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高二Unit 5 全单元教案Period 6 Integrative Skills(人教版高二英语上册教案教学设计)整理Teaching Aims:1. Review the Noun Clauses introduced by “that”.2. Review the important words and expressions learnt in this unit.3. Do some reading and writing to improve the students' integrating skills.Teaching Important Points:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Train the students' writing.Teaching Difficult Points:Improve the students' integrating skills--reading skill and writing skill.Teaching Methods:1. Fast reading to go through the reading material.2. Discussion method to finish the writing task.3. Individual, pair or group work to make every student work in class.Teaching Aids:a tape recorderTeaching Procedures:Step 1: Lead inFrom now, we've got much information about Englishmen, their culture, food, sports, places of interest and so on. From the passage we read in the previous lesson, we’ve known something about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we will read a passage about Daniel Defoe’s visit to Salisbury in southern England. What did he see there? What places did he visit? Let’s read the passage and you will find the answers to the questions above.Step 2: ReadingOk, let’s see what Daniel Defoe writes about Salisbury. Read the passage and try to find the main idea of each paragraph.Para.1: The landscape near the city.what did he see all round the city of Salisbury?He saw six hundred thousand sheep fed within six miles of Salisbury.Para.2: Historical relics around the city.Here in this paragraph Daniel Defoe gave us one example----the cathedral.What is the cathedral famous for? The cathedral is famous for the height of its tower. It’s 404 feet high. Daniel Defoe thinks the tower is the highest and the most handsome in England.What does he think of it? The answer is the last sentence of this paragraph.Para.3 What we can see in the city.Para.4: The people, their life, work and culture.How many important kinds of produce and trade are there in the city of Salisbury? What are they?There’re two important kinds of produce and trade in Salisbury. They’re making cloth and sheets called Salisbury whites.How’s people’s life there?Para.5: The wider landscape around the city.How about the hills and fields there?The hill and fields are most beautiful with many small and clear rivers and rich fields bearing fruit and grain.Say something about the hills of Salisbury(The last paragraph)Step 3 Language points:⒈ The number of +复数名词(谓语动词用单数) a number of + 复数名词(谓语动词用复数)E.g. A number of students were studying in the reading-room.⒈ All around the city of Salisbury, as far as twenty-two miles to the west, and six miles south, down to the coast, farmers raise sheep.(此句中farmers raise sheep是句子的主干,前面均是表示方位, 距离的短语做状语. 其中south前面省略to the .由于coast是地势较低处,所以用down to the coast.⒈ ⒈句中fed within six miles of Salisbury是一个过去分词短语修饰sheep，measuring…是一个V-ing短语，修饰six miles of Salisbury。
高二Unit 5 全单元教案Period 1 warming up(人教版高二英语上册教案教学设计)Unit 5 the British IslesTeaching aims:1. Learn and master the following words and expressions: Consist of, lie off, stand for, Europe, bagpipe, instrument2. Improve student’s learning interests.3. Get the students to know more about the British Isles Teaching important points:Master the expressions for agreement and disagreementTeaching methods:1. Free-talk method to get the students to talk about the UK and Ireland2. Speaking activity to make the students go through the speaking task and improve the students’ speaking abilityTeaching aids: the map of the world, the picturesTeaching procedures:Step1 Lead-inT: With the development of economy and growing living standard, more and more people like to travel around. And some richer one chooses to go abroad, especially to go to Europe.A travel agent tells me that if you have 20000Yuan, you can pay a visit to Europe for about half a month. Now suppose you have enough money and time to go to Europe, which country do you prefer to travel?S: Greece, Italy, Spain, Holland, France, Norway, Germany and EnglandT: I hear someone says England, do you mean “英国”S: YesT: I am afraid you are mistaken! England is not the right name of “英国”. Do you think England is an independent country? In fact, it is not an independent country. It is just a part of the United Kingdom. UK is short for the United Kingdom of Great Britain and Northern Ireland. (Write the meaning of UK on the blackboard).Step2 Warming upT: To travel some place I think you should know something about it.T: Do you know something about UK?S: yes/noT: Ok. (Someone say yes and others say no) if you don’t know, don’t care. Today we’ll learn a new unit -the British isles. After we have learnt this unit, we’ll know more about UK and Ireland. At First, we should know the geography of the British Isles. Please look at the map of the world. Do you know where is the Europe?S: (point out )T: Yes. This part on the map is the Europe. Where is the British Isles? And where is the UK?T: I’m sure that you are very confusing. What is the difference between the British Isles and the UK? In fact, the British Isles are a group of islands lies off the west coast of the Europe. Now, please look at this map. This is the map of the British Isles. We can see from the map, there are two islands briefly. The large one is called Great Britain, the small one is Ireland. So we can say The British Isles consist of Great Britain and Ireland. (consists of由…组成 pay attention to the usage of consist of) And Great Britain consists of 3 parts. They are Scotland, England, and Wales; While UK consists of the Great Britain and the Northern Ireland. So, UK stands for the United Kingdom of Great Britain and Northern Ireland.T: Ok. Are you clear about the difference between the British Isles and the UK.Northern IrelandUK(Write on the Bb) WalesBritain Scotland ScottishEnglandStep3 PracticeT: Good. Well, in order to know more about UK further, please look at the pictures on page 33. Could you tell me what are they taken? guess what the picture is taken from: Scotland, England, Wales or Ireland? You should choose the right answer in 2 minutes.T: Have you got the answers? Ok I will ask some Ss to tell me their answers. could you tell me your idea?S: I think the picture one is taken from Scotland, picture two is from Ireland, picture three is from Wales and picture four is from England.T: Do you all agree with her?S: No, I think picture one is taken from Scotland, picture two is taken from England, picture three is taken from Ireland and picture four is taken from Wales.T: Do you have the same idea?S: No.T: Well, I think it is a little difficult for you to get the right answers. Never mind, let’s do it together.T: Look at the picture one. What can you see in the picture one?S: A stoneT: Yes, a stone. What does this cross look like?S: CrossT: Yes a cross. (Show a picture of a cross) This is an ancient stone cross, which can be only found in Ireland. Now could you tell me where is this picture taken from?S: Ireland.T: Right. Just now we have learnt that the Ireland consists of two parts, do you still remember?S: Yes, Ireland consists of Northern Ireland and the Republic of Ireland.T: Very good. And what can you see behind this ancient stone cross?S: GrassT: Yes, green grass. Ireland has a mild climate, so green grass can be seen everywhere.T: Before talking about picture two, please answer me one question. Do you like to read fairy tales? What fairy characters do you know?S: Yes I like fairy tales. I know Snow White, Cinderella, Sleep Beauty and so on.T: Do you like to be one of them?S: Yes.T: If you were one of them, you were a princess. And where do you choose to live with your prince?S:Castle.T: Yes, Castle. (Show a picture of castle) Some place with a lot of castles, can be called Land of Castles and also can be named Fairy Land. Do you think there is a real Fairy Land in the world?S1: NoS2: May beT: I can tell you there is a true place called Fairy Land. Do you know where it is? That is Wales. So could you tell me where is the picture two taken from?S: WalesT: Yes, you are clever.T: Look at the picture three, there’re two people in the picture, are they men or women?S: They are womenT: Why?S: Because they dress in skirt.T: But, I am sorry to tell you that you are wrong. They are men dressed in traditional kilts and playing a traditional instrument called bagpipe. (Show a picture of kilts and