2020新培优北师大版高中英语必修5：Unit 13 单元写作指导
高中英语北师大版版必修5课件：Unit+13+Section+Ⅶ+(自修课)+Writing—+人物描写
[题目要求] 请写一篇关于钱学森的介绍，要求包含下文中的所有内 容。注意：词数 100 左右。 钱学森自小就受到良好的家庭教育，长大后渴望献身于 祖国的科学事业。大学毕业后，他赴美留学，获得航空博士 学位，成为美国知名的火箭专家。
新中国成立后，他急切地盼望回到祖国，但是受到美国当 局的百般阻挠。经过他的斗争，终于回到了祖国，并一心投入 到中国的科学事业中。他所从事的火箭、导弹研制获得巨大成 功，被誉为中国的“航天之父”。 参考词汇：航天 aerospace degree 不屈不挠的 unyielding 航天学 cosmonautics 学位 导弹 missile
Section Ⅶ(自修课)
Writing— 人物描写
本单元的写作任务是描写人物。 人物描写主要是介绍人物的 外貌、生平、成就等。人物描写的体裁一般是记叙文，有时也以 看图作文、表格、书信、新闻的形式出现。 一、基本结构 1．开头(the beginning)：先总体描写，即对该人物进行简要 地介绍，如年龄、性别、出生地、家庭、身份、职业教育背景、 外表、性格特点和特长爱好等。
2． 他长大后渴望献身于祖国的科学事业。 (主谓宾结构； after 引 导的时间状语从句)
He had a great desire to devote himself to the science cause ___________________________________________________ of his motherland after he grew up. ______________________________
第二步：核心词汇想周全 1． bring up 2． have a desire to do sth. 3． devote oneself to 4． graduate from 5． get a doctor's degree 6． care about 7． prevent 8． struggle 9． in terms of 10． deserve
2020-2021学北师大版高中英语必修5教案：Unit13 People Word版含解析
Unit 13 People□lawyer n. □neat adj. □seed n. □cage n.□beard n. □pineapple n. □squirrel n. □parttime adv.□blond adj. □peach n. □sparrow n. □claw n.□sun glasses n. □airline n. □bench n. □yoghurt n.□heel n. □poet n. □housewife n. □honey n.□sleeve n. □tutor n. □postcode n. □chew v.□chain n. □tear n. □astronomy n. □satellite n.□aircraft n. □cheek n. □allergic adj. □wrinkle n.□embassy n. □hug n. □straw n. □forehead n.□lightning n. □thunder n. □steam n. □lap n.□clerk n. □wool n. □button n. □carrot n.□butcher n. □pine n. □parrot n. □pea n.□facial adj. □possibility n. □selfish adj. □section n.□connection n. □disability n. □broken adj. □guilty adj.□academic adj. □conductor n. □shelter vi. □block n.1．(2020·全国卷Ⅰ)Now that you've listed your strengths，list your imperfections.优势2．(2020·浙江卷)Kevin Balke，a research engineer at the Texas A&M University Transportation Institute，says that while smart lights can be particularly beneficial for some cities，others are so jammed that only a sharp reduction in the number of cars on the road will make a meaningful difference.急剧的；明显的3．(2019·全国卷Ⅱ)Engineers come and really do an inperson review，and...it'snot a very nice thing at times.It's a hard business review of your product.审查，评审[单词拼写·运用]核心单词语境运用1．pray vt.& vi.祈祷，祷告 2.deserve vt.应得，值得3．accuse vt.控告，谴责 4.desire n．渴望，欲望5．assistant n．助手，助理 6.confirm v．证实7．salty adj.含盐的，咸的8．shortcoming n．缺点，短处9．concentrate vi.集中(思想、注意力等) 10．positive adj.积极的11．senior adj.高级的12．uniform n．制服13．emergency n．紧急情况14．gifted adj.有天赋的15．description n．描述，形容16．failure n．失败17．mistaken adj.错误的18．athletic adj.喜爱运动的19．characteristic n．特点，特性20．satisfaction n．满意，满足21．biology n．生物学22．aboard prep.在(上)船(飞机、火车、公共汽车)上23．independence n．独立24．upset adj.不安的，不快的25．fault n．错误；缺点26．relief n．减轻，宽慰27．anxiety n．忧虑，担心用所给词的适当形式填空。
北师大版高中英语必修5 unit 13 重点知识讲解
1 &一、重点单词1、. 获得得到到达获利, . 不劳无获1）, , 付出努力后得到。
