牛津译林版高二英语必修五 Unit 1 Reading 教学设计
M5U1 Reading第一课时教学设计主题语境：人与社会——人际关系：友谊与信任危机语篇类型：书信授课时长：一课时（45分钟）文本分析：【WHAT】本课包含两篇书信，是一位青春期男孩和一位青春期女孩分别写给专栏作家（Agony Aunt）Annie的书信，主题内容是“人际关系：友谊与信任危机”，文中描述了最近经历的和好朋友之间出现的误解和矛盾，表达了自身困惑和寻求处理建议的诉求。
【HOW】第一篇书信标题是Secrets and lies，作者是Sarah，全文共六小节，分文三部分。
第一部分是第一小节，介绍了Sarah和她最好的朋友Hannah的基本信息和特点；第二部分为二至五小节描述了Sarah考试失利，Hannah细心地发现了Sarah异常并得知实情，最后Sarah发现秘密暴露的事件经过和此过程中Sarah 的内心感受；第三部分为第六小节，以一个问句表达求助。
第二篇书信标题是A friendship in trouble，作者是Andrew，全文共三小节。
第一小节介绍了Andrew和他最好的朋友Mathew的基本信息和目前的友谊危机状态和原因；第二小节叙述了好友间发生矛盾后的处理方式：争吵并闹掰；第三小节提供了作者哥哥的建议，也表达了作者困惑和求助。
两篇书信结构完整，语体正式内容贴近学生生活，语言平实流畅，可读性高，结构清楚，条理清晰，男女生表述事件和情绪的方式又有不同，具有一定启发性。
【WHY】本板块通过从青春期少年的角度描述朋友间相处的危机使学生对人际相处产生进一步认知与思考，并对书信的形式和语用特征进行深入了解。
学情分析本班学生处于高二年级，已掌握初中阶段和高一阶段的词汇（2500左右），大多数学生具有课标要求的6级阅读能力（阅读中的预测、略读、扫读、根据上下文猜测词义等技能），也有基本的英语口语表达能力，可用常用1000-2000词传递信息、表达观点。
大部分学生英语基础较好，学习态度较认真，学习热情高。
但是学生在理解和整合知识，逻辑推理能力，以及批判评价方面的能力比较欠缺，同时对于语言学习的意义与方法欠缺理性的认识，即缺乏语言学习的元认知，因而学习热情主要停留在应付考试的阶段，并且对于外语学习的方法比较单一。
同时，作为新组班级，学生之间熟悉程度不够，缺乏足够的沟通和交流，需要多进行同伴合作和小组合作的语言学习活动，提升语言表达能力和交际能力。
此外，虽然学生对书信阅读有一定程度的接触，但对书信的类型、结构和阅读策略了解不够全面。
教学目标经过本课的学习，学生能够：1．通过略读对文章体裁和语言特征有初步感知，提取语篇大意即事件和危机；2．梳理文章结构，分析人物性格，情绪变化和事件真相；3．根据文中信息，结合自身实际给出不同的针对友谊危机的看待角度和解决办法；4．运用书信写作的格式和语言特点，在类似友谊危机情境中表达建议。
教学重难点1．书信的格式和类型结构2．对事件的描述和人物情感的读取教学资源教材，多媒体课件，补充阅读文本，黑板和粉笔loss of common language) While-reading 1Step 21st readingStep 32nd reading 1. SkimmingSs are presented with the article and askedto skim the text to identify the type ofwriting and the theme of the text.What kind of writing are they?What is Annie?A magazine advicecolumnist (an agony aunt)2. Ss read the two letters again and find outthe similarities of two letters.From the two letters, what problems doyou think the two writers have in common?3.ScanningSs scan the first article and figure out thecontent of the title.Secret:______________________Lie:_________________________4.Further thinkingT encourages students to read betweenthe lines and analyze the two girls’personalities.1. Do you think all the students inthe class like to make friends withSarah and Hannah? Why?(Try to find some sentences in thetext to support your opinion.)2. T encourages students to read betweenthe lines and analyze the truth behind thestory. Do you believe that Hannah told theothers about Sarah's Maths Test result?Why?阅读策略指导，帮助学生通过略读把握文章主要内容和体裁。
快速扫读，获取新闻类型、结构通过学生之间的合作，在进行信息加工与处理的过程中，多角度深度理解文本，语境中关注词汇的学习，活动中训练思维表达。
实现语言和知识的内化的同时，提高阅读效率，增加阅读质量。
思维品质：提炼、分析、概括并整合信息。
语言能力：在阅读，分享中提高语言理解能力和表达能力。
思维品质：正确理解文本，培养分析问题解决问题的能力，并创造性地表达自己的观点。
