下载文档原格式
Unit 5 FIRST AID单元分析单元主题：人与社会——急救单元内容分析本单元主题是人与社会，围绕“急救”这一话题展开。
急救是指在伤病突然发生时，利用当时环境中的一切设备和材料，按照一定的原则立即加以处理的行为。
在将伤者交给医生或送到医院以前，急救可以使伤病者维持生命，防止伤势和病情进一步恶化。
急救技能是一项必备的生活技能。
本单元旨在帮助学生掌握急救知识和技能，并了解遇到紧急情况时应向谁求救、如何有效求助，这样有助于培养他们应对突发事件和意外伤害的能力，以便他们能在未来面对类似情况时迅速反应，有效实施自救和互救。
通过本单元的学习，学生不仅能提高安全意识和自我保护能力，还能深刻理解生命的意义和珍爱生命的重要性，学会关爱他人，传递友爱。
以下为教材各部分教学内容的简要分析及教学活动的实施建议：1．本单元的引言为“It＇s a great honour to save a life．”，可以译为：救人一命，善莫大焉。
这句话体现了施救者的仁爱之心。
本单元不仅仅是向学生传授有关急救的基本知识，还要培养学生的仁爱之心，使学生认识到通过自己的努力挽救生命是一件光荣的事情，更是人道主义、博爱和奉献精神的体现。
本单元的主题图呈现的是急救培训的现场，培训内容为心肺复苏的操作。
片刻间能危及生命的是心跳、呼吸的骤停。
在日常生活中，造成心跳、呼吸骤停最常见的原因是心脏急症，其他原因还包括触电、溺水、中毒等急症，此时黄金抢救时间只有四分钟。
处理心跳、呼吸骤停的方法即为心肺复苏法（即CPR，包括胸外按压、开放气道、人工呼吸等一系列操作）。
急救教育应从学生抓起，学习急救知识有助于学生树立安全意识。
普及基本的急救护理知识也是提升公民素质的一个重要方面。
2．Reading and Thinking：Learn about first aid for burns主课文是医院宣传单上的一篇文章，其目的是向人们宣传正确的烧伤、烫伤和灼伤急救方法。
Period 5 GrammarThe General Idea of This PeriodThis period lays emphasis on grammar, that is, the past participle used as the object complement, which is also one of the difficult points in Senior English grammar.First, revise what the students have learnt in the last period by checking their homework , including some important phrases and translating some sentences from Chinese into English.In this unit the students should learn about the past particip le used as the object complement. First, the teacher presents one sentence containing a past participle used the object complement, which was taken from the reading passage.Teacher tries to analyze the function of the past participle and help the students have a general idea about it.Then the students are asked to find all the sentences that contain a past participle used as the object complement in the Reading passage.Then the students can come to a conclusion of the basic structure of the past participle1used as the object complement, that is, have/get/find/...+object +past participle.Next the teacher will explain the differences between the present participle and the past participle.The teacher compares them when are used as the attributive, predicate, object complement and adverbial.In order to do so, the teacher always shows some typical examples.After that, the students will find out the difference between them.Then they are provided with some exercises for them to consolidate what they have learned.In order to consolidate the grammar points, the students will do some oral practice.In this practice, the students will ask and answer some questions in pairs, using the past participle as the object complement.The students should not only learn about the grammar, but also learn how to use them, which is much more important.Also this part can help the students to communicate with each other using the language that they have