【英语】人教版选修5同步教学案：Unit 5 Period Three Using Language1

英语必修5人教版新课标Unit 5第3课时教案Unit FiveThe Third Period ReadingTeaching goals教学目标Teaching materials: 教学材料Reading on p 34-361.Target language教学语言a. Key words and expressions:重点词汇和短语burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeezing out, over and over again, bandage, in place.b. Useful sentences重点句型Burns are called first degree, second degree or third degree burns,These burns are not serious and should feel better within a day or twoFirst degree burns turn while when pressed.2.Ability goals 能力目标Enable the students to master some English expressions and phrases and to know some knowledge of first aid3.Learning ability goals学能目标Enable the students to learn how to give their correct suggestions about first aid when others are in danger,4. Teaching important points教学重点Let Ss learn to use the structures of giving suggestions5.Teaching methods教学方法Skimming method.Task-based methodRole-play method6.Teaching aids 教具准备A projector, a tape-recorder and a blackboardTeaching procedures and ways教学过程和方式Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’ homework: show some pictures ab out some commoninjuries and review some words, some useful expressions and the information about first aid.Step 2 Pre-readingFirst let the students talk about the picture (page 33)What kind of first aid would you perform in the situation of burning?1) Skim for general idea. How many parts are the text and what are they?(After a few minutes)Five parts1.The purpose of skin2.Cause of burns3.Types of burns4.Symptoms of burns5.First aid treatmentScanning : read the text quickly and do the multiple choices on BEST DESIGN(page 36)3)Detail reading: Filling in the blanksWhat can skin do for our body ?•Protect you against diseases, poisons and the sun’s harmful rays.•Keep you warm or cool•Prevent you from losing water•Gives you sense of touchStep 4 post-readingCauses of burnsYou can get burnt by :•hot liquids,•steam,•fire,•radiation,•the sun,•electricity and chemicalsWhat are the three types of burns?•F i r s t d e g r e e:Not serious; affect only the top layer of the skin; feel better a day or two •S e c o n d d e g r e eAffect both the top and the second layer of the skin; serious; take a few weeks to healT h i r d d e g r e eAffect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.Label the pictures with three degree burnsT h e s e c o n d d e g r e e b u r n T h e f i r s t d e g r e e b u r n T h e t h i r d d e g r e e b u r nAnswer the questions1. Why should you put cold water on a burn?••T h e c o l d w a t e r s t o p s t h e b u r n i n g p r o c e s s,s t o p s t h e p a i n a n d p r e v e n t s o r r e d u c e s s w e l l i n g.•2. Why doesn’t a third degree burn hurt?••B e c a u s e n e r v e s i s d a m a g e d.•3. Why do you think clothes and jewellery near burns should be removed?••B e c a u s e t h i s m a y b r e a k a n y b l i s t e r s a n d t h e w o u n d m a y g e t i n f e c t e d.•4. If someone has a third degree burn, why might you see tissue?•T h e s e a f f e c t a l l t h r e e l a y e r s o f t h e s k i n a n d a n y t i s s u e a n d o r g a n s u n d e r f i r e sLanguage pointsa)•sense of touchsense of sightsense of hearing• sense of tastesense of smell• sense of humor• sense of beauty•sense of urgencyunless: 除非……；如果不……•Don’t make it public u n l e s s I agree.•U n l e s s the destruction of the ozone layer is to stopped, the polar ice caps could melt with terrible consequences.c) Hold the bandage in place with tape.•in place•The librarian put the returned books in place.d) It shows that a knowledge of first aid can m a k e a real d i f f e r e n c e.•M a k e(s o m e,n o,e c t)d i f f e r e n c e•I t m a k e s n o d i f f e r e n c e t o m e w h e r e y o u c o m e f r o m.If you want more tips about first aids and ways to deal with common injuries, refer to the following websites./clinic/firstaid//parent/firstaid_safe//firstaid_rfrg.htm/articles/25936-7.aspHome work•1. Finish the Exes in p36.2.Read the text.。

课题研究-人教版选修3-5教案一、教学设计背景人教版选修3-5是高中英语课程的重要组成部分，是学生提高英语水平的重要环节。

同时，高质量的教学设计和教案也是课程教学的关键一环。

本次课题研究的背景是通过对人教版选修3-5进行教学设计和教案编写，提升学生的英语综合能力和阅读能力，促进学生对英语语言的理解和运用，提高学业成绩。

二、教学目标1.能够理解和掌握文本中的重点词汇和句式结构，提高阅读水平；2.能够准确翻译文本中的生僻单词和长难句，提高翻译水平；3.能够准确、流利地朗读原文，提高口语表达能力；4.能够联系到生活实际，理解文本中的文化内涵，提高学生的跨文化交际能力。

