高二英语译林牛津版必修5unit1导学案7(语法2)

Module 5Unit 1 Getting along with othersObjectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important point:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Interaction Patterns: Teachers -class, individuals, pairsProcedures for teaching:Step 1 lead-inDiscussion1. Do you have any important events or unforgettable experiences with your close friends?2. Please share something with us and tell us what to do when meeting with difficulties in friendship.(1). If your friend tells others about your secrets, how will you feel and what will you react?(2). When your friendship is in trouble,will you stop talking with your friend and make a new friend?Conclusion1. We should keep our promise and keep friends’secrets. Honesty i s one of the most important factors in the friendship.2. Friends should unite and help each other when meeting with some difficulties both in study or in other fields of life.In other words, we are supposed to take honesty and union as glory. But what are the shameful behaviors or the glorious?Next let’s learn something about it.以热爱祖国为荣以危害祖国为耻以服务人民为荣以背离人民为耻以崇尚科学为荣以愚昧无知为耻以辛勤劳动为荣以好逸恶劳为耻以团结互助为荣以损人利己为耻以诚实守信为荣以见利忘义为耻以遵纪守法为荣以违法乱纪为耻以艰苦奋斗为荣以骄奢淫逸为耻Step 2 Comprehension of the textFirst readingBy using these two rules, let’s go over the two letters for the first time and try to answer questions below.1. What did Sarah think about the surprise Maths test?She thought it was quite easy.2. What did Sarah tell Hannah in the girls’ toilet?She told Hannah how badly she had done in the Maths test.3. Why did Sarah tell Hannah that they weren’t going to be friends any more?Because she thought that Hannah had told everyone how badly she had done in the Maths test.4. Why did Andrew shout at Matthew after the match?He thought Matthew played badly and did not try hard enough. As a result, they lost the game.5.What did Matthew think about losing the match?He thought it was his fault.6. What kind of boy is Matthew? Is he usually a quiet boy?He is usually cheerful and out going.Second readingRead the article again and finish part C2. Try to identify how Sarah and Andrew felt and why they felt like so.Make sure you pick the relevant information within the given time.How Sarah felt Why she felt soHow Andrew felt Why he felt so..Step 3 Language items1.Match new words with their definitions2.Find out the similar words in the 2nd letterStep 4 Discussion1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?2. If you found out that your best friends had made friends with another person,what would you think about this and what would you do?Step 5 Reading strategyHow do they show their strong feelings when meeting difficulties in friendship?1. I must be really stup id…. (line11)2. How they must have laughed behind my back! (line22)3. I was so angry that… (line23)4. It is really awkward….. (line 49)5. I can’t help wondering…. (line52-53)Step 6 Group workWork in groups and try to make a dialogue which is full of strong feelings.Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.Reading 2: Language FocusObjectives:1. Revise the reading passage by retelling it.2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice two important drills.Teaching important point:Dear Sarah;You have every right to feel_________by your friend if she did tell your secrets to others,but it seems unlikely that she did. You say that you are best friends; well, best friends talk about their problems and try to solve them. If she is a good friend, you should___________for blaming her.If you still have doubts, you should think aboutwhy you don’t believe her. Was it because youWere ashamed of your______or your behavior?Did you feel jealous of your friend’s mark? If so,The problem lies with you, not her. Try not tosound too______of yourself when discussingMarks in front of others.However, if you feel that she is very bad atKeeping________and likes to embarrass you inPublic, you had better find a new friendDear Andrew,It seems you need to apologize quickly to avoid losing a ggod friend! Don’t forget that things are important to people, even when they don’t shout about them. The _______was probably very important to Matthew and he felt______about losing, and bad about not being as gifted at football as you are.A football team needs all the players to workTogether and help each other. Each playerShould play to their strengths. Shouting at yourTeammate was unfair and just made him feelworse. Although you both said________thingsto each other, one of you has to be first to saySorry. Don’t be stubborn.You say that your__________as important asFootball. Well, then you should be__________To get your friendship back. Don’t delay. Talk toYour friend and I’m sure before long, you’ll beBack playing football together.language points1.We have been good friends since primary school.(line7)(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).She left her hometown five years ago. We haven’t seen her since.自那以后=from then on(3).It is just three days since they arrived at the mountain.(4).Since you are so busy, perhaps we shuold ask someone else.2.We are no fun.(un.) (line5)(1).Her baby is great fun./ sailing a boat is great fun. (有趣的人/事)(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.Donn’t make_____of the blind man.A funB funsC funnyD a funfun 做名词时不可数,不能与a连用,也没有复数形式.3.Must (when guessing,there seems to be no other possibilities) (line8-9) (1).I must have sounded very proud of myself.我当时的口气听上去肯定很自得.You must have left your wallet in the office.你肯定是把钱包落在办公室里了.(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 an inclination or desire for) (line11-12)(1). I feel like I was overlooking my studies.(2). I felt like crying.我的父母晚饭之后总是想要出去散步.My parents always feel like going out for a walk after supper.feel like表示想要做某事,后可加doing sth.也可以加that clause.5.I was overlooking my studies. (line12)(1).forget/not see something importantwe should not overlook the difficulties.当第一次读的时候,我忽略了这个错误.I overlooked the mistake the first time I read it.(2). not be angry with a bad thing请原谅我的错.Please overlook my fault.(3). We want a room which overlook the garden,not one overlook the car 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.6.I was determined to be cheerful.(line14)(1)adj.a.He is determined to take part in the international speech competititon.b.he is a determined supporter of President Bush.(2)vi.He determined to take part in the international speech competition.他决定参加国际演讲比赛.(3)vt.a.规定,确定例:They determined the date for the party.7. He kept on saying really mean things to hurt me. (line44-45)(1).不要对她如此刻薄.Don’t be so mean to her.(2). He was very mean with his money.unwilling to share or give what one has(3). It is a mean dog. Be careful it does’t bite you. Bad-tempered/liking to hurt(4). Running ten miles is no mean achievement. very good8.I can’t stand seeing my team lose.(line45-46)(1)stand sb./sth.例:I can’t stand a lot of noise when I am reading.当我阅读时忍受不了那么大的噪声I can’t stand this cold weather.我忍受不了那么冷的天气.He can’t bear that man. He talked too much.9.I can’t help wondering….. (line52-53)(1)cannot help doing sth.情不自禁做某事例: He cannot help talking to his deskmate in class. 上课时他忍不住要和同桌讲话.(2)cannot help it 没有办法例: He just can’t help it. He has to obey orders. (3)can’t help do sth.无法帮助做某事例:I can’t help do the housework for my mum.。