IW3minsPW3minsPW5minsGW3minsPost-reading 1Step 4 1.T draws the students’ attention to 进一步巩语言能力：GWCritical thinking & mini- writing the questions raised at the end of the letterand see whether they have got furtherreflection.If you were Annie, what suggestionswould you give to Sarah?Write down your advice. 1-2sentences.Friendship is not how you let go, buthow you hold on.固课上所学容，以采访的形式促进学生的思维和表达。
拓展话题内容，通过学生之间的交流，实现多维思维的产生和碰撞，引起学生反思。
对知识理解和运用，实现对语言知识的内化。
思维品质：增强思维的逻辑性和创新性。
学习能力：自主学习和合作学习。
CW5minsWhile-reading 2Step5 Strategy scaffoldin gStep 61st reading1.Exploring reading strategy:understanding feelingsA letter to a magazine advice columnistusually includes:Descriptions of problemsDescriptions of feelingsWhile reading such a letter, it’simportant to identify the writer’sfeelings towards a certain problemand then think about what advice togive him/her.2.Application of strategyLet’s take Sarah’s letter for example:3.Consolidation of strategyRead A friendship in trouble, and try tofind out Andrew’s problem and how he阅读策略指导和实际运用拓展话题思维品质：提炼、分析、概括并整合信息。
语言能力：在阅读，分享中提高语言理解能力和表达能力。
思维品质：IW3minsPW3minsStep 7 2nd readingfeels about it by filling in the blanks:4.T encourages students to readbetween the lines and analyze the truthbehind the story.Who do you think is to blame for thequarrel?内容，通过学生之间的交流，实现多维思维的产生和碰撞，引起学生反思。
正确理解文本，培养分析问题解决问题的能力，并创造性地表达自己的观点。
PW8minsPost-reading 2Step 8 Critical thinking & mini- writing Group discussion:T draws the students’ attention to thequestions raised at the end of the letter andsee whether they have got furtherreflection.What is the suggestion put forward byAndrew's brother? Do you think Andrewhas accepted this advice?If you were Annie, what advice wouldyou give to Andrew?进一步巩固课上所学容，以讨论的形式促进学生的思维和表达。
拓展话题内容，通过学生之间的交流，实现多维思维的产生和碰撞，引起学生反思。
语言能力：对知识理解和运用，实现对语言知识的内化。
思维品质：增强思维的逻辑性和创新性。
学习能力：自主学习和合作学习。
思维品质GWCW5minsStep9 Summary and homework 1.T invites the class to summarize whatthey have learned.2. Assignments:What will you say to your friend or whatwill you do?Situations:1. Anna's best friend begs her to help巩固阅读内容，将所学内容运用到真实生活中，并实现由读到写的迁移。
整合牛津译林版高中英语必修5 Unit 1 Reading教案 精
C. know；to admit D. to know；admitted
5.beg(vt./vi.)请求，恳求；乞讨
beg (sb.) to do sth.乞求（某人）做某事
beg sb. For sth.向某人要某物
We all admitted him to be foolish.
Now that Bob has publicly admitted that he was wrong, he is sharing the child-raising and household tasks with Pat.
It is generally admitted that the government had acted too quickly.
admit that...承认......
It is admitted that...据认为......
He admitted his guilt.
He admitted having broken the window. = He admitted that he had broken the window. = He made an admission that he had broken the window.
admit sb. /sth. to/into...允许某人/物进入/录取某人进入
She opened the door and admitted the guests into the room.
