英语必修二unit5教案

英语必修二unit5教案

【篇一：高中英语必修二unit5_music教案】

unit5 music

[教学目标]：

一、知识与技能

1、掌握话题语言的运用、就熟悉的音乐话题表达看法；

2、了解各种各样的音乐形式，深化对音乐的认识；

3、学会从一般文字资料中获取主要信息、思考话题背后的更深层次的内容，学

会深入发掘和探讨。

二、过程与方法

1、听音乐，感受音乐风格；

2、分组讨论、合作练习；

3、结合所知，分类整理与归纳。

三、情感态度与价值观

1、增添音乐欣赏趣味，提高音乐修养；

2、懂得在日常交流中与他人分享各种学习资源、理解并尊重他人；

3、培养合作精神和积极乐观的人生态度。

[教学重点]：

1、掌握有关音乐的单词、熟练运用课文中所出现的重要词汇与短语

2、学习由介词+which/whom引导的定语从句

3、进一步熟悉有关建议与偏好的表达方式

[教具准备]：

多媒体、音乐文件

[课时分配]：1课时

[教学过程]：

period 1 warming up and reading

warming up “keep your head up”（抬起你的头），

what would you like to do if you are free today?

task 1: can you name any music style?

task 2: do you know any famous bands in the world?

task 3: skimming reading

read the passage quickly and match the general meaning of each paragraph.

main idea of each paragraph

paragraph 1:dreaming of being a famous musician or singer. paragraph 2: how the monkees became serious about their business.

paragraph 3:how musicians form bands.

paragraph 4 how the band got their start.

scanning reading

para.34 information about the monkees.

beganas _____________________

music jokes based on ________________

after a year or sobecame serious

in about 1970________________________

in the mid1980s ________________________

in 1996a real band

true or false

1. the writer believes that lots of people attach great importance to becoming rich and

famous .

2. some bands in american must start as a group of high school students.

3. it was the beatles that started in a different way.

4. it was hard for the tv organizers to look for good rock musicians.

5. at first, the monkees didnt play their own songs.

summary

if we are __________ _________ ourselves, most of us have

_________ _______ being famous sometimes in our lives. most musicians often meet and _________ a

band. sometimes they play in the street to ________________ so that they can earn

some money and this also gives them a ___________ to realize their dreams.

there was once a band started in a different way. the musicians of whom the band

was formed___________ _____________ _______each other as well as played

music, whose music and jokes were loosely __________

___________ “the

beatles”. their exciting p erformances were copied by other groups.

“the monkees” played their own instruments and wrote their own music. though it

____________ _________ in 1970, it reunited in the mid-1980s and it is still

popular today.

task 4: press conference

1. what kind of music do you like? why

2. which singer do you like best and why?

3. how does music make you feel?

4. how did your band start?

5. what are the differences between your band and others ?

6. why did you change to sing your own songs?

7. what’s your future plan?

sample dialogue journalist amonkees memberb

a. what kind of music do you like, pop music or …?

b. i like…, because…

a. who is your favorite singer?

b. well, i prefer /like…

why ?

her/his music makes me feel…

a. how did your band start?

b. we start as……

what are the differences between your band and others ?

we often play jokes on …….

a. why did you change to sing your own songs?

b. because…….

a. what’s your future plan?

b .we want to…….

a. thanks for your coming.

b. you are welcome……

task 5: what do you think of “the monkees”?

discuss in pairs using the adjectives that you think best describe them.

让学生进行重点词汇、词组和句型的对话练习，时间允许的话我也会提问，使学生在真实的语言环境中自然地习得新的语言知识，进

一步熟悉有关建议与偏好的表达方式。

task 6:佳句赏析

1.to be honest, a lot of people ______ great importance

_______becoming rich and famous.

2. sometimes they may play to __________ in the street or subway _________they can ______ some extra money for themselves or to pay for their instruments.

3. later they may give ____________ in pubs or clubs, for which they are paid __________.