三、教学重点与难点教学重点：通过高质量的教学设计和教案编写，让学生掌握文本的重点词汇和语言结构，提高阅读能力和翻译水平。

教学难点：让学生能够站在跨文化的角度上理解文本中的文化内涵，促进学生跨文化交际能力的提升。

四、教学内容本次教学的内容围绕人教版选修3-5的教材展开，共分为以下几个环节。

1.词汇笔记：让学生利用必备词汇表，每个单词列一个表格，包括中文意思、英文原文，以及其用法和同义词。

同时建议学生将这些单词分为不同主题，进行分类记忆。

2.阅读分析以课本中的一篇英文文章为例，让学生深入阅读，理解并总结文章大意。

同时通过让学生理解生僻单词和长难句，提高学生的翻译能力和阅读能力。

3. 听力理解通过分类听力材料让学生进行听力练习，提高学生的听力水平。

4.口语对话让学生针对生活中的场景，运用文中所学单词和语法结构，进行口语对话练习。

5.写作表达根据教材中的写作任务，让学生进行写作练习，提高学生的写作表达能力。

6.文化背景通过学生自主阅读了解不同文化，并在阅读中理解文化内涵，提高学生跨文化交际能力。

五、教学方案1.教学目标1.1 词汇笔记：让学生能够掌握教材中出现的每个单词，包括中文词性，英文原文和使用方法。

1.2 阅读分析：让学生能够通过深入阅读学习材料，理解文章的主旨和文化内涵。

英语选修8人教版新课标Unit 5第3课时教案The Third Period Language studyTeaching goals 教学目标1. Target language目标语言Grammar: Present perfect continuous tense.2. Ability goals 能力目标Enable the students to use the present perfect continuous tense.3. Learning ability goals 学能目标Help the students learn how to use the present perfect continuous tense. Teaching important & difficult points 教学重难点How to use the present perfect continuous tense.Teaching methods 教学方法Explanation and practice.Teaching aids 教具准备A projector and a puter.Teaching procedures & ways 教学过程与方式Step Ⅰ RevisionCheck the homework. Let some students read their work.A sample version:A brief introduction to the Zhoukoudian CavesZhoukoudian is a small village situated about 50 km southwest of Beijing In 1928, Dr C. C. Young, a famous Chinese paleontologist, and Wenzhong Pei, a young Chinese geologist joined the excavation. Two lower jaws of Peking Man were unearthed in this year. To make the excavation more successful, Dr Weng and Dr Black established “C enozoic Research Laboratory〞 in 1929. The Peking Man Site also provides the more precise scientific data for the study of the evolution, behaviour. On the westernside of Zhoukoudian Village, there are two parallel hills. The one on the east is lower and called Dragon-bone Hill. Zhoukoudian is a relic of primitive culture, 48 kilometers southwest of downtown Beijing, where Longgushan(dragon skeleton mountain) is standing. Several decades ago, local farmers mined limestone in Zhoukoudian, came upon some bone fossils and called them “the Dragon Bones〞. Zhoukoudian became known as “Dragon Bone Mountain〞. Drugstores purchased the bones as a medical ingredient. The news about the “magic bones〞 drew attention of scientists. In 1929 these limestone caves became world famous with the discovery of a skull and two teeth dating back 200,000 to 500,000 years. They were named Peking man.The historical and cultural value of the Zhoukoudian site has been acknowledged by its listing as a World Heritage Site in December 1987 at the eleventh session of UNESCO. Step Ⅱ Lead-inAsk the students to point out the sentences that contain the structure as in “We have been excavating here for many years...〞Sample sentences:1. We have been finding the bones of tigers and bears in the caves and we think these were their most dangerous enemies.2. We have been excavating layers of ash almost six meters thick, which suggests that they might have kept the fire burning all winter.3. Yes, indeed, as the botanical analyses have been specifically showing us, all the fields around here used to be part of a large shallow lake.T: What is the same structure in these sentences?S: “have/ has been doing...〞T: Yes, in this unit, we will learn “have/has been doing sth.〞 That is the present perfect continuous tense.Step Ⅲ ExplanationPresent Perfect Continuous[HAS / HAVE] + [BEEN] + [V+ing]Examples:I have been waiting here for two hours.She has only been studying English for two years.Note: When you are using a verb tense with more than one part such as Present Perfect Continuous (has been studying), adverbs often e between the first part and the second part (has only been studying).Use 1 Duration from the Past until NowT: We use the Present Perfect Continuous to show that something started in the past and has continued up until now. “for five minutes〞, “for two weeks〞, and “since Tuesday〞 are all durations