人教版高中英语必修五全册教案设计

人教版高中英语必修五全册名师教案设计

Unit 1 Great scientists

The first period: Warming up and reading

Important points:

Let students learn about some great scientists and their contributions.

Get students to read the passage and know about John Snow and how he defeated “King Cholera” by using different reading skills.

Difficult points:

Develop students` reading ability and learn how to organize scientific research.

Enable students to talk about great scientists and tell their stories.

Step 1 Lead in

Have a free talk with students: we have learned about many great people and some famous scientists and now look at the pictures of these great people: Isaac Newton, Albert Einstein, Stephen Hawking, Qian Xuesen, and tell their contributions.

Discuss the following question in small groups: what qualities do you think a scientist should have?

(persistent, determined, imaginative, careful, creative, clever, strict, patient,…… )

Step 2 Warming up

1. Ask students to have a discussion in pairs to try this quiz and find out who knows the most.

What do you know about great scientists?

Step 3 Pre-reading

1. Do you know how to prove a new idea in scientific research? Discuss in small groups the stages in setting out a new scientific idea. What order would you put them in?

(Suggested answers: find a problem→Make a question→Think of a

method→Collect results→Analyze the result→Find supporting evidence→Draw a conclusion)

2. What do you know about infectious diseases? What do you know about cholera?

(Infectious diseases can spread easily. They may do great harm to people. AIDS and SARS are infectious diseases. They are difficult to cure.)

(Cholera(霍乱) infects people`s intestines(肠), causing diarrhea(腹泻),

vomiting(呕吐) and leg cramps(腿部痉挛). The most common cause of cholera is that people eat or drink water polluted by the bacteria(细菌). A severe case can lead to death without immediate treatment.)

Step 4 Reading

1. Skimming: ask students to skim the text and try to find the main idea of the passage as they can.

(The main idea: How John Snow collected, analyzed the data and found the cause of the disease and solved it.)

2. Scanning: ask them to try to get detailed information and then choose the correct answers after reading the passage.

1). John Snow became inspired when _______.

A. he became a well-known doctor in London

B. he attended Queen Victorian to ease the birth of her babies

C. he thought about helping ordinary people exposed to cholera

D. he found the cause of cholera and defeated “King Cholera”

2). The reason why John Snow used the map in his research was that with its help

______. A. he would not lose his way

B. he could find the houses in Broad Street and Cambridge Street easily

C. he could find out what caused the outbreak of cholera

D. he could find out how many people died

3). Why did such houses as 20 and 21 Broad Street and Cambridge Street have no deaths? Because ________.

A. people there were given free beer and they had not drunk the water from Broad Street pump

B. people there had known that the water was polluted by the dirty water from

London

C. the disease began to slow down in Broad Street and Cambridge Street

D. people in these families were much stronger than those near the Broad Street pump

4). The following measures should be taken to prevent cholera except _______.

A. always drinking beer

B. instructing the water companies not to expose people to polluted water any more

C. examine all water supplies

D. finding new methods of dealing with polluted water.

5). What made John Snow find the cause of cholera?

A. Queen Victoria`s order

B. his wife`s death

C. Kindness, carefulness and good observation

D. Strong determination, patience and selfishness

(The answers: CCAAC)

3. Intensive reading: ask students to read the passage carefully to get the detailed information and then fill in the chart.

4. Answer the questions:

1). John Snow believed Idea 2 was right. How did he finally prove it?

(He finally proved his idea because he found an outbreak that was clearly related to the Broad Street outbreak, collected information and was able to tie cases outside the area to polluted water.)

2). Do you think John Snow would have solved this problem without the map?

(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)

3). Cholera was a 19th century disease. What disease do you think is similar to cholera today? Why?

(Three diseases, which are similar today, are SARS, AIDS and bird flu, because they are serious, have unknown causes and need public health care to solve them.)

5. Fill in the blanks:

How did John Snow finally defeat cholera?

As the disease spread quickly, John Snow began to gather information. He marked on a map where all the dead people had lived, analyzed all the evidence and found out the polluted water was the cause. Then he suggested that the source of all drinking water should be examined.

根据课文内容填空：

Step 5 Post-reading

1. Encourage students to fill in the stages of a scientific experiment at the top of each paragraph. Ask students to look at each paragraph and its heading in turn. Get them to write down the evidence or approach John Snow used in that stage to fill in the form.

2. Begin a class discussion with students by asking them the following questions:

What branch of science are you using to illustrate the stage of an experiment?

