人教版高中英语必修5Unit5语言点优秀教学设计

Period8. GrammarBy Yin ZhishiI.Content: B5U5 Grammar---Illipsis Time:20151110II.The course standards:1.Help the Ss to learn and grasp the knowledge about ellipsis.2.To educate the Ss’ ability of the reading and writing and their interesting in En glish.III.The aim of teaching1.Knowledge: The Ss learn and grasp the knowledge of ellipsis.2.Ability : Improve the Ss’ ability in learning reading and writing.3.Emotions: To educate the Ss’ love and interesting in learning .IV. The main points of teaching.To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing..V.The difficult points of teaching.To correctly use ellipsis correctly in reading and writing..VI.The type : New The mode: first learn then teachVII.The way of teaching: Finding /Induction and practisingVIII.The teaching procedures:Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’homework.Step 2 Learn the new -----------GrammarT: Let’s look at the text, Grammar (page 91)Present some sentences and encourage the students to find out which words have been left out.T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.1.Haven’t seen you for ages.2.Some more tea?3.Sounds like a good idea.4.Doesn’t matter.5.Sorry to hear that.6.Pity you couldn’t come7.This way, please. 8.Terrible weather!9.Joining us for a drink? 10.Going to the supermarket?1.I haven’t seen you for ages.2.Would you like some more tea?3.That/It sounds like a good idea.4.It doesn’t matter.5.I’m sorry to hear that.6.It’s/ What pity you couldn’t come7.Step this way, please. 8.What terrible weather it is!9.Are you joining us for a drink? 10.Are you going to the supermarket?Step 3 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and ( it was )very painful2) A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.)3)She has a daughter (who is) in hospital.4)He went to the doctor because he had to go to( the doctor).5)Did she pass the first aid test that she did yesterday (or didn’t she pass)?6)She could not decide whether to send him to hospital or not (to send him to hospital).7)When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat.8)Only some of the students have done a first aid course but most of the students haven’t (done a first aid course).3.These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.1)The cottage (that is) surrounded by a wall belongs to the local government.2)The first book I read this term was more interesting than the second (book I read this term).3)To her teacher’s surprise, she did better in her first aid exam than(it was) expected.4)I don’t think they have returned from the hospital, but they might have ( returned from the hospital).5)He wanted to help the accident victim but his friend didn’t (want to help the accident victim).6)You can borrow my first aid notes if you want to (borrow my first aid notes).4.Show the students the slides with some multiple choices exercises about the Ellipsis.(If possible )1)---- Tomorrow is a holiday. Why are you doing your homework?-----I am doing these exercises now so that I won’t have _____ on Sunday.A. itB. themC. forD. to2)----Shall I invite Ann to my birthday party tomorrow evening?----Yes. It’ll be fine if you______. A. are B. can C. invite D. do3)---- Aren’t you the manager?-----No, and I______A.don’t want to B. don’t want to be C. don’t want be D. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not to B. not to do C. not do it D. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will6)-----I won’t do it any more.-----_______?A. Why not B. Why don’t do any more C. Why not do D. Why don’t 7)-----Do you think it will snow tomorrow?------______?A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so 8)-----Have you fed the cat?------No, but______.A. I’m B. I am C. I’m just going D. I’m just going toStep4 Sum upStep5 Homework:1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38Thinkback:。

Unit 5 First aid Teaching aims and demands:1.Topics:1)Talking about medicine and medication.2)Talking about first aid and the safety in the home.3)Learning how to give instructions.2.Words and expressions:3.Functional items: Giving instructionsWhat should he do?Why should he…?What about this…?What if…?And then what?You’ve got to…?First you have to… Then… Next…If you/ he/ …, you might be…Tell him to…If there is a pulse, check her breathing. Continue… until…Now, if there is no …, you must…Do not put…Never put…4.Grammar use: EllipsisYou can get burnt by hot liquids and ( you can get burnt by) steam.First degree burns turn white when ( they are) pressed.Teaching procedures:Step One1.Ask students if they know what first aid is and why it is important.Then read the first paragraph of the section with students.2.Look at the pictures together and ask students what has happened ineach one.3.Put the class into groups of three or four and ask them to answer therest of the questions about the pictures.4.Bring the class together and ask students what kind of first aid youshould give in each situation. This should stimulate some interesting discussion as there might be some disagreement about first aid treatments.Step Two1.Ask students what has happened in the picture. (Answer: The child haspulled boiling water onto herself.) Ask students what sort of injuries the child will have. (Answer: She will have bad burns.) Ask the class what first aid treatment they would give in this situation. Don’t tellstudents whether they are right or wrong at this stage as they will find out from the reading text. Write all their suggestions on the board.2.Ask students to answer the questions about their own experiences ingroups. Bring the class together and ask various students about their or someone else’s experiences.Step Three1.First reading1)Ask students to read the title of the text and the headings within it.Then ask them what the topic of the text is and how theinformation is organized. (Answer: It is about first aid for burnsand the information is organized according to causes, types,characteristics and first aid treatment for burns.)2)Ask students how the information is organized within theheadings of types of burns and characteristics of burns. (Answer:The information is organized according to the types of burns: firstdegree, second degree and third degree burns.)。

Unit5 语言点课名师教学设计Section 2 语言点课框架单1/ 112/ 113/ 11Section 2语法课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC 1预备与激活先期知识Step 1Leadingin（导入活动）(2 mins )T: Greetings……T: Today we will learn some words concerned with the topic of this unitfirst aid. At first, please underline the key words of this unit in the textFirst Aid for Burns and try to guess the meaning of each word in the textthrough context.1.Ask Ss to do exercise 1 to assist students understand the meaning ofeach words.Exercise One1.通过阅读课文，让学生在文中勾画出重点单词和词组。

然后让学生尝试根据上下文猜测词义。

2..通过单词和英文词义的配对，帮助同学们进行词义猜测与学习。

Key:HGBCAEDFJI1.学生是否能根据上下文猜测词义。

2.学生是否能通过上下文猜测词义。

4/ 113.通过在语境中的使用，加深学生对单词词义的理解。

Key:Vital/squeeze/unbearable/swell/electric/was affected/ essential/injuries/temporary/aids 3.学生是在不同语境是使用新单词。

DELC 2获取新知识Step 2Introduction andpresentation(引入和呈现)1.injury n. 损伤，受伤处injury-Injure v. ________-injured ___. _________He injured his left arm in a car accident.The doctor operated on the injured man at once.Man common ________ happen every day at home.injury/ wound/ hurt/ harmsThere were no injuries in the crash.The soldier received a bad leg wound in the war.It was a hurt that made me heartbroken.Studies show that smoking does harm to people.[Conclusion]1.injury 指的身体上的损伤，多指______ 中的受伤。

Unit5 Using Language Reading 公开课教学设计（二）Teaching DesignTeaching content: Using language: Heroic teenager receives awardBrief introduction of the teaching design:The passage is a reading material introducing what a teenager has done to save the woma n’s life. After reading, the importance of the first aid and the good qualities of the teenager are clearly presented to the students.In this design, I attach importance to the following three aspects.The first aspect is focusing on reading and discussing; through which students have a clear picture of the heroic deeds.The second one lies in showing a kind of similar situation in our daily life (whose topic is closely related to our own experience) to better understand the importance of the first aid. They are required to be equipped with the knowledge of first aid based on the reading text.The third one is to have a good understanding of the good qualities a citizen shouldhave and realize the deeper meaning of the social responsibility.Teaching aims:1. To guide the students to learn about basic knowledge on how to do first aid through reading and summarizing2. To cultivate students’ abilities in speaking by applying new words and phrases in the text3. To raise students’awareness of the importance of how to do first aid and being equipped with many good characteristics to take social responsibility Teaching important and difficult points:1. Learn the process of the heroic deeds. According to the text, try to understand the key words and phrases, such as bravery, put one’s hands on, apply, scream, perform first aid, and make a real difference.2. have a general understanding of how to do first aid in the special situation3. Through the reading material, students are to be aware of the importance of the firstaid and good qualities a qualified person should have.Teaching methods: task-oriented reading Teaching aids: multi-media and blackboard Teaching procedures: Greetings.This step is to shorten the distance with students and wish students were happy everyday. Finally, it is used to lead to the topic.Step1: Lead-inHave a talk with students about daily emergency and lead to the main character—a teenager. Invite students to enjoy a short video about a wonderful first aid performed by a professional doctor and ask them the following questions:Q1: What different kinds of emergency we may suffer in our daily life?A snake bite; bleeding; a sprained ankle; choking; a broken arm…Q2: At that time, what do we need?First aidQ3: Who can do the first aid well?A doctorQ4: Is he a good doctor? What kinds of qualities should a good doctor have? Yes; calm, patient, professional, experience, skilled, knowledgeable…The questions set are to lead to the leading character named John JansonT: Of course, a professional doctor can perform the first aid well. In fact, common people even a teenager can still do the first aid well.Step2: While-reading1. Ask students to listen to the record and find the answers to the following question. Q1: Where can you most probably read this passage?A. a novelB. a research paperC. a newspaper reportT: There is special structure in a piece of news.Paragraph 1 is the most important one which contains much important information. The step is set to help students better understand the structure of the news and get the important elements of the news.2. Ask students to read the text:1) Make a list of the elements contained in the news timelast night place In Rivertoncharacter A 17-year-old teenager, John Jansonevent He was honored at the Lifesaver Awards, for carrying out first aid on a neighbor named Anne Slade2). ①What happened to Anne?She was stabbed repeatedly…Her hands were almost cut off…T: We all know that Anne was saved by John finally.②What saved Anne’s life ?It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.③Who also made their contributions to the rescue ?A number of nearby people his father④What first aid did John perform on Anne ?He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.The design of this step is aimed at raising students’ awareness of the importance of the first aid in dangerous situation.3) Put the sentences into correct order__4__ The attacker ran away.__2__ Anne was attacked and started to scream.__6__ John performed first aid on Anne.__1__ John was studying in his house.__7__ The ambulance arrived.__3__ John ran outside with his father.__5__ John found Anne in her garden with terrible knife wounds.T: Though John has done the heroic deeds, he was still not so arrogant. What about his own feeling?We can learn it from his words. How to understand his words (para5)From his words, we can conclude that he is confident, modest, diligent, hard-working, serious-minded, and attentive.Official’s assessment: it shows that knowledge of first aid can make a real difference.Step 3. Post-reading1) Ask students to look back on the content and imagine:Q1: What impressed you most in the piece of news?The importance of first aid…His good qualities…T: This is a good result. Suppose the rescue is not so smooth…Some unexpected things:① The attacker was still at the scene of stabbing.② The attacker left but returned later.③ The woman had AIDS.④ John had performed first aid on the woman but she died anyway.Q2: Do you think John was silly or brave to get involved in the situation? Give reasons.This is designed to help students have a good imagination of the potential danger, in order to improve the figure of the teenager..Step 4. Group WorkPresent a similar situation in our daily life to the studentsHave a debate. Ask students to discuss what they will do in the following situation. The first purpose of the activity is to encourage students to be aware of the importance of saving others’ lives.Step 5. HomeworkChoose one of the ways of first aid to describeThis step aims to encourage students to gain the knowledge of first aid .The more, the better.。

Unit5 Using Language 优教教学设计设计意图This is the third teaching period of this unit. The first task is to ask students to comprehend a passage in the textbook about a heroic teenager saving his neighbor using first aid knowledge. In this passage, students get to know more about the significance of first aid and thus become eager to acquire first aid knowledge, which may help themselves or somebody else one day in real life. The second part is writing. Students apply what they have learned in the reading part to practical use: writing a passage about small matters making a difference in daily life. Here in this class, small matters should be related to first aid. At the end of this class, students can be equipped with first aid knowledge and be better at expressing themselves in English.教学目标1. Students learn a passage about a heroic teenager John Janson saving his neighbor using first aid knowledge.2. Students accumulate common knowledge about first aid through self-directed study and cooperation.3. Students get better at writing English articles and expressing themselves in English.教学重点To help students understand the text and the significance of first aid knowledge, and to help learn to write a passage according to the requirements.教学难点To get students to achieve the aim of writing a passage by applying what they have learned.教学过程Step 1: Scanning ＆Skimming（设计意图：学生快速阅读课文，通过标题和导语这些特点，锁定新闻类文章的特点；通过几个疑问词，将文章的大意理清；通过关键事件，了解整个文章的结构。

Unit 5 First Aid （教学设计）科目：高中英语教学对象：高二课时：第一课时一、教学内容分析本单元以“急救”为中心话题。

本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句；2、能力目标：阅读速度和技巧的训练；3、情感目标：教育学生帮助他人于危急时的良好情操；通过讨论等小组活动培养协作精神；通过课堂教学活动激发学生英语学习兴趣。

三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。

该班学生的主要特点是能讲敢讲（我在这方面一直鼓励学生），课堂气氛活跃。

本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。

四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力；2.掌握急救知识和根据不同情况提出急救措施；3.能学会急救知识和相关急救措施的英语表达。

六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid？3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测。