which can be used with the Present Perfect Continuous. Look at the following examples.Show the following.They have been talking for the last hour.She has been working at that pany for three years.James has been teaching at the University since June.Use 2 Recently, LatelyT: You can use the Present Perfect Continuous without a duration such as “for five minutes〞, “for two weeks〞, and “since Tuesday〞. Without the durations, the tense gives a more general meaning of “lately〞. We often use the words “lately〞or “recently〞 in the sentence to strengthen this meaning. Now read these examples. Show the following.Recently, I have been feeling really tired.She has been watching too much television lately.Mary has been feeling a little depressed.ImportantT: Remember that the Present Perfect Continuous has the meaning of “lately〞 or “recently.〞 If the Present Perfect Conti nuous is used in a question such as “Have you been feeling alright?〞, it suggests that the person looks sick or unhealthy.A question such as “Have you been smoking?〞 suggests that you can smell the smoke on the person. Using this tense in a question suggests you can see, smell, hear, or feel the results of the action. It is possible to insult someone by using this tense incorrectly.Important: Non-Continuous Verbs / Mixed VerbsT: It is important to remember that Non-Continuous Verbs cannot be used in any continuous tenses. Also, certain non-continuous meanings for Mixed Verbs cannot be used in continuous tenses. To express the idea of Present Perfect Continuous with these exception verbs, you must use Present Perfect. Here are some examples. Show the following.Sam has been having his car for two years. (Not Correct)Sam has had his car for two years. (Correct)Active / Passive Present Perfect ContinuousExamples:Recently, John has been doing the work. (Active)Recently, work has been being done by John. (Passive)Note: Present Perfect Continuous is rarely used in its passive form.Step Ⅳ ConsolidationShow these exercises on the screen.1. Hi, Tracy, you look tired.I’m tired. I ____ in the living room all day.A. paintedB. had paintedC. have been paintingD. have painted2. There is so much snow these days, isn’t there?Yes, it ____ for a few days.A. was snowingB. has been snowingC. had been snowingD. snowed3. Although these scientists ____ on the project for nearly four years, I don’t know how long it will last.A. have been workingB. had workedC. were workingD. are working4. Now that she is out of job, Lucy ____ going back to school, but she hasn’t decided yet.A. had consideredB. has been consideringC. consideredD. is going to consider5. The little boy is dirty from head to foot because he ____in the mud all morning.A. has playedB. is playingC. has been playingD. was playingKey: 1. C 2. B 3. A 4. B 5.CStep Ⅴ PracticeAsk the students to work in pairs, and take turns to read the statement and turn it into a question using the present perfect continuous tense.1. S1: Sam has just finished learning to fly an airplane on six-month course. (How long)S2: How long have you been learning to fly an airplane, Sam?2. S1: He swam till he felt very tired. He has just stepped out of the swimming pool.(How along)S2: How long has he been swimming in the swimming pool?3. S1: Sally and Zhou Xin have been busy all day.(What)S2: What have Sally and Zhou Xin been doing all day?4. S1: They have argued each other for years about the best way to grow potatoes. (What)S2: About what have you been arguing with each other for years?5. S1: Jail Yang uses a particular kind of washing powder and his clothes have always been clean and soft. (What)S2: What kind of washing powder have you been using to make your clothes clean and soft, Jail Yang?Step Ⅵ HomeworkWord study exercises are assigned as homework. Students are asked to finish them after class. And ask the students to learn useful words and expressions by heart and practice them. Finish exercises 1 and 2 on pages 40 and 79.。