He was admitted to Peking university last year.
admit容纳；容许
牛津译林版高中英语必修五Unit 1《Getting along with others》(Welcome to the unit)教案
Unit1 Getting along with others Welcome to the unit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 1 Getting along with others板块：Welcome to the unitThoughts on the design:本课为听说课，教师给学生营造民主开放的课堂氛围，使学生在进行大量的听说活动的过程中对朋友和友谊有更深的了解，为本单元后面的教学打下基础。
本课通过大量的听说活动主要解决三个问题：什么是友谊；朋友应该具备怎样的品质；如何与朋友相处。
学生在讨论过程中将能自然运用上一课时所学的有关人的个性特点的形容词，并掌握一定量的有关朋友话题的谚语和俗语。
Teaching aims:1.Students will be able to talk about friends and friendship freely, improvingtheir communication skills and oral English;2.Students will master certain numbers of English proverbs and sayings aboutfriendship;3.Students will learn to value friendship more and know how to get on well withfriends.Tea ching procedures:Step 1 lead in (PPT4)1.Teacher reminds students of Ding Wei who has just started university and madelots of friends. (The material was dealt with in the first lesson.) Hence, the topic of friendship is introduced.2.Brainstorming: Students are asked to express freely what friendship is in theirminds.Friendship means my friend and I can trust each other.Friendship means my friend and I will help and support each other.Friendship means my friend and I will have a lot in common.Friendship means my friend and I will readily share happiness and sadness with each other.…[Explanation]此处采用上一课时的材料引入朋友话题，使课时与课时间紧密相连，环环相扣。
牛津译林版高中英语必修5Unit 1Getting along with othersReading课件148张PPT课件ppt
1. We have been good friends since primary
school. (line7)
(prep.)
(1). Unemployment in that country is now at its lowest level since WWII.该国的失业率 处于二战以来的最低水平。
2). I write not just for the pay, but for fun.(乐趣). We had a lot of fun at the party.
3). They often make fun of me for this.
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Don’t make_____of the blind man. A. fun B. funs C. funny D. a fun fun 做名词时不可数, 不能与a连用,也没 有复数形式。
park.
我们想要一
个能居高临下看到花园而不是停车场的房
间。
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6.I was determined to be cheerful.(line14)
(1) adj. 下了决心的
a. He is determined to take part in the international speech competition.
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(2). may have done (it’s not certain) Something may have happened to her. 可能她发生了什么事。
4. feel like (have a desire for) (line11-12)
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模块5 Unit 1 Reading教案(译林牛津版高二英语必修五教案教学设计)整理
模块5 Unit 1 Reading教案(译林牛津版高二英语必修五教案教学设计)整理Teaching Aims:To learn two letters written to an agony aunt of a teenage magazine and how to understand the feelings and emotions in a textTo learn how to get along with others and gain some insight into the problems that can exist between friends.To improve their reading comprehension skill by fully participating in akk the activitiesTeaching Key Points:How to improve their reading ability through teaching activitiesHow to help students to understand a writer’s the feelings and emotionsHow to let them gain some insight into friendship and get on well with their classmates at schoolTeaching Difficulties:The usages of words such as betray, mean, swear etc.Teaching Procedure:Step One: Leading-inT: (Greet the students as usual)In the last lesson we learnt four proverbs and talked about friendship. Could you tell me the proverbs and their Chinese meanings?Ss: … (Ask four students to answer the questions)T: Ok. Now please look at the screen and discuss the following questions in groups of four.1) Do you keep in touch with your friends?2) Have you ever argue with a good friend?3) If you had a quarrel with your friend, how would you deal with it? Would you feel embarrassed when you met them again?4) How would you mend a broken a friendship?5) What do you think are the reasons that might lead to a broken friendship?