当前位置：文档库 › 当代研究生英语读写教程(上)Unit 5教案

当代研究生英语读写教程(上)Unit 5教案

Unit 5

Text A Can We Know The Universe- Reflections on a Grain of Salt Teaching Objectives（教学目的）

Students will be able to

1. grasp the main idea and structure of the text

2. master the key language points and grammatical structures

3. conduct a series of reading, listening, speaking and writing activities related to the theme of the unit.

Teaching procedures（教学步骤）

(1) Pre-reading activity （Period1）

a. Information related to the text

b. Introduction to the Text

c. Pre-reading questions

(2)While-reading activity（Periods2-3）

a. The organization of the text

b. Detailed reading---study of the language points

(3) Post-reading activity （Period4）

a. Speaking Activity

b. Writing Practice

c. Have students finish the exercises

Period 1

Pre-reading activity

a. Background Information

1. Introduction to the Author

American astronomer and pioneer exobiologist. Sagan was born in New York city and studied at the University of Chicago, where he received a Ph.D. in astrophusics. Sagan?s research wsa directed toward evidence of life in outer space. He also studied the origins of organism with geneticsts Hermann J. Mullers and Joshua Lederberg.

2. Introduction to the Text

The Bi Bang Theory

Big Bang Theory, currently accepted explanation of the beginning of the universe. The big bang theory proposes that the universe was once extremely compact, dense, and hot. Some original event, a cosmic explosion called the big bang, occurred about 10 billion to 20 billion years ago, and the universe has since been expanding and cooling. The theory is based on the mathematical equations, known as the field equations, of the general theory of relativity set forth in 1915 by Albert Einstein. In 1922 Russian physicist Alexander Friedmann provided a set of solutions to the field equations. These solutions have served as the framework for much of the current theoretical work on the big bang theory. American astronomer Edwin Hubble provided some of the greatest supporting evidence for the theory with his 1929 discovery that the light of distant galaxies was universally shifted toward the red end of the spectrum (see Redshift).

This proved that the galaxies were moving away from each other. He found that galaxies farther away were moving away faster, showing that the universe is expanding uniform ly. However, the universe?s initial state was still unknown.

In the 1940s Russian American physicist George Gamow worked out a theory that fit with Friedmann?s solutions in which the universe expanded from a hot, dense state. In 1950 British astronomer Fred Hoyle, in support of his own opposing steady-state theory, referred to Gamow?s theory as a mere “big bang,” but the name stuck. Indeed, a contest in the 1990s by Sky & Telescope magazine to find a better (perhaps more dignified) name did not produce one.

Evolution of the universe

3. Pre-reading questions

Lead-in questions

Purposes：

·To present key words and phrases related to universe

·To encourage students to think about the theme of the coming text, i．e．the concept of macrocosm or that of microcosm

·T o arouse students? interest in the topic of the coming text

·To develop students? skill in predicting the main idea of the text

Methodology：

1. The purpose of activities 1, 2 and 3 is to arouse students’interests in the topic of

the text and prepare them to read the text actively. It may be very easy for your students to give a list of environmental problems and the harmful effects of population explosion on the ecological system and human life as a whole, but to find the way out is more difficult. If you encourage students to think carefully about the solution to the population explosion, they will probably hit upon the central idea and the main purpose of the coming article.

2．In order to get the whole class involved, pair-work is recommended for activity 1, 2 and 3. If time permits, you can find on or two students to report to the class what they have discussed.

3. In activity 4, some key words and phrases along with their definitions are

presented．Although many students are already familiar with these words and phrases, they cannot always give accurate definitions of them in English. To make sure that the whole class participate in the discussion, let them work in pairs first and then encourage them to compare their answers with other neighboring classmates. By working with a partner first and then more classmates, students should be able to match the terms and definitions correctly. There is no need to check the answers in class, but be ready to provide any help they need while they are working．

Key to lead-in questions

1.Bigness and smallness are relative concepts in comparison with others. For

example, the Sun is very big in comparison with its nine planets, whereas it is small when compared with some other enormous celestrial bodies in the universe.

2.The universe means the entire celestrial comos which is generally believed to be

boundless and mysterious, therfore the word “universe” is always used to indicate the concept of bigness or something unknown. Salt is a very common colorless or white solid substance with many uses ranging from daily life ti chemical industry.