bagpipe). It is a typical scene seen in Scotland. So this picture is taken from Scotland.T: Besides these two men, what else can you see in the picture three?S: MountainsT: Yes. In Scotland, there are a lot of hills and mountains, so Scotland is famous for its beautiful countryside.T: Now let’s move int o the last picture. What can you see in this picture?S: A bridge.T: What’s the name of this bridge?S: London Bridge (show a picture of London Bridge)T: Where is London?S: In England.T: Yes, so the last picture is taken from England.T: What other famous architecture do you know in England?S1: Big Ben (show the picture of Big Ben)T: Big Ben is a clock acting as the symbol of London, even the United KingdomS2: London Tower (Show the picture of London Tower)T: Is London Tower a real tower?S: Maybe.T:In fact, London Tower is not a tower, but a prison.T: And in England there is a mysterious place calledStonehenge which is a place where ancient people did sacrifice (show a picture of Stonehenge)T: We know England is also famous for its good education. There’re two world-known universities in England. Do you know what they are?S: Oxford and Cambridge (show the pictures of them)T: Until now we have talked something about these four parts of British Isles. Here is the information about what we have mentioned. (Show the table of the information of these four parts)Ireland northern Ireland republic of Ireland;Green grass, mild climateWales fairy tales Land of castles, fairy landScotland kilt, bagpipe; hills and mountains, beautiful countrysideEngland Oxford university，Cambridge university; Stonehenge（巨石阵）Big Ben , London tower， London BridgeStep 4 ConsolidationDo you know some famous people in UK, such as pop stars, sportsmen and poets who we have learnt in the last unit? What is UK famous for? Do you know? You can talk about famous cities,famous people, English food and sports, films, and the way of life... Talk about whatever you know! I will give you 3 minutes, are you clear?(Show some pictures of David Backam, three bands respectively named Backstreet Boy, Westlife and The Beatles, and Shakespeare. When showing the pictures, I will explain them: David Backham is famous for his right foot. The Beatles, the band of 60s, is the most successful and famous band in the history. Shakespeare until now, is the most famous play write and poet)Ss: yes(After 3 minutes)Famous cities: London ----capital city of the UK Edinburgh ---- capital city of ScotlandBelfast ---- capital city of Northern Ireland Cardiff ---- capital city of WalesSome other cities:Manchester:home of the football club , Birmingham, Cambridge, Liverpool: the home of the Beatles etc.River ThamesFamous people: David Beckham, William Shakespeare, Charles Dickens, the Beatles, NewtonFood and sports: fish chips, Beer, high tea, tennis: Wimbledon Championship你若盛开，蝴蝶自来。
高二下册英语unit5教案高二下册英语unit5教案（通用8篇）作为一名教师，常常要写一份优秀的教案，教案是教学活动的总的组织纲领和行动方案。
来参考自己需要的教案吧！下面是小编为大家收集的高二下册英语unit5教案，希望能够帮助到大家。
高二下册英语unit5教案篇1教学目标本单元对话课复习了有关问路及应答用语，要求学生用所学语言自编对话描述所在学校、区域或城市；本单元介绍了美国的迪斯尼乐园及其创始人Walt Disney艰苦创业的生活经历。
通过本单元教学，要求学生掌握迪斯尼乐园的概况，并可根据提示复述沃尔特?迪斯尼奋斗的生活简历。
引导学生意识到只有通过自身的努力，艰苦奋斗，才能收获成功的道理。
同时，设计问答练习，提高学生阅读能力。
作为高二的起始单元，此处复习了宾语从句的用法，通过课文阅读，完成练习册后练习，学生需熟练掌握此语言项目，并准确运用到口头及书面表达中。
对话教学建议Step 1听录音教师放对话录音，放完两遍之后，教师根据对话内容提出一些问题。
1.What were they talking about ?2.How to answer the first /second/third/forth/fifth visitor question?Step 2 练习组织学生五个人一组，练习对话三至五分钟。
教师请几组同学到前面表演。
Step 3改写将对话内容改写为一篇短文，要求学生用本课的地点名称如：Sleeping Beauty Castle , Bear Country, Horse-drawn streetcars, the Tomorrow Land Building比如：Carl is answering visitors’ questions. The first visitor asks Carl the way to the Sleeping Beauty Castle….Step 4 讨论If you are visitor, How to ask the way to the stranger at first?Step 5总结教师提问学生们，归纳和总结对话用语。
Teaching Plan for Book 5Unit5First Aid for BurnsReadingTeaching Goals:1. Enable the Ss to get some first aid knowledge2. 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 PointsHow 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 do first aid treatment for burns correctly.Teaching methods1). 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-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresStep1. Lead-inLead-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 aidStep2. Pre-readingShow 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 readingLet 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 burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). 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 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 bu rn 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 many parts there are and the mainidea 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, Second degree burns, Third degree burns Part4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss’ words spellingStep6.Making a first-aid kitAn 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. Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis 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.Step9. HomeworkSearch as much information as you can about first aid。
高二英语上册Unit 5教案Teaching Aims:1. Improve the students' reading ability.2. Help the students to master the new words and expressions.3. Help the students know more about the British Isles.Teaching Important Points:1. Improve the students' reading ability.2. Help the students know more about the British Isles.Teaching Difficult Point:How to improve the students' reading ability.Teaching Methods:1. Task and Competition methods2. Fast reading to get the general idea.3. Careful reading to master the detailed information in the text4. Discussion to help the students understand the passage better.Teaching Aids.1. the multimedia2. the blackboardTeaching Procedures:Step 1 Greetings and organizationsGreet the whole class as usual. In order to motivate the students, divide the class into two parts to compete in finishing tasks.Step 2 Pre-reading1. Using the four Pictures (Fish and chips, speakers’ corner, Big Ben and the Tower of London) to lead the students to the British Isles.2. Watch a short f ilm to arise the students’ interest and ask them what they know from the film to help them to know something more about the British Isles. For example, what the UK stands for, the weather and the languages on the islands.3. lead-in. Tell the students if we want to get to know the British Isles we can from these aspects: geography, languages, history. Climate and culture. So let’s read a passage about the British Isles. Step 3 While-ReadingTask 1: Fast-reading to match the paragraphs and their topics.Para.1 historyPara.2 languagesPara.3 c climatePara.4/5 culturePara.6 brief introductionPara.7 geographyTask 2: Careful-reading to find out the answers to the questions on the screen.Para 1 what the UK is as it is really?Suggested answer: The UK is really a nation of different countries held together by a common language and culture.Para 2The British IslesLies off the west coast of Europe.to the west .east .the largest island: consists of is made up of the island west of Britain: Irelandbetween British and Ireland: the Isle of ManPara4-51). From where did the culture of the people in the British Isles receive many influence? Suggested answer: From the culture of the people on the European mainland.2). how were the languages influenced?People from…settled Formed the basis for EnglishNa tive population…moved Continued speaking their own languagesConquered by French Ended up with many French words.Para 6In 1066: England was conquered by the French. In 1283: Wales was conquered by England. In 1536: England and Wales formed the Union. 