人教版高中英语必修5Unit5语言点优秀教学设计

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高二人教新课标英语必修五Unit5语法课教案

高二人教新课标英语必修五Unit5语法课教案

Period8. GrammarBy Yin ZhishiI.Content: B5U5 Grammar---Illipsis Time:20151110II.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 teaching1.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 teachVII.The way of teaching: Finding /Induction and practisingVIII.The teaching procedures:Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’homework.Step 2 Learn the new -----------GrammarT: 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.5.Sorry to hear that.6.Pity you couldn’t come7.This way, please. 8.Terrible weather!9.Joining us for a drink? 10.Going to the supermarket?1.I haven’t seen you for ages.2.Would you like some more tea?3.That/It sounds like a good idea.4.It doesn’t matter.5.I’m sorry to hear that.6.It’s/ What pity you couldn’t come7.Step this way, please. 8.What terrible weather it is!9.Are you joining us for a drink? 10.Are you going to the supermarket?Step 3 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and ( it was )very painful2) A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.)3)She has a daughter (who is) in hospital.4)He went to the doctor because he had to go to( the doctor).5)Did she pass the first aid test that she did yesterday (or didn’t she pass)?6)She could not decide whether to send him to hospital or not (to send him to hospital).7)When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat.8)Only some of the students have done a first aid course but most of the students haven’t (done a first aid course).3.These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.1)The cottage (that is) surrounded by a wall belongs to the local government.2)The first book I read this term was more interesting than the second (book I read this term).3)To her teacher’s surprise, she did better in her first aid exam than(it was) expected.4)I don’t think they have returned from the hospital, but they might have ( returned from the hospital).5)He wanted to help the accident victim but his friend didn’t (want to help the accident victim).6)You can borrow my first aid notes if you want to (borrow my first aid notes).4.Show the students the slides with some multiple choices exercises about the Ellipsis.(If possible )1)---- Tomorrow is a holiday. Why are you doing your homework?-----I am doing these exercises now so that I won’t have _____ on Sunday.A. itB. themC. forD. to2)----Shall I invite Ann to my birthday party tomorrow evening?----Yes. It’ll be fine if you______. A. are B. can C. invite D. do3)---- Aren’t you the manager?-----No, and I______A.don’t want to B. don’t want to be C. don’t want be D. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not to B. not to do C. not do it D. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will6)-----I won’t do it any more.-----_______?A. Why not B. Why don’t do any more C. Why not do D. Why don’t 7)-----Do you think it will snow tomorrow?------______?A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so 8)-----Have you fed the cat?------No, but______.A. I’m B. I am C. I’m just going D. I’m just going toStep4 Sum upStep5 Homework:1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38Thinkback:。

最新人教新课标高中英语必修5精品教学设计Unit5 教案

最新人教新课标高中英语必修5精品教学设计Unit5 教案

Unit 5 First aid Teaching aims and demands:1.Topics:1)Talking about medicine and medication.2)Talking about first aid and the safety in the home.3)Learning how to give instructions.2.Words and expressions:3.Functional items: Giving instructionsWhat should he do?Why should he…?What about this…?What if…?And then what?You’ve got to…?First you have to… Then… Next…If you/ he/ …, you might be…Tell him to…If there is a pulse, check her breathing. Continue… until…Now, if there is no …, you must…Do not put…Never put…4.Grammar use: EllipsisYou can get burnt by hot liquids and ( you can get burnt by) steam.First degree burns turn white when ( they are) pressed.Teaching procedures:Step One1.Ask students if they know what first aid is and why it is important.Then read the first paragraph of the section with students.2.Look at the pictures together and ask students what has happened ineach one.3.Put the class into groups of three or four and ask them to answer therest of the questions about the pictures.4.Bring the class together and ask students what kind of first aid youshould give in each situation. This should stimulate some interesting discussion as there might be some disagreement about first aid treatments.Step Two1.Ask students what has happened in the picture. (Answer: The child haspulled boiling water onto herself.) Ask students what sort of injuries the child will have. (Answer: She will have bad burns.) Ask the class what first aid treatment they would give in this situation. Don’t tellstudents whether they are right or wrong at this stage as they will find out from the reading text. Write all their suggestions on the board.2.Ask students to answer the questions about their own experiences ingroups. Bring the class together and ask various students about their or someone else’s experiences.Step Three1.First reading1)Ask students to read the title of the text and the headings within it.Then ask them what the topic of the text is and how theinformation is organized. (Answer: It is about first aid for burnsand the information is organized according to causes, types,characteristics and first aid treatment for burns.)2)Ask students how the information is organized within theheadings of types of burns and characteristics of burns. (Answer:The information is organized according to the types of burns: firstdegree, second degree and third degree burns.)。