英语高二译林牛津7unit1学案（阅读2）课题名称M7U1 课型Reading2 课时5-6 【学习目标】ThemainpurposeofthislessonistomakeSsbetterunderstandthetextandmastersomeimporta ntlanguagepoints.【学习重点】1.Howtomakethestudentshaveabettercomprehensionofthetext.2.Howtohelpthestudentsbefamiliarwiththelanguagepoints.【学习难点】1.Getthestudentstograsptheusageofsomeimportantwordsandexpressions.2.Getthestudentstopracticemasteringthelanguagepoints.【学法指导】 1.Learnsomephrasesbyheart.2.Learntheusageofsomewordsandphrasesthroughself-studyandpractice.【知识链接】【导学过程】〔学习方式，学习内容，学习程序，问题〕个案补充预习导学〔10分钟〕课文回忆：:Trueorfalseexercises〔〕1.ThomasEdisonmadethefirstrecordingofahumanvoice.〔〕2.Until1972,mostpeopleusedblack-and-whiteTV.〔〕3.SatelliteTVisdeliveredwithgreaterclaritythandigitalTV.〔〕4.Thefirstrecordplayerwasinventedbefore1877.〔〕5.Transistortechnologywasfirstusedtoreceiveradioprogrammes,andthento developcassetterecorders.〔〕6.CDswereinventedabouttenyearsbeforetheMDplayerwasinvented.〔〕7.MP3technologybeganinGermanyin1987.依照课文内容选择正确答案：1.Whenandwherewasthefirstlong-distanceTVbroadcastmade?A.In1925intheUSA.B.In1926intheUK.C.In1928intheUK.D.In1928inboththeUSAandtheUK.2.WhomightbetheinventorofthefirstTV?A.VladimirZworykinfromRussia.B.PhiloFarnsworthintheUSA.C.JohnLogieBairdfromScotland.D.Itremainsuncertain.3.HowmanycountrieshaveputdigitalTVintooperationaccordingtothepassage?A.Onlyone.B.Alreadytwo.C.Atmostthree.D.Atleastfour.4.WhomighthaveattributedtothedevelopmentoftheWalkman?A.TwoJapaneseengineers.B.ThreeAmericanscientists.C.ThomasEdison.D.EmileBerliner.5.WhatisthemainfactorthatcausesthespringupofmusicwebsitesallovertheInternet?A.ThepopularityofWalkman.B.ThedevelopmentoftheMDplayer.C.ThedevelopmentofMP3technology.D.ThewideuseofDiscman.6.Howisthepassageorganized________________.A.byparagraphsB.inchronologicalorderC.byconceptsD.bysub-topics展示导思〔25分钟〕难句注释：1.Becauseofthis,itisstill uncertain whoinventedTV.(lines6-7)Iwas uncertain abouthowtoaddbackgroundmusictoit.未确定的我不确定今后我要做什么工作。