1707:Scotland jointed the Union.England + Wales + Scotland + Northern Ireland = the UKPara 7 What are the characteristics of the languages now?First, English (with many French words) & the older European language, Welsh and Irish Second, six spoken languages as well as two local accentsThird, Most of these are threatened and may disappear.Step 4 Post-readingTask1: put the names on the map of the British Isles.Task2: It is possible to swim from the European mainland to England. How far is it and where would be the best place to do so?Suggested answer: Yes, just 20 miles at the southeastern corner of England.Task3: listen to the tape, pay attention to its pronunciation and intonation. Then complete the brief introduction of the British Isles.People used to think that England stands_ _for_ Fish and Chips, the Speaker’s Corner and the Tower of London. In fact, the mainland of Great Britain _consists _of_ three kingdoms. From its cultural diversity, we can see that it’s a nation of different countries held_ _together by a common language and culture. The British Isles are a group of islands __off_ the west coast of Europe. The climate of it is _mild and _rainy__. Its culture has been _influenced by many countries of the European mainland. It is a nation with a _long history. The language is English aswell as six__native languages and two local accents_.Task4: Review what components consist of the British Isles.Task5: Find the phase in the test which has the same meaning with the following.Task6:Try to introduce the UK with what you learn in the text.Situation: You are the English. Now your friends from China go to London for traveling. Introduce the UK to them.Locatio n: lie in/to/off/on…be made up of/consist of…be surrounded by…Climate: mild, rainy, pleasant…Places of interest: Big Ben, the Tower of London…Culture: be influenced by…Language: English, six languages, two local accents…Ladies and g entlemen, welcome to the UK. The UK is a country with a long history. …Step 5 Homework1. Retell the text.2. 2. Preview the language points.The Design of the Writing on the BlackboardU nit 5 the British IslesThe Second PeriodThe British Islesthe UK the Republic of IrelandBritain Northern Ireland S c o t l a n d W a l es I r e l a n d the Isle of Manto be a sign or short form of; represent to stay not far from the shore or another ship standfor be of greatvalue be very valuable 被……围绕/环绕 由……组成be surroundedby be made up of; consist of 在某处; 一度 at onepoint put something to the best possible use make the mostof lie off be considered tobe be regarded as E n g l a n dLocation: lie in/to/off/on…be made up of/consist of… be surrounded by…Climate: mild, rainy, pleasant…Places of interest: Big Ben, the Tower of London… Culture: be influenced by…Language: English, six languages, two local accents. …The British Islesthe UK the Republic of IrelandBritain Northern Ireland S c o t l a n dW a l e sI r e l a n d the Isle of ManE n g l a n d。
高二英语第五单元教案范文5篇高二英语第五单元教案范文5篇每个教师在编写教案的同时，要认真学习新的教学大纲，认真研究新的高考形势，教书育人，为人师表。
下面是小编为你准备的高二英语第五单元教案，快来借鉴一下并自己写一篇与我们分享吧！高二英语第五单元教案【篇1】一、高中英语课程的设计特点课程按模块设计，内容丰富，图文并茂，贴近学生生活实际。
这一学期主要学模块五和模块六。
模块五是必修模块，而模块六是属于选修模块，当然教学内容的难度也渐渐加深，因此每个模块的教学时间调整为12周。
二、教学目标高二年级是高中的重要阶段，又是高中三年的承上启下阶段。
因此，让学生在高二年级打好学科基础并有所发展是极其重要的。
下列目标应在本学期内达到：巩固、扩大基础知识;培养口头和书面初步运用英语进行交际的能力，侧重培养阅读能力;发展智力，培养自学能力。
争取在原有基础上有所提高，缩小与上学期期末考试时平均分排在我们前面的几个理科班的差距.三、教学重点1、加强基础知识的训练，注意词汇能力的培养，帮助学生理清语法规则，掌握习惯用语，为综合运用打下坚实的基础。
2、坚持听、说、读、写的训练，保证量的积累过程，实现由语言知识到语言应用能力的转化，提高做题的准确率和熟练程度。
3、坚持以语篇为中心，重视语言形式和思想的表达。
四、教学内容及方法1、走近学生，了解学生。
多利用一些时间与学生沟通交流，拉近师生之间距离。
了解学生英语学习的情况，做到分层教学，真正落实因材施教。
2、继续抓好学生英语学习习惯的养成，如，早读一定要大声朗读，每天都积累一定量的英语词汇，认真做好课堂笔记，并及时整理好难错题本。
3、加大阅读量，通过阅读材料开阔学生的视野，丰富语言知识，扩大词汇量。
4、提高学生的口语交际能力，充分利用课前三分钟的英语对话，并实行每天的英语值日报告，提高学生的英语口语表达能力。
5、完善学生评价制度以及评价方案，自评，他评，师评，家长评价等多种评价体系同时进行，帮助学生认识自我，并不断地完善自我。
人教版高二英语必修五unit5教案最新例文教师要上好一节课，往往需花费十倍于它的或更多的时间作准备。
认真写好教案是合格教师的基本功。
那么应该怎么写好教案呢？今天小编在这里给大家分享一些有关于人教版高二英语必修五unit5教案最新例文，希望可以帮助到大家。
人教版高二英语必修五unit5教案最新例文1一、教材分析：所授内容高二英语上册第一单元第二课，课文主要介绍了迪斯尼以及他所创造的有名卡通人物米老鼠。
文章文字运用正确，语言流畅、优雅，有利于提高学生的口笔头表达能力。
二、教学目标a 知识目标：把握下列单词及短语：cartoon take along in the hope of lose heart day after day unsuccessful characterb 能力目标：提高学生各方面的能力，加强学生语感方面练习，使学生能灵活运用所学英语进行口语表达。
c 德育目标：教育学生学习迪斯尼锲而不舍的精神，使学生具有良好的心理素质，形成好的学习习惯。
d 重点、难点重点：全面透彻理解整篇文章;学会新的语言表达方式。
难点：运用所学语言表达方式根据所提供素材进行口头作文练习。
三、说教法首先，以课文为中心，以情景引路，以理解和运用为目的。
力求做到情景，意含其间，以情激听，以景促解。
使学生形成一种渴求把握知识的内在需要和强大动力。
从而使学生加深对语言材料的理解，轻松获得外语语感和增强记忆力。
其次，采取导学法、点拨法，始终实行启发诱导。
采取教师为主导，学生为主体，练习为主线的基本方法。
旨在充分调动学生的主动性和创造性，培养自学能力。
四、说学法爱因斯坦说过，爱好是的老师。
在利用现代化的教学手段，创造出令学生感爱好的情景后，抓住学生求新、好奇的心理特点，教师适当引导，使学生积极主动的去学习新知识，限度的调动学生参与到整个教学活动中。
从而提高学生分析问题、解决问题、语言运用诸方面能力的发展。
其次，学习知识的途径是由自己去发现。
高二英语下册Unit 5教案（精选9篇）高二英语下册Unit 5 篇1选修七 unit 5学案二根据首字母提示完成句子1. we know it must be very difficult to a to living abroad.2. there is a c in our school ,where you can get what you like to eat.3. usually, at the beginning of the essay, we shoulda everybody who has given us help.4. we attended a l given by a famous professor yesterday.5. the teacher r the book written by dickens to his students.6. whenever she did badly in her tests, her parents would do what they could to c her.7. as is suggested by the doctors , sweets cannot be the s of cigarette.8. they set out to work as soon as they s in.9 he is always o with his work so that he couldn’t have time to do physical exercise.10. his t helped him a lot in finishing his graduating paper.二.将下列短语译成英语1.适应；调节 2 保持优秀成绩；继续干下去3.相适应；相融合 4 为……做准备5.舒适地 6 对某人来说是一种安慰7.就……而言 8 忙于（做）某事9.与……相似 10 排队等候11.习惯于（做）某事 12 向某人问路13.预科课程 14 学术要求15.对……做出总结 16 自主学习者17.感觉自在 18 社会活动19.对……有益 20 吓呆了21.用（a）代替（b） 22 听讲座三.根据课文内容和提示完成下列短文six months ago, xie lei boarded a plane for london 1 (complete) a business 2（资格）. when she came to england , she lived with a host family, 3 members always helped her . at the beginning she had to face 4 difficulties of daily life as how to use the phone ,how to pay on the bus. 5 (study) there was quite different from studying in china and she needed some 6 (准备) first .she had to get used to a whole new way of life , 7 can take up all her concentration . it was 8 (benefit) to fulfill western academic requirements.高二英语下册Unit 5教案篇2选修七 unit 4学案二一.根据首字母提示或中文意思完成句子1.mother always speaks in a (轻柔的)voice.e tomorrow and i’ll (烧烤) you some fish.3.only the members of the club have the (特权) of using the sports facilities.4.my i isn’t big enough to s upport my family.5.everybody is required to p in the spring outing.6.there are still a lot of children who cannot go to school in some r areas.7.follow the doctor’s advice , o you will not get better soon.8.this typy of university course is no longer r to today’s problems.9.you’d better a yourself to the life here as soon as possible.10.all passengers for beijing,please board at p 2.二.将下列短语译成英语1.接到某人的来信2.给某人写信3.极想做某事4.渴望得到某物5.几天前6.与……有关7.参加某事 8.干透9.干涸 10.适应11.确定无疑 12.说实话13.究竟；到底 14.突出，伸出15.生火 16.倒立17.享有特权 18.有……特权19.做某事真是一种荣幸20.尽可能多的理由三.根据汉语提示完成句子，每空一词1.我昨天收到了纽约的姐姐的来信。
Teaching Steps for SEFC Book 2AUnit 5The British Isles教学目的和建议(Teaching aid and demands)1. Words and Expressions类别课程标准要求掌握的项目话题Talking about news and the media词汇Consist state powerful mistaken narrow republic Europe form Atlantic general Proof own foot employ sheet grain westwards approachConsist of be made up of make the most of hold together the AtlanticIn general northern ireland功能 1. 谈论新闻媒体（Talking about news and the media）2. 表达意见（Expressing opinions）语法名词性从句1同谓语从句2表语从句3主语从句4宾语从句2．Language using.By using the language, fulfill the tasks of listening, speaking, reading and writing. and learn about the life of a reporter and the details of printing newspapers.3. Teaching periods. 4 periodsPeriod One: Practice speaking and listening.Period Two: Reading Comprehension.Period Three: The study of language points.Period Four: The Study of Grammar and writing.Teaching plan of Unit 5The British Isles(Designed to the periods)Teaching aims and demands1. Topic: Talk about British Isles---- the UK and Ireland.2. Vocabulary and useful expressions:Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.3. Function:Practise expressing agreement and disagreementA. agreement:I believe that you have got it right.Surely it must be….Yes, you are right, but ….Yes, I agree with you.B. disagreement:Don’t you think that…..?Aren’t you confusing …..?I don’t think that’s right ….I don’t think so.You must be mistaken……No, you are wrong thinking that …….I’m afraid you’re wrong …..4. Grammar:Noun Clauses (1)---- subject/ object/ predicative/ appositiveWhat life will be like is the topic for today’s class discussion.Can you imagine that what man will look like in 1000 years?The reason why he didn’t come to school is that he was ill.The news that our football team was defeated is known to all.5. Using the language:Write a description of a town and the countrysideTeaching procedure:Period 1.Step 1.Warming up1. Brainstorming:a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.b. Use a map to let the Ss know the location of the British Isles.2. Following the steps of the warming-up on page 33.Step 2. Pre-reading1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.2. group work: describe the pictures.Step 3. While-reading1. Scanning: Ss read quickly and answer:What are the most important facts about the United Kingdom?How many countries make up the British Isles?What are the most important facts about Ireland?2. Ss read and get the main ideas of each paragraph.Step 4. Post-reading:Finish the three questions on P 36.Step 5. Assignmentsurf the internet and get more information about the topic.Period 2.Step 1. Warming upDivide the Ss into a few groups to do group work.:Choose one of the following topic to discuss: history / geography /culture / language(after the discussion each group elect a speaker to report their result to the whole class.)Step 2. Learning about the languageTeacher explain some language points in the text on page 19--20.1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.That 引导同位语从句。