4.the musicians were to ____________ each other as well as play music, most of which was ________ loosely _______ the beatles.

5. they put an advertisement in a newspaper ____________ rock musicians, but they could only find one who was good enough.

6. they had to ______________ other musicians to help them.

7. however, the band___________ about 1970, but reunited in the mid-1980s.

【篇二：人教版新课标高中英语必修2unit5《music》

教案】

unit 5 music

教案

contents: (1) enable students to appreciate and classify different kinds of music by doing the

exercise in warming up

(2) developing their abilities to express their feeling on music and enlarge their

knowledge on music

(3) moral aim:

procedures:

step1 warming up

1、introduce the topic of music through asking some question such as “are you fond

of music ,are you good at singing, can you play a musical instrument”

ask students to answer the 4 questions in groups actively while introducing

different kinds of music in the world.

step2 pre—reading

(1) get the students to discuss the questions with their partners and then ask them to report their work.. encourage them express their opinion freely

1、have you heard about any of famous bands in the words, please list them if

you have(beatles, back—street boy, west—life )

2、which one do you like best?

(2) introduce something about “the monkeys”

step2 skimming

let the students listen to the tape and find out the answers to the following two

questions.

1、 what are the benefits if students former a band to play in the street?

2、when did “the monkeys” break up and when did it reunite? step3 second reading

in this part, students will read the text again and try to understand the sentences and

the main idea of each paragraph, and then finish the exercise 2 and 4 in comp rending

step4 homework: fin out some language points in reading and recite the new words in

unit 5

step5:feedback

period 2

contents: deal with the language points in the text

aim: master the usage of the important points

procedures:

step1: ask students to retell the story

step2: deal with the following language points.

(1) famous adj well or widely known

he is famous as a teacher

be famous for

this town is famous for its beautiful buildings

(2) dream of sth/doing sth梦想

dream of a better future

dream of becoming famous

when she was young, she dream of being a doctor in the future.

(3) with +n + 现在分词或过去分词构成复合结构在句中做状语with winter coming it’s time for us to prepare for oust final exam.

with she was young, she dream of being a doctor in the future. with +n/pron doing sth (伴随的动作)

done (已经完成被动的动作)

to do (将来执行的动作)

adj

adv

pre phrase

the professor came in with a lot students following.

with the problem solved, we all feel very happy.

with lily to help us, we can finish the work in an hour.

he likes to sleep with the door open.

with her son away from home, the girl went home happily.

with a bag on her back, the girl went home happily.

(4) clap(clapped, clapping) vt 拍，轻拍，振翼，拍翅膀 vi 拍手

they clapped their hands.

the audience clapped after his speech.

（5）pretend “假装，假扮”.后面常跟不顶式作定语

he pretend not to know the faces.

he pretend to be reading an important when the boss entered. he pretended that he was ill so that he could stay at home.

(6) be honest with 对….说老实话，对…诚实

i shall be quite honest with you.我会跟你说实话的.

(7) extra adj 剩余的，特别的

adv 剩余地，特别地

he is strong enough to carry the cargo , i don’t think he need some extra help.i bought this picture at an extra high price.

(8) play jokes on sb : speak highly of or amusingly about

sb/sth 拿某人开玩笑，与某人开玩笑

he is a serious , don’t play jokes on him

don’t play jokes on the disables.

(9) be based on: use something as grounds 根据….以….为基础. the story is based on real life.

the news repose is based on entirely on fact.

(10) at first,起初，开头，含有后来不好的意思

at first, she was afraid of water, but she soon later to swim.

(11) attractive adj 有吸引力的，有魅力的.

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attractvt 吸引力，引起

attraction n 吸引力

the girl is very attractive

like attracts like 物以类聚

（12）even +比较级

it’s even colder than yesterday

the garden is much more beautiful than one

(13) break up: make something separated using force 解散，分裂，解体，驱散 the crowd started to break up when the night fell

their marriage broke up a few years later.