A grain of salt is generally considered as something common and small. It seems

there is no relation between these two words. However, the author associates the universe with a grain of salt deftly so as to reveal to the reader the comlexity of things in the world – intelligence as we are, we cannot understand even such small matter as a grain of salt.

3.1) d 2) f 3) j 4) a 5) h 6) b 7) k 8) i 9) e 10) c 11)l 12) g

Period 2-3

While-reading activity

a. The organization of the text

The Gist of the Article

The first part of the article(para1-3) defines what science is. According to the author, science is more of a way of thinking than of a body of knowledge. Its goal is to find out how the workd works, to seek what regularities there may be, to penetrate to the connections of things. Sicence cannot depend on out intuition or our perception, it is based on experiment, on the willingness to challenge old dogma, and on an opneness to see the universe as it really is.

The second part of the article examines the question whether the universe is knowable and to what extent we can really know it. Before answering these questions, the author uses something as tiny as a grain of salt to illustrate his point.

From the axample of a grain of salt, the author makes the point that if the unverse also has laws that govern its behavior to the same degree of regularity tht determines a crystal of salt, then the unverse would be knowable. That is why human beings are highly motivated to find regularities and natural laws.

The author concludes his article by expressing his peronsal opinion about an ideal universe. An idlea universe is one that is knowable, and at the same time, there is much in it that is unknown. The reason is clear; there will be no source of motivation for the thinking being if ervery thing is known or if the unverse is unknowable.

b. Detailed reading---study of the language points

Detailed reading of the text

Purposes：

·To help student s draw important facts of each paragraph ?

·To help students identify and remove the source of difficulty in understanding the text

·To help students actively interact with the text and develop strategies to work out the meaning of the text

·To give students practice in note-taking

Methodology：

When working through the text, you can, besides explanation (refer to “Detailed E xplanation of the Text?? in the student’s book), use the technique of asking questions to develop students?understanding. Make sure students always keep their text open when they answer the questions. The purpose of asking questions is to make students actively interact with the text and develop their strategies to derive the meaning from the text. At the same time, they can become aware of the way language is used to convey meaning. There is a close connection between answering questions and developing understanding.

At the start, three types of questions should be designed for this purpose. First, straightforward questions ne ed to be asked to draw students?attention to important facts in the text and to ensure they understand the literal meaning of the facts．The second type of questions should be used to develo p students? skills of tackling difficult sentences．A third type should make students recognize grammatical and lexical features that play a crucial part in the interpretation of the text．…

When students answer your questions they should also practice taking notes.

You can ask the following questions orally.

1.What are the goals of science? Can we rely on our intuition or perception to

achieve these goals?

2.What are the bases of scientific study of the world around us?

3.What does “Just So Stories”mean in para 2? Can we count on explanations

divorced from experiment, or from carful comparative observations?

4.What are the characteristics of a scientific mind?

5.Is Science soemthing that only scientists are concerned about? Why does the author

mention Walt Whitman?

6.Why are some people fearful of a universe in which everything might one day be

known?

7.What is the author?s attitude towards those who confidenlt state that everything

worth knowing will soon be known?

8.What knids of atoms is a grain of salt composed of?

9.Why in para 6, does the author tell us the number of neuroons in the human brain?

What is he trying to show?

10.What is the characteristics of the structure of a grain of salt according to para 8?

For what purpose does the writer explain the characteristics of the structure of a grain of salt?

11.What is the importance of finding regularities and natural laws?

12.What knid of universe is an ideal universe in the author?s opinion?

13.What kind of universe do human beings inhibit now?

14.Is the concluding para encouraging or discouraging to the scientific mind? In what

way?

Period 4

Post-reading activity

a. Speaking Activity

Ask Ss to discuss “Is there UFO or aliens in universe?” in groups and then present their opinions in class.

b. Writing Practice

With the help of writing strategies on P136, Ss write an essay based upon one of the topics on page 142.