Unit 1 TaskWriting a letter to a friend一、明确目标，自主学习教学目标：1. Discuss friendship and practise agreeing and disagreeing.2. Write a letter to a friend.3. Learn and practise language skills of listening, reading, speaking and writing.重点难点：1. The way to show agreeing and disagreeing.2. Write a letter to a friend.3. Learn to use some useful words and expressions.预习内容：How can we express agreement and disagreement?二、合作释疑，互相研讨Skills building 1：Agreeing and disagreeing1. Go through the expressions.I a gree with you on/that… I am of the same opinion (as…).Exactly. That’s a good point.That’s how I feel (about…) too. That’s right.You’ve got a point. Yes. And another reason is that…I don’t agree. What about…? I’m not sure that’s true.I see things slightly differently. On the other hand, …Perhaps you are mistaken. Really? I don’t think that…I take your point, but… That’s true, but…3. Group work：Have a talk with your partner about friendship, using at least 4 kinds of expressions of both agreeing and disagreeingSkills building 2: Proofreading1. What is proofreading? (Finding careless mistakes that you have made.)2. What should we check for?3. Your friend Rebecca wrote about her twin brother in her diary. She asked you to check it for mistakes. There is one mistake in each line.Skills building 3：WritingWrite a letter to your two friends who don’t like each other. Please include the following i deas：Your feelings about friendshipWhat their friendships mean to youYour feelings about good friends三、精心点拨，启发引导I. Put the following into English：1. 提前_______________2. 一段难受的时光______________3. 感到焦虑______________4. 在沉默中________________5. 接通（电话）_____________6. 就价格和他们达成一致意见___________________________________7. 正是，一点不错。

