高二人教新课标英语必修五Unit5语法课教案
高中英语人教版必修5 Unit 5教案(9)
英语必修5人教版新课标Unit 5教案（9）Period 2 Reading & ComprehendingTeaching aims:1.To get the students to know words like “symptom”、“essential”、“organ”and grasp the usage of “protect…against/from”、“be stuck to”、“squeeze out”、“over and over again”and “in place”.2.To let the students understand some information about causes, types, characteristics and first aid treatment of burns through reading.3.To practice the students’ predicting, skimming and scann ing abilities.4.To improve their practical ability of first aid treatment of burns through group wok.Teaching procedures:Step 1. Lead-inReview “Types of burns”within _______________.Step 2. Reading1.Prediction （What may be written in the passage?）2.Skimming for checking whether the information mentioned is written3.Judging the correct order4.Para. 1 : What is the skin? What can the skin do?5.“Causes of burns”: Which of the following cannot get the skin burned?6.“Characteristics of burns”: Comprehending 27.“First Aid Treatment”: Answer the following questions1)What is to be done if clothing is stuck to the burn?2)Why is it best to place burns under gently running water for about 10 minutes?3)How should second degree burns be dealt with?4)How should the bandage be fixed?5)What is to be done if burns are on arms or legs or the face?8.Group work : Comprehending 39.Reading for full understandingStep 3: Homework & Dismiss高考链接理解高考完形填空难度变化总结二、灵活的词汇意义以及上下文乃至全篇文章内容的理解等更加强化。
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
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
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。
高中英语人教新课标必修五Unit5 Using language 课程教学设计
Unit5 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching Goals:1. To develop the Ss’ ability in reading, speaking, listening and writing.2. To get Ss to know more about first aid.Teaching Procedures:Step 1.Reading and comprehending1.WarmingUpPurpose: To lead Ss to the topic.Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.Question: if you happen to find a person who is bleeding badly, what will you do? 2. SkimmingPurpose: To make Ss have a brief understanding of this passage.Read the newspaper article by yourselves and then put the following events in the order that they happened._____ The attacker ran away._____ Anne was attacked and started to scream._____ John performed first aid on Anne._____ John was studying in his house._____ The ambulance arrived._____ John ran outside with his father._____ John found Anne in her garden with terrible knife wounds.Suggested Answers:4. 2. 6. 1. 7. 3. 53. Scanning and discussing.Purpose: To make the students find something in details. In groups discuss and answer the following questions.(1) What first aid did John perform on Anne?(2) What adjectives would you use to describe John’s actions? Give at least three.(3) Do you think John was silly or brave to get involved in the situation? Give your reasons.(4) Would you have done the same as John? Give your reasons.(5) Do you think it is worthwhile to take a course in first aid? Give your reasons. Suggested Answers:(1) John dressed Anne’s injuries with tea towels and applied pressure to the wounds to slow the bleeding.(2) brave, heroic, courageous, quick-thinking, helpful, unselfish. Fearless, confident(3) Some possible answers:John was silly: he could have been attacked also, it was none of his business, the woman might have had AIDS.John was brave: he could have been attacked too, but he didn’t think about his one safety. All he thought about was how to help the victim.(4) Yes, I would do the same. Helping others who are in need is anyone’s responsibility.(5) Yes. Taking this course can make more people know how to perform the first aid. This would prevent more people from being worse injured.Step 2. ListeningPurpose: To develop the Ss’ listening ability.1.Pre-listening(1). Read these words and expressions and make sure Ss know the meaning of them: burning clothes, broken bones, bleeding, choking, snake bites, nose bleeds, bruising, sprained ankle.(2). Ask Ss what first aid treatment they would give in the situations in the list. Write their suggestions on the blackboard.2.While-listening(1) Circle the topics the teacher asks questions about in this listening text. Suggested Answers:nose bleeds, burning clothes, choking , sprained ankle, snake bite.(2) Match each of the following pictures with a topic listed in questionSuggested Answers:picture 1: sprained anklepicture 2: burning clothes picture 3: a nose bleedpicture 4: chokingStep 3. SpeakingAccording to the tape, discuss these questions in groups:1. Can you say the students' names on the tape?2. What can you tell us about Peter’s character?3. Can you remember any of the funny things he said?Suggested Answers:1. Sarah, Peter, Rachel, Jim, Gary.2. Stuart is the joker in the class/ the class clown/ the one who make s the others laugh.3. So he gets the blood all over the floor instead of on his clothes I'd say great--he's aplayer anyway; Bite it back.Step 4. WritingWrite an article according to the following pictures and the first aid treatments you have learned in this unit.A woman lost consciousness and has stopped breathing. The pictures can direct you to help him breathing again? Write the measurements in details.One possible version:I will perform the first aid in eight steps. Before I do rescue breathing, the first, I will check whether the person is unconscious. Gently shake her by the shoulders. If she doesn’t respond, she’s unconscious. The second, I will put her in the recovery position. First place her arm straight out on the ground and bend her other arm across her chest. Bend the near leg up and then roll her away onto her side. Tilt her head backwards a bit so that any liquid can run out of her mouth and her tongue can fall forward. The third, I will check if the airway-the passage from the mouth to the lungs-is open. And then clear anything away from the inside of the mouth with myfinger. The fourth, I will check if she can breath. See if her chest is rising and falling. Also I will place my cheek close to her face and listen and feel for air coming from the nose and mouth. If she is not breathing, I will have to start rescue breathing. This is the fifth step: roll her onto her back and squeeze her nose with my fingers to stop air coming out of it. I should place my mouth completely over the victim’s mouth and keep her head tilted and blow into her mouth for one and a half to two seconds. Watch her chest rise and then fall. Take another breath and blow into her mouth again. The sixth, I will check her pulse on the side of her neck. If there is a pulse, check her breathing. The seventh, if there is still no breathing, continue the rescue breathing at 15 breaths a minute. After about one minute, I will check the pulse and breathing again and continue this process until the victim begins to breathe on her own or medical help arrives. The last step, when she is breathing on her own again, I will put her in the recovery position.。
人教课标版高中英语必修5 Unit5_Grammar名师教学设计
(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.
高中英语人教新课标必修五Unit5 语言点 课程教学设计
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, expressions and sentence patterns 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.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 place, if necessary, stick to.教学难点Put the language points into practice to express themselves in English.教学过程Step 1: RevisionReview 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。
人教版高中英语必修5 Unit5 Grammar名师教学设计
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
教
材
分
析
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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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.
5.Sorry to hear that.
6.Pity you couldn’t come
7.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 come
7.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 Practising
Discovering 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 painful
2) 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.。