learned, and this is the real purpose of learning the target languages.Teaching Important Point2Learn grammar: the past participle used as the object complement.Teaching DifficultiesKnow the differences between the present participle and the past participle when they are used as the attributive, predicate, object complement and adverbial.Learn to make a choice between the present participle and the past participle according to the different context.Teaching Aidsa tape recordera projectorthe blackboardThree Dimensional Teaching AimsKnowledge AimsLearn the past participle used as the object complement.3Know the differences between the present participle and the past participle when they are used as the attributive, predicate, object complement and adverbial.Ability AimsLearn to make a choice between the present participle and the past participle according to the different context.Learn to communicate with each other by using the language that they have learne d.Emotional AimsLearn to cooperate with each other.Teaching ProcedureStep 1 GreetingsTeacher greets the students as usual.Step 2 RevisionT: At the beginning of this period, let’s check your homework.First, please write down the4phrases according to the Chinese explanations.S: 1) 与……连结 be linked to2) 令某人惊讶的是 to one’s surprise3) 到处寻找, 观光 look around4) 睁大眼睛 keep one’s eyes open5) 在特殊的场合 on special occasions6) 为了纪念…… in memory of7) 拍一张照片 have a photo taken8) 展出 on show9) 为……感到骄傲 be proud of10) 遗留, 漏掉 leave outT: Good.Now, let’s check your translations of the five sentences.S1: When David Beckham arrived in Japan, the thrilled fans all went to meet him.5S2: In order to celebrate my cousin’s wedding, my aunt and uncle had an evening party arranged.S3: It is probably puzzling, but to set an example can help to clarify the puzzle.S3: Don’t be influenced by her words.You must decide for yourself.S4: Polar took the place of her father to treat the guests at the party, since her father was not available to.Step 3 Discovering Useful StructuresT: In the last unit we learnt about the past participle used as the attributive.Now let’s look at the following sentence taken from the passage.Please tell me what function is the past participle.Now when people refer to England you find Wales included as well.S: It is used as the object complement.T: You are right.So in this unit we will learn about the past participle used as the object complement.The structure is often formed with have /get /find/...+object +past participle.Please6find three more sentences from the reading passage with past participles used as the object complement.(After several minutes.)S1: To their surprise, the three countries found themselves united peacefully instead of by war.