赚得通过漫长的过程而逐渐获得（1）100,000 a . (2) I a .(3) .集中注意力、思想2 、. & . 使集中于使汇集于n. 专心集中~ . 把（思想、注意力等）集中于“专心于，全神贯注于”/ ’s /’s3、v. 与...结合与....交往与....合伙把...与....联想在一起n. 协会社团交往1)~ . . 2) 与...联合(1) .A B C D4、v. 比较n. 比较. 可比较的. 比较的相对的1) ~ ...把...比作.... 2) ~ 与....比较起来3) ~ 无与伦比4）与...比较（1）. A , B , C , D ,（2）, .A B C D5、n. & v. 结果产生a 作为...的结果~ 由...引起~ 导致~ 为此因此无结果徒劳（1）.A B C D6、. 表达陈述表示n. 表情[C] 表达[U] 表示词语毫无表情无法形容难以表达表现出. A B C D(2) ,A B C D7、n 紧急情况突然事件非常时刻（强调突如其来的或出乎意料的事情或情况）= ~ 遇到紧急情况在紧急关头 a ~ 宣布进入紧急状态（1）.A B C D(2) .A B C D为...祈祷8、. 祷告. . 向某人恳求某物. . 请求某人做某事~ 在....方面有天赋9、. 有天赋的有才华的~ 具有....的天赋语气最强天生的智慧语气较弱在某方面有可发展的天赋才能普通用词有天赋但不一定有创造力（1） a . –, .A B C D暗示表明后面不用虚拟语气10、. n. 建议提议暗示建议后面从句用虚拟语气. 建议做某事’s . 建议某人做某事. . 向某人建议从句建议.....A B C D(2) – I’. I ? - .A B C D(3) A B C D~ 难以形容难以描述11、. 描述描绘n. 描述形容 a ~ 对....进行描述描述..... ... 把...称为...（1） a () .A B C D. 值得12、应得该得~ 值得做某事. 做某事理所应当（1）a .A B C D(2) .A B C D13、n. 失败（不可数）失败的人或事（可数）~ = ~ 终归失败. .没能做成某事v. 失败. 没能做成某事（1） a , ’t , .A , aB a ,C / , /D / , a14、. 弄错的错误的~ 在某方面弄错了n. ~ 错误地n. 错误过失误会. 弄错误解把.....误认为n. a ~ 犯错误v. ~ A B 把A当做B15 v. & n. 许诺承诺诺言. 有希望的有前途的a A a 一诺千金. 答应某人做某事’s 伤透某人的心粉碎散开16 破坏损坏突破冲破逃脱（1）I’m I . I . A B C D(2) . A B C D主语可以是人或物“毁坏”强调对“声誉、名声”的破坏，强调彻底性主语为天灾人祸的无形力量对美好珍贵的东西的破坏，强调不可修复性主语是人或物宾语可以时有形或无形的事物主语是人或物17 v. 收集n. 收集物. 共同的集体的n. 收藏家有计划或有选择的收集，有目的或爱好的收集逐渐收集的过程知识或经验的慢慢地获得或自然现象的变化围绕一个中心集合杂乱的集合（1）. A B C D(2) , a .A B C D18、n. 事件实情案件病例a 撤销案件 a 听审案件无论如何不管怎样无论如何都不假使免得以防至于.... ，就....来说如果假使既然这样19、v. 握住容纳保持’s 屏住呼吸抓住继续坚持别挂断伸出阻止隐瞒抓住举起二、重点短语1、有意义有道理明智的做法 a 在某种意义上了解.... 常识没有意义无道理决不2、. 依次后来轮流地不合时宜’s ’s .... 轮到某人做.....3、查明弄清, , 区别4、“注意”介词为...做贡献根据坚持注意照顾习惯于向...求助指涉及 .... ... 致力于导致属于期盼期待与...有关.... 喜欢....不喜欢5、产生发现想出（办法、答案）偶遇偶然发现跟上出现发生显露出版（花）开了宣布容忍苏醒改变主意形成产生赶上实现成功走开厌倦来临出场经历脱险6、...劝服某人做. . .(1) . a .A B C D7、的过去式、过去分词1）处理安排对付2）与...有生意往来3）论及涉及4)与的区别时不及物动词所以与搭配，时及物动词，与搭配（1）I ’t . (2) I ’t .8、在....方面就....方面来说9、起草拟定制订排掉退缩. 使某人卷入10、到达使烦恼11、 .... 把....看作把...看作把...看作把...看作认为列举同类人或事物中的几个12 列举同类人或事物中的一个，作插入语，用逗号隔开可与互换举“事例、情况”的例子（1）. A B C D(2) .A B C D13、. . 指责/谴责/控诉/控告某人做了某事= .. 抢夺某人某物医好某人的. . 消灭某人/ 某物的 . . 警告某人某事. . 通知某人某事. . 提醒某人某事/ . . 向某人要求某物（1）. A B C D注：= . 因某事责备某人。
高中英语Unit 13 Lesson 4教案 北师大版 必修5
Unit 13 Lesson 4 同步辅导1．look，seem与appear.look作“好象，看起来”讲，指从外表上看。
seem指从内心里的“判断”。
appear 指给人以表面的印象。
.seem和appear后习惯接不定式to be；look后接to be常用于美国英语中，其意义相当于seem to be，都是“看起来”的意思。
.seem和look均可接as if引导的表语从句。
seem需要用it作形式主语，而look 的主语可以是形式主语it，也可以是其他的人称代词。
appear则不能。
.seem和appear可用于“It seems/appears that…”的句型结构，而look则不能。
.seem和appear可用于以there为引导词的句型中，look则不能。
Eg: He looks like her father.He seems to be her father.She appears wise.It seems as if it were spring already.It looks as if we shall have to walk home.It seems that he had made some serious mistakes in his work.It appears that he was talking to himself.There seems (to be)no need to go.There appears to be only one room.2.The humming was so loud that I could even recognize the song!.so…that…意为“如此,以致”,在句中引导结果状语从句,结构中的so为副词,后面跟形容词或副词eg:I am so angry that I can’t say a word.It is so dark that I dare not go out alone..so…that与 such…that…(1)so…that结构中的so为副词,后面跟形容词或副词;such…that中的such为形容词,后接名词;(2)当that前的名词有表示数量多少的 many,much,few,little等修饰时,只能用so,不能用such(3)但若名词前的little意为“小(的)”时,则仍用,such,而不能用so(4)当that前是单数可数名词且该名词前有形容词修饰时,so+adj.+a/an 可转换为such+a/an+adj.