Unit 5 Enjoying novels教学安排对课本内容进行优化组合，可将本单元分成5个课时Period 1 Reading 1Period 2 Reading 2Period 3 TalkingPeriod 4 GrammarPeriod 1 ReadingTeaching aims:Words and expressions in this session:there used to be, consensus, equality, must have done, in force, get round, deal with, but forThe main grammar in this session: the use of attributive clausesTeaching procedureIn this session, we mainly focus on the learning of the first four paragraphs in the text. By learning the four paragraphs, the students should not only understand the content, but also learn about the back-ground and the uses of the related language points, especially the use of the attributive clauses.1.Lead in1). To introduce the topic by doing the warming up and the pre-reading exercises.2). To ask the students to focus on the English authoresses.2.Presentation1). To ask the students to skim the first four paragraphs to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students’understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the background of the English authoresses in the 19th century by learning about the first paragraph.The main points in the first paragraph are the uses of the expressions such as there used to be, must have done, be in force, get round and the uses of the attributive clauses.b. To learn about the first great authoress, Jane Austen and her novel, Pride and Prejudice by learning the next three paragraphs.The main points in these three paragraphs are the uses of the expressions such as deal with, but for and the uses of the attributive clauses.3.PracticePractice using the main expressions and the attributive clauses.4/ConsolidationTo ask the students to say something about what’s been learn in the first four paragraphs.5.HomeworkTo ask the students to review what’s been learned in the first four paragraphs.Period 2 ReadingEnjoying novelsTeaching aims:Key words and expressions in this session:under the name of, see through, hail, stand out, owe to, etc.The main grammar in this session: the nominative absolute constructionTeaching procedureIn this session, we mainly focus on the learning the rest of the text, the last four paragraphs. By learning these four paragraphs, the students should not only understand the content, but also learn more about the other four great English authoresses and one excellent male author, Charles Dickens and their novels. The uses of the nominative absolute constructions are the key language focus of this session.1. RevisionReview what’s been learned in the first four paragraphs by asking the students some questions related to the background of the 19th English literary world and something related to Jane Austen and her novel.2. Lead inTo continue the learning of the text by asking the students some of the questions about Jane Eyre, which is a famous novel known by many people.3. Presentation1). To ask the students to skim the rest of the text to get the main idea.2). To ask the students to read the text again to understand the text.3). To learn about the students’understanding of the text by asking them some questions.4). To ask the students to raise their difficult points in their understanding after reading.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the three Brontё sisters and the famous novel, Jane Eyre,by learning the fifth and the sixth paragraphs.The main points in these two paragraphs are the uses of the expressions such as under the nameof, see through, the use of the structure sb. find it + adj. to do sth. and the use of the nomi-native absolute construction, “The three Brontё sisters adopting this practice,…”. Besides,the students should be enabled to understand the words and sentences used to describe the novel, Jane Eyre.b. To learn about the fifth premier authoress, George Eliot and her novel, Silas Marner by learning the seventh paragraph.The main points in this paragraph are the uses of the expressions such as ambiguous, make a concession to and the uses of the attributive clauses such as“…a little girl whom he takes in to live with him”, and “…a mistake for which the couple both suffer.”.c. To learn about one excellent male author, Charles Dickens and his novel, David Copperfield by learning the last paragraph.The main points in this paragraph are the uses of the expressions such as regard as, stand out, owe to, benefit from and the uses of the nominative abso lute construction, “with the 19th century being regard-ed as ….”, “These women having produced works of the highest quality,…”.4. PracticeTo ask the students to do the comprehending exercises at P43 and the exercise 1 and 2 in Learning about Language at P43 –44.5. ConsolidationTo ask the students to say something about what’s been learn in the last four paragraphs.6. HomeworkTo ask the students to review what’s been learn in the last four paragraphs.Period 3 TalkingTeaching aims:To do the related exercises in the workbook.Teaching procedureIn this session, we mainly focus on the exercises in the workbook.1. RevisionRemind the students of the nominative absolute construction and “the proposal” from the pride and prejudice.2. Lead inTo begin the related exercises by introducing the main story of David Copperfield3. Practicing1). Listening2). Talking3). Using words and expressions4. HomeworkPeriod 4 GrammarTeaching aims:1. To learn about the nominative absolute construction and learn to use it.2. To learn about the novel Pride and Prejudice and do some corresponding exercises. Teaching procedureIn this session, we mainly focus on learning about the nominative absolute construction and how to use it, then we’ll turn to learn about the novel Pride and Prejudice.1. RevisionReview what’s been learned in the text by asking the students some related questions on the 19th English literary world.2. Lead inTo begin the learning of the nominative absolute construction showing the students somesentences with the construction.3. Presentation1). To show the students the samples of the nominative absolute construction.2). To ask the students to translate the sentences and check their understanding of the sentences.3). To ask the students to raise their difficult points in their understanding of the uses of the construction.5) Problems solving—answer the questions raised by the students.6) Explanation:a. To learn about the nominative absolute construction独立主格结构(Nominative Absolute Construction)状语有时可以由一名或代词和另一个成分构成的复合结构担任，称为独立结构。