高中英语必修5第一单元Reading

必修五Unit1讲义characteristic n. 特征；特性指某人或某物天生有别于他人的内部特质Genes determine the characteristics of every living thing.character （高考三大意思）1. 表示人的“性格”或“品质”They are twins but have quite different characters.It's that kind of courage and determination that makes him such a r emarkable character2. 表示小说或戏剧等中的“人物”或“角色”，是可数名词。

如：Who is the main character in the play3. 表示“文字”，指书写符号或印刷符号等，是可数名词。

如：He writes beautiful characters.Chinese character 汉字analyse sb's characterbuild and form one's characterradium n. 镭painter n. 画家；油漆匠必修注意：paint做动词两个意思：1. 绘画 2. 粉刷，油漆put forward 提出；把时钟往前拨，把东西往前移（常忘记的词组）Who put forward a theory about black holesHe put forward a new plan.Put your watch forward; it's five minutes slower.Why don't you put your chair forward to get a better viewput down 记下；放下；镇压put out 熄灭put aside 放在一边；储存；保留 put off 推迟；延期put up；举起；张贴；搭建 put on 穿上；上映，上演；增加put away 收好，整理，归类The band are hoping to put on a UK show before the end of the ye ar.I can eat what I want but I never put on weightWe should put aside our differences and discuss the things we have in commonscientific adj. 科学的conclude vt. & vi. 结束；推断出conclusion n. 结论；结束draw a conclusion 提出结论analyse vt. 分析infect vt. 传染；感染（病毒，疾病），或者污染（比如说水质被污染不干净了）affect effect 辨析affect强调影响的动作，过程。

theme. List poems have a flexible line 行长度灵活, 且有重复的词语,
length and repeated phrases which give
both a pattern and a rhythm to the
这就使得这种诗歌具有了一定的
模式和节奏。有些(清单诗)押韵 poem. Some rhyme (like B and C), while
rhythm. Poets use many different forms 歌形式来表达自己。现在我们来
of poetry to express themselves. Now we 看看几个较为简单的诗歌形式。
will look at a few of the simpler forms.
续表
Section Ⅰ Reading and Thinking
UNIT 5 POEMS
Ⅰ. 课文翻译
教材原文
教材译文
A FEW SIMPLE FORMS OF ENGLISH POEMS
英文诗歌的几种简单形式
There are various reasons why
people compose poetry. Some poems tell
is the“list poem”, which contains a
最简单的诗歌之一是“清单
list of things, people, ideas, or
诗”, 它包含一份有关事物、人
物、想法或描述性内容的清单,
descriptions that develop a particular 形成一个特定主题。清单诗的诗
教材原文
教材译文

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1. We have been good friends since primary
school. (line7)
(prep.)
(1). Unemployment in that country is now at its lowest level since WWII.该国的失业率 处于二战以来的最低水平。
2). I write not just for the pay, but for fun.(乐趣). We had a lot of fun at the party.
3). They often make fun of me for this.
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Don’t make_____of the blind man. A. fun B. funs C. funny D. a fun fun 做名词时不可数, 不能与a连用,也没 有复数形式。
park.
我们想要一
个能居高临下看到花园而不是停车场的房
间。
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6.I was determined to be cheerful.(line14)
(1) adj. 下了决心的
a. He is determined to take part in the international speech competition.
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(2). may have done (it’s not certain) Something may have happened to her. 可能她发生了什么事。
4. feel like (have a desire for) (line11-12)
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《unit1 Great Scientists》说课稿各位评委老师，上午好！我是号考生，我今天说课的题目是《unit1 Great Scientists》。

我主要从教材分析、教学方法与策略、教学过程、板书设计等几个步骤向大家详细地讲解我对这节课的安排。

一．说教材1. 教材内容本节课是人教课标版必修5第一单元的第一课时的Reading部分，是该单元的主要内容，它介绍了英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学方发现的全过程具有其科学的严密性。

2. 教学目标结合单元教学要求和本课特点，充分考虑学生的年龄特点、认知水平，遂将本课的教学目标确定为：知识目标1) Get students to learn the useful new words and expressions in this part.2) Let students learn about some great scientists and their contribution.3) Have students read the passage and know about John Snow and how he defeated “King Cholera”.能力目标1) Develop students’ reading ability and let them learn different reading skills.2) Enable students to talk about great scientists and tell their stories.情感目标1) Let students learn from great scientists, stimulate their love and respect for them and develop their moral qualities.2) Develop student’s sense of cooperative learning.3. 教学重点因为本组教材的重点了解项目是“John Snow 破解King Cholera难题”，所以确定本课的教学重点是：1) Let students learn about some great scientists and their contributions.2) Get students to read the passage and know about John Snow and how he defeated “ King Cholera”.3) Have students learn different reading skills.4．教学难点考虑到学生拓展阅读能力，语言输出能力等方面还需进一步努力，所以将本课的教学难点确定为：1) Develop students’ reading ability.2) Enable students to talk about great scientists and tell their stories.3) Let students learn how to organize scientific research.二．说教法和学法1. 教学方法引导学生独立思考，合作学习，进行师生、生生互动的“任务型”教学，设计了许多易于操作的任务型活动。