+n.(5)当that前是不可数名词或复数可数名词时,则必须用sucheg: He became so angry that he couldn’t speak.他变得如此生气,以致说不出话来.It was such a fine day that we went out for a walk.那是一个如此晴朗的日子,所以我们出去散步.There was so much noise outside that we couldn’t hear the teacher.外面嘈杂声很大,以致我们不能听到老师的话.He had so many falls that he was black and blue all over.他跌了那么多的跤,以致全身青一块,紫一块的.It is such a little sheep that it can’t run fast.这只绵羊如此小,以致于它跑不快.She is so good a teacher that we all love her.=She is such a good teacher that we all love her她是一位好老师,我们都爱她.It was such fine weather that they all went shopping.那是个好天气,他们都去购物了.They are such nice bananas that we would like to eat them.它们是如此好的香蕉,以致我们都想吃它们.3.she was standing with a book in her hands near the poetry section..with a book in her hands 是with的复合结构.其结构是“with+宾语+宾补”,这一结构在句中常作定语或状语,作宾补的可以是介词短语,现在分词,过去分词,形容词,副词,动词不定式等,其基本结构如下:(1)with+n./pron.+介词短语(2)with+n./pron.+副词(3)with+n./pron.+不定式(4)with+n./pron.+现在分词(5)with+n./pron.+过去分词(6)with+n./pron.+形容词eg: He sat there with a smile on his face他微笑着坐在那里She saw a brook with red flowers and green grass on both sides.她看见一条两边是红花和绿草的小溪The street was quiet with no buses running.街上静悄悄的,没有汽车行驶In came a man with his hands tied back.进来一个人,手绑在背后She sat there with her head bent.她坐在那里,低着头He wore a shirt ,with the neck open, showing his bare chest.他穿着一个开领衬衣,露着胸膛Don’t sleep with the window open. 不要开着窗睡觉。
【免费】高中英语必修5Unit13-Lesson4教学设计-北师版
Unit13 Lesson4 名师教学设计Unit 13. Lesson 4. First impressions淮南二中孙力维Analysis of the teaching material:This is the 4th lesson of Unit 13. Its topic is “first impressions”. The passage tells of an embarrassing incident happening when two friends met for the first time. This story is meant to convey a message that people need more tolerance and kindness from each other. The difficult point of this lesson is the description of personality and psychological changes.This period of the lesson puts more stress on the understanding of the text and the emotional identification, and guiding the students to clearly see the development of the story and extract the detailed information. Meanwhile, it also aims to help students to get familiar with the language used to describe personality and psychological changes, which will get the students well prepared for the language output.Teaching objectives:4.To practice talking about meeting someone for the first time.5.To learn the basic structure of a good story.6. To educate students on what is important when dealing with others.Teaching important and difficult points:3. How to practice talking about meeting someone for the first time.4. How to make students understand it is personality that always tells the truth. Teaching procedure:。
北师大版高中英语必修五Unit 13《People》ppt写作指导课件
2019/8/13
最新中小学教学课件
7
谢谢欣赏！
2019/8/13
最新中小学教学课件
8
单元写作指导
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写作指导 常用表达 写作结构 针对训练
描写人物时,要突出人物个性特点或根据要求有重点地写作,略加点评。以 说明为主,通常以第三人称,一般现在时态为主进行写作。
在介绍人物时,可以从外貌、爱好、性格特点以及学习、工作经历等方 面进行说明,尤其注意以下几个方面的材料的搜集与表述,如 What does he look like?What does he like?How does he behave in his studies/work?