(Para.3)S 2: However, just as they were going to get Ireland connected to form the United Kingdom, the southern part of that country broke away to form its own government.(Para.3) S3: You find most of the population settled in the South, but most of the large industrial cities in the Midlands ad North of England.(Para.5)T: Yes, you are very clever.Now, look at Part 2 (Discovering useful structures) on Pages plete the sentences by using the words in brackets and the structure have /get /find something done.T: Let’s do No.1 as an example.We are having the house mended now.7(After several minutes.)S1: No.2 You look different today.Have you had your hair cut?S2: No.3 Do you want to get the dictionary delivered to your house or would you prefer to come to the shop for it?S3: No.4 Sorry, I haven’t had the film developed yet.S4: No.5 On my way to the station my car broke down.When I got to the repair shop I found it closed.S5: No.6 The computer doesn’t seem to work well.You’d better get it repaired.S6: No.7 Jill and Eric had all their money stolen while they were on holiday.S7: No.8 Chris had some flowers sent to Sarah on her birthday.Then Chris asked Sarah to marry hem and they had it announced in the newspaper.They had no time to arrange their own wedding, so they had it organized by a company.T: Ex cellent.Past participle used as the object complement can also be put after such words8as see, hear, notice, watch, keep, make, feel, etc.Please put the following sentences into English.1.她高兴地看到孩子们在托儿所受到很好的照顾。
Period 5Part B Let’s learn,Group work本课是第二单元B部分的Let’s learn和Group work环节.本课主要是词汇学习.通过Let’s learn中埃米和陈洁讨论周末活动的场景,引出本课核心词汇(wash my clothes、watch TV、do homework、read books、play football).然后通过Group work中的活动对其进行巩固和操练,帮助学生在语境中正确使用这些词汇谈论周末活动.知识目标能够听、说、读、写四会词汇wash my clothes、watch TV、do homework、read books和play football.能力目标1．能够正确运用本课时的核心词汇描述周末活动.2．能够询问某人周末经常进行的活动并回答别人的提问.情感目标教育学生合理地安排周末活动.教学重点掌握Let’s learn部分的四会词汇.老师借助图片和多媒体进行讲解,创设情景,突破重点.教学难点能够询问某人周末经常进行的活动并回答别人的提问.老师指导,学生小组合作,突破难点.多媒体、录音机、词汇卡片Step 1：Warm-up老师带领学生朗读上一课时Let’s ta lk环节的对话,纠正学生的语音、语调.朗读完成后,老师在教室中走动,随机询问学生经常进行的活动.示例：Teacher：Do you often play ping-pong?Student A：Yes,I do.Teacher：Do you often listen to music?Student B：No,I don’t....通过老师与学生的互动,带领学生复习上一课时的核心词汇和句型,同时能很好地过渡到本课时的教学中.Step 2：Presentation1．Let’s learn·教材意图本环节主要学习词汇wash my clothes、watch TV、do homework、read books和play football.通过埃米与陈洁的对话,呈现出五个短语.·教学建议(1)老师用PPT呈现一张看书的图片,引出短语read books.由于该短语在上一课时有做介绍,此处简单讲解意思即可.然后老师将短语里面的生词read标记成红色,在旁边批注其音标(/riːd/)和中文意思(看；读),对单词进行讲解.在讲解时,老师可借助以下表格帮助学生区分read 和watch.read 看；读强调看书、报、杂志等watch 看指聚精会神地看,主要指看电视、看比赛等(2)绍,此处简单讲解意思即可.然后老师将短语里面的生词play标记成红色,在旁边批注其音标(/pleI/)和中文意思(踢；玩；参加〈体育运动〉),对单词进行讲解.(3)老师以同样的方式讲解短语wash my clothes、watch TV、do homework.(4)五组词汇讲解完毕后,老师播放Let’s learn环节的录音,学生跟读,纠正自己的发音.