathematics.Unit81) Main Idea:●No matter how advanced the technology, quality demands intelligent,motivated human thought and action (l.13-15) and the heeds to a constant quality problem.2) Purpose of writing and Tone:●To trace the cause of the shoddy goods problem.Thread of Harris's causal analysis:●He first of all makes it clear that the cause is basically human rather thantechnological.●Then instead of plunging immediately into such likely causes as unskilledlabor and lack of responsibility, he turns to look at what made the artifacts of primitive cultures so reliable in quality, the very lack of which is the cause ofshoddy products in modern industrialized society.●Organization and Development:●(P1)Theme:No matter how advanced the technology, quality demandsintelligent, motivated human thought and action;●(P2-4)Some reflection about primitive cultures to help illustrate the theme;●(P5)In our era of industrial mass production and marketing, quality is aconstant problem due to withering away of intimate sentimental and personal bonds.●Para. 1-2:Quality is not determined by technology alone.●Para. 3:The author explains the source of quality, and the formation ofsocial relationship between producer and consumer.●Para.4: The whole paragraph is an illustration of the difference made bythe Intimate, permanent and caring relationship between the producer and the consumer.●Para.5.The alienation of the producer feels for consumer has caused theproblem of shoddy products. I.e. (1) the quality has nothing to do with personal intellect /profits, so why should I care about whether the product will last or not? (2) profit making is more importantUnit9Main Idea of the passage:⏹With a critical attitude towards the mass media, the writer tries to get hisargument across: the responsibility of the news media is to search out and report on important event --- whether or not they come under the heading of conflict, confrontation, or catastrophe.Structure of the passage:⏹(P1-9)Leading readers to the conclusion / Cousins' argument;⏹(P10-13)Strengthening the viewpoint by examples;⏹Organization of the text by XU:Part I: (Para 1 - 4)Introducing the topic by referring to a question raised in a public symposium(“Why are the newspapers and the television news programs so disaster-prone?”)Part II: (Para 5 -- 10) By defining the word “news”, the author explains why “bad news” is always reported while “good news” overlooked. He goes on to point out the adverse consequence of such practicePart III: (Para 11-13) The author argues that the media are obliged to serve as the “public philosopher”, responsible for affecting the public attitude in the right manner. (obligations of the media) And this explains why progress (“good news” ) should be reported.Unit10Main IdeaThe increasing number of throw-away products available in the market has had a strong psychological impact on consumers; they have come to feel that their relationships with things are getting more and more transient. Organization of the text by XUSection 1 (paras. 1-3): introductory section:exemplification (of Barbie Doll in para. 1 & para. 2)to introduce the thesis statement (para.3)Section 2 (paras. 4—6):generalization / elaboration on the thesis statement: the profusion of man-made objects, their importance to the individual (i.e., functional utility and psychological impact), and the attitudes induced.Section 3 (7-12):more examples and illustration to support the argumentSection 4 (para. 13):conclusion: the causal chain: throw away products →throw away mentality →a set of radically altered values with respect to property →decreased durations in man-thing relationships →a throw-away society.。
高中英语必修5课件下面，为大家关于高中英语必修5课件，欢送大家参考阅读。
Teaching Plan for Book 5Unit5 First Aid for BurnsReading1. Enable the Ss to get some first aid knowledge2. Enable the Ss to learn how to use what they'velearnt 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 .How to improve the Ss' reading ability.Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they've learnt to dofirst aid treatment for burns correctly.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.3. Competition and role-play method to arouse the Ss' interestThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresLead-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 aidents and first aid 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?Let the Ss read the passage fast and then find out the answers to the questions1. 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 burnswhat to do if someone gets burnedthe purpose of skinthe symptoms of burnshow we get burns1). 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 aording 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 burns7. It's better that you put some butter or oil on burns.2). Answer the questions1.Why should you put cold water on a burn?2.Why doesn't a third degree burn hurt?3.Why do you think clothes and jewellery near burns should be removed?4.If someone has a third degree burn, why might you see tissue?3). Read the text again and then find out how manyparts there are and the main idea of each part:Part1. The purpose / function of skinPart2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicalsPart3. Types of burns: First degree burns, Seconddegree burns, Third degree burnsPart4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Have a petition to check the Ss' words spellingAn activity to let the Ss know what are included in a first-aid-kitA well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.Work in pairs to act out how to place an emergency call for helpThis passage doesn't contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.Search as much information as you can about first aid。