教学设计《普通高中课程标准实验教科书英语》必修5 Unit5 First Aid-First Aid for Burns所教年级高二年级单元Unit5 First Aid-First Aid for Burns本节课以First Aid for Burns为话题，结合学生日常生活中经常发生的小意外以及处理方法，设计了warming up部分；Reading部分主要围绕First Aid for Burns主要设计主题了解如何处理不同程度的烧伤。
1.整体设计思路本单元出自是人民教育出版社出版的高二英语新教材必修5的第五单元First Aid-First Aid fo rBurns，其中心话题围绕“First Aid”展开，reading部分是本课的重点，重在训练学生精确找到阅读信息的能力，并且从阅读中获取解决实际问题的技能，如怎样判断烧伤的不同等级以及如何处理烧伤。
本课所学到的知识有利于学生解决生活中的实际问题。
Warming-up 以学生实际生活中可能遇到的小意外的照片引入话题，激发学生兴趣；阅读部分以阅读任务推动，引导学生发展阅读能力；读后部分以小组为单位学习不同小意外的处理方法，然后进行班级分享，鼓励学生以动作、语言输出所学知识，并结合实际情况学以致用。
总结部分采用新闻视频，让学生观看一名护士利用急救知识偶然在高速公路上久了一名发生车祸的陌生人的新闻报道，引导学生形成用所学拯救他人的价值观，弘扬社会主义核心价值观。
2.教学背景分析本课的授课对象是高二的学生，已经积累了一定的英语阅读技巧，但学生不习惯用英语表达。
学生情况分析：本单元所涉及的话题对于学生来说并不陌生，但是学生平时很少关注具体情况下的急救办法，希望教材分析：通过本课的学习，教会学生如何应对可能出现的生活小意外，并提高急救意识。
3.教学目标分析1.Get familiar with some useful words , phrases and sentence patterns in this passage. Teaching aims:2. Improve the reading skills3.Know some simple skills of first aid and use what we have learned to help othersaching important and difficult points:Get students to acquire some first aid skills through readingHow to output what they learnt into practice to solve some daily problems.5.教学过程设计Teaching procedures:tep2.Lead-in(Teacher should take some photos about daily accidents of students before lass.) Look at the pictures. What happened to the students? What should we do to helphem? (Draw students' attention to the topic "First Aid")2. Task1:What is first aid?A form of help given to someone who suddenly fall ill.There are other times when giving first aid quickly can save people's lives.Step3. Reading1.Fast reading:Task2:Scan for the structure of the passagePart 1:The Introduction of the skinpart 2: the characteristics of burnsPart 3: the treatment of burns2.Detailed reading:1.:What may cause burns?2: What is the feature of second degree burns?3: Why is it necessary to remove the burns?Step 4: Summarize and homework。
人教版高二英语必修五unit5教案例文整理老师要上好一节课，往往需花费十倍于它的或更多的时间作预备。
仔细写好教案是合格老师的基本功。
那么应当怎么写好教案呢？今日我在这里给大家共享一些有关于人教版高二英语必修五unit5教案最新例文，盼望可以关心到大家。
人教版高二英语必修五unit5教案最新例文4一.学情分析从同学高一理科期末考试状况来看，存在以下三方面问题：①在思想上、态度上放松或放弃的现象有所表露，读,不会读，就谈不上听得懂,看得懂,从而导致破罐子破摔的现象。
①基础学问不够扎实，敏捷运用语言的技能相对薄弱。
①运用力量不够强实。
同学的阅读力量、理解力量、分析力量、推断力量、应变力量等均不能较好地适应考查要求。
二.解决方法和详细工作1、仔细落实集体备课。
以集体备课为形式，集备课组全体的才智做好日常的教学工作。
详细做法如下：1、集体研讨，统一教学进度，教学目标，确定重点和难点;2、分工合作，收集备课资料，做到精选精练，突出应用与力量; 3》.整合教材，敏捷使用，变成实效性教材;4、摒弃不切实际的教学步骤，抓重点，搞强化，在日常教学中渗透语法意识。
2、利用教材提高同学的基本功，坚持默写单词及重点句型，培育同学的阅读力量，并以此材料为基础，扩充同学词汇量扩展同学阅读量，努力补充同学的词汇。
3、听力强化我们准备选用听力材料，作为日常听力训练。
4、综合检查1》预备每一单元做一次练习，主要以结合当前教学内容为主要测试内容,间或分块测试，习题的训练在于精而不在于多。
选择典型性题目，针对共性问题进行精讲。
2》在平常教学过程中不断扩高校生的词汇量，词汇教学以新带旧，从而达到巩固扩充词汇的目的，做到常常督促、检测。
总之，高二理科的教育教学工作任务虽然比较重，但是备课组的全体老师坚信只要我们团结全都，互研合作，虚心仔细，辛勤耕耘，追求科学方法，求真务实，优化教材资源，夯实“双基”，创新课堂教学模式，培育英语力量，我们的明天会更好!人教版高二英语必修五unit5教案最新例文5一、指导思想：在进一步明确了教学中应坚持的三个坚决即：以同学为主体，老师为主体，思维训联为主线。
Unit 5 MusicPart One: Teaching Design (第一部分：教学设计)Period 1: A sample lesson plan for reading(THE BAND THAT WASN’T)Aims◆To learn to talk about kinds of music◆To learn to read about bands◆To study The Attributive Clause (in/ for/ with/ by＋which/ whom)◆To learn to write an e-mailProceduresI. Warming upWarming up by describingGood morning, class. Today we are going to talk about an interesting topic --- music. As we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. Music can produce a lively and happy atmosphere and bring people relaxation after hard work, which c an reduce the tiredness. Listening to music also makes people feel happy an d nice. How many do you know about music? Can you tell about different ki nds of music? Now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. See if you can guess which music matches with which picture.Warming up by discussingHi, everyone. Do you like music? How much do you know about music? Can you tell about the different kinds of music? Please turn to page 33. Look at the pictures. Let’s listen to some music. Let’s see if you can guess which m usic matches with which picture.Classical music Cou ntry music Rock ‘n’ RollRap Orchestra Folk musicYes, you are right. I’m sure you will really enjoy yourselves after listening to all these beautiful music. What kind of music do you like better, Chinese or Western, classical or modern? Why? How does music make you feel? Why do you like to listen to music? Let’s discuss these questions in small groups. Try to share your opinions with one another.II. Pre-reading1.Thinking and sayingHave you heard about any of the famous bands in the world? List some if y ou can.For reference: I’ve heard about “The Beatles”, “Back Street Boys”, “The Eagle s”, “West life” and “Pink Floyd”.2.Listening, talking and sharingLet’s listen to some pieces of music from different bands. Work in groups of four. Tell your group mates which band you like best. Why? Then the grou p leader is to stand up and share the group idea with the class.For reference: I am from Group 1. Our group likes “The Beatles” best. We li ke their style of performances. Listening to their performances, we will feel r elaxed, amused, and their performances make us think a lot about life.Do you know anything about “The Monkees”?For reference: “The Monkees” is a band that was first popular in the 1960s i n America. Unlike most bands of the time, the Monkees were not formed by its members but rather by TV producers. They were a fictional band in the TV show of the same name. The band was composed of Mike Nesmith, Mick ey Dolenz, Davy Jones, and Peter Tork. All the members had some musical e xperience. Let’s come to the reading --- The Band That Wasn’t and find mor e about them.III. Reading1.Reading aloud to the recordingNow please listen and read aloud to the recording of the text THE BAND TH AT WASN’T. Pay attention to the pronunciation of each word a nd the pauses within each sentence. I will play the tape twice and you shall read aloud t wice, too.2.Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework. Collocations from THE BAND THAT WASN’Tdream of doing , at a concert , with sb. clapping and enjoying …, sing karao ke , be honest with oneself, get to form a band, high school students, practi ce one’s music, play to passers-by, in the subway, earn some extra money, b egin as a TV show, play jokes on…, be based loosely on…, the TV organizers, make good music, put an advertisement in a newspaper, look for rock musi cians, pretend to do sth., the attractive performances, be copied by…, suppor t them fiercely, become more serious about…, play their own instruments, pr oduce one’s own records, start touring, break up, in the mid-1980s, a celebra tion of one’s time as a real band3.Reading to identify the topic sentence of each paragraphSkim the text and identify the topic sentence of each paragraph. You may fi nd it either at the beginning, the middle or the end of the paragraph.1st paragraph: How do people get to form a band?2nd paragraph: Most musicians meet and form a band.3rd paragraph: One band started as a TV show.4th paragraph: “The Monkees” became even more popular than “The Beatle s”.3.Reading and transferring informationRead the text again to complete the tables, which list how people formed a band and how The Monkees was formed by the TV organizers and became areal band.How do people get to form a band?Members High school studentsReasons They like to write and play music.Places They practice their music in someone’s home.Forms They may play to passers-by in the street or subway.Results They can earn some extra money. They may also have a chance to d ream of becoming famous.How was The Monkees formed and became a real band?The Monkees in 1968 (left to right): Micky Dolenz, Peter Tork, Mike Nesmith & Davy Jonesbeginning of the band It began as a TV show.style of the performance