然后老师让学生就这五组词汇进行对话练习.2．Group work·教材意图此环节主要用于操练和巩固Let’s learn环节的核心词组.·教学建议(1)老师带领学生朗读Group work环节中吴一凡、陈洁和奥利弗的描述,让学生熟悉内容.(2)老师讲解句子“What do you often do on the weekend？”及其答语“I often＋动词原形(＋其他)”.在讲解过程中,老师要提醒学生该句型中的主语you可替换为其他人称或人名.若替换的主语是第三人称单数,则句子中的助动词do要换为does.(3)老师讲解句子What about you？的用法.(4)句子讲解完成后,老师邀请三名学生分别代表吴一凡、陈洁和奥利弗.老师提问：What do you often do on the weekend？三名学生依次根据教材上的描述回答.(5)老师播放此环节的音频,学生跟读,并模仿其发音.Step 3：Practice1．活动：我是小记者老师提供如下调查表模板(人名可根据小组成员更改),然后将学生分为五人一组.一人做组长,用句型“Do you often＋动词原形(＋其他)＋on the weekend？”询问对方周末经常进行的活动,其他四名组员根据自己的实际情况用“Yes,I do/No,I don’t”作答.作出肯定回答的选项,组长在表格上对应的位置打√,否定回答则打×.一轮结束后,小组成员可互换角色.＋动词原形(＋其他)＋on the weekend”一一汇报自己周末的活动.2．游戏：你比我猜老师准备五张写有wash my clothes、watch TV、do homework、read books、play football 的卡片,将卡片顺序打乱放进一个小盒子里.然后邀请五名性格比较活泼的学生抽取卡片.抽到卡片后,学生根据抽到的词汇表演动作,其余学生根据他/她的表演猜测其表演的是哪项活动.Step 4：Consolidation and extension1．老师将学生分为五人一组,以“滚雪球”的方式巩固本课时的核心词汇和句型.具体操作如下：老师走到每个小组,提问：What do you often do on the weekend？第一个学生回答：I often...第二个学生重复第一个学生的答案再加上自己的回答,以此类推.示例：Teacher：What do you often do on the weekend?Student A：I often read books.Student B：I often read books and wash my clothes.Student C：I often read books,wash my clothes and watch TV.Student D：I often read books,wash my clothes,watch TV and play football.Student E：I often read books,wash my clothes,watch TV,play football and do homework. 2．完成后面的课时练习.Unit 2 My weekwash my clothes watch TV do homework read books play football—What do you often do on the weekend?—I often...一、将下列字母组合成一个单词,并写出其中文意思.1．c,t,w,a,h __watch__(看)2．o,d __do__(做；干)3．a,e,d,r __read__(看；读)4．s,h,w,a __wash__(洗)5．p,a,y,l __play__(踢；玩；参加〈体育运动〉)二、给下面短语匹配正确的图片.watch TV do homework wash my clothes play football read books三、情景选择.(A)1．当你想询问对方在周末是否经常看电视时,你说：________A．Do you often watch TV on the weekend?B．Do you often do homework on the weekend?C．Do you often watch TV on Fridays?(B)2．当你回答了别人的某个问题,想反问对方相同的问题时,你说：________A．How are you?B．How about you?C．Nice to meet you.(C)3．当你想问对方周末经常做什么时,你说：________A．Do you read books on the weekend?B．What do they often do on the weekend?C．What do you often do on the weekend?1．本课时学习的词汇都可以通过生动形象的图片呈现出来,加之五年级的学生在学习知识时更侧重于形象思维,因此老师要合理地借助图片展开教学,帮助学生理解词汇.同时,还可以进行“你比我猜”的游戏,使教学更有趣味性.2．本课时的新知集词汇与句型为一体,老师注意在开展活动或游戏时,尽可能地将二者结合起来.同时,在开展活动或游戏时,尽量扩大参与的学生数量,让学生之间发展互帮互助、相互协作的精神.在分组的时候,还需要根据学生的性格和对知识的掌握程度合理地分配组员,为学生创造更好的学习机会.。
译林牛津七年级英语下册Unit 5 Amazing thingsPeriod 1 Comic strip & Welcome to the unit必背单词1. same adj. 同一的, 相同的2. birth n. 出生, 诞生→ birthday n. 生日3. earth n. 地球; 大地4. back n. 后部; 背部5. fat n. 脂肪6. fact n. 事实必背短语7. the same size 一样的尺寸8. from birth 从出生时9. stop doing sth. 停止做某事10. in the back of 在……后面必背句子11. Come on, Eddie. It’s just a plane.得了吧, 埃迪。
那只是一架飞机。
12. Fish sleep with their eyes open.鱼睁着眼睛睡觉。