(Choose several groups to present their discussions to the class. Any forms of presentation are acceptable. Collect the answers to the question 5)Possible answers to the question 5:Having little in commonLacking trustMisunderstandingBeing jealous of each otherConflicts of interestStep Two: Reading ComprehensionT: Good. Besides these, I think there are other reasons that might cause a broken friendship. Next you will read two letters about broken friendships. Now open your book to page 2. Go through the questions in part A first and then read the two letters silently as quickly as possible to find the answers to the three questions:1) Are the writers of the two letters feeling happy or sad?They are feeling sad.2) What did Sarah get for the surprise Maths test?She got a D.3) Is Matthew usually a quiet boy?No, he is usually cheerful and outgoing(Remind students to only focus on and identify the information needed to answer these questions.)T: Wonderful! Now lets’ read the passage again (read aloud) and answer the question in part C1 and fill in the table in part C2.Part C1:1) What did Sarah think about the surprise Maths test?She thought it was easy.2) What did Sarah tell Hannah in the girls’ toilets?She told Hannah how badly she had done in the Maths test.3) Why did Sarah tell Hannah that they weren’t going to be friends any more?Because she thought that Hannah had told everyone how badly she had done in the Maths test4) Why did Andrew shout at Matthew after the match?He thought Matthew played badly and did not try hard enough. As a result, they lost the game.5) What did Matthew think about losing the match?He thought it wasn’t his fault.6) What king of boy is Mathew?He is usually cheerful and out going?Part C2:Letters How Sarah/Andrew felt Why she/he felt soSarah’s letter She felt betrayed. She thought her best friend Hannah didn’t keep her secret.She felt ashamed. She scored the lowest mark in her classShe was upset and felt like crying. She found a piece of paper on her desk that said ‘Stupid Sarah got a D’Andrew’s letter He had a dilemma. His best friend Matthew has stopped talking to him.He felt really guilty. He said some cruel things to Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.(Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers as a whole. While checking the answers of part C2, pay close attention to students’ mistakes. Some students might be confused about the statements or expressions about feelings and those about thoughts. )T: Now you have read the two letters. Different types of passages require different reading strategy. In these two letters, strong feelings about an unforgettable situation are illustrated clearly. Please readReading Strategy on page 3.(Remind them to concentrate on the difference between feelings and thoughts by emphasize the information in the table: on the left are feelings while on the right are thoughts)T: Ok, from the letters we know that these two students are involved in difficult situations, so they write to Agony Aunt Annie for help. And Annie wrote back to the two students but some words are missing in the two letters. Next please use the given words to fill in the blanks in Part E.Part E:Dear Sarah,1.betrayed2.apologize3.mark4.proud5.secretsDear Andrew,6.match7.guilty8.mean9.friendship 10.determinedStep Three: Post-reading DiscussionT: Well done. Now, could you tell me what have learnt from the two letters? Please discuss the following questions:1) If you were Sarah or Andrew, would you try to fix the broken friendship with your friend? What would you do to fix it?2) If you had a problem with your friend, would you write to an agony aunt? If not, who would you talk to?3) If you were the agony aunt from the magazine, what advice would you give to Sarah or Andrew?(This serves as a consolidating exercise for students to practise their spoken English.)Step Four: Language Points1) betray vt. 出卖，泄露；辜负，对……不忠；流露（情感）betray sb/sth (to sb) 泄露消息（给某人）；（向某人）出卖某人betray oneself 暴露自己的真面目e.g. He betrayed my secret to all his friends.e.g. Judas betrayed Jesus to his enemies to in the last dinner.e.g. The expression on his face betrayed his anger.2) overlook vt. 忽视；俯视；视而不见，不予理睬；不予考虑e.g. We couldn’t overlook such a serious offence.e.g. She’s been overlooked for promotion several times.e.g. His apartment on the twenty-second floor overlooks a little park.3) swear vt./vi. 宣誓，许诺；咒骂swear to do sth宣誓做某事swear at 咒骂，辱骂，诅咒swear by 依靠，信任；确定swear in 宣誓就职e.g. He swore to tell the truth.e.g. The boss is always swearing at the workers.e.g. He swore in a mayor yesterdaye.g. I think she said she was going to the library, but I couldn’t swear by it.4) forgive vt. 原谅；宽恕forgive sb sth 原谅某人某事forgive sb (for sth) 原谅某人（某事）e.g. The teacher forgave the student for his coming latee.g. Could you forgive me my fault?5) mean vt. 意思是；意味着；图谋，准备mean doing sth 意味着做某事mean to do 准备做某事be meant to do sth 应当做某事e.g. What do you mean by saying that?e.g. I didn’t mean to hurt you.e.g. You were meant to ask why I was disappointed with the idea.e.g. Learning a foreign language doesn’t mean just working in a class.mean adj. 