② 根据自己预习时理解过的逻辑结构抓住老师的思路。老师讲课在多数情况下是根据教材本身的知识结构展开的，若把自己预习时所理解过的知识 逻辑结构与老师的讲解过程进行比较，便可以抓住老师的思路。
③ 根据老师的提示抓住老师的思路。老师在教学中经常有一些提示用语，如“请注意”、“我再重复一遍”、“这个问题的关键是····”等等，这些 用语往往体现了老师的思路。来自：学习方法网
写作指导 常用表达 写作结构 针对训练
介绍人物的说明文通常为 2~3 段,其结构如下: 第一段:外貌及爱好; 第二段:主要学习或工作经历; 第三段:结尾(评价或提示中要求的其他内容,若提示没作要求,不必考
虑此段)。
写作指导 常用表达 写作结构 针对训练
某英文报社近期举办征文,要求写一位与你相关的人物,尤其是那些曾经关 心和爱护你的人或给你留下深刻印象的人。请以“我的……”为题(如“我的 老师”,“我的妈妈”,“我的同桌”)写一篇人物介绍。内容必须包括:
高中英语 Unit13 People写作指导课件 北师大版必修5
高指导
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单元写作指导 写作指 常用表 写作结 针对训 导 达 构 练
描写人物时,要突出人物个性特点或根据要求有重点地写作,略加点评。以 说明为主,通常以第三人称,一般现在时态为主进行写作。 在介绍人物时,可以从外貌、爱好、性格特点以及学习、工作经历等方 面进行说明,尤其注意以下几个方面的材料的搜集与表述,如 What does he look like?What does he like?How does he behave in his studies/work? 另外,尚需注意分清段落,以及恰当使用高级词汇和过渡词语等。
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单元写作指导 写作指 常用表 写作结 针对训 导 达 构 练
1.He is...years old and lives.../He was born in...on... 2.He is short/tall with long/short hair... 3.He is a nurse/worker/doctor... 4.He loves/enjoys/is fond of/His favourite is... 5.He devotes his life/time to... 6.He is getting along/on well with... 7.He graduated from/got the master’s degree in/won the gold medal in ... 8.People think highly of him and all respect him./He is considered as/to be a great writer.
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单元写作指导 写作指 常用表 写作结 针对训 导 达 构 练
北师大版英语必修5_Uint13_Lesson_2参考教案
Uint13 Lesson 2参考教案Lesson 2 Personalities and JobsTeaching Objectives:To practise describing people and talking about jobs.To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.To practise using suitable intonations in conversations.Teaching difficulties:To practise listening in order to identify opinions.To get familiar with different ways of giving opinions.Teaching Aids: computer cassetteTeaching procedures:Ⅰ. Warming upT: Do you think t here is necessary connection between “personalities and jobs”?S:T: Yes, everyone has disadvantages and advantages in personalities, for example, someone is brave, impatient and careless, so they are not fit for…S: Doctors and nurse.T: I think some of you who are full of imagination are good at maths and enjoy drawing. What do you want to be in the future?S: ArchitectT: So there is necessary connection between “personalities and jobs”.Can you think of some words about personalities?S:T: Students have given many words including some unexpected answers. Teachers can add some words, such as: confident, creative, sociable, sympathetic, persistent, patient, selfish, intelligent, independent, communicative.T: Look at the photographs and guess what kind of job they do. (give some pictures) Students work in pairs guessing the jobs. The purpose is to ask students to say out their jobs and what personalities they haveS:T: Our society needs all kinds of people doing different jobs. All people’s jobs are a ll important. Without farmers working we will have no grain, meat, vegetables and fruits. If no one works as dustman what will happen?S:T: Now I want know your opinions about jobs, so work in pairs and discuss the following questions. (give students some time to consider the questions)1.What job do you want to do? Why?2. What characteristics have you got that are good or this kind of job?3. What will you have to do to get this job? What skills will you need and whatexams will you have to pass?Ⅱ Vocabulary●Read through the key Words with the class and check comprehension by asking students to give the antonym, synonym or translate the words.●Student do the exercise individually. They then work in pairs comparing their answers.●Check answers b y having students read out the sentences.Ⅲ ListeningDo the exercise 4●Ask students to read the strategies first and make sure they understand themJust now we talked a lot about job, now let us listen others opinions about jobs1.Student read through the questions before they start to listen2.Play the cassette twice for students to answer the questions.3.Check students’answers by playing the cassette and pausing after each job that istalked about.