高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved inthe discussion of friends and friendshipTo learn the way to describe the characteristics of a truefriendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in thepictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationshipwith others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consistof ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Tryto discuss the following questions:Picture 1,1) Where are the two girls?2) What are they doing ?3) How long they spend speaking to each other?4) Do you think they enjoy each other’s company?5) What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend?Why?4) Do you have a good friend? Does he/she often give youadvice?5) What do you think the proverb ‘The best mirror is an oldfriend’ mean?Picture 3,1) What is the taller boy doing ?2) Why does he do so?3) Do you think it possible for a person to buyfriendship?4) In your opinion, what is the base of a goodfriendship?Picture 4,1) Do you think friends should be the same age and share the same hobbies and interests?2) What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, acat, a dictionary, a computer, a toy car, a mobile phone, aTV set…As long as we have loveⅧ. Homework1. Smile to your friends.2. Finish the passage in Part B.3. on page 95 in Workbook..4. Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between f riends To practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess whoare the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with yourfriends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you dealwith it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships,analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly andanswer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully andanswer the following questions and an analysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … she thought her bestfriend Hannah didn’t keep her sec ret.shamed she scored the lowest score inher class.upset she found a piece of paper onher desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keepher word.2. Ask the students to read the second letter carefully andanswer the following questions and fill in a table.1) Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?6) Fill in the table:How Andrew felt Why she felt so?He had a dilemma. His best friend Matthew has stoppedtalking to him.He felt really guilty. He said some really cruel thingsto Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.Ⅳ. Summarize the reading strategy according to the emotionanalysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to thetwo students with the proper words.Ⅵ. Role playDivide the students into groups of three. Each group isformed with Agony Aunt Annie, Sarah and Hannah or AgonyAunt Annie, Andrew and Matthew. Just suppose they arehaving a face-to-face talk. Students are expected to act itout after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1. Retell the two letters.2. Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in thetext.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1. Match the words with the correct definitionsacademic make jokes and laugh at someone deliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of somethingdone wrongbrilliant good at studying and gettinghigh marksyell be kind and like to meet newpeopleoutgoing extremely good, clever andexcellentguilty done in a planed way, onpurpose2. Complete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty anylonger.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old womandeliberately.Ⅲ. PhrasesExplain the underlined words and make a sentenceaccording to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg. Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost thegame.(Line 38)because ofeg. As a result of his careless study, he failed the Mathstest.4. … I cannot help wondering if she wants Peter to be hisbest friend instead of me.(Line 53)cannot take control of oneself and do…　eg. When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after thetest.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in thetoilets, but I don’ｔ believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a foolhe has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty because I said some really cruelthings too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that isused at the beginning of the second object clause andcannot be left out.eg.She said (that) she would fly to Paris and that she wouldbring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they lovedeach other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) toinfinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34) … as a result of his careless playing, we lost the game. (Line 39) V-ing form as a nounⅦ. Homework1. Review the useful phrases and important words in this text.2. Review the two sentence structures learnt above.3. Finish Parts A1 and A2 on Page 90 in workbook. Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positiveadjectives and negative adjectives to describe personality. Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner.Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises. Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, theothers are going to guess out who the person is. The onewho guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision.Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and thebare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attentionto the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1) subject of a sentence2) object3) object complement4) attribute5) predicative6) adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive forthe second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention to the words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1) subject2) predicative3) object4) after possessive pronouns5) in compound nouns2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done) forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes. To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in thissummer. Now you have a chance to interview him/her. Writedown his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notesabout the answers.Ⅱ.Skills building1: writing down the answersThink about what questions to ask and write them downin advance.Write brief notes only, not whole sentences.Make meaningful notes.Use contractions and abbreviations whenever possible.If you don’t hear or understand an answer, ask the otherperson to repeat it. You can use expressions such as:Could you say that again?Could you repeat that, please?Did you say… or…？Ⅲ.Listen to the tape and answer the questions on page 12.First read the instruction in the box and try to answertwo easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes.Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try todiscuss some statements on friendship with classmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to yourfriend about what his/her friendship means to you.Keep the ideas on Page 17 in mind when you write.your feelings about friendshipyour feelings about best friendsthe quantities of a good friendwhat makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’　composition.To practice Ss’ proo freading ability by checking eachother’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skillsbuilding 2Listen to the composition of one student and the others tryto find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions?facts?grammar?handwriting?punctuation?vocabulary?spelling?styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing.Ⅶ.Consolidation?proofread your composition by yourself.?Exchange your composition with your deskmate,proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article fromthe school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey.Teaching procedures:1. Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out thedifference between boys’ and girls’ friendship.3. What’s your definition of friendship? (ask boys andgirls to answer separately)Do you think boys and girls have different attitudestowards friendship?Ⅱ. ReadingRead the school magazine article carefully and try toanswer the following questions.?What puzzles Robert??What’s the difference between boys and girls in their attitudes towards friendship??What are boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6)on earth, used to emphasize a statement3. Girls who have been asked can usually answer thequestion without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that hashappened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon,shared feelings or activities, the important thing toremember is that both of them are friendships. (Line 28)without being affected by different situations, problems,etc. 不管，不顾Ⅵ. Assignment of the project1. Planning?form a group of 6?choose your topic?get the topic approved by your teacher2. Preparing?discuss the purpose and design of the survey?clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing?make a questionnaire?give out and collect the questionnaires?record and analyze the statistics?write the report4. Presenting?present your findings to the class in an oral report?answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To p ractice Ss’ oral ability by anticipating in the oralreport.To improve Ss’ team work spirit by finishing and presentingthe project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the differencebetween boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girlsdiffer on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and thereading strategy of the two lettersTo check Ss’ master of the adjectives to descri be personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the readingpart. Share what he/she has learnt with the others.Ⅱ. Exercises.1. Fill in the blanks with correct wordsThough he is a popular student, he is not veryacademic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of newideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2. Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3. Fill in he blanks with correct words, the first letteris given to you.In China, most people think that the student who can gethigh marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education?This mark-oriented education system even worrys some educators. They have a different attitude. It is true thata student should be absorbed in his studies. But besidesin-class study, he has to develop in an all-round way.Sport and after-school activities also play an importantrole in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind toothers. In other words, he never betrays his friends, if hedoes something wrong, he admits his mistakes and apologizewithout hesitation.To sum up, a student should be brilliant in his study andhave a good personality.4. 根据中文补全句子。

