江苏省连云港灌云县第一中学高中英语必修五:unit2TheEnvironmentGrammarand
最新牛津译林版高中英语必修五unit 2《the environment》第4课时教案.doc

Unit 2 The environmentdevelopment and an increase in population have meant that the r along the river.great river. It also watches the river and stops the illegalmuchroductsLanguage focus:(1) It is beyond the range (rageA. rangedB. differedC. alteredD. separatedC) 2. The exchange program between the UK and China may affect various schools, _____ from kindergartens to high schools. A. spreading B. locating C. ranging D. including解析 range from...to...意为“在从……到……的范围内(波动、变化)”。
句意:英国和中国之间的交流项目可能会影响各种各样的学校,从幼儿园到高中。
联想拓宽:1)用作名词,意为"范围;种类;幅度"。
2)用作及物动词意为"排列"3)用作不及物动词意为"位列,并列"。
beyond/ outside the range of 超出的范围in the range of 在范围内a wide / great / full range of 一系列;各种range oneself结婚安家;安身立命in / within range of 在可及的范围内;在视觉、听觉范围内out of range在视觉、听觉范围外range from A to B从A到B变动;由A延伸到Brange between A and B 在A与B范围内变化range over 涉及;包括in range在射程内out of one’s range能力达不到的;知识以外的out of/beyond range在射程外 a low range of prices低档价位◆ 2. appreciate vt.赏识,欣赏;感激知识探究:I really appreciate your coming to the party.I would appreciate it if you could help me.She shows little or no appreciation of good music.__ if you would turn the radio down.B) 4. As is known to all, Chinese arts have won the _______ of appreciate one/one’s doing sth.I would appreciate it if...appreciation n.赏识,欣赏;感激appreciate的宾语为某种行为,不可以人作宾语。
牛津译林版高中英语必修5Unit 2The EnvironmentTask教案3

Unit 2 The environmentTaskTeaching aim and demands :1. Help the students listen and draw conclusions2. To improve students’ listening skill.3.Read for information.4. To improve students’ reading skill.5.Learn to present opinions.6. Design a posterTeaching proceduresSep1 Skills building 1 :In this part , students will learn how to draw conclusions from listening to something .Explain to the students that in order to draw conclusions , they need to think about the situation and the information they have and then try to decide what it means .1 Ask the students to read the guidelines and the dialogues in skills building on Page2 , Ask them to draw conclusions from what is said in the dialogues and you can create more dialogues and ask students to draw some conclusions.3 Ask students to read the instructions in Part A . Then play the taps once and ask students to drawa conclusion about what kind of natural disaster occurred in each situation . Ask them why they have drawn this conclusion . Then play the recording once more and check the answers as a class .4.Ask students to listen to the tape and complete Part B . Ask them to decide which of the conclusions is logical and give their reasons .Step 2 : Listening to a lecture1.Listen to the tape2 Encourage the students to fully participate in the situation and express their opinions freely .3. Play the tape once again .4. Ask several students to read one answer each .5 Ask the students to finish Part B . Ask them to consider what conclusions can be drawn from the statements .Skills building 2 :Reading for information1 Ask students to read the guidelines on Page 34 .2 Divide students into groups of six and tell them to discuss the reasons why they might want to read the materials mentioned in Part A .Ask students to read the newspaper article in Part B and answer the four questions listed below it . Step 3 : Read a scientific article1. Ask students to review what they have learnt about desertification in Step 1 on Page 2 . Encourage them to list the things they know about desertification.3. Ask students to read the scientific article about desertification . Make sure that they understand the article .4. Organize students into groups of four and tell them to study the scientific article together.5. Ask students to list their solutions on Page 35.Skill building 3 : Presenting your point of view1. Ask the students to read the guidelines in this part . Make sure that they understand each point.2. Ask students to read the instructions for Pat A on Page 36 and help them give explanation for their decisions. Ask several groups to explain their decisions to the class.Step 3 : Design a posteranize students into small groups , and ask them to read the viewpoints from some experts on desertification in Part A on Page 37 . They need to discuss which viewpoint they agree with and which one they will focus on.2. Ask different groups to consider the questions in Part B and ask them to present their answers to the class.3. Tell students that a good poster contains good content and a good layout . Ask students to read the instructions on Part C on Page 37 .4 Ask each group to create their own posters, according to Step1 and 2 .Homework: Ask students to read the article in part A on Page 105 in Workbook. Then ask them to do Part B on the same page .。
2019-2020年牛津译林版高中英语必修五Unit 2《The environment》(第1课时)教案

adj.低碳的low-carbon排放let off
Step 3: Text reading Listen to the text and then finish the foll owing sentences
●People are very concerned about the environment.
