新课标英语必修5Unit5Using language
• Sightseeing in London
Fast reading
1.Who is the traveler? Zhang Pingyu 2.Read it as fast as possible and find out the places she visited according to the day she spent .
I have learned about:
The history of the UK
How to use the past participle as the OC Some places to visit in London Some stories that happened in the Tower of London How to ask for help when you do not understand
Learned Need learn well more
多一分意见 多一分价值 多一分完美
Careful reading
Read the detailed information about each sites and fill the blanks on the paper.
When: Who:
AD 1066
The Tower of London
The Norman invaders What: Part of a royal place and prison combined fancy Comment:
meridian
People have photos taken standing on either side of the line!
places of interest
British Museum
Westminster Abbey
Today we’re going to learn sth. about these sites, are you ready?
When:
In 1666 Comment: Splendid/interesting
St. Paul’s Cathedrቤተ መጻሕፍቲ ባይዱl
What:
Status in memory of dead poets and writers. Comments : interesting
Westminster Abbey
What is it used for?
It is used as Queen’s house.
Buckingham Palace
What can be seen: Old ships, famous clocks, longitude line Comment:
Royal Observatory in Greenwich
Period 4
Reading: sightseeing in London Language points in this part listening Reading task in WB: A particular British Celebration
Buckingham Palace’soldiers
Buckingham Palace
Enjoy and revise
the royal family
Westminster Abbey
St Paul’s Cathedral
London Tower Bridge
Royal Observatory in Greenwich
Meridian-the longitude line
interesting
Karl Marx’s status
The British Museum
Comment: strange
Comment: thrilled and proud
Summing up
Think about you have learnt in the unit. Then tick the form.
高二英语必修五_Unit5_Using_Language_Reading_公开课课件(一)
• It makes no difference to you whether I like it or not, because you never listen to me.
• It doesn’t make any difference to me where you come from.
Listen to the recorder, and then put the following in the right 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
② The number of colleges ______increased in
thheapsast 10 years.
Rewrite the news report in your own words.
5. John used these to treat the most severe injuries to Ms Slade’s hand. 1) treat 处理 ；治疗 He was treated for severe sunburn.
人教版新课标高中英语教学(必修5)unit5课件 using language
2. What first aid did John perform on Anne?
John dressed Ms Slade’s in juries with tea towels and applied pressure to the wounds to slow the bleeding.
2. What was John doing when he heard the screaming?
They saw a man ran from the scene. 3. What did John and his father see
when they rushed outside? He was studying in his room.
Task 1 Read the text and fill in the blanks.
Who
What did he Where did he
hear
go
John Janson _S_c_r_e_a_m_i_n_g_ _F_r_o_n_t_g_a_r_d_en of Anne Slade
What did he do Where did What did
4. In groups, discuss these questions.
1. Do you think John was silly or brave to get involved in the situation? Give your reasons.
John was silly: he could have been attacked also, it was nine 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 own safety. All he thought about was how to help the victim.
Unit 5 Using language 课件-高中英语人教版(2019)选择性必修第二册
Example
Last Sunday, I went to the park with Tony for a picnic. Unfortunately, Tony's left foot got injured on our way to the park. Luckily,I'd just learmed about first aid in our school. So I dialed 120 immediately and performed first aid before the doctor came.
his/her waist
• make a fist with one hand • place it in the upper part
of his/her stomach
• Grab your fist with your other hand tightly
• push up and into his/her stomach in one motion
D
Activity 2: Read for different parts and main idea
a first aid story Para 1-2
C
A
an introduction of the Heimlich manoeuvre
Para 3-5
B
E
D the conclusion of the story Para 6
She is suffering from choking.
What do you know about Heimlich Manoeuvre?
It is a way to help the choking victim. Chocking can be very dangerous. To solve the problem, Henry Heimlic created the Heimlich manoeuvre in 1974.
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.。
人教版新课标高中英语必修五 第五单元 using language(共18张PPT)
3. What do you think of John's actions?
fearless
heroic
brave
confident
courageous
勇敢的, 有胆量的
unselfish
helpful
quick-thinking
Language points
目前;现在 暂时;暂且 出席;到场
2. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.
It is/was… that (who)… 强调句 It was his words that hurt her.
2) It was the hurricane ___ was called Katrina ___ destroyed the city of New Orleans. A. which; that B. what; which C. which; who D. that; which
3. put one’s hands on 找到，取得，得到
4. John used these to treat the most severe injuries to Ms Slade’s hand. treat 治疗;招待;对待
1) The dentist __i_s_t_r_e_a_ti_n_g___ my teeth. (牙医在给我治牙).
2) He _tr_e_a_t_e_d_m__e_a_s_a__c_h_il_d_. (他把我当小孩子看待),
2) He_p_r_e_se_n_t_e_d__th_e__s_il_v_e_r_c_u_p__to__th_e__w_i_n_n_e_r_ (把银杯颁给了获胜者).
人教版高中英语必修5 unit5 using language 课件20张
the injury to the hand/ arm/ leg..
9 敏捷的思维 apply pressure to the wound
10 产生差别
quick thinking
make a difference
新乐 一中
Listening
1.What topics does the teacher ask questions about? Circle the words you hear.
clothes on
fire
4._t_r_e_at_h_i_m__fo_r__bu_r_n_s__
3
1 bend_h_i_m_f_o_r_w_a_rd
choking
2 give him four quick hard___sl_a_ps__between his shoulder blades.
____
We have learned some cases of injury, what should you do if a snake bites you?