高二英语必修五_Unit5_语言点课名师教学设计

高二英语必修五_Unit5_语言点课名师教学设计

Unit5 语言点课名师教学设计Section 2 语言点课框架单1/ 112/ 113/ 11Section 2语法课教学设计步骤过程措施(教师活动与学生活动)目的持续性评价DELC 1预备与激活先期知识Step 1Leadingin(导入活动)(2 mins )T: Greetings……T: Today we will learn some words concerned with the topic of this unitfirst aid. At first, please underline the key words of this unit in the textFirst Aid for Burns and try to guess the meaning of each word in the textthrough context.1.Ask Ss to do exercise 1 to assist students understand the meaning ofeach words.Exercise One1.通过阅读课文,让学生在文中勾画出重点单词和词组。

然后让学生尝试根据上下文猜测词义。

2..通过单词和英文词义的配对,帮助同学们进行词义猜测与学习。

Key:HGBCAEDFJI1.学生是否能根据上下文猜测词义。

2.学生是否能通过上下文猜测词义。

4/ 113.通过在语境中的使用,加深学生对单词词义的理解。

Key:Vital/squeeze/unbearable/swell/electric/was affected/ essential/injuries/temporary/aids 3.学生是在不同语境是使用新单词。

DELC 2获取新知识Step 2Introduction andpresentation(引入和呈现)1.injury n. 损伤,受伤处injury-Injure v. ________-injured ___. _________He injured his left arm in a car accident.The doctor operated on the injured man at once.Man common ________ happen every day at home.injury/ wound/ hurt/ harmsThere were no injuries in the crash.The soldier received a bad leg wound in the war.It was a hurt that made me heartbroken.Studies show that smoking does harm to people.[Conclusion]1.injury 指的身体上的损伤,多指______ 中的受伤。