Did these stages fit your branch of science?

Is this an approach used in your science class when you do experiments?

What differences are there (if any)?

Do you think these differences (if there are any) are important?

Do you think this approach would work for all scientific subjects?

Step 6 Consolidation

1. Ask students to complete the following without referring to the textbook, using the words and phrases from the reading passage.

John Snow was a famous doctor in London. There was the most deadly disease called “King Cholera” of its day. Every time there was a(n) outbreak, many people died. John Snow wanted to face the challenge and solve this problem. He knew that it would never be controlled until its cause was found. At that time, there were two theories about cholera. The first suggested that cholera multiplied in the air. The second suggested that people absorbed this disease into their bodies with their meals. John Snow suspected the second theory was correct but he needed evidence. So he collected data to test the two theories. He marked on a map where all the dead people

had lived and the map gave a valuable clue about the cause of the disease. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these streets. He found two other deaths in another part of London that were linked to the Broad Street outbreak. With enough evidence, he announced with certainty that polluted water carried the virus of cholera.

2. let students retell the reading passage in their own words.

Step 7 Homework

Learn the useful words and expressions by heart.

Read the reading passage again and try to say or write something about how John Snow defeated “King Cholera”.

The second period: Learning about language: Important language points Important points:

1. Enable students to grasp the usage of such important new words and expressions as conclude, defeat, attend, cure, challenge, suspect, blame, pollute, handle, announce, put forward, draw a conclusion, expose… to, link….to….

2. Get students to master the following sentence patterns:

So many thousands of terrified people died every time there was an outbreak.

It seemed that the water was to blame.

To prevent this from happening again, John Snow suggested the source of all the water supplies be examined.

Difficult points:

Let students learn the usage of the words: attend and blame.

Get students to learn and understand some long and difficult sentences.

Knowledge aims:

Some new words and expressions: characteristic, radium, painter, scientific, conclude, conclusion, analyze, defeat, expert, attend, physician, expose, cure, challenge, victim, absorb, suspect, enquiry, neighbour, severe, pump, foresee, blame,

pollute, handle, link, announce, instruct, construct, construction, contribute, put forward, draw a conclusion, expose.. to, link…to, ap art from

Let students learn the following important sentence patterns:

But he became inspired when he thought about helping ordinary people exposed to cholera. (The past participle as predicative and attribute)

Neither its cause nor its cure was understood. (neither ….nor……; subject-verb agreement)

So many thousands of terrified people died every time there was an outbreak. (the past participle as the attribute; the adverbial clause introduced by every time) It seemed that the water was to blame. (It seem / seemed that…..; be to blame)….John Snow suggested that the source of all the water supplies be examined. (….suggest that somebody (should) do ……; ….. suggest that something (should) be done….)

Step 1 Revision

Check the workbook exercises.

Ask some stude nts to talk something about how John Snow defeated “King Cholera”.

Step 2 Reading and finding

1. Get students to read through Warming up, Reading and Comprehending to underline all the new words and useful expressions or collocations in these parts.

Collocations: know about, find out, lift sth. up by a force, steam engine, physical chararcteristics, be passed from….to…, keep…safe, put forward a theory, black holes, in scientific research, set out, a new scientific idea, draw a conclusion, infectious diseas es, a famous doctor, ordinary people, expose…to sth, the deadly disease, neither…nor…, terrified people, every time, solve the problem, become interested in, float around, absorb sth. into, gather information, be determined to do sth., a valuable clue, the water pump, be to blame, look into, the source of water, the astonished people, slow down, link….to…, be liked to, have it delivered, have sth. done, die of,

with certainty, polluted water, prevent…from.., be instructed to do sth., be defeated, be similar to, write a short summary of

Read them aloud and copy them down in the exercise book after class. Try to learn them by heart.

Step 3 Discussing useful words and expressions

1. Turn to page 4. Go through the exercises with students and make sure they know what to do.

2. Give them several minutes to finish the exercises and then check the answers with them.

Step 4 Studying important language points

1. discover: to find or learn about (a place, fact, etc.); find sth. unexpected; come to know or realize sth.

I have discovered a supper restaurant near here.

Did you ever discover who had been sending you the flowers these days?

We have discovered that the young man is a discreet(谨慎的) and economical(节约) fellow.

Despite her great age, she was very graceful indeed, but so far, the archaeologists(考古学家) have been unable to discover her identity.

Who discovered radium?