●Controlling the amount of pollution they produce.
●Spending more money repairing the damage they cause.
●Many places have been destroyed and many plants and animals have died.
●Factories produce large 2.___ of harmful chemicals.
●The waste goes into the 3. ___ and makes us sick.
7. _______________
Trying to cut back on production.
Recycling may be the key to helping both sides.
Reducing the amount of things we make and buy.
●8. _____better laws to preserve the environment.
学生主体活动
First period
Listen and learn:
Listen to the wordlist and try to le arn the words and phrases by heart.
英语知识点牛津译林版高中英语必修五Unit 2《The environment》(Welcome to the unit)教案-总结

Unit 2 The environment welcome to the unit & Word power教材:牛津高中英语(模块五)高二上学期文档内容:教学设计—教案单元:Unit 2 The environment板块:Welcome to the unit & Word powerThoughts on the d esign:本节课是以welcome to the Unit为导入的词汇教学课,主要是训练学生如何用相关的词汇来描述环境污染和环境保护的内容。
设计上以北京的申奥阻力引出世界范围内环境的恶化,使学生了解人为或自然所造成的各种环境问题,掌握与环境相关的词汇。
面对这些问题,邀请学生尝试设计与北京奥运村类似的环保型旅馆,过程中学习带有“eco-”前缀的复合词。
最后,通过完成短文的形式来检查学生对新词的理解程度,使学生加深对新词的理解。
Teaching aims:After learning these two sections, the students will be able to1.learn words related to the environment.2.know the current situation of environm ent.3.know the importance of environment protection.e the words about environment as man y as possible.Teaching procedures:Step 1 lead in (PPT 4-20)1.Teacher: What is the most impressive event in 2008?Students: The Olympic Games in Beijing. (PPT 4-5)2.Teacher: But do you know some people were against holding the Olympic Games inBeijing? Why? ( Because of the cl imate in Beijing) (PPT 6-7)3.Teacher: Actually, the environment has become a serious problem in the world. Canyou think of other environmental problems nowadays? (PPT 9-10)4.Show students pictures of other environmental problems. (PPT 11-20) [Explanation]以08奥运这一时事热点作为导入,引起学生的兴趣,使学生有话可说、想说,并由北京沙尘暴自然过渡到全球环境问题。
牛津译林版高中英语必修五Unit2《Theenvironment》教案1

牛津译林版高中英语必修五Unit2《Theenvironment》教案1教材:牛津高中英语(模块五)高二上学期文档内容:教学设计—教案单元:Unit 2 The environment板块:Grammar 1Thoughts on the design:本单元的Grammar要紧讲的是现在分词,目的是让学生了解现在分词的用法。
而本课时是Grammar的第一课时:现在分词能够作形容词和副词作用,在句中作定语,表语,宾语补足语。
通过讲练结合的方式,由易到难,确保学生循序渐进地把握语法内容。
Teaching aims:Afte r lear ning this section, the students will be able to1.understand verb-ing form as adjective and adverb.2.master a verb-ing form as attributive, predicative, object complement ect.3.know how to apply the usages to practice.Teaching procedures:Step 1 brief introduction (PPT4-6)1.introduce verb-ing form (PPT 4)2.the tenses anf voices of verb-ing (PPT 5-6)主动被动一样writing being written完成having written having beenwritten① He hu rried hom e, looking behi nd as he went. (一样式)② Having finished their work, they had a rest. (完成式)③The large building being built is a library.(被动语态)④ Having been shown the lab, we were taken to see the library.(被动完成式)[Explanation]通过结构图介绍非谓语动词的分类,使学生初步了解现在分词。
最新牛津译林版必修五unit 2《the environment》reading教案.doc

英语:Unit 2《The Environment》教案-Reading(译林牛津版必修5)The general idea of this periodThe main purpose of this lesson is to make Ss fully understand the text and master the Reading Strategy.Teaching Aims:1.Check and enhance students’ reading abilities.2.Train students to gain an overall understanding of the article and learn to read a debate.Teaching important points:1.How to make the students fully understand the text.2.How to get students to read a debate.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step 1 lead-in1.Ask students the title of the text and ask students which one to choose: the economy or the environment.Step 2 Comprehension of the text1.Ask Ss to skim the article and answer the following questions.Who are the three speakers?What side does Mr Lin Shuiqing and Mr Qian Liwei each represent?By how many times has the world’s population increased since 1800? According to Mr Qian liwei,what should be done to factories that pollute the environment?2.Ask Ss to Read Lin Shuiqing’s debate and answer the following questions. What society does Lin Shuiqing belong to?What does Lin Shuiqing start his speech by talking about?What is happening to large amounts of fish?What does Lin Shuiqing think we should teach people about?3.Ask Ss to read Qian Liwei’s debate and answer the following questions. Why does Qian Liwei think production should not be cut back?What does Qian Liwei say we should produce more of?What does Qian Liwei say we need more of?What does Qian Liwei say many people are willing to do?4.Ask students to fill in a table on the screen according to the text.5.Ask students how to read a debate by asking them to answer the followingquestions.What is the order of a debate?What is the order of the debate?What is important in a debate?What should we pay attention to when we read or listen to a debate?Ste3 Role playThree groups represent Lin Shuiqing and the other three groups represent Qian Liwei.Each of you speaks one or two points.You can make some changes to the debate and add your opinions to the debate.Step 4 Homework1.Read the text.2. Preview the language points in the debate.Period 2 Reading 2: Language FocusThe general idea of this periodThe main purpose of this lesson is to make Ss better understand the text and master some important language points.Teaching aims:1.Review the reading by filling in the form with the words in the reading..2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice mastering the language points.Teaching important points:1.How to make the students have a better comprehension of the text.2.How to help the students be familiar with the language points.3How to help Ss apply these points into practice.Teaching Aids: multimedia and a blackboardProcedures for teaching:Step One Revision and lead-in1.Do the blank-filling .Step Two Language pointsAsk the students to read the debate and find the right words or phrases according to the meanings.1.tell,express2.something that cannot be used any more and is thrown away3.terrible ,shocking4.besides5.destroy completely6.(birds,insects,fish,etc)produce eggs from their bodies7e near to,get close to8.make less,reduce9.be helpful,useful,favourable to10.be involved in or be affected by11.a constant,steady economy12.speak freelyExplain important language points to Ss .1.In addition, many sea creatures are being wiped out by fishing boats.(line16)2.These boats catch large numbers of fish without giving them time to lay eggs.(line16)3.The world’s population has grown to more than six times what it was in 1800.(line20)4.My suggestion is that we should try to cut back on production and reduce the amount of things we make and buy.(line22)5.Mr Lin suggested we should cut back on the amount of things we produce in order to save the environment.6.The amount of rubbish we produce is turning into a big problem; we need to think more about recycling.7.But I do agree that recycling may be the key to helping both sides.(line45)8.It is obvious that you are very concerned about the present situation of our environment.(line29)Step Three Practice for consolidationAsk students to Fill in the blanks with the following words or phrases. Step Four Homework1.Finish A1 and A2 on page 90.2. Read the text.。
牛津译林版高中英语必修五Unit2《Theenvironment》教案2

牛津译林版高中英语必修五Unit2《Theenvironment》教案2教材:牛津高中英语(模块五)高二上学期文档内容:教学设计—教案单元:Unit 2 The environment板块:Grammar 2Thoughts on the design:本节课是本单元Grammar的第二课时,内容是现在分词短语,目的是让学生了解现在分词短语在句中作状语,可表示时刻,缘故,结果,条件等。
非谓语动词在高中语法的学习中占了十分重要的地位,也是学生在学习中比较难把握的一项语法内容。
因此课时的设计上,由易到难,让学生在其轻松愉快的环境中把握所学的内容。
Teaching aims:After learning this section, the students will be able to:1.know the verb-ing can express the time, the reason, the result and the condition.2.have the opportunity to practise using verb-ing phrases.Teaching procedures:Step 1 Revision (PPT 4)Revision of functions of verb-ing form as attribute, predicative, object complement [Explanation]课前对上一课时内容回忆,以促进学生对现在分词在句中作定语、表语和宾语补足语作用的把握。
Step 2 Adverbial (PPT 5-14)① Seeing the teacher entering the room, the students stood up.② Being a student, he was interested in sports.③ Having written the letter, John went to the post office.现在分词作状语时,注意如下三点:1. 相当于相应的从句 (PPT 6-8)Rewrite sentences1) Because he knew that there was a dog outside, the little boy didn’t open the door.= Knowing that there was a dog outside, the little boy didn’t open the door. (缘故)2) The couple went shopping. As a result, they left their eldest daughter alone at home.=The couple went shopping, leaving their eldest daughter alone at home. (结果)3) Time permitting, I will meet you for lunch.= If time permits, I will meet you for lunch. (条件)4) Asking around, I find many people willing to pay slight higher prices for things that are environmentally.= when I ask around, I find man y people willing to pay slig ht higher prices for things that are environmentally. (时刻)2. 分词的逻辑主语确实是全句的主语(PPT 9-10)He traveled on the plane like this, keeping the tortoise hidden in a blanket. (keeping的逻辑主语和句子的主语一致,差不多上he)_______ through the park, beautiful flowers could be seen everywhere. (B)A.WalkingB. When I walkedC. WalkD. Walked3. 现在分词作状语时有不同的时态与语态(PPT 11-14)1) 完成主动式Having finish ed her homework, she went to bed.Having heard this, the woman astronaut expressed her satisfaction.分词所表示的动作发生在句中谓语动词所表示的动作之前,一样在句中作时刻或缘故状语用,不能做定语用。
新牛津译林版高中英语必修五unit 2《the environment》第3课时优秀教案(重点资料).doc

“Deaf people are very attentive(专注的)in almost every aspect of life. If two deaf people are walking together, using sign language, they constantly watch out for each other and protect each other by paying steady attention to the other. They are connected yet also fully aware of their surroundings. Even
2
deaf teenagers! We in the hearing world can learn from them. If we remove the powerful blasts(一阵阵)of noise, we become aware of an extraordinarily rich world around us—of little soft sounds and the sound of footsteps, of bird songs and ice cracking (开裂声). It’s astonishing how beautiful things sound when you can really listen.” 文章介绍了 George Prochnik 的新著 Listening for Meaning in a World of Noise 和他的观点:在喧嚣的世界中创造一方不太纷扰的环境,这个 世界会更美好。 A) 72. What does the phrase “to put a sock in it” in Paragraph 1 probably mean? A. to be quiet B. to be colorful C. to be full of love D. to be attentive to someone 词义理解题。根据第二段作者的观点 Silence focuses us, improves our health, and is a key to lasting peace and satisfaction.可知,作者是推崇的 silence, 故选 A 项。 C) 73. What does Prochnik say about us? A. We are used to quietness. B. We have to put up with noise. C. We do not think silence to be beneficial. D. We do not believe lasting peace to be available. 推理判断题。根据第二段 We’ve become so accustomed to noise, there’ s almost a deep prejudice against the idea that silence mi ght be beneficial 和 it’s never been more important to find continuing quiet 及第三段 During a Japanese tea ceremony, the smallest sounds become a kind of art 等句可以判 断得出,我们生活在一个喧闹的世界,寂静才是我们的追求,故选择 C 项。 C) 74. Which of the following is true according to Prochnik? A. We need more sounds in our lives
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Grammar and usageVerb-ing Form &Verb-ing PhrasesDo you know any thing about verb- ing form or verb-ing phrases?Please fill in the blanks with the proper forms of the given verbs1. They burst into laughter when they heard the (amuse) story.2. Is there any hope of our team ____________ (win) the match?3. ________ (finish) his composition, he went to have a heart- to- heart talk with his father.4. ________ (send) to the countryside, he had to leave the city.5. The building __________ (build) now is our physics lab.6. When __________ (leave) the airport, they waved again and again to us.7. ________ (not know) how to give first aid to theinii irnrl cirl hn tplpnhnnnrl thp rlnntnr fnr hnlnPlease fill in the blanks with the proper forms of the given verbs8. This same thing, ________ (happen) in the peacetime,would be a great disaster.9. The chemical composition of water is H2O5 whether (be)solid, liquid or vapor.10. We introduced a lot of advanced equipment, thus (save)much time and labor.11 ・ We held a party, _______ (celebrate) the arrival of thenew baby..12. They sat together, _______ (study) carefully the design ofthe new project.13. Weather ________ (permit), we will go for an outing nextweek.14. We caught the boy _______ (pick) flowers in the garden.15. _______________________ He is a businessman (grow)rich in recent years. x , Verb-ins Form ,Verb-ing forrrrban be used as an adjective or adverb・ It can serve in a sentence as pthe attribute・V the predicative.Jthe objective complement.Serve as the attributeAttribute is a noun or an adjective that comesbefore a noun and describes it.There is a waiting taxi around the corner. Let's go and take it.