Discuss it with your partner and write an article.
a snake bite
遍遥每独 插知逢在 茱兄佳异 萸弟节乡 少登倍为 一高思异 人处亲客
4. There is no doubt that John’s quick thinking and the first aid skills he learned at school saved Ms Slade’s life.
新乐 一中
What adjectives would you use to describe John’s actions? Give at least three.
人教新课标高中英语必修五 Unit 5 Using Language 课件高中英语精品公开课
Finish it in groups of four
1.她躺在前花园的地上，流血不止。
She was lying in her front garden bleeding very heavily.
2.正是约翰敏捷的动作和急救知识救了斯 莱德女士的命。
Read the headline and the first paragraph,
then answer the following questions.
1) Who? _T_th_e_ee_n_sa_tog__er_ry_J_ios_h_a_nb_J_o_au_nt_s_ao_n_y_o_u_n__g_____
oa_ff_tf_ei_rr_sa_t_sa_h_iod_c_.k_i_n_g__k_n_i_f_e_a_ttack
1.Put these events in the order that they happened. (Ex. 1 on page 38)
2.What first aid did John perform on Anne?
terrible knife woundohn give on Anne?
Use some tea towels and tape to treat Ann’s injuries.
Apply pressure to the wounds to slow the bleeding.
5.懂得急救知识的确发挥重要的作用。
A knowledge of first aid can make a real difference.
1.She was lying in her front garden bleeding very heavily.
Unit+5+Using+language+教学设计 高中英语外研版(2019)必修第三册
必修三Unit 5 What an adventure!Using language教学设计课题Using language:课标理念本单元属于人与自然的主题语境下关于人与自我的探讨，关于讨论探险家的探险天性、探险意义和探险精神。
本课以学习理解、应用实践、合作探究、迁移创新等方式来发展学生听、说、读、写的综合技能。
内容分析Using language第一部分Past future：通过复习上节课所学文章中的两个句子来引入过去将来时，再通过教科书上的活动来引入第二部分。
第二部分First aid：通过对新单词的意思的讲解，引导学生完成活动五。
第三部分Amazing road trips:通过听一段关于一群人骑318国道为孩童慈善筹款的采访，激活学生的兴趣，了解探险的不易和其探险精神以及探究冒险精神背后的涵义。
教学目标 1.学生能够了解将来时的各种形式，掌握各种形式的适用范围，并正确运用所学语法知识完成语言的输出，达到知识的融会贯通。
2.学生能够在丰富多样的教学任务中循序渐进地对本单元的语法知识进行认识、理解、分析，并在具体的语言环境中对其加以灵活运用，实现将知识内化于心，而外化于行。
3.学生能在小组合作学习的过程中培养自己的团队合作意识。
4.学生能够在自主学习的过程中锻炼自己的独立思考和解决问题的能力。
教学重点 1.学生能正确区分过去将来时的不同形式，并在具体的语境中去灵活运用。
2.理解听力材料表达的主要观点，能够基于听力材料内容内容形成自己的观点并发表看法。
教学难点 1.语法项目的不同形式在不同语言环境中的使用2.引导学生提炼出探险家的优秀品格，学习其探险精神并能联系实际生活和学习。
教学过程教学步骤教学活动设计意图Step-1 Warm up 1.Review the passage of the last class and point out twogroups of sentences and ask Ss the questions:What is the difference between the two groups ofsentences?通过复习上节课的相关知识，激发学生的原有图式。
必修5 Unit 5 Using Language：Heroic teenage receives award的教学设计
ｔｏｎ ｂ ｉｃ ｓ ｉ ｇ ｉ ｙ ｄｓ ｕ ｓｎ
过程 与方 法 ：
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新课 标 高 中英 语 必 修 ５ Ｕｎｔ５Ｕｓｎ ａ — ｉ ｉｇ Ｌ ｎ
ｇｕ ｇｅ：Ｈ ｅ ｏ ｃ ｔ ｅ ａ ｅ ｅｖｅ ｗ ａ ｄ ａ ｒ ｉ ｅ ｎ ｇｅ ｒ ｃ ｉ ｓ ａ ｒ
二 、 习 目标 与 任 务 学
ｓ ｕ ｅ ｓ，Ｓ ｈａ ｈｅ ａ ｎｄ ｒ ｔ ｎ ｔｂ ｔｅ ． ｔ ｄ ｎｔ Ｏ ｔ ｔｔ ｙ ｃ ｎ ｕ ｅ ｓ ａ ｄ ｉ ｅ ｔ ｒ
摘 要 ： 用快 速 阅读 ， 利 泛读 精 读 的方 法 对 文章 的 大 意和 部 分 细节 有 所 掌 握 ， 通 过 知 识 点 的讲 授 和 指 导 ， 并 落 实知 识 与技 能 的 教 学 目标 。 通 过讨 论 与表 演 的方 法 来 激起 学 生 参 与 的 兴 趣 ， 察 了 学 生 对 文 章 内 容 的 理 解 和 考
ｗｅ ｓ ｕ ｄ ｒ ａ ｈ ｏ ｎ ｓ ｔ ｈ ｏ ｅ ｗｈ ｒ ｈｏ ｌ ｅ ｃ ｕｒｈａ ｄ ｏ ｔ ｅ ｐｅ ｐｌ ｏ ａ ｅ
ｉ ｒ ｕｂ ｅ ｎ ｔｏ ｌ． ８． Ｈ ｏ ｅ ｏ ｋ ：Ｗ ｒｔ ｈ ｒ ａ ｓ ｇ ｂ ｕｔ ｍ ｗ ｒ ｉｅ ａ ｓ ｏ ｔｐ ｓ ａ ｅ ａ ｏ
高二英语必修五_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。