Who invented the steam engine?

In spite of this, many people are confident that the revealer(探测器) may reveal something of value fairly soon.

She disclosed that she had been married for a month.

2. put forward: to advance; pro; pose or suggest sth. for discussion; to move forward to give the correct time

He put forward a good plan for this project.

Can I put you forward(提名, 推荐) for the golf club secretary?

The match has been put forward to 1:30.

Put aside

Put down

Put on

Put on weight

Put up

Put up with

Put away

Put off

Put on speed

Put on a new play

Put up a poster

Put out

3. draw a conclusion:

conclusion: the end of something; a belief or an opinion that is the result of reasoning

conclude: come to an end; to arrange and settle formally and finally

to conclude a speech: 结束演讲

To conclude, I wish you all good health and a long life.

The doctor concluded that the patient`s disease was cancer.

The judge concluded that the accused was guilty.

4. Expert: a person with special knowledge, skill or something in a particular field

5. attend: to be present at an event or activity; to look after, care for, serve

He decided to attend the meeting himself.

Which doctor is attending you?

The work was attended with much difficulty.

6. expose: to uncover or make sth. visible; to display; to make known; to reveal

When she smiled, she exposed a set of perfect white teeth.

Don`t expose your skin to the sun for too long.

They had to be exposed to the enemy`s gunfire.

He exposed their plot.

The crime of the corrupt officials(贪官污吏) must be exposed without any reserve(保留).

7. deadly: causing or likely to cause death; extremely effective; filled with hate

Deadly poison / weapons / pale /

8: neither…nor…

9: control: to have power over; to rule; to direct

lose control of / be (go) out of control

in control of 控制, 负责

under the control of

All schools are controlled by the Ministry of Education.

The driver lost control of his car and it knocked into a tree.

The car was out of control and ran into a wall.

He was in control of the car.

This money is under the control of Mr. Brown.

10. absorb: to take in; suck up; hold the attention or interest of sth. fully

A sponge(海绵) absorbs water.

Clever children absorb knowledge easily.

be absorbed in: 专心于, 全神贯注于

The little girl was absorbed in reading a tale.

The writer was so absorbed in his writing that he forgot to flick the ashes from his cigar.

11. severe: so serious; very harmful or painful; serious or uncomfortable

be severe with: 对…要求严格

I think you are too severe on the boy.

His severe looks frightened me.

He has a severe pain in his leg.

He is severe with himself.

12. It seems / seemed that …..

It seemed that she is lying.

It seems that Mary is able to solve the problem.

13. be to blame: to be responsible for sth. bad;

be + to do sth

Who is to blame for the mistake?

She was in no way to blame.决不应该责备他.

No one is to leave this building without the permission of the police.

You are not to drop little in this park. 公园里决不许乱丢垃圾.

14. immediately: at once; without delay; the moment that…..; as soon as

She came immediately.

I came immediately I heard the news.

Immediately I saw her I recognized her.

15. link…to…: to connect….with…

Fingerprints linked the suspect to the crime.

The newspapers have linked his name to / with hers.

16. announce: to make sth. known publicly

He announced his decision.

It is/ was announced that……

It has been announced that he will resign.

17. with certainty:

I can`t say with any certainty where I shall be next week.

18. suggest:

I suggested that he should give up smoking.

Mary suggested leaving early for the airport.

She suggested a picnic at the weekend.

19. instruct: to give orders or directions

After having been instructed to wait here until the lecturer arrives.

She instructed me in the use of the telephone.

The boss gave me so many instructions at one time that I got muddled up(使…糊涂).

20. apart from: 除….之外(还有); 除…..之外(没有)besides: 除….之外(还有);

in addition to: 包括; 除…之外(还有); except for: 除….之外(主语就完美无缺了), 是对主语的修正.

What do you study apart from English?

Apart from being large, the trousers don not suit me.

Besides milk and cheese, we need vegetables.

He had considered everything except the weather.

I know nothing about it except what I have read in the papers.

Your composition is excellent except for some spelling mistakes.

Step 5 Consolidation

Do Exercises 1,2,3 and 4 in Discovering Useful words and expressions.

Step 6 Closing down by a quiz

Show the following exercises to students and let them finish in a very short time.

1. _____ writing the article, Mrs. Curie even forgot her dinner.