=> There is a taxi which is waiting around the corner. Let' s go and take it.I like the room facing south.=> I like the room which is facing south.Serve as the predicative Predicative is an adj ective that comes after a linking verb.The story I heard from him yesterday sounded very frightening.My brother's job is designing new buildinas ・Serve as the objectcomplementAn object complement is an adjective or a noun that relates to and describes the objects of a sentence・He kept me waiting for a long time・We heard someone singing in the next roo nrVerb-ing phrase can be a verb-ing on its own・There can also be an object and / or adverbial after the verb-ing・ Verb-ing phrases can express the time, the reason, the result, and the condition.Usually we can change verb-ing phrases into adverbial clauses.Can you give some examples of verb- ing phrases to express the time, the reason, the result, or the condition?Express the timeWe can use clauses introduced by when and after to rewrite phrases showing the time・Hearing the good news, he jumped with joy.=^After he heard the good news, he jumped with joy. Asking around, I found there were no students taking their mobile phones to that school.=^Vhen I asked around, I found there were no students who took their mobile phones to that school.Express the reasonWe can use clauses introduced by because to rewrite phrases showing the time.He went to the company with two of his designs, hoping to get a job there.=>He went to the company with two of his designs, because he hoped to get a job there.Having no money in his pocket, he put down the book unwillingly.=>B ecause he had no money in his pocket, he put down the book unwillingly.Express the resultWe can use as a result to rewrite phrases showing the result. The car ran at an amazing speed, knocking into the wall.=>The car ran at an amazing speed・ As a result, it knocked into the wall.Her mother died in 1966, leaving her with four younger brothers and sisters.=^Her mother died in 1966. As a result, she left her with four younger brothers and sisters・Express thecon ditionWe can use clauses introduced by if to rewrite phrases showing the time.Turning to the left, youll find the post office there.=>If you turn to the left, you41 find the post office there.Working hard, you will achieve your goal. =>If you work hard, you will achieve your goal.Verb-ing can be used after verbs like stand, sit, and lie to show that the two actions are happening at the same time・My father sat at the table, reading China ^^Jfather sat the table, and read China Daily. =>Attenti on:1. the perfect form of verb-ingHaving finished his homework, the boy watched TV for a short while.=>2. conjunction + verb-ing to express the 耳胭按11keeps a dictionary at hand while learning English.=> 3•畝侖g聲施&to him again.=>4.1^ 娜回讎qfiG期©劇,确色銅a■舷hing.二〉Time permitting, we41 go to visit a senior school.=>Group Activities Discuss anything that you are not so sure of with your group members about verb-ing forms・ If necessary, turn to the teacher for help.form1.This is an early church, _________ from the ninthcentury, which was rebuilt under the direction of San Carlo Borromeo. (date)2.Now he felt tired and wouldn't walk any longer, many miles without rest, (walk)3.Do you see that _________ (dance) girl? She is my sister.4.The wild flowers looked like a soft orange blanketform(cover) the desert・5.My cousin came to see me from the country, (bring) me a full basket of fresh fruits・form6. ______ (separate) from other continents for millions of years, Australia has many plants and animals not found in any other countryin the world ・7. The manager, he didn't agree with us 5 left the meeting room.8. When often pay attention only to the differences without (make) it clear to us that (compare) different cultures, weSome exercises about verb-ing formnoticing the many similarities.9.Dorft leave the water brush yourteeth・10.(run) while you(taste) good,the food was soon sold out.Thank youiA \Good-bye!。