人教版九年级英语Unit 5教案Period 5
2019_2020学年高中英语Unit5FirstaidPeriodFourGrammar—Ellipsis教案(含解析)新人教版必修5
Period Four Grammar—Ellipsis感知以下课文原句，补全方框下的小题1．句1和句4为简单句中的省略，句1中在first和second后省略了degree；句4中在becoming 前省略了from。
2．句2,3和5为状语从句的省略。
当状语从句的主语和主句的主语一致，或当状语从句的主语为it，而且从句谓语中含有be动词时，可以把从句的主语和be动词一起省略。
一、什么是省略1．省略是一种避免重复、保持简洁的语法手段。
2．凡是缺少一个或一个以上的必要语言成分，但在一定语境中能够独立存在，意义明确，并且能发挥交际功能的句子就是省略句。
二、省略的分类(一)简单句中的省略1．省略主语：一般情况下，主语是不能省略的，但在祈使句和其他不容易引起歧义的情况下，特别是在口语中，常常省略主语，主要是祈使句中的you和疑问句中的主语。
(You) Shutup!住嘴！(It) Doesn’tmatter.没关系。
2．省略宾语：当上、下或前、后两个句子的宾语一致时，下句或后句常省略宾语。
—DoyouknowMissGao?—Idon’tknow (her)．——你认识高女士吗？——不认识。
3．省略主语和谓语(或谓语的一部分)：在某些具体的场合下，主语和谓语都很明确，此时为了简化或显得亲切等，可将主语和谓语(或谓语的一部分)同时省略，只剩下表语、宾语、状语或其他成分。
(Youcome) Thisway，please.请这边走。
(省略了主语和谓语)(Haveyou) Gotanyink?你有墨水吗？(省略了主语和谓语的一部分)(二)并列句中的省略一般来说，在后一并列句中凡是与上文相同的成分通常都要省略。
Myroomisonthefifthfloor，andhers (is) ontheeighth (floor)．我的房间在五楼，而她的在八楼。
(三)复合句中的省略1．状语从句中的省略当状语从句的主语和主句的主语一致或从句的主语为it，且从句谓语中含有be动词时，省略状语从句中的主语和be动词。
九年级英语Unit 5 Period 5
The ቤተ መጻሕፍቲ ባይዱth Period
No. 7 Middle School Chen Yujuan
GUESSING GAME
He might be _______. singing
She ______ might _____ be shopping _______.
It’s so scary .What’s that?
Bell Tower neighborhood
He is interviewed by the newspaper.
What are the strange things?
hear strange noises outside our window.
A . Local school teacher called Zhou Gu heard strange
noises outside his window every night. B. Zhou Gu’s wife thinks that it could be a dog.
C. Zhou Gu’s friends and he think it must be teenagers
It could be an animal. It must be teenagers having fun.
call the police.
can’t find anything strange It might be the wind.
It might be a dog. still hear the noise outside Everyone is worried . There must be something visiting .