(14) by chance=by accident 偶然地，意外地反义词on purpose

i met her quite by chance

(15) sort out: separate from a mass or a large group 分类，拣出

the farmer sorted the best apples for eating

step3:homework

1、 use the language points in this period to make sentence

2、 exercise1,2,3 in using language

step4:feedback

period 3

contents: (1)learning about language

(2)grammar: discovering useful structure

aims:(1)let ss can use correct words and expressions to finish the exercise

(2)master the grammar on p36-37

procedures:

step1、dictate the new words and phases which we learnt in the last period

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step2、check the answer of the ex 1,2,3and explain some language points

step3、the attributive clause with preposition ahead of the relative clause

ask students to find the attributive clause out of text

finish the exercise on p36

summary up the usage of the attributive clause with preposition ahead of relative

clause with help of teacher

step4、homework: preview the using language on p37

step5、feedback

period 4

contents: listening and reading on p37

aims: train the students to listen to the story about freed

train the students’ abilities to express the advantages and disadvantages of

being famous

moral aims: tell students everything has both advantage and disadvantage ,just like every

coins has two sides

teaching procedures:

step1: listen to the tape and answer the following questions

1、let’s listen to the story about freed and see what freed found when he swam

slowly towards the sound

2、 listen to for the detail information and decide which of the statements are

true or false on p37

step2: fast reading

read the text, then answer the following questions

1、 did freedy and his hand get a great success in britain?

2、 what disadvantages of freed become famous?

3、 did freedy and his band leave britain at last? why

step3: the language points in the reading

1、 be confident +从句对---有信心

【篇三：必修2 unit5教案】

unit 5 music

part one: teaching design

period 1: a sample lesson plan for reading

(the band that wasn’t)

aims

◆to learn to talk about kinds of music

◆to learn to read about bands

◆to study the attributive clause (in/ for/ with/ by＋which/ whom)

◆to learn to write an e-mail

procedures

i. warming up

warming up by describing

good morning, class. today we are going to talk about an interesting topic --- music. as we know, music is a kind of art of making pleasing combinations of sounds in rhythm, harmony and counterpoint. music can produce a lively and happy atmosphere and bring people relaxation after hard work, which can reduce the tiredness. listening to music also makes people feel happy and nice. how many do you know about music? can you tell about different kinds of music? now turn to page 33, look at the pictures, read the captions and listen to the different kinds of music. see if you can guess which music matches with which picture.

ii. pre-reading

hi, everyone. do you like music? how much do you know about music? can you tell about the different kinds of music? please turn to page 33. look at the pictures. let’s listen to some music. let’s see if you can guess which music matches with which picture.

yes, you are right. i’m sure you will really enjoy yourselves after listening to all these beautiful music. what kind of music do you like better, chinese or western, classical or modern? why? how does music make you feel? why do you like to listen to music? let’s discuss these questions in small groups. try to share your opinions with one another.

iii. reading

1.reading aloud to the recording

now please listen and read aloud to the recording of the text the band that wasn’t. pay attention to the pronunciation of each word and the pauses within each sentence. i will play the tape twice and you shall read aloud twice, too.

2. reading and finish the study plan

3. reading and underlining

next you are to read and underline all the useful expressions or collocations in the passage. copy them to your notebook after class as homework.

how do people get to form a band?

5. reading and understanding difficult sentences

as you have read the text times, you can surely tell which sentences are difficult to understand. now put your questions concerning the difficult points to me.

iv. closing down

finish the exercises on page 41 iii iv

period 2: a sample lesson plan for learning about language

(the attributive clause (in/ for/ with/ by＋which/ whom).

aims

to help students learn about the attributive clause with a preposition in front.

to help students discover and learn to use some useful words and expressions.

to help students discover and learn to use some useful structures.

procedures

i. warming up

warming up by discovering useful words and expressions

turn to page 35 and do exercises no. 1, 2 and 3 first. check

y our answers against your classmates’.

ii. learning about grammar

1.reading and thinking

turn to page 34 and read with me the text of the band that wasn’t. as you read on, pay attention to the attributive clause (in/ for/ with/ by＋which/ whom), that is, the attributive clauses with a preposition ahead of the relative pronoun shown in the sentences.