c. Have students finish the exercises

七年级上册英语unit5教案

七年级上册英语unit5教案 Doyouhaveaping-pon 教材分析 1、教学内容 1)、词汇：have，soccer，ball，tennisracket，ping-pongball，volleyball，basketballsport，bat， 2)、语言结构：A、Doyouhaveaping-pongball?Yes，Ido。Doyouhaveaping-pongbat?Not，Idonot。Doesshe/hehaveapen?Yes，she/hedoes 2、教材的地位及其作用本单元的教学主要内容是：学习have的一般现在时的疑问式的肯定和否定回答，该话题与学生的日常生活紧密联系在一起，容易唤起学生的学习兴趣，这对于提高学生的综合能力很有帮助，特别是说的能力。本单元仍在继续学习一般现在时，这是一个生活中离不开的时态，也是最基本的一个时态。新课程标准要求学生重点掌握一般现在时，这在英语中使用频率很高，学好这一时态的用法对以后其他时态的学习和交际有很大的帮助。二、学生分析学生现有的能力与已掌握的知识：学生在已经学过词汇：Whatisthis?Whatisthat? 句型：Wh ereis…?It’sin/on/under/… 经过前面的学习学生已经积累了一定的词汇，掌握了一定的目标语，已经具备了一定的听说读写能力。

三、教学目标 1、语言知识词汇：A、重点掌握表示有关各种运动球类的名词,如basketball,soccerball，soon重点句型：?Doyou/theyhaveaTV?Yes，I/theydo./No，I/theydon’t. Doeshe/shehaveasoccerball?Yes，he/shedoes./No， he/shedoesn’t. 2、语言技能 1)、能看着图片说;Doyou/theyhaveaTV?Yes，I/theydo./No，I/theydon’t. Doeshe/shehaveasoccerball?Yes，he/shedoes./No， he/shedoesn’t. 3、学习策略 1)、利用老师所提供的图片卡片做出简单的判断。 2)、通过与同学交流，学会使用一般现在时的疑问形式及肯定和否定回答。 4、情感态度 1)通过各小组的对话练习培养学生的合作精神; 2)通过学习本单元，教会学生之间互相有无的主要句式重点难点 1、Have的一般现在时的疑问式用法; 2、Have的一般现在时的疑问句，及其肯定，否定回答; 3、简单拓展主语第三人称单数的句型。教学手段：采用最简单的卡片图片、课本以及肢体语言。

大学体验英语综合教程2 unit-5-way-to-success 教案

Unit Five Ways to Success Part one: Listen and Talk : (2 periods) Teaching objective: To help students be familiar with successful celebrities; To take listening/watching exercises concerning the topic of being successful; To master the skills of giving feedback to partners in the speaking area; To develop students’ fluency skills when they do the communicative task Teaching content: ?What success means to you ?Listening ?What you know about these celebrities and how they succeed ?Watching: what leads to success ?Talking ?Translating ---culture salon Step 1: (25minutes) 1. Guess: tell who they are Teacher shows the pictures and students guess who they are. Ask students to find at least one common point among these people. 2. Discuss: why they are famous/successful Ask students: if success equals money or power or social status, yes or no? and why? Why are these people famous or successful? Show some pictures and ask students what they think about them. 3. Group discussion: what does success mean to you? Step 2 Listening & Talking (55 minutes) 1. Listening Success can be reached in different ways by people in different careers. Bill Gates began at age 13 to 1)_______ computers. His vision for personal

高中英语unit5first aid 教案人教版必修五

I. 单元教学目标 II.目标语言

课程设计与课时分配 Period 1: Warming up Period2: Reading Period 3-4: Language points Period 5-6: Language study & Grammar period 7-8: Using language period 9: Listening and speaking Period 10: Extensive reading and Writing Period I Warming-u p Teaching goals: a.Encourage the students to discuss accidents and first aid . b.Enable the students to talk about different accidents and how to give first aid in different situations. c. Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion. Teaching important and difficult points: Help the students to use the expressions to describe the accidents and how to give first aid. a. Key words and expressions: aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment; b. Communicating expressions: We/you should/ ought to … Please do… Make sure… You must/have to/ought to… You must never… You ought never to… Teaching aids: A recorder, a projector, and a computer Teaching methods: Brainstorm and discussion (Group work).

七年级上册集体备课Unit5教学案

七年级上册集体备课 U n i t5教学案 -CAL-FENGHAI.-(YICAI)-Company One1

新目标英语七年级（上） Unit 5 Do you have a soccer ball 教材分析本单元是七年级上正式篇第五单元。本单元分为四个部分：Section A、Grammar Focus、Section B 和Self check。在这一单元中，学生要学会就有关人与物之间所属关系进行问答的句子。本单元大量引入有关运动的名词，要求学生彼此询问有关此类物品，并作出相应的回答。同时学习表示建议的句型Let’s 及表示评价各种运动的形容词。本单元所选用的话题来自于学生所喜爱的生活片段，在教学中生生交流、师生交流会更融洽，会促进师生彼此间的了解，成功的教学还会让部分学生养成良好的运动习惯和收藏习惯。 Period 1: Section A (1a-2c) I.双向细目表 II.教学过程