人教版九年级英语全一册精品教案
Unit 1 How can we become good learners?学习目标认知目标：1. Talk about how to study. 学会讨论各种学习方法和策略。
2. Find out your suitable learning methods. 找出适合自己的学习方法。
情感目标：通过对学习方法的学习，培养学生用正确而科学的方法做事的能力，明白“一份耕耘，一份收获”。
技能目标：（1）熟练掌握下列词汇：aloud pronunciation discover repeat note pronounceincrease speed partner create active connect reviewknowledge wisely born attention（2）熟练掌握下列短语：work with friends ask the teacher for helpread aloudlook up practice pronunciationconnect…with…pay attention to（3）掌握下列句型：How do youstudy English?I learn by working with a group.Do you learn English by reading aloud?Yes, I do. It helps my pronunciation.How can I read faster?You can read faster by reading word groups.How can I improve my pronunciation?One way is by listening to tapes.But whether or not you can do this well depends on your learning habits.重点、难点（Key points and difficulties）1. 学会运用how来询问做事方式2.学会运用by+doing的结构表达做事方式。
2020年人教版英语九年级 Unit5 全单元教案设计
2020年人教版英语九年级Unit 5 What are the shirts made of?Period 2 Section A Section A (3a-3c) 总第26课时一、教学目标：1. 语言知识目标：1) 学习掌握下列词汇：France, no matter, local, brand, avoid, product, handbag,mobile, everyday2）阅读短文，能按要求找到相应的信息。
3）通过阅读提高学生们的阅读能力。
4) 了解“中国制造”已在世界各国广泛存在，并被世界人民所认可。
2. 情感态度价值观目标：通过阅读短文，让学生们明白中国在近代的发展状况，认识到我们伟大的中国正在快速崛起，从以前依赖进口国外工业产品，到中国制造，中国已加入工业大国之列。
二、教学重难点1. 教学重点：1) 掌握本部分出现的生词和词组，达到熟练运用的目标。
2) 阅读短文，获得相关的信息。
通过阅读练习，来提高阅读能力。
2. 教学难点：1) 阅读短文，获得相关的信息的能力。
2) 理解并运用所学的词汇及表达方式。
三、教学过程Ⅰ. Revision1. Ask Ss to role-play the conversation in 2d.2. Check the homework. Let some Ss tell read their sentences.(1). This ring is made of silver.(2). This kind of paper is made from wood.(3). What is paint made from?(4). Hang Zhou is famous for tea.(5). As far as I know, tea plants are grown on the sides of the mountains.Ⅱ. Lead in1. 展示一段伦敦奥运会礼品的视频，让学生了解中国制造已被世界人民所接受。
人教版九年级英语上册 Unit 5 教案设计
Unit 5 Grammar FocusClass Type GrammarObjectives 1. To learn and understand the “passive voice in thepresent tense”.2. To better understand and well use the passive voice inthe present tense in practice.Key 1. Are your shirts made of cotton?structure —Yes, they were. And they were made in the US.2. What’s the model plane made of?—It’s made of used wood and glass.3. How is tea produced?—Tea plants are grown on the sides of mountains.4. When the leaves are already, they are picked by handand then sent for processing.Difficulties How to well use the structure about passive voice in thepresent tense in practice.Period 1ProcedureLead-in Read some sentences with the passive voice sentencesunderlined.Step 1 The formation of the passive voice.Step 2 The exchanges between the passive sentences and theactive sentences.Step 3 The four steps of changing the active sentences to thepassive sentences.EarlybirdStep 4 Exercises.1. The exchanges of sentence structures.2. Complete the sentences with the correct words.3. Changing sentences based on the requests.4. Choosing the correct answers.Step 5 The basic sentence structures of the passive voice.1. Subject + be + p.p. + (by …).2. Subject + be + not + p.p. + (by …).3. Be + subject + p.p. + (by…)?4. 疑问词+ be + subject + p.p. + (by…)?Step 6 The using of the passive voice.Step 7 The special attentions about the process of exchangingactive voice to the passive voice.Step 8 Other attentions.Step 9 Pair works.Let Ss make conversations by using the sentences below.A: where is/are …?B: It is/They are … in ….Step 10 More exercises about the grammar focuses.Step 11 Activity 4a.Read and complete the sentences with the correct forms ofthe verbs in brackets.Step 12 Activity 4b.Ask Ss to rewrite the sentences by using the passive voice.Unit 5 Section A-1EarlybirdClass Type Listening, reading and speakingObjectives 3. To learn what materials the things were made of.4. To know what the things are made of and where theywere made.5. To practice talking about the conversations.Key 1. This ring looks nice. Is it made of silver?structure —Yes, and it was made in Thailand.2. What did you see at the art and science fair?—I saw…—What is it made of / from?6. Where is tea produced in China?7. Tea is good for both health and business.Difficulties How to better understand and express the materials and theplaces of these things.chopsticks, fork, blouse, silver, glass, cotton, steel, fair,grass, leaf, produce, widely, processVocabularybe known forPeriod 1ProcedureLead-in Guessing game.Show Ss some pictures and ask Ss to say the name of thesethings in English.Step 1 Discussion:What are these things usually made of?