英语译林牛津版必修5Uiiitl精品教案（2）Period 2 ReadingTeaching goals:1 • Target languagea.重点词汇和短语betray, absent—minded,outgoing,academic, overlook, deliberately, tease, yell, mean, awkward, apologize, guilty, be determined to do, as a result, feel ashamed(of sth), feel like doing, keep oneM word, carft help doingb.重点句子I must have sounded very proud of myself after the test^aying loudly how easy it was and how 1 was sure to get a good mark. I found a piece of paper on my desk that said 'Stupid Sarah got a D!，1 was so upset that I felt like crying.I feel really guilty because I said some really cruel things too, but I Canl stand seeing our team lose.Yesterday, I saw him talking to another boy Peter, and I cannot help wondering if he want Peter to be his best friend instead of me・2.Ability goalsEnable the students to learn how to get along with friends, especially when somethingunpleasant happens between two good friends.3 ・ Learning ability goalsHelp the students learn how to understand emotion of the writer.Teaching important and difficult points1.Guide the students to find out ways to solve the problem when something unpleasant happens between two good friends and understand emotion of the writer ・2・ Analyze the structure of some sentences ・Teaching methodsFast reading and careful reading;discussing and summarizing.Teaching aidsA recorder> a computer and a projector.Teaching procedures and waysStep 1 Revision and lead-inT: Good morning / afternoon, boys and girds!S: Good morning / afternoon. Mr. , Ms ................... !T： What did we learn yesterday?Ss： We talked about friends. H Friends are very importanee to any persoWe know how to make friends from our talk ....................T： You are very good. Everyone has his own personality and it is not always that friends have the same thought at every thing. Sometimes good friends may quarrel or misunderstand each other That is to say, something unpleasant between two good friends is likely to happen. Do you know what would lead to a broken friendship?Ss： Yes. Having little in common; lacking trust; there being conflict of interest; being jealous of each other; being indifferent to each other; being hostile to each other .....................T： You are so clever.Today we're going to read two letters about the broken friendship of Sarah and Andrew・ Do you want to know what problems they have in their friendship?Ss: Yes.T: Please open your books and turn to page 2 and 3.Step 2 ReadingAsk the students to read the two letters written to magazine agony aunt on Pages 2 and 3 to know what Sarah's and Andrewt problems are.L Fast readingGet the students to read the following two letters quickly to get the general idea of the two letters and answer these questions.(1)Are the writers of the two letters feelings happy or sad ?(They are feeling sad.)(2)What did Sara get for the surprise Maths test?(She got a D.)(3)Is Matthew usually a quiet boy?(No, he is usually cheerful and outgoing.)2.Careful reading. Listening and answer.Read the first letter carefully and answer the following questions.(1)What did Sarah think about the surprise Maths test?(She thought it was quite easy.)(2)What did Sarah tell Hannah in the girls9 toilets?(She told Hannah how badly she had done in the test.)(3)Why did Sarah tell Hannah that they weren't going to be friends any more?(Because she thought that Hannah had told everyone how badly she had done in the Maths test.) Read the second letter carefully and answer the following questions.(4)Why did Andrew shout at Mathew after the match?(He thought Matthew played badly and did not try hard enough, as a result they lost the game.)(5)What did Matthew think about losing the match?(He thought it wasn't his fault.)(6)What kind boy is Matthew?(He is usually cheerful and outgoing.)3・Reading strategy. Get the Ss to read the reading strategy to know how to understand emotion. In the letters to an agony aunt, the writer tell what he/she thinks and how he/ she feels. Read the two letters again and fill in the table on page4,C2. The first one has been done for you. Letters How Sarah/ An drew felt Why she/ he felt soSarah's letter She felt1 betrayed 1 She thought her best trie nd Hannah didrft keep her secret>2 ashamed 2 She scored the lowest mark in her class・3 upset3 She found a piece of paper on her desk that said"stupidSarah got a D".An drew"s letter 4 He had a dilemma. 4 His best friend Matthew has stopped talking to him.5 He felt really guilty. 5 He said some really cruel things to Matthew.6 He was angry withMatthew ・6They lost the game because of Matthew's careless ness.1.Analyse and the understand the following sentences・a.I must have sounded very proud of myself after the test, saying loudly how easy it was and how1 was sure to get a good mark.b.I found a piece of paper on my desk that said 'Stupid Sarah got a D!5c.He said it wasn't his fault if he couldn't play as well as me and that I shouldn't yell at him.d.I feel really guilty because I said some really cruel things too, but I carft stand seeing our team lose.e.Yesterday J saw him talking to another boy Peter, and I cannot help wondering if he want Peter to be his best friend instead of me.2.Develop students' ability to guess the meanings of words from the context. Ask students not to refer to the dictionary of ask for explanation eveiy time they come across a new word. Tell them that it is very inporta nt to read the serHen ces before and after the sentence which con tains the unknown wont From the information before and after, they should be able to guess the meaning of the word. Ask students to go over Part D. afterwards, check the answers as a class・ Answers to D: le 2c 3a 4b 5g 6h 7d 8f3.To help students become more familiar with the two letters, ask them to finish Part E. they can first read the two letters again and then do the exercise by themselves.then ask several students to read their answers to the class. Check for mistakes and mispronunciation.Answers to E: 1 betrayed 2 apologize 3 mark 4 proud 5 secrets 6 match7 guilty 8 mean 9 friendship 10 determinedStep4 DiscussionL If you found out that your best friend had made friends with another person, what would you think about this and what would you do?2. Do you think good friends should have the same interests? Why or why not?Step5 Summary& HomeworkT: We have read the two letters and the replies from Agony Aunt Annie. How do you read with problems between two good friends?Write a short passage to describe one of the problems between friends and how it is solved.Record after Teaching:【作业设计】完形填空阅读下面短文，从短文后各题所给的四个选项（A 、B 、C 和D ）中，选出可以填入空白处的最 佳选项。

M5 Unit 1 Getting along with others (译林牛津版高二英语必修五教案教学设计)M5 Unit 1 Getting along with othersGrammar: Verb-ing as an adjective or adverb学习目标：1. 能够了解动词不定式和动名词的主要用法，并能够正确的运用。

2. 通过练习巩固所学语法。

课前学习：1．课前自学课本P28-31，了解并掌握动词不定式和动名词的用法。

2. 完成P29和P31上的相关练习。

课堂学习：现在分词分词分为现在分词和过去分词，除和助动词一起构成时态外，还可以是非谓语动词。

分词做非谓语动词使用是高考考查的一个重要语法项目。

1. 形式肯定式doing sth. The old man sitting in the corner is John’s father.否定式not doing sth. Not knowing English, he asked his brother to translate the article into Chinese.完成体 having done sth. Having finished his work, he went home.被动式 being done The house being built is our dormitory.完成被动式 having been done Having been criticized by his father, he gave up smoking.2. 用法现在分词表示主动和进行，可同它的宾语、状语构成分词短语，在句中作定语、状语、表语、宾语补足语。

(1) 做定语单个的现在分词作定语一般放在被修饰的名词之前；而现在分词短语作定语则放在被修饰的名词之后。

The sleeping child is Jack’s little sister.He is a promising young man.Tell the boy playing outside not to make any noise.The young man sitting under the tree is my brother.现在分词作定语时，所表示的动作既可表示正在进行的动作，也可表示经常性，习惯性的动作或现在的状态。