2.doing exercises no. 1 and 2 on page 35

turn to page 34. look at the two

sentences:

“the monkees” started to play their own instruments and write their own songs like a real band.

--- which and whom--- can be used in the attributive clause, with a preposition put before the clause. that

can’t be used. look at the screen. here are more examples on this kind of structure.

now go on to do exercise no. 2 on page 36, that is, to sort out the sentences.

iii. ready used materials for the attributive clause (in/ for/ with/ by＋which/ whom) in formal styles we often put a preposition before the relative pronouns which and whom: ????notice that

after a preposition yo u can’t use who in place of whom, and you can’t use that or zero relative pronoun either:

?they are accountable? (not --- the public to who they are accountable.)

??arnold tried to gauge the speed they were traveling. (not --- the speed at they were traveling.)

in informal english we usually put the preposition at the end in attributive clauses rather than at the beginning:

??jim’s footballing ability, ?the playground wasn’t used by those children in this case we prefer who rather than whom (although whom is used in formal contexts). in restrictive attributive clauses we can also use that or zero relative pronoun instead of who or which (e.g. ...the children (that) it was built for).

if the verb in attributive clauses is a two-or-three-word verb (e.g. come across, fill in, go through, look after, look up to, put up with, take on) we don’t usually put the preposition at the beginning: ? your essay is one of those (which/that) i’ll go through tomorrow. (rather than...through which i’ll go tomorrow.)

? she is one of the few people (who/that) i look up to. (not ... to whom i look up.)

in formal written english, we often prefer to use of which rather than whose to talk about things: ?a huge amount of oil was spilled, the effects of which are still being felt. (or...whose effects are still being felt.)

?the end of the war, the anniversary of which is on the 16th of november, will be commemorated in cities throughout the country. (or...whose anniversary is on...)

note that we can’t use of which in place of whose in the patterns described in unit 71b:

?dorothy was able to switch between german, polish and russian, all of which she spoke fluently. (not..,all whose she spoke...)

we can sometimes use that...of in place of of which. this is less formal than of which and whose, and is mainly used in spoken english:

?the school that she is head of is closing down. (or the school of which she is head...)

whose can come after a preposition in attributive clauses. however, it is more natural to put the preposition at the end in less formal contexts and in spoken english:

?we were grateful to mr. marks, in whose car we had traveled home. (or...whose car we had traveled home in.)

?i now turn to freud, from whose work the following quotation is taken. (or...whose work the following quotation is taken from.)

iv. closing down by doing exercises:

v．homework

learn, exercise, exam on page 45 iii

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).

人教版高中英语必修五全套教案

人教版高中英语必修五 全套教案 -CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN

英语必修5 Unit 1 Great scientists Teaching Aims Skill Goals ▲ Talk about science and contributions of scientists ▲Practice expressing will, hope and suggestions ▲Practice expressing the stages in examining a new scientific idea Key new words and expressions The First Period Reading StepⅠ Lead-in Ask the students to think of some great inventions and inventors in history. T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer S1: Edison invented the lights and the gramophone. S2: The first computer was invented by a group of American scientists. StepⅡ Warming up First, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am. T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible? T；what contributions did they make? T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best. 1.I lived in ancient Greek. 2.I was a mathematician. 3.I discovered that objects in water were lifted up by a force that helped them float. Answer: Archimedes 1.I lived in Britain. 2.I published The Origin Of Species. 3.I could explain how animals and plants develop as the environment changed. Answer: Charles Darwin 1.I am Englishman 2.I’ve worked in astronomy. 3.I’ve put forward a theory about black holes. Answer； Stephen Hawking 1.I was a Chinese. 2.My invention had eight dragon heads round the top with eight balls in their mouths. Around the bottom were eight frogs directly under a dragon’s mouth. 3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng 1.I was an American. 2.I invented electric light bulb

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

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.sodocs.net/doc/7616346185.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?