IV、练题一．根据句意用所给单词的适当形式填空。 1.The___________(dictionary) are in the bookcase. 2.Does your father________(like) sports 3.Can you help _______(I)

4.Let’s_______(play) soccer ball. 5.They have two__________(computer) 二．单项选择。 1.-Does your brother ______any baseballs -Yes, he ____some. A.has, has , have , has 2.--Do you have any erasers ---No, we ______. A.aren’t ’t ’t 3.The music is like it. A.well 4.Peter likes sports very much,_______he doesn’t like soccer. A.and 5.Many people _______TV in the evening. A.look at 三．根据所给单词及标点提示连词成句。 1.doesn’t, Alice, sports, play ________________________________ 2.Play, games, computer, let’s _________________________________ 3.Have, a , hat, collection, I , great__________________________________ 4.His, have, mother, uncle, an, does _________________________________ 5.Only, them, I, on, TV, day, watch, every ____________________________ Period 2 : Section A (2d-3c) I.双向细目表 II.教学过程

高一必修一unit 5教案(完整资料)

此文档下载后即可编辑 Unit5 Nelson Mandela--- a modern hero Ⅰ.Teaching aims ⅰ. Language aims 1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) 2.Get Ss to learn to ask for opinions and give opinions. 3.Get Ss to learn attributive clauses based on the former study of unit 4. ⅱ. Skill aims 1.Get Ss to improve their skills of skimming and scanning. 2.Get Ss to use the attributive clauses correctly. 3.Get Ss to express their ideas clearly. ⅲ. Affective aims 1.Get Ss to learn to recognize the correct value 2.Get Ss to set up the awareness of great people and learn some good qualities of the great people. Ⅱ.The key points and the difficult points ⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on) ⅱ. The usage of attributive clause ⅲ.The cultivation of Ss’ fast reading skills Ⅲ. Teaching methods ⅰ. Task- based teaching method Ⅳ. Teaching procedure Period 1 words and expressions Step1 . Explain the new words and expressions 1.quality (n)品质，质量 in quality 在质量上 in quantity 在数量上 2.active(adj)积极的，活跃的(反义词passive) actively（adv）, activity(n) 3.self(n) 自我，自身

人教版七年级上册英语——单词Unit5

Unit 5(背诵篇) do /du:/ aux v. &v. 用于否定句疑问句；做；干have /h?v/ v. 有 tennis /'tenis/ n. 网球 ball /b?:l/ n. 球 ping-pong /'pi?p??/ n. 乒乓球 bat /b?t/ n. 球棒；球拍 soccer /'s?k?/ n. （英式）足球 soccer ball (英式)足球 volleyball /'v?lib?:l/ n. 排球 basketball /'ba:skitb?:l/ n. 篮球 hey /hei/ interj. 嘿；喂 let /let/ v. 允许；让 us /?s/ pron. (we的宾格)我们 let's = let us 让我们（一起） go /g?u/ v. 去；走 we /wi:/ pron. 我们 late /leit/ adj. 迟到 has /h?z/ v. (have的第三人称单数形式)有get /get/ v. 去取（或带来）；得到 great /greit/ adj. 美妙的；伟大的 play /plei/ v. 参加（比赛或运动）；玩耍 sound /saund/ v. 听起来好像 interesting /'intr?sti?/ adj. 有趣的 boring /'b?:ri?/ adj. 没趣的；令人厌倦的 fun /f?n/ adj. 有趣的；使人快乐的n.乐趣；快乐 difficult /'difik?lt/ adj. 困难的 relaxing /ri'l?ksi?/ adj. 轻松的；令人放松的 watch /w?t?/ v. 注视；观看 TV /ti:'vi:/ n. (=television) 电视；电视机 watch TV 看电视 same /seim/ adj. 相同的 love /l?v/ v.&n. 爱；喜爱 with /wie/ prep. 和......在一起；带有；使用 sport /sp?:t/ n. 体育运动 them /eem/ pron. (they的宾格)他(她、它)们 only /'?unli/ adv. 只；仅 like /laik/ v. 喜欢；喜爱 easy /'i:zi/ adj. 容易的；不费力的 after /'a:ft?/ prep. 在......以后 class /kla:s/ n. 班级；课 classmate /'kla:smeit/ n. 同班同学 Unit5（默写篇） 1.做、干 2.有 3.网球 4.球 5.兵乓球 6.棒球 7.足球 8.排球 9.篮球 10.允许11.我们（宾格） 12.让我们（一起） 13.去、走 14.我们 15.迟到 16.有（三单） 17.得到 18.美妙的 19.玩耍20.听起来 21.有趣的 22.有趣的、乐趣 23.困难的24.轻松的 25.注视 26.电视 27.看电视 28.相同的29.喜爱 30.和…在一起 31.体育运动32.他/她/它们（宾格） 33.仅 34.喜欢 35.容易的36.在…以后 37.班级 38.同班同学