自私的；吝啬的；麻烦的，困难的e.g. Tom is mean.e.g. This is the meanest storm in years.6) stand vi. 站（起）；坐落，位于vt. 忍耐，忍受；为……付账，请客stand for 代表，象征；stand by 站在旁边，和……站在一起stand sb a dinner 请某人吃饭e.g. On the riverside stands a row of weeping willows.e.g. The Monument to People’s Heroes stands at the center of the square.7) apologize vi. 赔礼，认错，悔过apologize to sb (for sth/ doing sth ) （因某事/做了某事）向某人赔礼apologize for oneself 为自己辩解或辩护e.g. Tom apologized to her for stepping on her foot.e.g. You should apologize to your teacher for your fault.8) since conj./prep. 自……以后，自……以来；既然，由于e.g. I have been there many times since the war.e.g. Since many of the customers work during the day, Billy has to collect the money at night.Step Five: Homeworkto complete the part D on page 4to do parts A1 and A2 on page 90 in workbook文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。
Unit1（M5）WordPowerTask（译林牛津版高二英语必修五教案教学设计）
Unit1 (M5) Word Power & Task (译林牛津版高二英语必修五教案教学设计)Unit1 (M5) Word Power & Task【学习目标】1．掌握Page 26~ 27 & Page32~37上出现的重要单词、词组与句型2. Designing a poster【学习要求】1．整理Page 26~ 27 & Page32~37上的重要单词、词组与句型。
2. 研读Page32~37上的相关内容并掌握海报设计。
课前预习：请运用所学环境词汇知识，根据括号内的汉语提示，完成下列短文：Give eco-tourism the go-aheadLAST week's topic: Tourism is 1.affecting (影响) society and the 2.environment (环境) in many ways. What 3.connection (联系) is there between tourism and environment? How can we maintain a 4.balance (平衡) between them?Mike (Tianjin): There is no 5.doubt (怀疑) that we can 6.benefit（得益）a lot from tourism. We shouldn't 7.prohibit (禁止) tourism just because it 8.pollutes (污染) the environment. The key is keeping tourism from 9.destroying (毁坏) the environment. First, we can 10. construct (建造) fewer modern facilities at scenic spots than before. Second, tourists can be 11. educated (接受教育) about how to 12. protect (保护) the environment. I'm sure if we try our best, we can find a balance between tourism and the environment课文解析:1. The United Nations Convention to Combat Desertification （UNCCD）was established in 1994.（page 35）We have established diplomatic relations with many countries.我们已和许多国家建立了外交关系。
牛津译林版高中英语必修五N高二(上)模块五Unit1Reading
Consolidation
p leteherresponseswiththeproperwords.
pretendedapologizeawkwardbetrayed horribleforgive guiltyswearadmitcruel
•happyandpleasant cheerful adj.愉快的
•toacceptthatsth.istrue;toallowsb.toenter
aplace
admit v.承认；允许进入
•tomakeaverystrongrequest;toaskforfood
ormoneybecausesb.ispoor
Lead-in
• Doyoukeepintouchwithyourfriends? • Haveyoueverarguedwithaverygoodfriend? • Howwouldyoumendabrokenfriendship?
Whatmayleadtoabrokenfriendship? —havinglittleincommon —lackingtrust —therebeingconflictofinterest —beingjealousofeachother —beingindifferenttoeachother —beinghostiletoeachother …
blame vt.责备，指责 n.（坏事或错事的）责任，责备，指责
Fastreading
Gothroughthetwolettersquickly andanswerquestionsinPartA.
1. Arethewritersofthetwoletters 2. feelinghappyorsad? Theyarefeelingsad.
牛津译林版高中英语必修5Unit 1Getting alone with othersReading教案2译林版必修5
Unit1 Getting alone with others- Reading教案Language points (2)Teaching goals1．Target languagea．重点词汇和短语apologize，guilty，be determined to do，as a result, feel ashamed(of sth)，feel like doing，keep one’s word，can’t help doingb．重点句子Yesterday，I saw him talking to another boy P eter，and I cannot help wondering if he want Peter to be his best friend instead of me……2．Ability goalsEnable the students to learn how to get along with friends，especially when something unpleasant happens between two good friends.3．Learning ability goalsHelp the students learn how to understand emotion of the writer．Teaching important and difficult pointsGuide the students to find out ways to solve the problem when something unpleasant happens between two good friends and understand emotion of the writer .Analyze the structure of some sentences．Teaching methods1. Explanation to make the students grasp the language points better.2. Giving some examples to make the students understand the language points better.Teaching aidsA recorder，a computer and a projector．Teaching procedures and waysLanguage points17. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. ( Page 2 Line 46)stand 作“忍受，忍耐”讲时，常用于否定句、疑问句中,后接名词、代词、动名词作宾语；英语中bear, stand , put up with都有忍受之意.经典回放I can’t stand______ with Jane in the same office. She just refuses ______talking while she works.(2006 北京)A. wording; stoppingB. to work; stoppingC. working; to stopD. to work; to stop答案：C18.Football is very important to me, but so is our friendship. ( Page 2 Line 47)so 引起的倒装句经典回放(1) ---It’s burning hot today, isn’t it?