A. Absorbed in

B. Absorbing at

C. Having absorbed by

D. to absorb in

2. No one has _____ anything better than the plan now under consideration.

A. put up

B. come up

C. put forward

D. come up to

3. The mother didn`t know who _____ for the broken glass as it happened while she was out.

A. to be blamed

B. to blame

C. blamed

D. was to blame

4. Please give me a call ____ you arrive in New York.

A. immediately

B. immediately when

C. the moment when

D. at the moment

5. I care for nothing _____ the one you bought for me yesterday.

A. in addition

B. as well as

C. besides

D. apart from

6. He ____ the list of names to see that no one had been left out.

A. checked

B. examined

C. tested

D. observed

7. Kevin looked ____ after a day’s hard work. What he wanted most was a good rest.

A. exhausted

B. exhausting

C. exhaust

D. being exhausted

8. All her fans are ____by Jolin’s performance in the live concert.

A. inspire

B. inspiring

C. inspired

D. being spired

9. All the students are instructed to remain ___ until all the test papers are collected.

A. seat

B. seating

C. to be seating

D. seated

10. One of the measures ____ is to organize the students to visit other museums.

A. taken

B. took

C. taking

D. has taken

11. ____ the new bridge, almost all workers contributed their spare time to it.

A. Construct

B. Constructed

C. To construct

D. Having constructed.

12. There is nothing ____ to do but wait for the teacher to come here.

A. leave

B. leaving

C. to leave

D. left

13. Only when he approached the man ____ it was the same person he quarreled with the other day.

A. he realized

B. he did realize

C. realized he

D. did he realize

14. Nowadays, the prices of many things _____ through the Internet can be lower than store prices.

A. are bought

B. bought

C. been bought

D. buying

15. The _____ boy is gradually recovering under the care of the kind nurses.

A. injured

B. injuring

C. injures

D. to be injures

16. Who were the guests ____ to your birthday party last night?

A. being invited

B. to be invited

C. to invite

D. invited

(Suggested answers: ACDAD AACDA CDDBA D)

Step 7 Homework

Learn the new words and expressions by heart.

Finish off the homework exercises. Do exercise 3 on page 42 in the exercises book.

The third period: Learning about language: Grammar

Important points:

Get students to learn and master the new grammar item: The past participle (1) as the attribute and Predicative.

Difficult points:

Enable students to learn the use of the past participle as the attributive and predicative correctly to the context.

Step 1 revision

Check the homework exercises.

Dictate some new words and expressions.

Step 2 Lead-in

1. Show students the following sentences to read aloud and understand.

She is a beautiful young lady.

I was angry with him for keeping me waiting so long.

Many terrified people rushed out of the hall.

He got worried about losing the money.

Sally was so excited at the good news.

2. Have students do the following.

1). Observe each sentence and pick out the attributive or predicative.

2). Classify the words that you identify into groups and explain why you divide them into theses groups.

Beautiful young angry

Worried excited terrified

3). Now use a different past participle or an adjective in each sentence to change the mood of the sentence.

Step 3 Discovering useful structures

1. Ask students to turn to page 2 and read though the passage John Snow defeats

“King Cholera”, pick out the sentences where past participles are used as the attributive or predicative, and underline the past participles in each sentence.

2. Let students work in pairs to translate these sentences into Chinese and try to understand the usage of the past participles.

1). But he became inspired when he thought about helping ordinary people exposed to cholera.

2). Neither its cause nor its cure was understood.

3). So many thousands of terrified people died every time there was an outbreak.

4). He became interested in two theories.

5). ….and soon the affected person died.

6). He was determined to find out why.

7). He found that it came from the river polluted by the dirty water from London.

8). He immediately told the astonished people in Broad Street to remove the handle from the pump.

9). He found supporting evidence from two other deaths that were linked to the Broad Street outbreak.

10). ….that polluted water carried the virus.

11). The water companies were instructed not to expose people to polluted water any more.

3. Rewrite the following sentences

1). Let`s try the bookstore that was opened last month.

2). Nine out of ten women who were interviewed about the product said they liked it.

3). Yesterday, the president went to visit the workers who had retired .

4). The United States is a country which has developed.

5). He told us the great wrong which had been done to him.

6). We must keep a secret of the thing which is being discussed at the next meeting.

7). Please tell me the subjects which will be discussed here.

Step 4 Understanding and summarizing

1. Ask students to work in pairs to finish the following exercises on how the past participles are used.

1). Complete the table with phrases that have the same meaning.

2). Complete the sentences using the past participle as the predicative.

(1). He got ____ about losing the money.