新编大学基础英语综合教程4教案unit-5

Lesson 1 Hitting the Headlines Learning Objectives: 1. Discussing newspaper headlines and matching to photos. 2. Matching stories to headlines. 3. Reading news stories for detail. 4. Listening to news reports for detail. 5. Revising & practising passive constructions. 6. Writing and presenting a news report.. Speaking 1. Work in pairs. Look at the sentences (1–5) and discuss these questions. 1) Where do you think they come from? 2) What do you notice about the language used? (1) Where do you think they come from? They are all headlines from newspaper stories. 2)What do you notice about the language used? They use simplified language, e.g. Omitting articles and simplifying tenses. They also use assonance (avalanche agony) and alliteration (Seb the Sailor). Neat, catchy and established phrases (happy ending, perfect alibi) are used to attract the reader. 2. Match the sentences (1–5) to the pictures (a–e).

高中英语必修五教案：Unit 5 First Aid for Burns

Teaching Plan for Book 5 Unit 5 First Aid for Burns Reading by Nie Xiaoping Dec. 4th, 2015 Teaching Goals:ks5uks5uks5u] 1. Enable the Ss to get some first aid knowledge. 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of the passage. Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns. ks5uks5uks5uKS5U] Teaching Procedures: Step 1. Leading-in 1. What is first aid? 2. Do a quiz about First Aid. Step 2 Pre-reading Show the Ss the picture of Pre-reading on P33 and ask the questions: What has happened? What kind of first aid would her mother perform? Step 3. While-reading 1.Skimming Go through the text and get the main of each part & the passage.ks5uks5uKs5u] 2. Scanning

英语集体备课教案《Unit1Myclassroom》

英语集体备课教案《Unit1Myclassroom》Unit 1 class room

英语集体备课教案《Unit1Myclassroom》前言：小泰温馨提醒，英语作为在许多国际组织或者会议上都是必需语言，几乎所有学校选择英语作为其主要或唯一的外语必修课。英语教学涉及多种专业理论知识，包括语言学、第二语言习得、词汇学、句法学、文体学、语料库理论、认知心理学等内容。本教案根据英语课程标准的要求和针对教学对象是小学生群体的特点，将教学诸要素有序安排，确定合适的教学方案的设想和计划、并以启迪发展学生智力为根本目的。便于学习和使用，本文下载后内容可随意修改调整及打印。英语集体备课教案《unit 1 my classroom》教学目标 1．能认读并会书写大小写aa, bb, cc, dd, ee.能听懂、会说单词：beef, doctor, bed 2．能根据单词的发音，判断单词的第一个字母和所含的元音字母。 3．进一步培养学生良好的书写习惯。教学重点：学习书写英文字母aa, bb, cc, dd, ee的大小写，学习单词beef, doctor, bed。教学难点：大写c和d, 小写b和d易混淆；大写b和e的笔顺教具准备： 1．写有大小写aa, bb, cc, dd., ee的字母卡

2．写有本课单词的单词卡 3．教材相配套的教学录音带 4．自制课件（见媒体素材）教学过程：（一）热身、复习（warm-up/revision） 1．教师播放“chant”，师生共同随着录音带边打节奏边说歌谣。（使用第二册教材unit 6,let’s chant/b） a b c d e f g, h i j k l m n , o p q, r s t, u v w, x y z! now you can say your a b c’s. it’s as easy as 1 2 3 ! 2．让学生背诵字母表（二）呈现新课（presentation） 1．播放教学课件（字母a）