--- Yes._____ yesterday.(2006 福建)A. So was itB. So it wasC. So it isD. So is it(2) --- I reminded you not to forget the appointment.--- ______ .( 2006 江西)A. So you didB. So I do notC. So did youD. So do I(3) --- Mary looks hot and shy.--- So_____ you if you had a high fever.A. willB. wouldC. doD. did(4) --- You forgot your purse.--- Good heavens, _______.A. so did IB. so I didC.I did soD.I so did(5).Mary never does any reading in the evening, ______.(NMET 2005)A. so does JohnB. John does tooC. John doesn’t tooD. nor do es John(6) .---Father, you promised!---Well, _____.But it was you who didn’t keep your word first.(2005 湖北)A. so was IB. so did IC. so I wasD. so I did(7)If you don’t go to school, ______I.A .nor doB .so willC .so doD .neither shall(8)As your spoken English gets better ,______your written English.A .so willB .so doesC .such doesD .such will答案：A A B B D D D A19.The things he said hurt me too, but he has not apologized to me. ( Page 2 Line 50)hurt 即可以指肉体上的伤害，也可指精神上、感情上的伤害.经典回放Mike didn’t play football yesterday because he had ______ his leg.A. damagedB. hurtC. hitD. struck答案：B20.Yesterday, I saw him talking to another boy, Peter, and I cannot help wondering if he wants Peter to be his best friend instead of me. ( Page 2 Line 52)cannot help wondering妙辩异同：can’t help do , can’t help doing , can’t help but do(1)can’t help do…不能帮忙做……(2)can’t help doing 禁不住做……，情不自禁地去做(3)can’t help but do禁不住做……, 不得不做I’m sorry, but I can’t help you(to) clean the classr oom.I can’t help admiring the picture whenever I look at it.I can’t help but respect him.经典回放(1)The visiting President couldn’t help ______ by the beautiful scenery of Guilin in Guangxi.A. strikingB. to be struckC. being struckD. to strike(2) ---How do you like the recorder?---- It can’t help______ my spoken English and I can’t help _____ it away.A. improving; throwB. to improve; throwC. improve; throwingD. improving; throwing答案：C C21. If she is a good friend, you should_____ for blaming her.(P5,L5)blame vt.blame sb. for (doing ) sth.blame sth. on sb. 把某事归咎于某人be to blame (for ) 应（为…...）承担责任；该（为…...）受责备（不能用于被动语态）Many children are afraid of being blamed for making mistakes in speaking English.The police blamed the traffic accident on Jack’s careless driving.If you are not to blame, then who is?经典回放(1)______ for the breakdown of the school computer network, Alice was in low spirits.(2006福建)A. BlamingB. BlamedC. To blameD. To be blamed(2) Mr. Green stood up in defence of the 16-year-old boy, saying that he was not theone____ .(2006 安徽)A. blamedB. blamingC. to blameD. to be blamedI feel it is your husband who______ for the spoiled child.A. is to blameB. is going to blameC. is to be blamedD. should blame答案：B C A22. If you still have doubts, you should think about why don’t believe her. (P5,L6)doubt 作动词时，肯定句中whether , if 引导宾语从句，否定句中只能用that引导He doubted whether they would be able to help.He never doubted that they would win the game.There is no doubt that….. 毫无疑问There is doubt whether……. 令人怀疑There’s no doubt about/of sth……毫无疑问经典回放Some researchers believe that there is no doubt______ a cure for AIDS will be found.(2005 广东)A. whichB. whatC. thatD. whether答案: C23．gifted adj. 有天赋的, 有才华的(P5 , L17)be gifted at 擅长……, 对……有天赋have a gift/ genius/ talent for 拥有……的天赋She is a smart girl gifted at singing.Mrs Taylor has______ 8-year-old daughter who has_______ gift for painting---she has won twonational prizes.A. a; aB. an; theC. an; aD. the; a答案：C24.Each player should play to their strengths.(P5,L20)strength 力气, 力度, 强势,长处He is a man of great strength.Tolerance is one of her many strengths.经典回放(1)To make members of a team perform better, the trainer first of all has to know their____ and weaknesses.(2006湖北)A. strengthsB. benefitsC. techniquesD. values(2) Bill was doing a lot of physical exercise to build up his______. (2005 天津)A. abilityB. forceC. strengthD. mind答案：A C25.Do not delay.(P5, L25)delay (使某人)耽搁/延误,I was delayed by the traffic.经典回放John was late for the business meeting because his flight had been_____ by a heavy storm.(2004 辽宁)A. keptB. stoppedC. slowedD. delayed答案：DStep 2 HomeworkRemember the language points after class.Step 3 Record after Teaching。
牛津译林版高中英语必修五Unit 1《Getting along with others》(第3课时)教案
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江苏省涟水县第一中学高二英语必修五译林牛津学案Unit1ReadingI
talk to him in this manner.