●Do the exercise 5. Learning to express your own ideas i s very important. Nowlisten again and write down at least five ways of giving opinions.●Do the exercise 6. Student read through the given words and phrases as well as the Function File, predicting what the missing words for the blanks are.●Play the cas sette for students to check their predictions and complete the sentences.●Intonation is very important, as intonation affects the meaning of what is being said.●Now you read out these sentences while deciding whether rising or falling intonations should be used.●Play the cassette for students to identify the intonations for each expression.● Check answers by having some of the students read out the sentences.● Play the cassette again for students to repeat.Ⅴspeaking and writingDo the exercise 8. Students do the exercise individually. Check answers by having students read out the letter.Do the exercise 9. Read through the list with the class and check students’ comprehension of the words.●According to your personalities, choosing a job from the l ist and talking about the qualities and skills needed for the job.●Now you are divided into two groups, one group describe the qualities and skills for the others, and the other group guess which job they are referring to.Do the exercise 10.●read through the example with the class●Student then work in pairs talking about jobs they would like to do●Now who are willing to play out their conversations to the class?Praise students playing their conversations for their wonderful phrases and sentence structures, and at the same time point out their mistakes.Ⅵ HomeworkWrite sentences about your best friend and say what job would be suitable for him / her. Give reasons.。
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On the way home,Jenny made up her mind to make an apology (道 歉) to her mother for her rudeness as soon as she
注意: 1.所续写短文的词数应为150左右; 2.至少使用5个短文中标有下划线的关键词语; 3.续写部分分为两段,每段的开头语已为你写好; 4.续写完成后,请用下划线标出你所使用的关键词语。 Paragraph 1: Coming to the doorway,Jenny took a deep breath.
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Hearing the words,the seller smiled.“Girl,do you really think so?I only gave you a bowl of noodles and you thanked me a lot.But it is your mother who has raised you since you were a baby.Can you number the times she cooked for you?Have you expressed your gratitude(感激) to her?”
The seller behind the stand noticed the young girl and asked,“Hey,girl,you want to have the noodles?”
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“Oh,yes...but I don’t have money on me...” she replied. “That’s nothing.I’ll treat you today,” said the man,“Come in.” The seller brought her a bowl of noodles,whose smell was so attractive.As she was eating,Jenny cried silently. “What is it?” asked the man kindly. “Nothing,actually I was just touched by your kindness!” said Jenny as she wiped (擦去) her tears,“Even a stranger on the street will give me a bowl of noodles,while my mother,drove me out of the house.She showed no care for me.She is so merciless (毫不留情的) compared to a stranger!!”
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Paragraph 1:
Coming to the doorway,Jenny took a deep breath.When she 1.
单元写作指导
针对训练 写作指导 写作模板
阅读下面短文,根据所给情节进行续写,使之构成一个完整的故 事。
Jenny was the only child in her home.She had a quarrel with her mother that afternoon and she ran out of the house angrily.She couldn’t help crying sadly when she thought of the scolding (责备) from her mother.Having walked aimlessly (漫无目的地) in the street for hours,she felt a little hungry and wished for something to eat,but it was not possible for her,since she had nothing with her.She stood beside a stand for a while,watching the middle-aged seller busy doing his business.However,with no money in hand,she sighed (叹气) and had to leave.
Paragraph 2: A gentle touch on her hair called her mind back.
针对训练 写作指导 写作模板
1.理解全文,把握主线。本文为记叙文。文中主要人物为Jenny和 the seller,围绕感恩这个话题展开。续写部分的情节相对比较正统, 没有太大的悬念。
2.分析关键词和段首提示,展开想象合理续接。根据续写部分第 一段的提示语我们可以推断Jenny在the seller的教导下认识到了自 己的错误,决定回家向妈妈认错。因此第一段对于Jenny的愧疚之 心应该有所体现。
3.结合逻辑和常识,确定结局。根据续写部分第二段的提示语我 们可以想象,抚摸Jenny头发的是妈妈。因此第二段应该阐述Jenny 向妈妈表达了自己的愧疚与感激,最终妈妈原谅了Jenny,母女重归 于好,大团圆结局。