—It is made of …/ They are made of ….Step 2 Activity 1b.Let Ss listen a passage and then to match the products withwhat they were made of.EarlybirdStep 3 Listen again and ask Ss to answer some questionsaccording to passage in 1b.Step 4 Pair works. Make conversations.Show Ss some pictures and give some information, andthen to ask Ss to make conversation by using the sentencesin 1a.E.g. :A: This ring looks nice. Is it made of silver?B: Yes, and it was made in Thailand.Step 5 Activity 2a.Let Ss listen a conversation and check the main topic ofNick and Marcus’ conversation.Step 6 Activity 2b.Let Ss listen again and answer the questions following.Step 7 Pair works.Let Ss suppose that they have just visited a museum or anart fair. And then make conversations by using the sentencestructures in 2a and 2b as the model.Step 8 Activity 2d.Let Ss listen to the tape and ask them to answer thequestions.Step 9 Listen again and read the conversation in the textbook.Step 10 Pair works.Show Ss some pictures with some information and ask Ssto have a discussion.1. What is famous in your city?2. What is it made of?3. Make a conversation using 2d as a model.Step 11 Language points: explain the key words and phrases insection A-1.Step 12 More examples and exercises about the language points.EarlybirdUnit 5 Section A-2Class Type ReadingObjectives 8. To learn about the products in America.9. To know more about the products that made in China.Key 1. No matter what you may buy, you might think thosestructure products were made in those countries.2. He found it interesting that …3. Kang Jian thinks it’s great that China is so good atmaking these everyday things.Difficulties How to know the products showed in America but weremade in China.Product, France, local, avoid, handbag, mobile, everydayno matter, search forVocabularyPeriod 1ProcedureLead-in Revision.Give Ss some phrases and ask Ss to translate them.Step 1 Free talk.Give Ss some information and let them talk about thequestions:1. “If you take a trip abroad, what would you do?”.2. If you go to Switzerland, what would you buy?3. If you go to France, what would you buy?4. If you go to Japan, what would you buy?EarlybirdStep 2 Activity 3b.Let Ss read the passage about the American products andanswer the questions following.Step 3 Read the passage again and answer the questions accordingto the passage in 3a.Step 4 Activity 3c-1.Ask Ss to read the passage again and write what the wordsin bold refer to.Step 5 Free talk.Why are so many foreign firms moving to China?Step 6 Activity 3c-2.Read the passage again and write what the underlinedwords refer to.Step 7 Brainstorm.Show Ss some information about Chinese products.Step 8 Language points: explain the key words and phrases insection A-2.Step 9 More examples and exercises about the language points.Unit 5 Section B-1Class Type Listening and speaking.Objectives 1. To learn the information about kites.2. To learn and understand more information about kitesby listening.3. To practice talking about the conversation.Key 1. Some were painted with colorful…Earlybirdstructure 2. When did you go on vacation?—I went to an international kite festival.—That sounds interesting. What did you see there?Difficulties How to learn and better understand the information ofkites.boss, Germany, surface, material, traffic, postman, cap,glove, international, itsVocabulary fly a kite, be made of,Periods 1ProcedureLead-in Revision.1. Exercises about the exchanges of sentence structures.2. Complete the sentences with correct words.Step 1 Free talk.Show Ss some pictures and information of Weifang andask Ss to talk about the questions:1. Have you ever heard of Weifang, Shangdong province?2. What is it known as?Step 2 Discussion.Show Ss some pictures of kites and ask Ss to think and talkabout what the kites are made of according to the fact thatkite flying is popular with Chinese people.Step 3 Activity 1b.Let Ss listen to a conversation and circle the correctanswers.Step 4 Activity 1c.Let Ss listen again and then write L for Laura and Z forZheng Yun after these sentences.Step 5 Activity 1d.Let Ss listen the conversation again and fill in the blankswith the information they hear.Step 6 Pair works.Let Ss act as Laura and Zheng Yun to have the role-playEarlybirdconversations using the information as followed.e.g.:A: Where did you go on vacation?B: I went to an international kite festival.A: That sounds interesting. What did you see there?B: …Step 7 Free talk.Ask Ss to talk about a festival that they are familiar with.Step 8 Brainstorm (Learning More).1. Four main kinds of Chinese kites with vivid pictures.2. More information about Wei Fang and its kite museum.Step 9 Language points: explain the key words and phrases