人教课标版英语必修五Unit5 Using Language Reading 课程教学设计

人教课标版英语必修五Unit5 Using Language Reading 课程教学设计

Unit5 Using Language Reading 公开课教学设计(二)Teaching DesignTeaching content: Using language: Heroic teenager receives awardBrief introduction of the teaching design:The passage is a reading material introducing what a teenager has done to save the woma n’s life. After reading, the importance of the first aid and the good qualities of the teenager are clearly presented to the students.In this design, I attach importance to the following three aspects.The first aspect is focusing on reading and discussing; through which students have a clear picture of the heroic deeds.The second one lies in showing a kind of similar situation in our daily life (whose topic is closely related to our own experience) to better understand the importance of the first aid. They are required to be equipped with the knowledge of first aid based on the reading text.The third one is to have a good understanding of the good qualities a citizen shouldhave and realize the deeper meaning of the social responsibility.Teaching aims:1. To guide the students to learn about basic knowledge on how to do first aid through reading and summarizing2. To cultivate students’ abilities in speaking by applying new words and phrases in the text3. To raise students’awareness of the importance of how to do first aid and being equipped with many good characteristics to take social responsibility Teaching important and difficult points:1. Learn the process of the heroic deeds. According to the text, try to understand the key words and phrases, such as bravery, put one’s hands on, apply, scream, perform first aid, and make a real difference.2. have a general understanding of how to do first aid in the special situation3. Through the reading material, students are to be aware of the importance of the firstaid and good qualities a qualified person should have.Teaching methods: task-oriented reading Teaching aids: multi-media and blackboard Teaching procedures: Greetings.This step is to shorten the distance with students and wish students were happy everyday. Finally, it is used to lead to the topic.Step1: Lead-inHave a talk with students about daily emergency and lead to the main character—a teenager. Invite students to enjoy a short video about a wonderful first aid performed by a professional doctor and ask them the following questions:Q1: What different kinds of emergency we may suffer in our daily life?A snake bite; bleeding; a sprained ankle; choking; a broken arm…Q2: At that time, what do we need?First aidQ3: Who can do the first aid well?A doctorQ4: Is he a good doctor? What kinds of qualities should a good doctor have? Yes; calm, patient, professional, experience, skilled, knowledgeable…The questions set are to lead to the leading character named John JansonT: Of course, a professional doctor can perform the first aid well. In fact, common people even a teenager can still do the first aid well.Step2: While-reading1. Ask students to listen to the record and find the answers to the following question. Q1: Where can you most probably read this passage?A. a novelB. a research paperC. a newspaper reportT: There is special structure in a piece of news.Paragraph 1 is the most important one which contains much important information. The step is set to help students better understand the structure of the news and get the important elements of the news.2. Ask students to read the text:1) Make a list of the elements contained in the news timelast night place In Rivertoncharacter A 17-year-old teenager, John Jansonevent He was honored at the Lifesaver Awards, for carrying out first aid on a neighbor named Anne Slade2). ①What happened to Anne?She was stabbed repeatedly…Her hands were almost cut off…T: We all know that Anne was saved by John finally.②What saved Anne’s life ?It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.③Who also made their contributions to the rescue ?A number of nearby people his father④What first aid did John perform on Anne ?He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.The design of this step is aimed at raising students’ awareness of the importance of the first aid in dangerous situation.3) Put the sentences into correct order__4__ The attacker ran away.__2__ Anne was attacked and started to scream.__6__ John performed first aid on Anne.__1__ John was studying in his house.__7__ The ambulance arrived.__3__ John ran outside with his father.__5__ John found Anne in her garden with terrible knife wounds.T: Though John has done the heroic deeds, he was still not so arrogant. What about his own feeling?We can learn it from his words. How to understand his words (para5)From his words, we can conclude that he is confident, modest, diligent, hard-working, serious-minded, and attentive.Official’s assessment: it shows that knowledge of first aid can make a real difference.Step 3. Post-reading1) Ask students to look back on the content and imagine:Q1: What impressed you most in the piece of news?The importance of first aid…His good qualities…T: This is a good result. Suppose the rescue is not so smooth…Some unexpected things:① The attacker was still at the scene of stabbing.② The attacker left but returned later.③ The woman had AIDS.④ John had performed first aid on the woman but she died anyway.Q2: Do you think John was silly or brave to get involved in the situation? Give reasons.This is designed to help students have a good imagination of the potential danger, in order to improve the figure of the teenager..Step 4. Group WorkPresent a similar situation in our daily life to the studentsHave a debate. Ask students to discuss what they will do in the following situation. The first purpose of the activity is to encourage students to be aware of the importance of saving others’ lives.Step 5. HomeworkChoose one of the ways of first aid to describeThis step aims to encourage students to gain the knowledge of first aid .The more, the better.。

人教课标版高中英语必修5 Unit5_Grammar名师教学设计

人教课标版高中英语必修5 Unit5_Grammar名师教学设计
在时间、条件状语从句中,如从句主语与主句主语_____或从句主语为it,且从句有____动词时,可将从句____与______一起省略。
(1)He said (that) the text was very important and that we should learn it by heart.
②Often the illness or injury is not serious, but there are other times when giving first aid quickly can save lives.
2.①Burns are called first degree burns, second degree burns or third degree burns.
(3) –Are you an engineer? --No, but I want to be.
(4) –He hasn’t finished the task yet. --Well, he ought to have.
Conclusion
有to do不定式重复时,重复内容可省略,省略到___或to后___动词或____动词为止。
在一些习惯表达中会发生省略
How beautiful the flower (is)!
What a wide river (it is)!
Conclusion
在what和how引导的_____句中,常可省略主语___和___动词
1)My father is a doctor and my mother (is) a nurse.
[conclusion]
There are ___________ words and phrases in Sentence 1.