新人教版七年级上册英语教案-Unit5

新人教版七年级上册英语教案Unit.5 Unit5 Do you have a soccer ball? 授课班级授课日期授课类型新授课学时数The 1st period (Section A 1a—1c) 教学目标1.Get students to learn to ask and answer questions about ownership.. 2.Teach students to say the names of sports, descriptive adjectives such as boring, interesting, and relaxing. . 教学内容New words: tennis racket, ping-pong ball, soccer ball, basketball, TV, have. — Do you have a ping-pong ball? — Yes, I do. — Do you have a ping-pong bat？ —No, I don’ｔ . --Does he have a tennis racket? --Yes, he does. / No, he doesn’ｔ . don’ｔ = do not doesn’ｔ = does not 重点难点 — Do you have a ping-pong ball? — Yes, I do. — Do you have a ping-pong bat？ —No, I don’ｔ . --Does he have a tennis racket? --Yes, he does. / No, he doesn’ｔ . don’ｔ = do not doesn’ｔ = does not 学情分析教学方法任务型教学、分级评价法、直观教学法、模仿示范法、情景教学和合作学习法学习方法课前预习、课堂内外练习、听说读写结合教学过程设计备注课题引入I. Warming-up and revision 1. Play the tape, enjoy the Do, Re, Mi song. 2. Game : Jump up word cards Ask them to jump up whenever they heat a certain kind of word, for example, a number, a color, or an animal. But make sure this is more like a game than a test!. 3. Read two paragraphs from unit 4. play this game. 教学步骤及主要内容II. Presentation 1.Teacher shows a book and says: I have a book.. I have a set of keys. I have a notebook I have a computer. I have a family. Write “I have a ping-pong

新目标英语七年级上册unit5知识点

Unit 5 Do you have a soccer ball? 1. have v （1）拥有，占有。主语可以指人，也可以指物，第三人称单数形式为has。某人某物有某物sb/sth have/has+某物 I have a friend here. 我这儿有个朋友。 She has three dictionaries. 她有三本词典。（2）吃，喝have lunch 吃午饭have a cup of tea 喝杯茶 2.play 与不同词搭配表示不同意思（1）在球类名词前不加冠词，表示玩耍，打/踢球 play football 踢足球play basketball/ table tennis 打篮球/乒乓球（2）在乐器前加定冠词the, 表示弹奏…… play the piano/ guitar 弹钢琴/吉他 https://www.wendangku.net/doc/2c2364818.html,te adj 迟到的，晚的early 早的 be late for 迟到 4.get 去取，得到，购买，收到get up 起床get on 上车 5. too also either 也 too 肯定句口语，句末，用逗号隔开 also 肯定句较正式用于，句中 either 否定句，句末，用逗号隔开 6. good, well good adj 好的，用在名词前修饰名词，充当定语；也可用于系动词后，做表语。 Linda is a good girl. 琳达是个好女孩。 This book is very good. 这本书很好。 well adj，表身体好。How are you? Very well, thanks. adv 用来修饰形容词，副词或动词，在句子中做状语。 He plays soccer well. 他踢球踢得很好。 7.sound 听起来连系动词后面跟名词，形容词或介词短语做表语。 That sounds interesting. 那听起来很有趣。 The story sounds boring. 这个故事听起来很乏味。 look 看起来taste 尝起来smell 闻起来feel 觉得，摸起来 8. good, interesting, boring, difficult, fun, relaxing，fun 这些形容词主要用在名词前面做定语或系动词后面做表语。 This is an interesting book. 这是一本有趣的书。 It’s difficult. 它很难。形容词前还可以用副词来修饰。 This is a very interesting book. 这是一本很有趣的书。 It’s too difficult. 它太难了。 9. and, but and 连词，和，又表示语气的并列或递进。

希望英语(第二版)综合教程unit5 教案

教案任课班级制药111/112 2012年月日星期任课班级微生物111 2012年月日星期教师姓名赵东平任课班级化工111/112 2012年月日星期课题名称（教材章节）Unit Five Entertainment New words and Expressions & Speaking 教学目的和要求 1. Help Ss learn the new words and expressions in this part. 2. Remember some useful words and sentences about environment. Such as: apply, recall, stuff, frustrate, quit, resist, outline, idle away, sum up, miss out … 教学重点 1.New words and expressions in this part 教学难点 1. Explain and understand the meaning of new words and expressions 教学过程与主要内容Step I Field work. Step II Read the new words and expressions and explain the key words and expressions. Step III Speaking part Task 1: Talk about the 3 images on P68 Task2: Use the following sentence patterns and the words or phrases from Task 1 to talk about the pictures on Page 66 . A. Some …, while others. B. Unlike …Task 3: Work in pairs. Take turns asking your partner the following questions and make notes. Is age an important factor in entertainment choices ? Why or why not? What do you usually do for fun? What are the advantages and disadvantages of outdoor entertainment? Step IV Give Ss assignment today 课外作业Homework Oral Practice Practice the new words and expressions 阅读参考书目Hope English Book II Teacher’s Reference Book Internet resource 课后体会