(2). The painter looked so ____ after working for a whole day.

(3). I was ____ with the film I saw last night. I had expected it to be better.

(4). Everybody was ____ to hear of the death of the famous film star.

(5). Everybody is really _____ about the new Olympic stadiums.

(6). His wound became _____ with a new virus.

(Suggested answers: blamed / upset; tired; disappointed; shocked / depressed; excited; infected)

2. Give necessary explanations and some more examples about the usage of the past participle.

过去分词做定语和表语的用法

过去分词是非谓语动词的一种形式，表示完成和被动的意义。它在句子中可以充当表语、宾语、宾补、状语、等成分。

一．过去分词作定语

1．前置定语：单个的过去分词作定语，通常放在被修饰的名词的前面，作前置定语，表示被动和完成的意义。例如：

An respected guest

The wounded soldiers were taken good care of in the hospital。

A retired worker

The children are cleaning te fallen leaves in the yard.

2．后置定语：过去分词短语作定语时，通常放在被修饰的名词之后，作后置定语，相当于一个定语从句。

This will be the best novel of its kind ever written. (= that has ever been written.) Who were the guests invited to the party last night? (= that were invited to the party last night.)

二. 过去分词作表语

1. 过去分词作表语并无”完成”或“被动” 之意.而是表示主语的状态或情绪等.

The teacher seemed quite delighted at the idea.

She looked worried after reading the letter.

When we heard of the story, we were deeply moved.

2. 常见的作表语的过去分词有:

Amused, astonished, broken, connected, closed, covered, crowded, delighted, disappointed, dressed, drunk, experienced, gone, lost, worried, interested, tired, pleased, satisfied, surprised, married, known等.

3. 过去分词作表语与被动语态的区别: 过去分词作表语表示主语的状态, 而被动语态则表示被动的动作.

My glasses are broken.

My glasses were broken by my little daughter.

He was surprised at the news.

I was greatly surprised by a knock at the door.

Step 5 Using structure

1. Choose appropriate verbs to complete the following sentences, using the past participle.

1). They were ___ to accept my idea.

2). I will be ____ to hear what he has to say.

3). The mayor said that he was ____ about the ____ rise of the water level in the river bed.

4). Recently ____ soldiers are helping to take the victims to safe areas from the flood.

5). Most of the newspaper seems to be ___ with top stars.

6). He was ____ of going alone into the empty house.

(suggested answers: prepared; interested; worried / continued; arrived; concerned; frightened)

2. Rewrite each pair of sentences as one, using the past participle as the attributive or predicative.

1). I found this plate on the floor. The plate was broken in pieces.

(I found this broken plate on the floor.)

2). I saw a tall, dark and handsome man. His name is Xiao Ming.

(I saw a tall, dark and handsome man named Xiao Ming.)

3). I looked at the modern abstract painting. It was colored in yellows and green.

(I looked at the modern abstract painting colored in yellow and green.)

4). Yesterday I got the answer to my question on the Internet. It was the one I expected.

(Yesterday I got the expected answer to my question on the Internet. )

5). She is one of my friends. She is devoted to my interests.

(She is one of my friends devoted to my interests.)

外研版高中英语必修五Module1教案

1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。

【精品】外研版高中英语必修五：module 4 教案(单元全套)

外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?

人教版高中英语必修一短语归纳(全)

Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;

普通高中英语必修5优秀教案Unit3

人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?

人教版高中英语必修五：Unit+5教案+

Unite 5 First Aid Teaching Goals: 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 each para./ part & each 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 correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.wendangku.net/doc/845755703.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?

人教版高中英语必修五电子课本

按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.

人教版高中英语必修一翻译 打印版

UNIT 1 Anne’s best friend 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担 心你的朋友会嘲笑你，会不理解你目前的困境呢？ 安妮弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她 最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一 家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹 抓去。她和她的家人躲藏了二十五个月之后才被发现。在这段时间里， 她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在 日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称 作基蒂”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一 切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛 蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自 从我来到这里，这一切都变了。 …比方说，有天晚上天气很暖和，我熬到 11点半故意不睡 觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打 开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼 上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆 黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这 是我一年半以来第一次目睹夜晚… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是，我又讨厌人家背后说闲话。我该怎么办呢？

外研版高中英语必修五Module1-Britishand-AmericanEnglish教案

Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...

人教版高中英语必修五电子课本

按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY

完整word版,人教版高中英语必修一unit1教案最终版

Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives