英语：Unit 13《People 〉教案（共 4课时）1. Warm-up (北师大版必修 5)In this un it you will …☆ Read a magaz ine article and a literature extract.☆ Talk a bout people ' s personalities; describe people and speculate about photographs.☆ Listen to a description of people, a class discussion and a dialogue.☆ Write a descripti on of a pers on.☆ Lear n and use Past Participles and modal verbs for speculati on.Warm —p.☆ Add these words to the Key Words box.beard, blond, curly, elderly, long, overweight, slim, wavy, wrinklesKEY WORDS-aged elderlySpecial features: eyebrows, moustache, pony tail beard, wrin klesHair: bald, dark, fair, red, shoulder -ength, straight, short blond, curly, long, wavyAge: in her/his (early/mid/late)teens/twenties/thirties, middle five-year- old girl in his fifties middle-aged woma nwrin kies pony tail moustacheGeneral: good -ooking, short, tall, well -built overweight, slimoverweight good-look ing slimAdd more words to the lists.☆ Listen to the police description. Which people in the photo below are the police looking for?TapescriptAnnouncer: Police are looking for four people in connection with a robbery. They were last see n in the London area. The first is a white man. He is quite tall with short, dark hair. He was last see n weari ng a black baseball cap, a blue shirt and sun glasses. The sec ond is a white man weari ng glasses. He is bald and was last see n weari ng a white shirt and holdi ng books un der his arm. The third is a black woman. She has short hair and was last seen wearing a black and white striped top with a gold cha in around her n eck. The fourth per son is an old white man. He has grey hair and a gray beard and was last see n weari ng glasses with red frames and a blue, white and red checked shirt, If you see any of these people, please con tact …☆ Work in pairs. Take tur ns to describe people in the photos above. Your partner guesses whoitExample She ' s got long blond hair and she☆ WritingTry to describe one of your frien ds, the n write it dow n in your exercise books. 英语：Unit 13《People 》教案-Lesson 2 Personalities and Jobs （北师大版必修5）Teaching Aims:To practise describ ing people and talk ing about jobs.To practise liste ning in order to ide ntify opinions.To get familiar with differe nt ways of givi ng opinions.To practise using suitable inton ati ons in con versati ons.Teaching difficulties:To practise liste ning in order to ide ntify opinions.To get familiar with differe nt ways of givi ng opinions.is.s smili ng.Teaching Aids: computer cassetteTeaching procedures:I . Warming upT: Do you think there is necessary connection between “ personalities and jobs ”?S:T: Yes, everyone has disadvantages and advantages in personalities, for example, someone is brave,impatie nt and careless, so they are not fit for …S: Doctors and nurse.T: I think some of you who are full of imagination are good at maths and enjoy drawing. What do you want to be in the future?S: ArchitectT: So there is necessary connection between “ personalitCieasnaynodujothbinsk of som”ew.ordsabout personalities?S:T: Students have given many words including some unexpected answers. Teachers can add some words, such as: confident, creative, sociable, sympathetic, persistent, patient, selfish, intelligent, independent, communicative.T: Look at the photographs and guess what kind of job they do. (give some pictures)Students work in pairs guessing the jobs. The purpose is to ask students to say out their jobs and what personalities they haveS:T: Our society needs all kinds of people doing different jobs. All people 'josbs are all important. Without farmers working we will have no grain, meat, vegetables and fruits. If no one works as dustman what will happen?S:T: Now I want know your opinions about jobs, so work in pairs and discuss the following questions.(give students some time to consider the questions)1. What job do you want to do? Why?2. What characteristics have you got that are good or this kind of job?3. What will you have to do to get this job? What skills will you need and what exams will you haveto pass?n Vocabulary•Read through the key Words with the class and check comprehensionby asking students to give the antonym, synonym or translate the words.• Student do the exercise individually. They then work in pairs comparing their answers.• Check answers by having students read out the sentences.皿 ListeningDo the exercise 4• Ask students to read the strategies first and make sure they understand themJust now we talked a lot about job, now let us listen others opinions about jobs1. Student read through the questions before they start to listen2. Play the cassette twice for students to answer the questions.3. Check students ' answers by playing the cassette and pausing after each job that is talked about.•Do the exercise 5. Learning to express your own ideas is very important. Now listen again and write down at least five ways of giving opinions.•Do the exercise 6. Student read through the given words and phrases as well as the Function File, predicting what the missing words for the blanks are.•Play the cassette for students to check their predictions and complete the sentences.• Inot nation is very important, as intonation affects the meaning of what is being said.•Now you read out these sentences while deciding whether rising or falling intonations should be used.•Play the cassette for students to identify the intonations for each expression.• Check answers by having some of the students read out the sentence.s• Play the cassette again for students to repeat.V speaking and writingDo the exercise 8. Students do the exercise individually. Check answers by having students read out the letter.Do the exercise 9. Read through the list with the class and check students c'omprehension of the words.• According to your personalities, choosing a job from the list and talking about the qualities andskills n eeded for the job.•Now you are dvided into two groups, one group describe the qualities and skills for the others, andthe other group guess which job they are referri ng to.Do the exercise 10.•read through the example with the class•Stude nt the n work in pairs talk ing about jobs they would like to do•Now who are willi ng to play out their con versatio ns to the class?Praise stude nts play ing their con versati ons for their won derful phrases and sentence structures, andat the same time point out their mistakes.W HomeworkWrite sentences about your best friend and say what job would be suitable for him / her. Givereas ons.英语：Unit 13《People》教案-Lesson 3Making Guessing aboutPeople （北师大版必修5）Teaching Aims:To practise using modals for speculati onTo dist in guish betwee n modals used for decisi on, advice and speculati onTeaching difficulties:To practise using modals for speculati onTeaching Aids: computer, cassetteTeaching procedures:I . Warming upT: First look at the title “ Guessing about People ” Who can tell me what ? ' s the meaning of the S:T: “ Guessing about people ” means make a judge about people without being sure of all the facts. In daily life If we are curious or worried at somebody or someth ing we ofte n make various guess.Think over which words we will use whe n we guess what will happe n? What happe ned?S: must, may, may not, can, can T: now wet and so on .will listen to a dialogue in which there are alot of words about speculation.n ListeningListen to the dialogue to do the exercise1. The two students were missing ______ .A. because they were separated from the other students.B. in a cave.C. for the reason we don 't know.2. The dialogue tells us ____ .A. The two students disappeared 3 days ago.B. My cousin know where they areC. The rescuers found them in a cottage.3. The dialogue makes various guessed except _______ .A. They must be frightened.B. They both are injured.C. They might have some food to eat.Answers: 1.C 2.A 3.BT: Ca n you say out the main idea of the story in you own words?S:T: Now let 's look at whethoeurrystory is true or not.Do the exercise 2 Listen to the dialogue again and complete the gapsPlay the cassette once for students to listen and then again for them to complete the gaps.川GrammarDo the exercise 3.The two people in the dialogue make various guesses at the two missing students.They use the following sentences but you need to complete the gaps with modal verbs.Check students a'nswers by having them read the sentences aloud. Draw their attention to the different infinitive forms after the modals.Do the exercise 4.As a class students discuss the meaning of the sentences in the table and decide if they express decision, advice or speculation.Ask students how they would express decision （is going to; is about to;） and advice （should , had better, ）Do the exercise 5The grammar we learn today is modal verbs. Modal verbs can express possibility, permission, intention and guess. Now do the exercise 5. Which of the modal verbs in exercise 3 express the following.Do the exercise 6As a whole class, students discuss what the sentences 1-3 are referring to and match them with a, b and c.Guide students to analysis the modal verbs ' use in the past, in the future and now. 用在肯定句中：对过去的推测：may /might have +PP（过去分词） must have +pp（过去分词）对现在的推测：must be + noun / adj maybe/ must be + ving must +v（原形）用在否定句中对过去的推测：can ' thave + PP（过去分词）对现在的推测：can ' t be + noun / adjcan ' t +原形）Do the exercise 7, 8 and 9 to practise and consolidate modal verbsDo some Best Choice to consolidate modal verbs1. —Do you know where David is? I couldn ' t find him anywhere.--Well. He ___ have gone far —his coat ‘s still here.A. shouldn ' tB. mustn ' tD. wouldnC. can ' t2 ---Excuse me. Is this the right way to the SummerPalace?---Sorry, I am not sure. But it ____ be .A. mightB. willC. mustD. can3. ---Tom graduated from college at a very young age.--- Oh, he ____ have been a very smart boy then.A. couldB. shouldC. mightD. must4. ---I heard they went skiing in the mountains last winter.---- It __ true because there was little snow there.A. may not beB. won ' t beC. couldn ' t beD. mustn ' t be5. Jack ____ yet, otherwise he would have telephoned me.A. mustn ' t have arrivedB. shouldn ' t have arrivedC. can ' t have arrivedD. needn ' t have arrived6. ---Didn 't you know that you went driving at 100 kilometers an hour, Madam? --- . My old car can do no more than 80, officer.A. I may not have beenB. I couldn ' t have beenC. I mustn 'htave beenD. I shouldn ' t have beenAnswers: 1.C 2.A 3.D 4.C 5.C 6.CIV HomeworkIt is possible that some students can ' tomf masotedralthv e rubsseindividually. So the teacher ask students to do the exercise 10 and 11 as written homework to find out the mistakes of students to help them. Another purpose is to save time in class and give students enough time to do well the exercise.英语：Unit 13《People》教案-Lesson 4 First Impressions (北师大版必修5) Objectives☆To practise reading for inference.☆To practise making opposites of adjectives using a prefix.☆To practise talking and writing about one 's experience of meeting someone for theef.irst timPre-Reading☆Have you ever met someone you didn 't like, who later became your friend? Tell the class.Example The first time I met Tom, he seemed very bad- tempered! Then …Reading☆Read the text and answer the questions.1) Where does the story take place?In the local library2) What kind of books does Jenny like?poetry3) What exam was Jane studying for?An important science exam4) What was the last straw for Jane?She heard someone humming behind her.5) What kind of person do you think Jenny is?Friendly, warm-hearted, forgivingShe asked a librarian and got it from the library files.7) Do you think that Jane over -reacted in the library? Have you ever experieneed a similar situationwhe n you were study ing?You can an swer this questio n accord ing to your own experie nces.☆Read the strategies and look at these true/false senten ces. Un derl ine importa nt words.Example 1 = pleased1) Jane was pleased whe n Jenny started hum ming.2) Tennyson must be a poet.3) Jane first saw Jenny n ear the poetry sect ion.4) Jane was upset that she had left her book in the library.5) Jane didn ' t feel that it was necessary to apologise.6) How did Jenny get Jane s pho ne nu mber?An swers: FTTTFPost-Reading☆Complete the paragraph below with the correct form of the follow ing words.gla nee, annoy, recog ni ze, concen trate, disturb,resist, whisper, glare, incon siderate, gratefulJanet was 1)on writing an essay when a noise 2) her. She 3)Her brother w hastling. “ Shh”he 4),5) at him quickly. The noise didn ' s t op.Janet 6)the urge toscream and in stead 7)at him an grily. “ Please stop it, Simon. You are being very 8) , ” she still he didn ' t stop. Janet was now very 9).Just then her father called Simon out of the room. Janetsmiled, feeli ng 10) to her dad.An swers: Iconcen trati ng 2disturbed 3recog ni sed 4whispered 5gla ncing 6resisted 7glared8incon siderate 9anno yed 10grateful☆Vocabulary: opposites• You can often make opposites of adjectives using a prefix.Example able/un able, pleased/displeased, con siderate/i neon siderateUse prefixes to make opposites of the un derl ined words.Peter is very orga ni zed and reliable. He is also sociable, sen sitive and tolerant. He seems in terestedin or aware of other people 'feelings and is often kind. When you ask him for something, he isalways sympathetic and helpful. I think he must be very satisfied with his life.Answers: unreliable, intolerant, unaware, unkind, unsympathetic, unhelpful, dissatisfied•Sometimes adjectives have a direct opposite.Example old/y oung, short/tall•Thnk of opposites for these adjectives:Bad-tempered, gen erous, hard-work ing, n ervous, shy, strongAn swers: good-tempered, mean, lazy, con fide nt, out-go ing, weak•Now use adjectives to write five senten ces about yourself and people you know.Example I am sometimes disorga ni zed, but usually I am reliable.Writing and speaking☆ Make no tes about the first time you met some one.Who/whe n/where you metXiao ming (my new n eighbour), last mon th, in the streetWhat he/she was doinggoing into his house with his bikewhat he/she said or didasked about my family/showed me his catwhat he/she seemed likecheerful, a bit shyLanguage points:1. The day that I met my best friend for the first time I was in a terrible mood. 第一次遇至U我最好的朋友那天，我情绪很坏。