人教版必修五unit5-单词知识点教案

Unit 5 First aid 1.aid n. vt.帮助；援助；资助with the aid of…在……的帮助下 in aid of sth/sb.以支援或帮助某物/某人 be a great aid to s b 对某人有极大的帮助come to one’s aid来帮助某人 first aid急救 aid sb in sth/doing sth 在某方面帮助某人 aid sb to do sth帮助某人做某事 aid sb with sth在某方面帮助某人 (1)We’re collecting money in aid of cancer research. (2)He aided me in business/with money. (3)My professor aided me to continue my study. (4)This new medicine may aid your recovery. (5)A dictionary is an invaluable aid in learning a new language. (6)We’re collecting money in aid of cancer research. (7)# (8)He aided me in business/with money. (9)This new dictionary is a great aid to me. (10)He was too busy to come to my aid. (11)They are collecting money in aid of rare-earth research. (12)With the aid of a compass, the traveller can find his direction. (13)Thank you for aiding me in/with the work. 2.fall ill生病；病倒 fall asleep 睡着 fall silent安静下来fall in love with…爱上…… fall to pieces崩溃 fall down摔倒fall behind落后，落在……后fall off质量下降；跌落；减少 fall over倒下；摔倒 (1)She had to stay at home because her son fell ill. (2)？ (3)They fell in love with each other at first sight. (4)It took him a long time to fall asleep. (5)Babies often fall down when they learn to walk. (6)His mother has been ill for a month. (7)I must have fallen asleep because it took me a long time to realize that the telephone was ringing. (8)He fell asleep while watching TV. (9)He didn’t want to fall behind others in his studies. (10)Having been working too hard in the last few months, he fell ill suddeny. 3.^ 4.injury n. [c,u]损伤；伤害 do an injury to对……造成伤害 injure vt.伤害；损伤 injured adj. 受伤的；受损伤的 the injured 伤员；受伤的人 injure强调对身体的伤害，多指在意外事故或天灾中受伤，有时也用于指对精神的伤害。 wound 指战争中刀或枪造成的创伤、伤口。 hurt 指一般的肉体伤害，尤指精神或感情上的伤害。 harm 指精神或肉体上的极大伤害，多用于有生命的东西，也可用于抽象事物、如健康、权利、事业等。 (1)He survived in spite of suffering serious injuries. (2)Your words do an injury to the little girl. (3)After the big earthquake, the injured had no access to the medical rescue immediately. (4)I hope I didn’t hurt her feelings. (5)You must be very strong to be a firefighter, or you might not be able to carry the injured. (6)Peter was wounded in the war. After leaving the army, he was injured by a car, which harmed his job. Shortly afterwards his wife died. He was hurt badly and got mad. (7)The driver of the car received serious injuries to the legs and arms. (8)【 (9)The experience left me with a deep hurt. (10)He had a bullet wound in his chest. (11)Two soldiers died and three others were wounded in the attack.

英语必修五unit5教案

英语必修五unit5教案【篇一：高中英语必修五教案unit 5】新课标人教版英语必修5教案 unit 5 firsr aid 程洪维 1. first aid is a temporary form help given to someone who suddenly falls ill or gets injured before a doctor can be found. give \ offer aid援助come to one’s aid 帮助某人 cut off aid 终止援助a hearing aid 助听器 teaching aids教具medical aid医疗救护 with the aid of借助于in aid of为了帮助 he fell ill and had to enter the hospital.他生病了必须住院治疗。fall asleep睡着了fallsilent静下来 the computer got damaged when we were moving.我的电脑在搬家时弄坏了。 my bike is getting repaired now.我的自行车正在修理。 my glass got broken while i was playing basketball。我的眼镜在打篮球的时候给弄坏了。 peter and mary got married last year.皮特和玛丽去年接了婚。 2. you have three layers of skin which act as a barrier against diseases, poisons and the sun’s harmful rays.你有三层皮肤作为障来保护你免受疾病，毒药和有害光线的侵害。