insection B-1.Step 10 Examples and exercises about the language points.Unit 5 Section B-2Class Type Reading and writingObjectives 1. To understand the passage about the special forms oftraditional Chinese arts.2. To discuss the art form in groups.3. To introduce a special product of art in your own city.My town is famous/ known for …Key… is famous in my town. structure… is/are made of/ from/ with/ by/ in …… is /are used for…… is special because …Difficulties How to know and understand more art forms in China.its, form, balloon, scissors, lively, heat, completeVocabularysuch as, turn into, at a high heat, send out, cover with, riseEarlybirdinto, put … onPeriods 1ProcedureLead-in Free talk.Show Ss some traditional folk or arts and ask Ss to talkabout what kind of traditional arts or folks they know intheir hometownStep 1 Activity 2b-1.Read the passage in 2b and answer the questions following.Step 2 Activity 2b-2.Let Ss read the passage again and complete the chart.Step 3 Show some pictures of learning habits, talk about are thosegood or bad, and give out your reasons.Step 4 Activity 2c.Read the passage quickly and answer the questionsaccording to the information in 2b.Step 5 Discussion.After reading the passage, ask Ss to think and talk aboutthe main parts that this passage can be divided into andgive the reasons.Step 6 Summary of writing orders and structures.Step 7 Specific analyses.Let Ss read paragraph 2, 3 and 4 to answer questions.Step 8 Activity 2d.Complete the sentences using the correct forms of thephrases in the box.Step 9 Free talk.Show Ss some pictures and ask Ss to talk about thequestions:1. Which art form do you think is the easiest? Which is themost difficult? Why?2. Which art form would you like to learn? Why?EarlybirdStep 10 Practice.According to the specific steps of cutting a butterfly, ask Ssto make it on their own and then show their works in class.Step 11 Pair works.Let Ss discuss about the special and famous things in theirhometown with their partner and take some notes.Step 12 Language points: explain the key words and phrases insection B-2.Step 13 More examples and exercises about the language points.Earlybird。
英语人教版高中选择性必修二(2019新编)Unit 5 First aid Period 5 Usi
Unit 5 Period 5 Reading for writing教学设计The theme of this section is to share your story of first aid. Other sections of this unit focus on the introduction of first aid knowledge and emergency treatment measures in different accidental injury situations. This section shows the significance of first aid through a specific story, promotes the necessity of proposing promising behaviors and delivering humanitarianism, and shows the ability to cope with emergencies.In this section, students are required to imitate the story, write an article, record the touching experience in life, share their own and other people's stories of using first aid knowledge to save people, and their own feelings. This writing task is not only helpful to cultivate students' language expression ability, but also helps to cultivate students' correct outlook on life and values.1.Guide Students to analyze the structure of the passage, grasp the writing characteristics of thenarrative, and experience the cohesion and transition between paragraphs;2.Guide students to master the operation steps of Heimlich first aid method, explore the themeof the article, and learn Chen Wei's spiritual quality.3.Instruct the students to write their own first aid stories according to the requirements of thenarrative.4.Promote the act of being brave for a just cause and convey the humanitarian spirit.1.Guide Students to analyze the structure of the passage, grasp the writing characteristics of thenarrative, and experience the cohesion and transition between paragraphs;2.Instruct the students to write their own first aid stories according to the requirements of thenarrative.Step1: Look and discuss:What happened in the picture? And do you know how to deal with it urgently?keys:To treat a choke, you should make him /her spit by patting him/her on the back.Step2: Read the article and then put A—E in the correct places in the text.A: choking victims usually have only about four minutes before they collapse and sometimes die. B: If you see someone choking, first call the emergency servicesC: Chen wasted no timeD. With choking victims, every minute countsE:Doing the Heimlich manoeuvre on a small child is not recommendedkey:CABEDStep 3:Read the article again and choose the correct words to complete the sentences. 1．Chen Wei was a friend/complete stranger to Zhang Tao.2．