英语高二译林牛津7unit1 教案（review ）课题名称M7U1 课型Review 课时 : NO.7 【学习目标】Reviewthelanguagepointsofthisunit.Reviewthesentencepatternsofthisunit.Reviewthegrammarofthisunit.Dosomepracticetoconsolidate.【学习要点】Howtomasterthelanguagepointsandgrammarofthisunit.【学习难点】Howtomasterthelanguagepointsandgrammarofthisunit.【学法指导】【知识链接】个案【导学过程】〔学习方式，学习内容，学习程序，问题〕增补一、短语互译彩色的 _________________ 比优胜，超出_________________上市，面市 _________________ 忽然出现，浮现，迅猛进展_________________各种各种的 _________________ 在此种状况下，既然那样_________________可以 _________________最新的，近来的 _________________未必，不必定 _________________ 与有联系 _________________给上发条_________________ 代表，象征 _________________由某人决定_________________ 对熟习 _________________等于,适合_________________ 以为基础 _________________相信，崇奉 _________________ 当前，暂时_________________随后几年中_________________ 中肯 , 简要_________________二、单词拼写1.Theircompanyboughtthe__________ 〔专利〕andappliedthetechnologytocreatethenewtypeofcar.2.ItisconsideredthatdigitalTVis___________( 优越的 )tosatelliteTVbecauseitallowsthesameservicestobedeliveredwithclearerpictures.3.Allofthemsaidtheydidn’tlikethedesign,butp________(就个人而言 )Ithoughtitwasveryfashionable.4.FiveyearsaftertheInternationalstandardsfordigitalTVwereestablished________ 〔消费者〕couldhaveaccesstomorethan200channelsintheUSA.5.TheChinese__________ 〔电信〕industryishuge,andtheamountofprofitinvolvedisunbelievablyenormous.6.Theboytriedtoworkoutthemathsproblembydrawinga__________ 〔平行线〕betweenthetwosides.7.Idon ’ tthinkthisprogramispracticalandcapableofcalculatingyour_______ 〔估算〕fortheyear.8.Bythattime,digitalTV________ 〔信号〕hadbeenreceivedby55percentofhouseholdsintheEuropeancountry.9.WithinteractiveTVprogramming,youcanplayalongwithgameshows,respondto________________ 〔问卷〕 andchattootherviewers.10.Thesemeasurestobetakensoonwillallbringgreat_________________ 〔方便〕anddelighttothecitizens ’ lives.三、词汇单项选择：1.Itis____whathisroleinthecompanywillbe.A.unsureB.uncertainC.unsureofD.uncertainof2.Quiteafewpeopleusedtobelievethatdisaster____ifamirrorwasbroken.A.wassureofstrikingB.wassureofhavingstuckC.wassuretobestruckD.wassuretostrike3.Youmustapplyyourself____thestudyyouhavetotakeup.A.onB.forC.toD.of4.Theydemandedthatthebooks____totheschoollibraryatonce.A.returnB.shouldreturnC.bereturnedD.wouldberetu rned5.Alittletownwill____onthehillsaroundthemeadow.A.setupB.wakeupC.putupD.springup6.Scientistssayitmaybefiveorsixyears____itispossibletotestthismedicineonhumanpatients.A.sinceB.afterC.beforeD.when7..Somepassengerscomplainthatitusually____solongtofillintravelinsurancedocuments.A.costsB.spendsC.sparesD.takes8.Tenyearsagothepopulationofourvillagewas____thatoftheirs.A.astwicelargeasB.twiceaslargeasC.twiceasmuchasD.astwicemuchas9.____tosunlightfortoomuchtimewilldoharmtoone’ sskin.A.ExposeB.HavingexposedC.BeingexposedD.Afterbeingexposed9.Aftergraduation,Jane____forajobasanEnglishteacher.A.suppliedB.providedC.appliedD.hired11.Thisnewmachineistechnicallyfar____totheprevioustype.A.superiorB.juniorC.seniorD.equal12.Wherearewegoingforourvacation?— ____.A.Uptoyou D.Byyou四、句子翻译：1.这项新的技术被运用于农业了。

English Learning Plan(Teachers’ version)Subject：English Grade：Senior 2 Module 5 Unit1 Reading Chief Editor：Ding Yangyang Auditor: Senior 2 English Teachers’ GroupI. Teaching aims1.Revise the reading passage by retelling it.2. Get the students to grasp the usage of some important words and expressions.3. Get the students to practice two important drills.II. Learning and autonomous detection.Review the text and complete Part CIII. Cooperation and inquiry短语互译1.遵守诺言2.集中于3.与…步调一致4.与某人相处5.同某人争论某事6.spy on7.get annoyed 8.be determined to do9.be shocked to do 10.turn intoIV. Showing and commentingLet the students show the difficult points and the other students or the teacher commentV. Detection for liquidation一.单项填空1．He is a narrow-minded man and difficult to ________.A．get up B．get rid ofC．get through D．get on with解析：考查动词短语辨析。