13. Our eyes are the same size from birth, but our nose and ears never stopgrowing.我们的眼睛与出生时大小相同, 但是我们的鼻子和耳朵从未停止生长。
14. Is n’t that amazing? 难道那不令人吃惊吗?Period 2 Reading必背单词1. as adv. 和……一样2. usual adj. 通常的, 平常的3. suddenly adv. 突然→ sudden adj. 突然的; 出乎意料的4. anybody pron. 任何人5. nobody pron.(=no one) 没有人, 无人6. reply vi.答复, 回答7. strange adj. 奇怪的; 陌生的8. leave vt. 离开9. quickly adv. 迅速地, 飞快地→ quick adj. 快的10. happen vi. 发生11. everything pron. 每件事, 每样事物, 一切12. wonder vi. & vt.琢磨, 想知道; 感到诧异13. carefully adv. 仔细地, 认真地; 小心地→ careful adj. 仔细的, 小心的→ care n. 关怀, 照料14. search vt. & vi. 搜查, 搜寻, 搜索15. himself pron. 他自己16. weak adj. 虚弱的, 无力的17. pick vt. 拾起18. surprised adj. 吃惊的, 惊讶的→ surprise n. 惊奇, 诧异; 突然袭击vt.使惊奇; 奇袭19. later adv. 随后, 后来20. somebody pron. 某人, 有人必背短语21. as usual 照例; 像往常一样22. sit down 坐下23. turn around 转身, (使) 翻转24. on one’s/the way 在路上25. say to oneself 自言自语26. pick up 拿起, 举起27. take ... to ... 把……带到……28. the animal centre 动物中心29. run away 逃离, 跑开必背句子30. As usual, they sat down under a big tree.她们和平时一样坐在一棵大树下。
UNIT 5 LAUNCHING YOUR CAREER单元分析单元主题：人与自我——职业与职业规划单元内容分析本单元主题是人与自我，围绕职业与职业规划这一主题展开。
本单元通过不同体裁的语篇引导学生辩证理解职业能力倾向测验在职业规划中的作用，了解如何进行目标选择和求职申请等，目的是让学生在高考选专业前了解自己适合的职业，对未来的专业和职业目标有更清晰的了解和认识。
本单元旨在培养学生的自我认知能力，引导学生更进一步地了解自已并提前进行职业规划，激发学生自身学习的动力，规划自己未来的人生目标和职业生涯。
以下为教材各部分教学内容简要分析及教学活动实施建议：1．本单元引言部分的名言“The future depends on what you do today”出自印度伟人甘地，可译为“未来取决于你今天的行动”。
本句表明如果你想要美好的未来，那么就要抓住现在，落实在今天具体的行动上。
同时可结合本单元标题中的“LAUNCHING”，引导学生要从现在开始，抓住当下，通过现在的努力成就美好的未来。
单元主题图中是一条通往未来的公路，两边是无尽的田野，一位身着职业装、手提公文包的年轻人从起点出发，脚步坚定地迈向美好的远方。
年轻人刚刚开始自己的职业生涯，从图片上看，他脚步坚定而又自信地开启了职业生涯的新征程。
而作为高中生，他们和这位年轻人一样，高考结束后同样有了新的起点，也应该充满自信地迈向美好的未来。
2．Reading and Thinking：Get a head start on your future career 本板块阅读文本是一篇介绍职业能力倾向测验的说明文，让学生能够辩证理解职业能力倾向测验在职业规划中的作用。
通过向中学生推荐职业能力倾向测验（Career Aptitude Test），旨在建议学生利用职业能力倾向测验来发现自己更感兴趣、更有潜力的学习或职业方向，并规划自己的未来职业。
3．Learning About Language 该部分分为两个板块：Build up your vocabulary 和Review useful structures。
period的用法总结大全period这个单词大家应当都很熟识了吧。
那你们把握了period的用法了吗?今日我给大家带来了period的用法,盼望能够关心到大家，一起来学习吧。
period的用法总结大全period的意思n. 时期,(一段)时间,学时,句号adj. 具有某个时代特征的,(关于)过去某一特定历史时期的,(家具、服饰、建筑等)某一时代的period用法period可以用作名词period的基本意思是“一段时间”,是可数名词,复数形式为periods。
period可作“时期,时代”解,指某个历史阶段或时期; 也可作“课时,学时”解; 还可作“月经(期)”解。
在美式英语中period的意思是“句号,句点”,相当于英式英语的a full stop。
period用作名词的用法例句He feels completely restored to health after a period of intensive care.通过一段时间的细心照看，他感到身体完全康复了。
The exercise period was similar to the previous study.运动周期类似前面的讨论。
Childhood is a period of rapid growth.幼年是生长快速的时期。
度过难熬的时期：period用法知多少The end of the battle of El Alamein is not war, not even the beginning of the war period ended, and may be the end of the war period.——Churchill阿拉曼战役不是战斗的结束，甚至不是战斗开头时期的结束，而可能是战斗结束时期的开头。
——丘吉尔一、关于period，你知道的用法有哪些?adj.某一时期的;当时特有的The characters were dressed in full period costume.剧中人物全都身着具有时代特色的服装。