When Chen Wei reached Zhang Tao, Zhang Tao was sitting on the chair/standing.3．The Heimlich manoeuvre is quite easy/difficult to do.4．You will know that the victim is choking if he cannot speak/stops breathing.5 .To help a small child who is choking, you need to lay the child face up/down on your lap and slap his upper back.6. Chen Wei was able to save Zhang Tao because he learnt the Heimlich manoeuvreat school/from a first-aid manual.Step 4: Read and answer:1. Who were the people involved ? what happened?Who: Chen Wei. a high school student in Beijing, and Zhang Tao, a fellow diner at a restaurant. What: Zhang Tao was choking on some steak while eating.2.where did it happen?At a restaurant.3.What did Chen Wei do?Chen Wei performed the Heimlichmanoeuvre on Zhang Tao.4.How does the story end?Chen Wei saved Zhang Tao, then the ambulance came and doctors checked Zhang Tao and said that he was fine5.What purpose does the quote at the end of the essay serve?It provides a good way to wrap up.Step 5: Understanding the structureDivide the passage into three part and sum up the main idea of each partPart 1 (Paragraphs 1-2): the story of a choking incidentPart 2 (Paragraphs 3-6): the introduction of the Heimlich manoeuvrePart 3 (Paragraph 7): comments on the choking incidentStep 6:Writing instructionsWrite a narrative essayA narrative essay tells a story. Like all good stories, it has three parts: the set-up the conflict, and the conclusion. The set-up tells you about who, what, and where.The conflict always involves a challenge or difficulty that the characters face.The conclusion is the end of the story, where the problem in Part 2 has been solved.你校英语报计划出版一期急救常识专刊,现面向全校学生公开征集稿件,你有意参加。
人教版九年级英语上册unit 5单元课件(139张PPT)
Words Review
chopstick coin fork silver glass blouse cotton steel fair grass
n. 筷子 n. 硬币 n. 餐叉；叉子 n. 银；银器 adj. 银色的 n. 玻璃 n. （女士）短上衣；衬衫 n. 棉；棉花 n. 钢；钢铁 n. 展览会；交易会 n. 草；草地
Words Review
environmental adj. 自然环境的；有关环 境的 leaf pl. (leaves) n. 叶；叶子 produce v. 生产；制造；出产 widely adv. 广泛地；普遍地 be known for 以......闻名；为人知晓 process v. 加工；处理 n. 玻璃 pack v. 包装；装箱
3. What is the planeand made of? It‟s made ofmodel used wood grass.
4. What is the painting made from? It‟s made from grass, leaves and flowers.
Make conversations using the 2c information in 2a and 2b.
steel
America
cotton chair bag America Korea
1c This This chair bag looks isthe conversations Practice in it‟s Yes, and good. IsThen it made 1a. make conversations made in using the information in 1b. of of cotton? wood? America. Korea.
Unit5Firstaid单元教案（人教版必修五）.doc
Unit 5 First aidⅠ. 单元教学目标技能目标Skill Goals▲Talk about first aid and medicine▲Practice expressing giving instructions▲Learn about Ellipsis▲Practice instructional writing: first aid instructions for particular injuries Ⅱ. 目标语言功能句式Expressing instructionsGive others your positive suggestions or orders We / Y ou should / ought to ...Please do ...Make sure ...Y ou must / have to / ought to ...Y ou must never ...Y ou ought never to ...Give others your negative suggestions or orders Y ou should not ...Y ou ought not to ...Please don‟t ...Y ou should never ...Y ou must / should never to ...词汇1．四会词汇aid, injury, bleed, ankle, choke, blood, bloody, burn, organ, poison, ray, treatment, liquid, radiation, mild, iron, tissue, electric, swell, damage, jewellery, squeeze, wound, bandage, symptom, kettle, wrist, damp, sleeve, throat, present, ceremony, bravery, towel, pressure, ambulance, authentic 2．认读词汇sprain, essential, layer, heal, blister, watery, char, nerve, ointment, infection, label, Jason, Slade, stab, scheme, bruise3．词组first aid, fall ill, electric shock, squeeze out, over and over again, in place, a number of, put one‟s hands on, catch fire, ought to, have to, stay calm, keep in mind, manage to, flow out, die of4．重点词汇injury, bleed, swell, damage, wound, damp, throat, present, bravery, should, ought to, make sure, have to语法Learn about Ellipsis1. Burns are called first degree burns, second degree burns or third degreeburns. P342. These burns affect both the top layer of the skin . P343. John was presented with his award at a ceremony which recognised the重点句子bravery of ten people who had saved the life of another. P384. They discovered that Anne Slade, mother of three, had been stabbed repeatedly with a knife. P385. It was John‟s quick action and knowledge of first aid that saved Ms Slade‟s life. P38Ⅲ. 教材分析和教材重组1. 教材分析本单元以“急救”为中心话题，旨在通过单元教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施，能牢固地掌握构词法和省略句，能写急救措施。
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This activity provides reading, writing, listening and speaking practice using the target language.
Read the instructions to the class. Point to the picture. Ask students to tell what is happening in it. Invite a pair of students to read the sample conversation in the box to the class.
Write the sample version on the blackboard.
III.3c
This activity provides writing practice using the target language.
Read the title No more mystery inBellTowerneighborhood to the class and explain the meaning of the word mystery.
Work with a partner. Start practice by reading the sample conversation. As the pairs work together, walk around the room offering help with pronunciation and language.
Step4 Summary
Train students' reading skill、writing skill and integrating skills.
Step5 Homework
写作：根据Section B3a所给内容写一篇大约60个词的文章，揭开Tower之谜。
Look and answer the questions.
2. Target Language
In my dream, I was swimming in an ocean of paper.
Maybe it means you're afraid of too much homework!
过程
方法
According to designing some tasks to train students' reading skill、writing skill and integrating skills.
Ask students to write another paragraph aboutBellTownusing these notes. As they work, move around the classroom offering language support as needed. Get a few students to read their works to the class.
Show the key vocabulary words on page 38 on the screen by a projector.
extremely adv. 极其；非常
worried adj. 烦恼的；焦虑的
neighbor n. 邻居；邻人
garbage n. 垃圾；废料
mystery n. 神秘的事物；不可思议的事物；谜
T: (Holding up a picture with a boy swimming in an ocean of books) What do you think is happening to the person in the picture?
S1: He must be a student.
Read the article again and discuss any words or sentences they don't know in Activity3awith one another.
Write paragraph
Have a discussion.
Do 3c
Look 、think and read.
Read it to the class.
Get students to complete the task individually. As they work, walk around the classroom answering any questions they may have and offering help as needed.
As they are writing, move around the classroom offering help as needed. Ask some students to read their articles to the class.
Step3 Consolidation and extension
director n. 决策者；董事；导演
escape v. 逃跑；逃走
ocean n. 大海；海洋
Read the words one by one and have students repeat several times until they can pronounce them fluently and accurately. Read the title of the newspaper article to the class. And then point to the picture and ask students. How is the person feeling? Help students to answer. Call students' attention to the article.
Invite a student to read the opening sentences to the class. Divide the class into groups of four to discuss what should be included in the article.
Two or three minutes later, stop the activity. Ask students to finish the article about the strange events inBellTower. Use the ideas they discussed along with original ideas of their own to complete the article.
A sample version to Activity 3b:
These days, something unusual is happening in my neighborhood. Mr. Chu often hears footsteps in the hallway at late night. His wife thinks it might be the neighbors. Lao Zheng, a retired worker, saw someone trying to get in the window one evening. Later, he found it might be the wind. Xiao Ning, a Junior 2 student, often finds garbage in front of her house. Her mother thinks it might be cats. But she doesn't think so. My neighborhood used to be quiet. But now everyone is worried. I don't know what to do.
教
学
反
思
Read the words after the teacher.
Answer the questions.
Read the article individually and underline what people think could be causing the strange things that are happening inBellTower.
Check the answers
II.3b
This activity provides reading and writing practice using the target language.
Get students to discuss any words or sentences they don't know in Activity3awith one another. Call students' attention to the three sets of notes. Ask different students to read them to the class.
Ask students to think of a dream they had recently and tell their classmates about it. Let classmates guess what the dream might mean. Ask different pairs to tell the class about their dream and what they may mean.
对上节课所学知识进行复习。
解决生词，为学生更好理解文章做好准备。
培养学生集体合作精神，积极思考，敢于发问。