重庆高中英语必修五 Unit3《Life in the future》全套教案

Unit 3 life in the future说课稿 尊敬的评委： 早上好。今天我说课的主题是必修五第三单元life in the future，第一篇课文First impressions。我准备从教材，学情，教学，学法，教学过程，板书设计六方面来说。 一．说教材 1. 未来生活在必修5中是一个重要话题。本课是一节泛读课，First impressions 讲述了李强如何安全到达“未来世界”以及在“未来”的第一印象。本课在提高学生的阅读能力上起着非常重要的作用。教材设计这样一个话题，不仅是为了提高学生的语言技能，也是为了拓宽学生的视野，激发学生的学习兴趣。 2. 新课标提出：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们陶冶情操、拓展视野、丰富社会经历、开发思维能力和提高人文素养的过程。学习英语是人的发展的一部分，体现更多的人文精神。 的情感，并有自己的见解。 二．说学情 高二的学生已掌握一定的词汇量，也有自己独立的思想，普遍对新鲜事物感兴趣。但大部分学生阅读能力差，对英语缺乏兴趣，也缺乏信心，所以本节课要以增强学习英语的兴趣和自信为出发点，以提高学生的阅读能力为目的。在教学设计上一定要由浅入深，层层递进。设计不同的教学活动让大部分学生参与进来，享受小组合作的快乐。 基于教材和学情分析本课教学目标: 知识目标：让学生理解课文中心大意，并在文中巩固一些重要的词，短语，句子。 能力目标：提高学生的预测，略读，查读，推断等阅读技巧。 情感目标：激发学生学习英语的兴趣，热爱生活，提高小组合作意识。 教学重难点：掌握未来生活与现在生活的不同，提高推断阅读技巧；理解作者对未来生活 三．说教法和学法 在教学中兴趣是最好的老师，在文中巩固词汇才具有生命力，高中提高学生各种阅读技能是重点。新课程还强调学生是学习的主人，教师只是引导者，要让学生积极主动参入。所以我采用了： 1. 多媒体的使用，采用视频情境导入。 2. 略读（借助图片，每段首尾句），（带着中心词）查读，推断（根据课文提供

英语必修五unit5教案

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。

人教版英语必修五Unit-5(Reading-First-Aid-For-Burns)教学设计

Unit 5 First Aid 教学设计 教材分析 本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。文章用了小标题,使文章脉络明晰。通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。 学情分析 经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。 教学目标 1. Knowledge aims: 1) Get students to learn the useful new words and expressions in this part. 2) Have students read the passage and know about burns and first aids treatment for burns. 2. Ability aim: Develop students’ reading ability a nd let them learn different reading skills. 3. Emotional aims: Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency. 教学重难点 1.How to enable students to apply what they’ve learnt to perform first aid treatment for burns correctly. 2.How to improve the Student s’ reading and speaking ability. 3.How to grasp the main idea and key information quickly. 教学方法 Cooperative learning, Competition, Task-based reading 教学过程 Part1 自主探究 Step1 Warming up: What is first aid 1. Read the concept of first aid on Page 33 and fill in the blanks:

高二人教新课标英语必修五Unit5语法课教案

Period8. Grammar By Yin Zhishi I.Content: B5U5 Grammar---Illipsis Time:20151110 II.The course standards: 1.Help the Ss to learn and grasp the knowledge about ellipsis. 2.To educate the Ss’ ability of the reading and writing and their interesting in En glish. III.The aim of teaching 1.Knowledge: The Ss learn and grasp the knowledge of ellipsis. 2.Ability : Improve the Ss’ ability in learning reading and writing. 3.Emotions: To educate the Ss’ love and interesting in learning . IV. The main points of teaching. To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing.. V.The difficult points of teaching. To correctly use ellipsis correctly in reading and writing.. VI.The type : New The mode: first learn then teach VII.The way of teaching: Finding /Induction and practising VIII.The teaching procedures: Step 1 Revision 1.Greet the whole class as usual 2.The teacher checks the students’homework. Step 2 Learn the new -----------Grammar T: Let’s look at the text, Grammar (page 91) Present some sentences and encourage the students to find out which words have been left out. T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out. 1.Haven’t seen you for ages. 2.Some more tea? 3.Sounds like a good idea. 4.Doesn’t matter.

