高二人教新课标英语必修五Unit5语法课教案

英语必修5人教版新课标Unit 5教案（9）Period 2 Reading & ComprehendingTeaching aims:1.To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again”and “in place”.2.To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.3.To practice the students’ predicting, skimming and scann ing abilities.4.To improve their practical ability of first aid treatment of burns through group wok.Teaching procedures:Step 1. Lead-inReview “Types of burns”within _______________.Step 2. Reading1.Prediction （What may be written in the passage?）2.Skimming for checking whether the information mentioned is written3.Judging the correct order4.Para. 1 : What is the skin? What can the skin do?5.“Causes of burns”: Which of the following cannot get the skin burned?6.“Characteristics of burns”: Comprehending 27.“First Aid Treatment”: Answer the following questions1)What is to be done if clothing is stuck to the burn?2)Why is it best to place burns under gently running water for about 10 minutes?3)How should second degree burns be dealt with?4)How should the bandage be fixed?5)What is to be done if burns are on arms or legs or the face?8.Group work : Comprehending 39.Reading for full understandingStep 3: Homework & Dismiss高考链接理解高考完形填空难度变化总结二、灵活的词汇意义以及上下文乃至全篇文章内容的理解等更加强化。

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 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching Goals:1. To develop the Ss’ ability in reading, speaking, listening and writing.2. To get Ss to know more about first aid.Teaching Procedures:Step 1.Reading and comprehending1.WarmingUpPurpose: To lead Ss to the topic.Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.Question: if you happen to find a person who is bleeding badly, what will you do? 2. SkimmingPurpose: To make Ss have a brief understanding of this passage.Read the newspaper article by yourselves and then put the following events in the order that they happened._____ The attacker ran away._____ Anne was attacked and started to scream._____ John performed first aid on Anne._____ John was studying in his house._____ The ambulance arrived._____ John ran outside with his father._____ John found Anne in her garden with terrible knife wounds.Suggested Answers:4. 2. 6. 1. 7. 3. 53. Scanning and discussing.Purpose: To make the students find something in details. In groups discuss and answer the following questions.(1) What first aid did John perform on Anne?(2) What adjectives would you use to describe John’s actions? Give at least three.(3) Do you think John was silly or brave to get involved in the situation? Give your reasons.(4) Would you have done the same as John? Give your reasons.(5) Do you think it is worthwhile to take a course in first aid? Give your reasons. Suggested Answers:(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident(3) Some possible answers:John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.(5) Yes. Taking this course can make more people know how to perform the first aid. This would prevent more people from being worse injured.Step 2. ListeningPurpose: To develop the Ss’ listening ability.1.Pre-listening(1). Read these words and expressions and make sure Ss know the meaning of them: burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.2.While-listening(1) Circle the topics the teacher asks questions about in this listening text. Suggested Answers:nose bleeds, burning clothes, choking , sprained ankle, snake bite.(2) Match each of the following pictures with a topic listed in questionSuggested Answers:picture 1: sprained anklepicture 2: burning clothes picture 3: a nose bleedpicture 4: chokingStep 3. SpeakingAccording to the tape, discuss these questions in groups:1. Can you say the students' names on the tape?2. What can you tell us about Peter’s character?3. Can you remember any of the funny things he said?Suggested Answers:1. Sarah, Peter, Rachel, Jim, Gary.2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.3. So he gets the blood all over the floor instead of on his clothes I'd say great--he's aplayer anyway; Bite it back.Step 4. WritingWrite an article according to the following pictures and the first aid treatments you have learned in this unit.A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again? Write the measurements in details.One possible version:I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with myfinger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.。

Unit5 语言点优教教学设计设计意图This is the second period of this unit: language points. The teacher can offer chances to students to review the vocabulary. The emphasis of this period will be placed on the important words, expressions and sentence patterns and grammatical knowledge in the reading text. In order to make students understand these points, we can first get students to study their usages by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations. In this way, students can learn and use these important language points and grammar well.教学目标1. Enable students to master the usage of such important words and expressions 覆s aid, vital, injure, treat, fall ill, get + PP, in place, if necessary, stick to. And learn to express themselves by using them.2. Enable students to learn the method of constructing knowledge trees through self-study and co-operative exploration.3. Enable students to enjoy the fun of expressing themselves in English and participate in class with strong passions.教学重点Help ptudents master the usage of such important words and expressions as aid, treat, vital, injure, fall ill, get + PP, in place, if necessary, stick to.教学难点Put the language points into practice to express themselves in English.教学过程Step 1: RevisionReview the vocabulary part in this unit.Step 2: Self-directed study（设计意图：学生自主学习，理解导学案上的例句，并根据例句，构建词汇的知识树，总结词汇用法，争取新旧知识联系，培养自主学习能力。