_______________________________________________________ ______________________________________________________
Ⅰ.课文缩写填空 (A)
Secrets and lies Sarah and Hannah have been best friends since ______ school. They are both ________ and get good marks at school. However, in one of her maths tests, Sarah had the lowest ________ in the class, and she felt ________. When Hannah ________ something was wrong with her, Sarah told
Ⅱ.阅读理解 Some people say that friendship is the only channel through which human beings can ever experience the value of life. In our daily life, it is likely that you share some common interests with others — they may like the same sport, go to the same school or like the same kind of music as you do. Since you often meet them, they become your acquaintances (熟人)．Although some people develop many acquaintances, only a few become their good friends in their lifetime because there are differences between acquaintances and friends. It is said that true friendship begins when someone knows what you are really like, but still likes you anyway. A true friend shows loyalty (忠诚) from the very beginning of the relationship. A friend will go through challenges to help you without expecting anything in return. A “friend” today may probably become a “true friend” tomorrow when they get involved in unexpected circumstances (状况) together with you — for example, when you are going through a difficult experience and your friend is there to help you out. However, some acquaintances might leave you when you badly need their help. At this time, you can experience what true friendship is. In our life, some people seem to go through life with plenty of friends. They may be funny or they may have a bright and pleasant personality. For these people, wherever they go, people seem to like them and welcome their company. But when they go through challenging life experiences, some of their friends are not there to help them. Therefore we can say some of their friends are not real friends and their friendship is just skindeep. However, others seem to go through life with no friends at all. They like to be alone, to travel by themselves or to do their own thing. It's a pity that few of these people find success in life because they have no friends. They lack the best gift in life — friendship.
牛津译林版高二英语必修五 Unit 1 Reading 教学设计
M5U1 Reading主题语境：人与社会——人际关系：友谊与信任危机语篇类型：书信授课时长：一课时（45分钟）文本分析：【WHAT】本课包含两篇书信，是一位青春期男孩和一位青春期女孩分别写给专栏作家（Agony Aunt）Annie的书信，主题内容是“人际关系：友谊与信任危机”，文中描述了最近经历的和好朋友之间出现的误解和矛盾，表达了自身困惑和寻求处理建议的诉求。
【HOW】第一篇书信标题是Secrets and lies，作者是Sarah，全文共六小节，分文三部分。
第一部分是第一小节，介绍了Sarah和她最好的朋友Hannah的基本信息和特点；第二部分为二至五小节描述了Sarah考试失利，Hannah细心地发现了Sarah异常并得知实情，最后Sarah发现秘密暴露的事件经过和此过程中Sarah 的内心感受；第三部分为第六小节，以一个问句表达求助。
第二篇书信标题是A friendship in trouble，作者是Andrew，全文共三小节。
第一小节介绍了Andrew和他最好的朋友Mathew的基本信息和目前的友谊危机状态和原因；第二小节叙述了好友间发生矛盾后的处理方式：争吵并闹掰；第三小节提供了作者哥哥的建议，也表达了作者困惑和求助。
两篇书信结构完整，语体正式内容贴近学生生活，语言平实流畅，可读性高，结构清楚，条理清晰，男女生表述事件和情绪的方式又有不同，具有一定启发性。
【WHY】本板块通过从青春期少年的角度描述朋友间相处的危机使学生对人际相处产生进一步认知与思考，并对书信的形式和语用特征进行深入了解。
学情分析本班学生处于高二年级，已掌握初中阶段和高一阶段的词汇（2500左右），大多数学生具有课标要求的6级阅读能力（阅读中的预测、略读、扫读、根据上下文猜测词义等技能），也有基本的英语口语表达能力，可用常用1000-2000词传递信息、表达观点。
大部分学生英语基础较好，学习态度较认真，学习热情高。