人教版高中英语必修五教案(全册)

Unit1Greatscientists Period1文本研读课 学习目标 1.To talk about science and contributions of scientists. 2.To have a better understanding of the reading passage and learn to use some key words and expressions. 3.To learn to organize a scientific research and appreciate great people s characteristics and qualities. 自主预习 1.Match the scientist in the left column with his/her contributions in the right column. Alexander Bell electricity Thomas Edison the first telephone Wright brothers the electric lamp Madame Curie black holes in the universe Franklin theory of gravity Steven Hawking the first plane Elbert Einstein radium Isaac Newton the theory of relativity 2.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? Draw a conclusion Think of a method Collect results Make a question Find a problem Analyse the results Find supporting evidence 3.Do you know the features of infectious diseases? 学习过程 Step1:Skimming 1.Who was the great scientist in the passage and what was the deadly disease of its day? 2.What happened in 1854? 3.What can prove that cholera was severe? Step2:Carefulreading 1.Read Paragraph 1 and then fill in the blanks. John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem. 2.Read Paragraphs 2 & 3 and then answer the questions. (1)What were the two theories about the cause of cholera? (2)Which theory did John Snow want to prove? (3)What was his method of doing the research? 3.Read Paragraph 4 and answer the questions.

高三英语必修五第二单元教案设计

人教版高中英语必修 5 NEW SENIOR ENGLISH FOR CHINA STUDENTS’ BOOK 5 Unit 2 The United Kingdom 年级：高三 课时： 1课时 任课老师：王爽 Unit 2 The United Kingdom Ⅰ. Material analysis The topic of this unit is the United Kingdom, which helps students to gain a better understanding of history and geography of the UK and its constitution as well as some sights and historic ruins. The reading part of this unit talks about how the four countries combined into the UK, which makes students have a clear clue of its history. And it also tells us about the UK’s main sights. All of these will help students know more about the UK. Ⅱ. Teaching objectives 1. Knowledge objective: to share the information about the United Kindom. 2. Ability objective: to foster students’ reading ab ility(prediction, skimming, scanning). 3. Emotion objective: to stimulate the students’interest for learning more about the UK. Ⅲ. Teaching points and teaching difficulties 1. Key vocabulary: consist of, clarify, conflict, unwilling, break away, to one’s c redit, currency, institution, convenience, roughly, attract, architecture, administration, enjoyable 2. Key points: to show the position, direction and distance 3. Difficult points: Wales was linked to… England and Wales were joined to… England is devided into three zones. Ⅳ. Teaching aids Text book, blackboard, pictures about the UK’s map

人教版英语必修五Unit 5 First Aid单元教学教案

Unit 5 First aid I. 单元教学目标 II.目标语言

课程设计与课时分配（经教材分析，根据学情，本单元可以用六课时完成） 1st period: Warming up 2nd period: Listening and speaking 3rd period: Reading 4th period: Language study & Grammar 5th period: Integrating skills 6th period: Extensive reading and Writing Unit Five First aids The First Period Warming up Teaching goals Teaching materials: 教学材料 Warming up on p 33 1.Target language 目标语言 a. Key words and expressions:重点词汇和短语 aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn; essential; organ; layer; poison; ray; treatment; b. Communicating expressions:交际用语 We/you should/ ought to … Please do… Make sure… You must/have to/ought to… You must never… You ought never to… 2.Ability goals能力目标 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. 3.Learning ability goals学能目标 Enable the students to be brave and calm when meeting with accident and know how to give first aid in different situations through discussion.