高中英语《B5U5 Grammar 》说课稿一、说教材（一）教材内容及分析我说课的内容是人教版版《英语》（新标准）高中第五册（必修5）Grammar(省略)。

教材虽然设计了练习题也设计了一些相关省略的语法内容，但对于学生来说，有必要进行系统的学习和训练。

（二）教学目标1.知识目标：根据《新课标》总目标的描述，结合本课的内容和本班学生的学习实际，我把本节课的教学目标主要分为两大部分：即简单句中的省略和复合句中的省略。

2．语言技能目标：理论依据: 高中英语课程标准学生要学会省略的一些基本原则3．学习策略目标学会语法学习的基本方法3．重点与难点重点：学会和掌握词、句子成分在简单句和复合句中的省略。

难点：在行文中正确使用省略现象。

二、说学情在教学过程中，对学情的了解是教师因材施教的关键。

高中的学生注意力有一定的稳定性，观察能力很强，具有一定的目的性，系统性和全面性，已经初步实现从具体思维向抽象思维的过渡。

他们喜欢富有个性化的教学设计，喜欢接受新鲜事物。

同时，自我意识增强，拥有强烈的主观能动性。

他们更是拥有很强烈的自我展现意识与欲望，不但在乎别人对自己的评价，更渴望得到别人的关注和赞赏。

他们已具有了一定的自主合作和探究的能力，具有了一定的英语语言知识和英语应用的能力，具备了基本的英语思考和英语表达的基本技能。

同时也充分考虑了本班文科普通班和艺术体育混合班较薄弱基础的实际，尽量设计简单易懂的句子，以形成他们的成就感和自信心。

因此，设计这节课时，我充分考虑到学生的主体性，把自己作为与学生一起探讨的一员，以亦师亦友的身份走进他们，以基础的语言启发他们，以轻松的话题开始，以愉快的交流展开合作，充分创造机会让同学们都拥有成功的喜悦，在和谐的氛围中探究并完成教学任务。

三、说教学方法(新课程提倡运用任务型教学途径，围绕核心问题，设定小任务；围绕文章内容，尽可能提供训练学生技能的机会；开展自主性学习的课堂活动，强调合作探究与独立思考相结合。

新课标人教版英语必修5教案unit 5 Firsr aid程洪维1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found.·First aid first aid to the injuredGive \ offer aid援助come to one’s aid 帮助某人cut off aid 终止援助a hearing aid 助听器teaching aids教具medical aid医疗救护with the aid of借助于in aid of为了帮助·fall ill 病倒，其中fall是连系动词He fell ill and had to enter the hospital.他生病了必须住院治疗。

Fall asleep睡着了fallsilent静下来·get injured 受伤，get +及物动词的过去分词构成被动语态The computer got damaged when we were moving.我的电脑在搬家时弄坏了。

My bike is getting repaired now.我的自行车正在修理。

My glass got broken while I was playing basketball。

我的眼镜在打篮球的时候给弄坏了。

Peter and Mary got married last year.皮特和玛丽去年接了婚。

2. you have three layers of skin which act as a barri er against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。

Unit5 Grammar 公开课教学设计（一）名词性从句之从属连词复习学案【自主学习，明确目标】1. 教学目标：1）熟悉常见从属连词的用法2）掌握从属连词的选择和技巧3）从属连词的常考点2．教学重点: 熟记that, whether, if, what, which等引导词的特殊用法。

3. 易混淆点：1）whether, if 2）that, what 3) what, which 4) because, why【自主学习，问题生成】一、常见的从属连词二、从属连词的选择和技巧1.找出主句的谓语（或系动词），确定是什么从句。

2.分析从句的句子成分，缺什么，补什么1). That was _____ we did this morning.2). I wondered _____ you were so angry.总之:分析从句的句子成分，缺什么，补什么；不缺句子成分，不缺意思，就选_______。

不缺句子成分，只缺“是否”，就选__________或if。

缺主语/宾语/表语，就选连接______词，如what, who, whom, which等；缺状语，就选连接_________词，如when, where, why, how等。

我的问题：（你在预习中有哪些未能解决的问题和有疑问的地方？写在下面做个备忘吧！等待课堂上与老师和同学他就讨论解决。

）三、名词性从句之从属连词常考点考点1：whether和if的选用1. I asked her __________ she had a bike.2. It is doubtful _________ he will come here.3. _____________ he will come is not clear.4. The question is __________ he’ll come.5. I haven’t decided _______ to go there.6. It all depends on ________ they will support us.7. I don’t know ________ or not he is well.8. I have no idea _________ the meeting will be put off.知识回顾：只能用whether, 不能用if引导的名词性从句：(1) 引导从句并在句首时；(2)引导___________从句和同位语从句;(3)引导_____词后的宾语从句;(4)从句后紧跟着_______时;(5) 后接不定式时, (whether to do );考点2：that 和what 的选用1. ______ he wants is encouragement.2. The fact is ______we have no time.3. Please tell me______ has happened to her.4. He is no longer _____he used to be.知识回顾： 1. that在名词性从句中_______任何成分，只起连接作用,即当从句是完整的也不缺任何意义时，就选that。

高二Unit 5 全单元教案Period 5 Grammar(人教版高二英语上册教案教学设计)Teaching Aims:1. Learn and master noun clauses as subject, the object, the predicative and the appositive introduced by “that”Teaching Important Points:1. Master noun clauses as the appositive.2. Master the differences between the appositive clause and the attributive clauseTeaching Difficult Points:1.master the differences between the appositive clause and the attributive clauseTeaching Methods:1. Inductive method to introduce the difference between the appositive clause and the attributive clause2. Practice to help students master the appositive clause3. Individual or pair work to make every student work in classTeaching Aids:1. A projectorTeaching Procedures:Step 1 Lead ina. 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 students of sentence structure if find errors.Step 2 Tell the function of the following sentences.Now, please open your book, turn to page 37. There are 6 sentences. We have learned these sentences before. You can look at some other sentences on the slide, and then decide which part the clauses act as.Step3. PracticeNow turn to the exercise3. Join each pair of sentences using a noun clause as appositive. Now you know that the appositive clause is often put behind some nouns, like belief, fact, hope, idea, news, problem, suggestion and so on. Before you do it, go through what is the appositive clause. First look at the example, the noun “ news” is followed by the appositive clause “ that the famous British singer will come to China”. It explains the concrete contents of the noun “news”. Now do you know how to do this exercise?Step4. DiscussionsT: Now look at the picture on page38. Do you know him? He is the famous English film star, named Pierce Brosnan. Please read his profile.T: Which fact do you think is new to you? Please express your ideas using the noun clauses. Discuss in pairs or in groups.S1: I thought he is from England. I didn’t know he is from Ireland.S2: the fact that his first wife died of cancer in 1991 is surprising.S3: I don’t know that he owns a production company with a ling-time friend.Step 5 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.Step6. SummaryT: In this period, we’ve done some exercises about some important words and the noun clause, especially we practice the appositive clause. Also we ‘ve known the difference between the appositive clause and the attributive clause. After class, you should practice more to master them better. Ok. That’s all for today. See you.名词性从句介绍名词性从句包括：主语从句，表语从句，同位语从句，其关联词有连接词that, if, whether; 疑问代词who, what, which和疑问副词when, where, how, why等。

Unit5 语言点公开课教学设计教学设计内容设计者：福建省南平市高级中学林晓兰设计主题：整合复习必修五Unit 5 First aid词汇，培养学生语法填空能力整体设计思路、指导依据说明：2014年教育部考试中心启用了语篇型语法填空题来替代单项填空题，以测试考生运用语言进行交际的语用能力。

本题型语篇长度大约为200词左右，要求考生根据语境提示填写正确的词汇形式，考查考生领悟词汇和语法在不同语境中的运用与衔接。

通过对2014～2016年全国高考英语（课标卷Ⅰ）的研究，我们可以看出语篇型语法填空题一般以考查实词为主（大都给提示词），虚词为辅，比例大概在7:3左右。

该题型有以下特点：1)在语境中考查学生对语法基础知识的综合运用能力；2)体现功能语法的思想；3)关注语言结构与社会语境的关系；4)突出在具体的语言情景中通过语篇来实现语言的交际功能；5)实现语言知识、语言结构与语言意义的整合。

基于以上特点考虑，应对该题型应该从以下三个层面考虑。

首先，应该树立基于语篇的教学观，语言教学应该从关注语言结构上升为关注语篇的层面。

其次，在教学中应对基础的语法知识进行更加全面且有针对性的传授，开展语篇层面的微技能训练，引导考生将语法及词汇基础知识与语篇所产生的语境和语篇的交际目的结合起来，努力提高学生在语篇中运用语法的能力。

再者，教师可以将阅读教学与语法知识教学相结合；可利用课内外阅读文本，鼓励学生自主挖空、设题。

因此，本节课以必修五Unit 5 First aid为话题线索, 通过整合课文的语篇文本，复习单元重点词汇及内容，由点及面，由句到篇，层层递进；同时，以语法填空的考点为另一条线索，引导学生在观看视频和听力理解的过程中关注语言知识，培养语法意识，逐渐培养并提高语法填空能力。