人教版高中英语必修5 Unit5_Using_Language_优教教学设计_

人教版高中英语必修5 Unit5_Using_Language_优教教学设计_

Unit5 Using Language 优教教学设计设计意图This is the third teaching period of this unit. The first task is to ask students to comprehend a passage in the textbook about a heroic teenager saving his neighbor using first aid knowledge. In this passage, students get to know more about the significance of first aid and thus become eager to acquire first aid knowledge, which may help themselves or somebody else one day in real life. The second part is writing. Students apply what they have learned in the reading part to practical use: writing a passage about small matters making a difference in daily life. Here in this class, small matters should be related to first aid. At the end of this class, students can be equipped with first aid knowledge and be better at expressing themselves in English.教学目标1. Students learn a passage about a heroic teenager John Janson saving his neighbor using first aid knowledge.2. Students accumulate common knowledge about first aid through self-directed study and cooperation.3. Students get better at writing English articles and expressing themselves in English.教学重点To help students understand the text and the significance of first aid knowledge, and to help learn to write a passage according to the requirements.教学难点To get students to achieve the aim of writing a passage by applying what they have learned.教学过程Step 1: Scanning &Skimming(设计意图:学生快速阅读课文,通过标题和导语这些特点,锁定新闻类文章的特点;通过几个疑问词,将文章的大意理清;通过关键事件,了解整个文章的结构。

人教版高中英语必修5 Unit5 语言点课名师教学设计

人教版高中英语必修5 Unit5 语言点课名师教学设计
2.学生能形成通过文本学习主动归纳语言现象的意识。
学习策略:
1.通过分析对比,发现语言使用方法;
2.通过语境设计灵活运用词汇和词组;
3.小组合作和jig saw的形式,在学习中增强小组合作团队精神,以及解决问题的能力。





教学重点:
1.学生能正确理解重点单词和词组的词义;
2.学生能掌握部分重点单词词组的用法和搭配。
It was ahurtthat made meheartbroken.
Studies show that smokingdoes harm topeople.
[Conclusion]
1.injury指的身体上的损伤,多指______中的受伤。
2._______多指在战斗中的打斗中受到的刀枪剑伤。
3.hurt多指________(感情/身体)上的伤害。
教学难点:
1.学生能通过上下文进行词义猜测,理解单词在不同语境中的含义;
2.学生能通过对语言材料的分析总结语言使用规律的能力提升。




(一)任务型教学法
学生通过大量阅读分析含有重点单词词组的句子,总结归纳重点单词词组的用法。
(二)情景交际法
通过创设不同情境,在课堂中将学习的单词进行运用,让学生在语境中理解单词学会单词。
Unit5语言点课名师教学设计
Section2语言点课框架单
教材版本:人教版册数:Book 5单元:Unit 5课型(课时):语言点课-Section2




本单元的中心话题是“急救”,内容主要涉及在日常生活中的紧急情况的处理。语言技能和语言知识主要围绕“急救”这一中心话题来设计。“语言学习”部分突出了本单元一些重点词汇和语法,本单元学生应学会并识记与急救相关的词汇,同时学会使用生活中常使用的高频词的用法。本部分主要是为了提高学生运用本单元部分词汇的能力,也要求学生通过小组合作学习单词用法,然后加以应用。本课分为四个部分,第一部分为预习部分,此部分为自学部分,同学们通过在文中勾画,根据上下文进行猜测词义,并在不同语境中加以练习巩固。第二部分为课上合作学习部分,同学们通过合作完成部分知识点的学习。第三部分为展示互学部分,同学们在课堂上对本组学习内容进行讲解。在此环节,学生和老师可提出问题,对知识点进行完善扩充与提升。最后一部分为课后过关部分,本部分,通过课后习题,检验学生是否掌握已学知识。

人教版高中英语必修5 Unit5 Grammar名师教学设计

人教版高中英语必修5 Unit5 Grammar名师教学设计
②Often the illness or injury is not serious, but there are other times when giving first aid quickly can save lives.
2.①Burns are called first degree burns, second degree burns or third degree burns.
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in(导入活动)(2 mins )
T: Greetings……
T: Today we will learn something about how to use the ellipsis. Please read the following groups of sentences, and try to tell the difference between the sentences in one group. Which one is better? Why?
Unit5 Grammar名师教学设计
Section 3语法课框架单
教材版本:人教版册数:Book 5单元:Unit 5课型(课时):语法课-Section3




本单元的话题为“急救”,围绕着急救这一话题,增加学生急救知识,提高急救意识,增强同学们处理问题的能力,敢于承担的责任感。上一课时针对文中重点单词和词组进行了学习,这一课时主要解决文中出现的语法现象,省略。这一课通过让同学们自己对比,分析,感知,对省略的意义,省略的功能性分类进行学习,从而学会正确理解省略,运用省略。同时通过对省略歧义句的分析得出省略存在歧义的现象。本堂课分为个步骤。第一部分通过对比,发现句中省略现象,并感知省略句的特点。第二部分,尝试给省略句进行功能性分类。第三部分,系统学习在不同句型中的省略现象。最后一部分,通过练习巩固同学对省略的运用,尝试学以致用。同时列举省略歧义句子引发学生思考,增加学生语用思维。
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教学目标 1. Enable students to master the usage of such important words and expressions 覆 s aid, vital, injure, treat, fall ill, get + PP, in place, if necessary, stick to. And learn to express themselves by using them. 2. Enable students to learn the method of constructing knowledge trees through self-study and co-operative exploration. 3. Enable students to enjoy the fun of expressing themselves in English and participate in class with strong passions.
教学重点 Help ptudents master the usage of such important words and expressions as aid, treat, vital, injure, fall ill, get + PP, in o.
Step 3: Presentation and special attention (15 minutes later)T: Time is up. Let’s see how you learn the words and expressions one by one. 一、词汇精粹 1. aid n. & vt. 帮助;援助;资助 【教材原句】 First aid is a very important first step in the treatment of burns. 急救是治疗灼伤很重要的第一步。 【观察思考】 (l) With the aid of the teacher, all of us in our class have made great progress. 在老师的帮助下,我们班所有的同学都取得了很大的进步。 (2) She came quickly to his aid. 她急忙来帮助他。 (3) They collected money in aid of the college students from Qinghai Province. 他们筹钱用来帮助来自青海省的大学生。 (4) The doctor gave first aid on the injured man. 医生为受伤的人实施了急救。 (5) We aided the poor girl in continuing her study. = We aided the poor girl with her study. 我们帮助了这个可怜的女孩继续她的学业。 (6) They aided the poor country with money. 他们用钱来帮助这个贫穷的国家。 【归纳总结】 aid 作名词,常用短语有: (1) 在……的帮助下 with the aid of (2) 来帮助某人 come to one’s aid (3) 用来帮助…… in aid of …
Unit5 语言点 优教教学设计 设计意图
This is the second period of this unit: language points. The teacher can offer chances to students to review the vocabulary. The emphasis of this period will be placed on the important words, expressionsand sentencepatterns and grammatical knowledge in the reading text. In order to make students understand these points, we can first get students to study their usages by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations. In this way, students can learn and use these important language points and grammar well.
usages in this unit. First, it’s self-study time. Please observe the example sentences in the sheet and try to summarize their usages by referring to your dictionaries or reference books. Make a mark where you have problems. Then, 15 minutes later, we’ll see who the best self-learner is. Please begin now.
教学难点 Put the language points into practice to express themselves in English.
教学过程 Step 1: Revision Review the vocabulary part in this unit. Step 2: Self-directed study (设计意图:学生自主学习,理解导学案上的例句,并根据例句,构建词汇 的知识树,总结词汇用法,争取新旧知识联系,培养自主学习能力。 ) T: In this class we will learn the important words and expressions and their
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