教案人教版必修五第五单元-First-aid-(reading)阅读课教案

人教版必修五第五单元First aid (reading)阅读课教案 一．教材分析 随着现代社会日益工业化进程的加快,各种事故发生的潜在危险系数也在增加。很多时候如果我们能了解一点急救常识对于事故中的他人和自己都是非常有利的,有时候甚至能挽救宝贵的生命。这个单元是以First aid为话题,旨在通过单元教学使学生了解相关急救知识。具体涉及一些紧急情况下应采取的急救措施，尤为详细地陈述了“烧伤”的急救常识，并通过一个真实的第一时间对被刺伤者进行急救的故事阐明急救的重要性。语言学习的词汇（词性转换与填词）和语法（省略）以急救为载体展开，内容与形式相辅相成，学生在了解急救常识的同时掌握了与急救相关的词汇和句子。 二．学情分析 鉴于高二的学生已具备一定的认知能力，有自我的观点和看法，不满足于教科书的内容，而希望通过课本获取更多的知识和信息，我将引导学生自主参与学习、交流合作,注重学生实际与课文主题的结合，使学生在自主与合作的学习方式中获取知识，形成正确的学习方法。实现阅读能力与表达能力的提高。 三．教学步骤 1.教学目标 (1)知识目标： A. 帮助学生掌握重点词汇及短语。 （first aid fall ill skin organ barrier essential layer poison complex variety liquid mild mildly heal electric shock swell swollen scissors unbearable watery squeeze out over and over again bandage blouse in place） B. 引导学生阅读文章，并掌握烧伤的急救方法。 (2) 能力目标： A.引导学生用不同的方法阅读文章，从而提高学生的阅读能力。 B.帮助学生了解烧伤，掌握烧伤的急救方法。 (3)情感目标： A. 激发学生对急救的兴趣，学会保护自己，并且能够在别人遇到危险时给与帮助。 B. 培养学生的合作学习能力。 2. 教学重点： A.帮助学生了解烧伤，掌握烧伤的急救方法。 B.帮助学生掌握文章的大意及细节内容。 C.培养学生的阅读能力。 3. 教学难点： A.怎样帮助提高学生的阅读能力？ B.帮助学生了解烧伤，掌握烧伤的急救方法。 4. 教学策略和方法：教学策略主要以四步教学法和任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。 A. 通过头脑风暴的练习，使学生在大脑中形成语言的输入。 B. 通过略读和查读方法训练学生的阅读能力。 C．以所学内容为基础，设计讨论话题来提高学生的说的能力，形成语言的输出。 D．以小组讨论的方式使学生积极参与到自主学习的活动中来。 5. 教学过程 第一步：目标导入(2分钟) 1.Writing the title on the board;

新课标人教版高中英语必修五全册教案

Unit 1 Great scientists Period 1 Warming up and reading 课时： 课型Type of Lesson: Reading 学习目标Learning aims: 1. To help students learn to describe people 2. To help students learn to read a narration about John Snow 3. To help students better u nderstand “Great scientists” 教学重点Important Points:To help students learn to read a narration about John Snow 教学难点Difficult Points:To help students learn to describe people 教学反思Teaching Re-thinking: 家庭作业Homework: 教学过程Teaching Procedures: Warming up 热身 Step I Lead in 导入 Talk about scientist. T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But f irst let’s define the word “scientist”. What is a scientist? A scientist is a person who works in science, trying to understand how the universe or other things work. Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists. Step II 头脑风暴 Ask the students to try the quiz and find out who knows the most. T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions. 1.Archimedes, Ancient Greek (287-212 BC), a mathematician. 2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species. 3. Thomas Newcomen, British (1663-1729), an inventor of steam engine. 4. Gregor Mendel, Czech, a botanist and geneticist. 5. Marie Curie, Polish and French, a chemist and physicist. 6. Thomas Edison, American, an inventor. 7. Leonardo da Vinci, Italian, an artist. 8. Sir Humphry Davy, British, an inventor and chemist.