教学内容和学生情况分析：本节课的复习载体是必修五Unit 5 First aid。

本单元话题为学生所熟知，学生对本单元词汇也有了一定的了解，因此复习起来难度不大。

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。

Unit5 Grammar 优教学案学习目标1.To master the basic usage of ellipsis and know which parts of the sentences can be omitted.2.To learn to use ellipsis in real situation through self-study and practice.3.To get absorbed in English study and enjoy the beauty of English.学习过程Step 1:Lead-inLook at these sentences. Discuss with your partners which words have been left out. Please complete them.A. Sounds like a good idea.B. Doesn't matter.C. This way, please.D. Like some more tea?E. Pity you can t come.F. I’ll be glad if invited to the party.G.—Do you know her telephone number?—No, I’ve forgotten.Step 2:自主学习(自学建议:观察思考以下例句,小组内相互讨论总结省略这一语法现象,然后由各小组进行语法展示,互相点评。

)1.状语从句中的省略【观察思考】(1)When (she was)asked, she didn’t answer a word.(2)If (it is)necessary, call him for help.(3)Once seeing her, you will like her.(4)Should it rain tomorrow, we would have to put off the visit till next week.(5)Child as he is, he knows a lot.2.不定式的省略【观察思考】(1)—Did you get a ticket?—No, I meant to, but there weren’t any left.(2)You can go and play football if you want.(3)—Are you a doctor?—No, but I used to be.(4)—He hasn’t finished the work.—But he ought to have.3.替代性省略【观察思考】(1)—Do you suppose he is going to attend the meeting?—I suppose not.(2)—He can sing this song in English.—So can I.课堂练习挑战一小试牛刀Ⅰ.将以下句子不必要的成分用斜线划掉1.The burn that she got from the iron was red and it was very painful.2.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.Only some of the students have done a first aid course but most of the students haven t done a first aid course.Ⅱ.下列各句均有一处错误,请指出并改正1.Our hometown is no longer what it used to.2.When I in trouble, I always turn to her for help.3.Tom picked up a coin in the road and handed one to a policeman.4.No one can bear being laughed in public.5.When comparing with the size of the whole earth, the biggest ocean doesn’t seem big at all.6.The goods were ordered last month haven’t arrived yet.挑战二典题在线Ⅰ.单项填空1.it rain tomorrow, we would have to put off the visit to the Yangpu Bridge.A. WereB. ShouldC. WouldD. Will2.for the free tickets, I would not have gone to the films so often.A. If it is notB. WereC. Had it not beenD. If they were not3.I didn’t know what was on his mind at the time, nor did .A. anyoneB. anyone elseC. no oneD. no one else4.Of the making of good books there is no end;neither any end to their influence on man’s lives.A. there is B .there are C. is there D. are thereⅡ.翻译句子1.我没定下是否当职业运动员。

英语必修五unit5教案英语必修五unit5教案【篇一：高中英语必修五教案unit 5】新课标人教版英语必修5教案unit 5 firsr aid程洪维1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found.give \ offer aid援助come to one’s aid 帮助某人cut off aid 终止援助a hearing aid 助听器teaching aids教具medical aid医疗救护with the aid of借助于in aid of为了帮助he fell ill and had to enter the hospital.他生病了必须住院治疗。

fall asleep睡着了fallsilent静下来the computer got damaged when we were moving.我的电脑在搬家时弄坏了。

my bike is getting repaired now.我的自行车正在修理。

my glass got broken while i was playing basketball。

我的眼镜在打篮球的时候给弄坏了。

peter and mary got married last year.皮特和玛丽去年接了婚。

2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。

barrier 名词，屏障，障碍物，隔阂you need to show the tickets at the barrier.你要在检票处出示你的票。

Unit5 Grammar 优教教学设计设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar “ellipsis” in this unit. The emphasis of this period is mainly placed on the understanding and the usage of the grammar. Therefore, teachers should create a relatively real context to present enough sentences to students to draw a conclusion about the rule of ellipsis. In the meantime teachers should offer more opportunities to students to practice using the grammar. Ellipsis is used in English to make our conversation simplified and neat, thus the learning of this grammar should not be too complex. Exercises designed for this purpose ought to be simple and easy to operate, which is connected with their daily life to make it easy to understand.教学目标1. Help students master the basic usage of ellipsis and know which parts of the sentences can be omitted.2. Students learn to use ellipsis in real situation through self-study and practice.3. Students get absorbed in English study and enjoy the beauty of English.教学重点The usage of ellipsis in English sentences.教学难点How to guide students to use ellipsis appropriately in real situations.教学过程Step 1: Lead-in（设计意图：学生观察句子，思考有哪些成分被省略，导入本课语法省略。