They played jokes on each other as well as played music.first music and jokes Most of them were based loosely on the band called “The Beatles”.development of the band They became more serious about their work and st arted to play their own instruments and write their own songs like a real ba nd. They produced their own records and started touring and playing their o wn music.changes of the band The band broke up in about 1970, but reunited in the mid-1980s. They produced a new record in 1996, which was a celebration of their time as a real band.4. Reading and understanding difficult sentencesAs you have read the text times, you can surely tell which sentences are diff icult to understand. Now put your questions concerning the difficult points to me.IV. Closing downClosing down by doing exercisesTo end the lesson you are to do the comprehending exercises No. 1, 2, 3 a nd 4.Closing down by having a discussionDo you think th e TV organizers were right to call “The Monkees” a band wh en they did not sing or write their own songs? Why?For reference: I don’t think the TV organizers were right to call “The Monke es” a band when they did not sing or write their own songs because si nging and writing its own songs was the basis of a band.Do you agree that the jokes were more important than the music for this b and? Give a reason.For reference: Yes. I think it is the jokes that really attract more fans.No. I think the purpose of forming a band is getting people to enjoy the spi rit of music. It’s more important than playing jokes just to make people laug h.Closing down by retelling the form of the band The Monkees.I shall write some key words and expressions on the board. You are to retell the form of the band according to these words.For reference: begin as a TV show, the TV organizers, look for, put an adver tisement in a newspaper, use actors for the other members of the band, pre tend to singPeriod 2: A sample lesson plan for Learning about Language(The Attributive Clause (in/ for/ with/ by＋which/ whom).AimsTo help students learn about the Attributive Clause with a preposition in fron t.To help students discover and learn to use some useful words and expressio ns.To help students discover and learn to use some useful structures. ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1, 2 and 3 first. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34 and read with me the text of THE BAND THAT WASN’t. As you read on, pay attention to The Attributive Clause (in/ for/ with/ by＋whic h/ whom), that is, the attributive clauses with a preposition ahead of the rel ative pronoun shown in the sentences.For reference: The musicians of whom the band was formed played jokes on each other as well as played music. However, after a year or so in which t hey became more serious about their work, “The Monkees” st arted to play t heir own instruments and write their own songs like a real band.2.Doing exercises No. 1 and 2 on page 35Turn to page 34. Look at the two sentences:The musicians of whom the band was formed played jokes on each other as well as played music.However, after a year or so in which they became more serious about their work, “The Monkees” started to play their own instruments and write their o wn songs like a real band.Pay attention to the structure: preposition + relative pronoun. Usually only t wo relative pronouns --- which and whom--- can be used in the Attributive C lause, with a preposition put before the clause. That can’t be used. Look at the screen. Here are more examples on this kind of structure.1.This is the reason for which he left his hometown. (=why)2.I’ll never forget the day on which we stayed together. (=when)3.This is the girl from whom I learned the news.4.The person to whom I spoke just now is the manager that I told you abou t.5.I’ll show you a store in which you may buy all that you need.(=where)6.I don’t like the way in which you laughed at her.(=that)Now go on to do Exercise No. 2 on page 36, that is, to sort out the senten ces.III. Ready used materials for The Attributive Clause (in/ for/ with/ by＋which/ whom)In formal styles we often put a preposition before the relative pronouns whi ch and whom:•The rate at which a material heats up depends on its chemical composition.•In the novel by Peters, on which the film is based, the main character is a teenager.•An actor with whom Gelson had previously worked contacted him about the role.•Her many friends, among whom I like to be considered, gave her encourage ment.Notice that after a preposition you can’t use who in place of whom, and yo u can’t use that or zero relative pronoun either:•Is it right that politicians should make important decisions without consulting the public to whom they are accountable? (not --- the public to who they are accountable.)•The valley in which the town lies is heavily pol luted. (not --- The valley in t hat the town...)•Arnold tried to gauge the speed at which they were traveling. (not --- the s peed at they were traveling.)In informal English we usually put the preposition at the end in attributive cl auses rather than at the beginning:•The office which Graham led the way to was filled with books.•Jim’s footballing ability, which he was noted for, had been encouraged by hi s parents.•The playground wasn’t used by those children who it was built for.In this case we prefer who rather than whom (although whom is used in for mal contexts). In restrictive attributive clauses we can also use that or zero r elative pronoun instead of who or which (e.g. ...the children (that) it was bui lt for).If the verb in attributive clauses is a two-or-three-word verb (e.g. come acros s, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning:• Your essay is one of those (which/that) I’ll go through tomorrow. (rather than...through which I’ll go tomorrow.)• She is one of the few people (who/that) I look up to. (not ... to whom I look up.)In formal written English, we often prefer to use of which rather than whose to talk about things:•A huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)•The end of the war, the anniversary of which is on the 16th of November, will be commemorated in cities throughout the country. (or...whose annivers ary is on...)Note that we can’t use of which in place of whose in the patterns described in Unit 71B:•Dorothy was able to switch between German, Polish and Russian, all of whi ch she spoke fluently. (not..,all whose she spoke...)We can sometimes use that...of in place of of which. This is less formal than of which and whose, and is mainly used in spoken English:•The school that she is head of is closing down. (or The school of which sh e is head...)Whose can come after a preposition in attributive clauses. However, it is mo re natural to put the preposition at the end in less formal contexts and in s poken English:•We were grateful to Mr. Marks, in whose car we had traveled home. (or... whose car we had traveled home in.)•I now turn to Freud, from whose work the follow ing quotation is taken. (o r...whose work the following quotation is taken from.)IV. Closing down by doing exercises:Join the sentence halves using which or whom after an appropriate prepositi on. (A)a. I would never have finished the work.b. It was primarily written.c. We know nothing.d. They got a good view.e. He learned how to play chess.f. Dennis scored three goals in the final.g. She was born.h. It was discovered.1.They climbed up to the top of a large rock.2. I would like to thank my tutor.3. She has now moved back to the house on Long Island.4. The star is to be named after Patrick Jenks.S. This is the ball.6. He is now able to beat his father.7. The book is enjoyed by adults as well as children.8. There are still many things in our solar system.Key for reference:1.They climbed up to the top of a large rock, from which they got a good v iew.2. I would like to thank my tutor, without whom I would never have finished the work.3. She has now moved back to the house on Long Island, in which she was born.4. The star is to be named after Patrick Jenks, by whom it was discovered. S. This is the ball. Dennis scored three goals in the final.6. He is now able to beat his father, from whom he learned how to play ch ess.7. The book is enjoyed by adults as well as children, about whom it was pri marily written.8. There are still many things in our solar system, about which we know not hing.Are these correct or appropriate? If they are, put a√. If they are not, give a reason, correct them and give alternatives if you can. (A)I. It's a piece of jewelry across which I came in an antique shop. --- which I came across in an antique shop. (‘came across’ is a two-word verb.)2. The extra work which she took on was starting to affect her health.3. My mother, after whom I looked for over 20 years, died last year.4. The people whom I work with are all very friendly.5. Some of the criticisms with which they had to put up were very unfair.6. He had many friends with whom he had a regular correspondence.7. The woman to who he is engaged comes from Poland.8. The forms which I had to fill in were very complicated.Rewrite these sentences so that they are more appropriate for formal written English. Use preposition + which or preposition + whose, as appropriate. (B) I. Tom Sims, whose car the weapons were found in, has been arrested. Torn Sims, in whose car the weapons were found, has been arrested.2. Tom Ham, whose novel the TV series is based on, will appear in the first episode.3. Dr Jackson owns the castle whose grounds the main road passes through.4. Tessa Parsons is now managing director of Simons, the company that she was once a secretary in.5. Allowing the weapons to be sold is an action that the Government should be ashamed of.6. The dragonfly is an insect that we know very little of.Period 3: A sample lesson plan for Using LanguageAimsTo read the story about Freddy and then enjoy and understand Beatles’ song s.To use the language by reading, listening, speaking and writing.ProceduresI. Warming up by listening and writingTurn to page 37 and read these sentences before listening to the tape. Then listen to the tape and decide true or false.II. Guided reading1. Reading and translatingRead more about Freddy’s life and translate it into Chinese paragraph by par agraph.2. Reading and underliningNext you are to read and underline all the useful expressions or collocations in the passage. Copy them to your notebook after class as homework.C ollocations from Freddy’s lifebecome famous, visit Britain on a tour, wait for hours to get tickets for the concerts, be confident, enjoy singing and all the congratulations, the most ex citing experience, sing in a TV program called “Top of the Pops, wea r an exp ensive suit, give a performance to a TV camera, go wrong, not go out witho ut being followed everywhere, wear sunglasses, hide in railway stations, one’s personal life, become too painful for sb., pack one’s bags3. Doing exercisesNow you are going to do exercises No. 3, 4 and 5 on page 38 following the article.Ex3: Here are the incorrect sentences which should be crossed out.1. Freddy and his band always loved being pop stars.2. His favorite program was “Top of the Pops”.3. Things went wrong because Freddy and his band hid themselves.4. They realized they had to go because they were painful.Exercise 4 Answer these questions:1. This is an open question by which students are asked about their opinions. Answers may vary.2. Answers may vary but there is information in the reading passage that ma y include:--- becoming rich;--- doing a job you want to do;--- having many fans;--- people enjoying your music.3. Answers may vary but information may include:--- peaceful and quiet;--- a private life away from crowds;--- a personal life which others do not discuss.Exercise 5: The main idea is No. 3. This is a story about a band that becam e famous and did not like it. Only No. 3 best summarizes the main idea, wh ile all the others reflect just part of the main idea. At first, Freddy and hisband wanted to be famous, but when he became famous, they were always being followed wherever they went, which they found painful.III. Guided writing1.Writing a letter for advicePlease tu rn to page 38 writing. Let’s read the instructions.You and your friends want to start your own band. However, you have neve r played in a band before. You write an e-mail to Freddy for his advice. The e-mail is started for you, but you have to finish it.You’d better do some brainstorming in small groups before writing your lette rs. You should follow the procedure for brainstorming and outlining introduce d in Module 1 Unit 2.Writing tips:1. In groups discuss some questions you would like to ask Freddy.2. Make a list of them and choose the best questions.3. Share your ideas with another pair; discuss all questions and then decide which ones you want to ask Freddy.4. Use each question to start a new paragraph.5. Write your question first; then add extra information to show Freddy why you need help.6. Finish the letter politely and thank Freddy for his help.2.Reading Freddy’s replyLet’s read Freddy’s reply and answer the questions:--- How was Freddy’s band formed?--- What advice does Freddy give?3.Writing a note and a paragraphPlease turn to page 74. Now in pairs you are going to decide on the best w ay to tell a foreign friend about one kind of Chinese folk music. What do yo u think they need to know before they can enjoy it? Why do you like it? W ho are your favorite singers? Discuss it with your partner and write notes to remind you of your most important ideas. Then write a paragraph telling yo ur foreign friend about the type of Chinese folk music you have chosen. Use a dictionary and other reference books to help you.IV. Further applyingFinding informationGo to the library to read or get online to search in order to find more infor mation on music and musicians. Take notes of your findings and report them to your group mates next Monday morning.V. Closing down by filling a formMake use of the text and others to fill in the form below.How do people form a bandMembersReasonsPlacesFormsResultsClosing down by describing a bandTo end this period, I am going to have two of you to describe to the class a band whom you appreciates. Who’d like to speak first?Part Two: Teaching Resources (第二部分：教学资源)Section 1: A text structure analysis of THE BAND THAT WASN’TI. Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passageThe band The Monkees was formed in quite a different way. It started as a TV show, with musicians played jokes on each other as well as played music, based loosely on the band called The Beatles. As time went on, their attrac tive performances gained fiercely support from their fans. With their own par ticular style of performing their band at last became very popular in the USA. Topic sentence of 1st paragraph Have you ever wanted to be a famous singe r or musician?Topic sentence of 2nd paragraph Most musicians meet and form a band bec ause they like to play music.Topic sentence of 3rd paragraph However, there was one band that started i n a different way.Top sentence of 4th paragraph Their attractive performances were copied by other groups and their fans supported them fiercely.II. A tree diagramIII. A retold passage of the text1. A possible version:Being a famous singer or musician may be the dream of many people. Beco ming a member of a band may help you realize the dream. But just how ca n people form a band?Most musicians often meet and form a band for they are congenial with eac h other. High school students may also form a band to practice music togeth er or sometimes play in the street to passers-by to earn some extra money, which is also a chance to realize their dreams of becoming famous. However, There was a band which was started in quite a different way. The musicians of whom the band was formed played jokes on each other and p layed music, loosely based on the Beatles. Their exciting performances were copied by other groups and were fiercely supported by their fans. That band was The Monkees. After a year or so, The Monkees became more serious of their work, playing their own instruments and writing their own music. Thou gh it broke up in 1970, it reunited in the mid-1980s and is still popular toda y.Section 2: Background information on music, musicians and the band The Mo nkeesI. Different types of music:Folk musicIt has been passed down from one generation to another. At first it was nev er written down. People learned the songs from their families, relatives, neig hbors and friends in the same village. These songs were about the country li fe, the seasons, animals and plants, and about love and sadness in people’s l ives.Pop musicIt is a kind of modern music with a strong beat and not of lasting interest, especially just favored for a short time by younger people•Rock ’n’ RollIt is also called rock and roll, a kind of modern music with strong beat, play ed loudly on electrical instruments, in which the singer repeats the same few simple words.JazzJazz was born in the USA around 1890. It came from work songs sung by bl ack people and had its roots in Africa. Jazz started developing in the 1920s i n the southern states. Soon it was played by white musicians, too, and reach ed other parts of the USA.African musicIt plays an important part in people’s lives, especially for work, and at festiv als and weddings, when people dance all night long.Indian musicIt’s not written down. There is a basic pattern of notes which the musician f ollows. But a lot of modern music is also written. India also produces films with music, and millions of records are sold every year.Music in the CaribbeanThe slaves who were brought from Africa developed their own kind of music. West Indians make musical instruments out of large oil cans. They hit differ ent parts of the drum with hammers to produce different notes. This type of music has become very famous in Britain and is very good music to dance to.II. Famous musicians:Joseph Haydn（1732-1809）was an Austrian composer and is known as “the f ather of the symphony”. Other composers had written symphonies before Ha ydn, but he changed the symphony into a long piece for a large orchestra. He was born in a village in Austria, the son of a peasant. He had a beautiful singing voice. After studying music in Vienna, Haydn went to work at the c ourt of a prince in eastern Austria, where he became director of music. Havi ng worked there for 30 years, Haydn moved to London, where he was very successful.Wolfgang Amadeus Mozart (1756-1791)was a composer, possibly the greatest musical genius of all time. He only lived 35 years and he composed more th an 600 pieces of music.Mozart was born in Salzburg, Austria. His father Leopold was a musician and orchestra conductor. Wolfgang had musical talent from a very early age. He learned to play the harpsichord in a concert for the Empress of Austria.By the time he was 14, Mozart had composed many pieces for the harpsicho rd, piano and violin, as well as for orchestras. While he was still a teenager, Mozart was already a big star and toured Europe giving concerts. Haydn me t Mozart in 1781 and was very impressed with him. “He is the greatest com poser the world has known,” he said. The two were friends until Mozart’s d eath in 1791.Ludwig van Beethoven (1770-1827)was born in Bonn, Germany. He showed m usical talent when he was very young, and learned to play the violin and pia no from his father, who was a singer. Mozart met Beethoven and was impre ssed by him. “He will give something wonderful to the world,” he said. Beet hoven met Haydn in 1791, but was not impressed by the older man. After t hey had known each other for many years, Beethoven said, “He is a good c omposer, but he has taught me nothing.” However, it was Haydn who encou raged Beethoven to move to Vienna. Beethoven became very popular in the Austrian capital and stayed there for the rest of his life. As he grew older, h e began to go deaf. He became completely deaf during the last years of his life, but he continued composing.III. Musical instrument 乐器saxophone electrical equipment pianoguitar fluteV. What are the functions of music?•Make things more lively and interesting•Make things better for people to understand and enjoy•Express people’s feeling•Make people feel good•Help people forget their pain•Attract people’s attention•help people to remember things wellVI. The introduction of the band The MonkeesThe Monkees were a four-person band who appeared in an American televisi on series of the same name, which ran on NBC from 1966 to 1968. The Mo nkees were formed in 1965 in Los Angeles, California and disbanded in 1970. At their peak they were one of the most popular musical acts of their time. Several reunions of the original lineup have taken place. The first reunion las ted from 1986 to 1989, and a second regrouping took place between 1996-1 997. The Monkees last worked together for a brief period in 2001.Section 3: Words and expressions from Unit 5 THE BAND THAT WASN’TI. Words for Readingclassicaladj. (of music)put together and arranged(composed) with serious artistic inten tions; having an attraction that lasts over a long period of time(as opposed t o popular or folk music)（音乐）古典的Bach and Beethoven wrote classical music. the classical music of India/ the classical symphonyrollvt.&vi. 1. to (cause to) move along by turning over and over（使）滚动We r olled the barrels of oil onto the ship. Tears were rolling down her cheeks. 2. to move steadily and smoothly along(as) on wheels(车轮)滚动；转动The trai n rolled slowly into the station. The waves rolled over the sand. 3. (of a shi p)to swing from side to side with the movement of the waves摇摆;摇晃The ship rolled so heavily that we were all sick.4. keep the ball rolling: to keep t hings active and moving（使事情，工作等）继续进行下去；不松懈5. set the ball rolling: to be the first to do something, hoping that others will follow带动；带头（希望他人跟随）I’ll sing a song first, just to set the ball rolling. folkadj. of, connected with, or being music or any other art that has grown up among working and/or country people as an important part of their way of l iving and belongs to a particular area, trade, etc., or that has been made in modern times as a copy of this（音乐；艺术）民间的；民俗的folk music/ f olk songs/ Chinese folk art/ give a folk concert/a folk singerjazz n.爵士音乐traditional jazz/ modern jazz/ jazz music/ a jazz band musician n.音乐家a fine musiciandreamn. 1. a group of thoughts, images, or feelings experienced during sleep梦2. sth. imaged, not real, but believed in or greatly and hopefully desired理想；梦想v.梦见；梦想dream of/about (doing) sth./ dream a dreamclapvi. 鼓掌Clap one’s hand in time to the music/ clap sb. on sth./ clap sb. on the back/clap eyes on sb.be honest with = be frank with/ to tell you the truthform。
高二英语Unit5 A The British IslesThe first period Warming up and listeningTeaching goals1.Get the students to talk about pictures.2.Encourage the students to talk out what they know about the UK and Ireland.3.Help the students learn to get information by listening.Teaching Procedures:Step 1 Warming up1．Lead-in(1)What do you think of Jiaojiang? Which place impresses you most?(2)A. There are not many visiting places in Jiaojiang as it is a newly-developed city. But what aboutour country? Think what words you’ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guesswhich place it is.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Thentell the students to say something they know about these places.4.(1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some importantcities in the UK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food andlife. (Show some famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other thingsin the UK and Ireland.Step 2 Listening1.The teacher talks more about the languages in the UK and Ireland. Then ask the students to talkmore about the education in the UK.2.Ask: How are classes arranged in schools in the UK?3.(1) Listen to the tape and tick the sentences which are true.(2)Listen to the tape and fill in the timetable below.(3)Listen to the tape and answer the following questions. Step 3 Extension1.Talk about our own timetable.2.Have a discussion about the similarities of the timetables in our country and the UK and alsotell the differences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students’ spoken EnglishImprove the students’ ability of imagination and debatePractise expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1.The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2.Talk about the 28th Olympic Games3.Talk about their favourite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn forthe westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learngeography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nationshave advantages over other countries?Step3 Tips on how to express agreement and disagreementDon’t you think that…?I don’t think that’s right…I don’t think so.You must be mistaken…No, you are wrong thinking that…I’m afraid you’re wrong…Aren’t you confusing…?I’m not so sure about that…Surely it must be….Yes, you are right, but…Yes, I agree with you.I believe that you’ve got it right.Step4 Class further debate Is it a good chance for the development of China ?Have a debate among boys and girls. They will express different opinions on the advantages or disadvantages of hosting the Olympics in Beijing. So it’s a good chance to improve their spoken English.Step5 HomeworkPreview the reading passage “The British Isles”The third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages. Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false.( ) 1. Many people around the world study English, and they know a lot about British culture. ( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English. Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why?Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1.Learn about the appositive clause.2.Identify noun clauses.3.Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a.Students work in pairs first.b.The teacher check the answers.Step 2 Brainstorminga.Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that … impresses me most.2.What have you already known before reading the passage ?I have known the fact that …3.Did you hear any news about Britain recently ?I heard the news that …b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries’Corner ,Big Ben and the Tower of London is past.2.The fac t that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation. Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1.Learn to describe the countryside, the cities, the people and their life by reading thepassage.2.Learn things about the city Salisbury.3.Know more about Britain.4.Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from “Robinson Crusoe” and asks the students “Have you ever seen this film?”“Who wrote the story?”“Do you know something about Daniel Defoe?”Teacher explains:(About the author: Daniel Defoe, the son of a butcher, was born in London in 1660 and died in 1731.He attended Morton’s Academy, a school for Dissenters at Newington Green with the intension of becoming a minister, but he changed his mind and became a hosiery merchant instead. He was once a journalist and was employed by a Troy government official as a spy. And was sent to prison several times for his political works. He wrote many books all his life, among which Robinson Crusoe is the most famous one.)From the passage we read in the previous lesson, we’ve known some thing about the British Isles, the United Kingdom and Ireland. Now we all know England is a good place to travel to. Today we will read a passage about Daniel Defoe’s visit to Salisbury in southern England. What did he see there? What places did he visit? Let’s read the passage and you will find the answers to the questions above. Step 2: ReadingOk, let’s see what Daniel Defoe writes about Salisbury. Read the passage and try to find the main idea of each paragraph.Para.1: The landscape near the city.Question: what did he see all round the city of Salisbury?He saw six hundred thousand sheep fed within six miles of Salisbury.(Teacher presents a video clip of sheep fed on the grass.)Para.2: Historical relics around the city.Question: Here in this paragraph Daniel Defoe gave us one example----the cathedral. What is the cathedral famous for? What does he think of it? The answer is the last sentence of this paragraph. (Play the video and let the students enjoy it. While playing, the teacher explains it.About the video: The video clip shows both the exterior and interior of the cathedral. Walking into the cathedral we get the chance to experience the typical scene of western church: music is playing and people praying in the church. )Para.3 What we can see in the city.(The teacher presents a picture of the location of Salisbury and illustrates it, especially the two rivers.)Para.4: The people, their life, work and culture.Question: What are the two important kinds of produce and trade?How’s people’s life there?Para.5: The wider landscape around the city.(The teacher plays the video about the wider landscape around the city.About the video: It shows small streets and people in the streets, the everyday life of the British people.)Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s li ves. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be found with names like “The Red Lion”, “The Black Horse”, “The Rose and Crown”, “The King and Queen”and “The George and Dragon”. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessedthe British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPoint presentation in the next period.。
Teaching plan of Unit 5The British IslesTeaching aims and demands1.Topic: Talk about British Isles---- the UK and Ireland.2.Vocabulary and useful expressions:Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.3.Function:Practise expressing agreement and disagreementA. agreement:I believe that you have got it right.Surely it must be….Yes, you are right, but ….Yes, I agree with you.B. disagreement:Don’t you think that…..?Aren’t you confusing …..?I don’t think that’s right ….I don’t think so.You must be mistaken……No, you are wrong thinking that …….I’m afraid you’re wrong …..4.Grammar:Noun Clauses (1)---- subject/ object/ predicative/ appositiveWhat life will be like is the topic for today’s class discussion.Can you imagine that what man will look like in 1000 years?The reason why he didn’t come to school is that he was ill.The news that our football team was defeated is known to all.ing the language:Write a description of a town and the countrysideTeaching procedure:Period 1.Step 1.Warming up1.Brainstorming:a.Work in groups to find out as much as you can about the geography, history, language,culture, famous people, buildings and other things in the UK and Ireland.e a map to let the Ss know the location of the British Isles.2.Following the steps of the warming-up on page 33.Step 2. Pre-reading1.Show some pictures of famous architecture and famous scenery pictures of the UK andIreland.2.group work: describe the pictures.Step 3. While-reading1.Scanning: Ss read quickly and answer:What are the most important facts about the United Kingdom?How many countries make up the British Isles?What are the most important facts about Ireland?2.Ss read and get the main ideas of each paragraph.Step 4. Post-reading:Finish the three questions on P 36.Step 5. Assignmentsurf the internet and get more information about the topic.Period 2.Step 1. Warming upDivide the Ss into a few groups to do group work.:Choose one of the following topic to discuss: history / geography /culture / language(after the discussion each group elect a speaker to report their result to the whole class.) Step 2. Learning about the languageTeacher explain some language points in the text on page 19--20.1.The idea that English stands for fish & chips, the Speaker Corner and the Tower of Londonis past.That 引导同位语从句。
Teaching Plan for Book 5Unit5First Aid for BurnsReadingTeaching Goals:1. Enable the Ss to get some first aid knowledge2. 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 PointsHow 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 do first aid treatment for burns correctly.Teaching methods1). 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-learningactivities.petition and role-play method to arouse the Ss’ interestTeaching aidsThe multi-media (see a short movie about how to treat burn from ppt.) Teaching proceduresStep1. Lead-inLead-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 aidStep2. Pre-readingShow 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 readingLet 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 burns____ what to do if someone gets burned____ the purpose of skin____ the symptoms of burns____ how we get burnsStep4. Detailed reading1). 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 burns7.It’s better that you put some butter or oil on bur ns.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 many parts there are and the mainidea 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, Second degree burns, Third degree burns Part4. Characteristics of burnsPart5 First aid treatment3). Finish off Comprehending Ex2&3Step5. Words competitionHave a competition to check the Ss’ words spellingStep6.Making a first-aid kitAn 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. Step7. Role playWork in pairs to act out how to place an emergency call for helpStep8. SummaryThis 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.Step9. HomeworkSearch as much information as you can about first aid。
