人教版高中英语必修五教案整理
矿产资源开发利用方案编写内容要求及审查大纲
矿产资源开发利用方案编写内容要求及《矿产资源开发利用方案》审查大纲一、概述
㈠矿区位置、隶属关系和企业性质。
如为改扩建矿山, 应说明矿山现状、
特点及存在的主要问题。
㈡编制依据
(1简述项目前期工作进展情况及与有关方面对项目的意向性协议情况。
(2 列出开发利用方案编制所依据的主要基础性资料的名称。
如经储量管理部门认定的矿区地质勘探报告、选矿试验报告、加工利用试验报告、工程地质初评资料、矿区水文资料和供水资料等。
对改、扩建矿山应有生产实际资料, 如矿山总平面现状图、矿床开拓系统图、采场现状图和主要采选设备清单等。
二、矿产品需求现状和预测
㈠该矿产在国内需求情况和市场供应情况
1、矿产品现状及加工利用趋向。
2、国内近、远期的需求量及主要销向预测。
㈡产品价格分析
1、国内矿产品价格现状。
2、矿产品价格稳定性及变化趋势。
三、矿产资源概况
㈠矿区总体概况
1、矿区总体规划情况。
2、矿区矿产资源概况。
3、该设计与矿区总体开发的关系。
㈡该设计项目的资源概况
1、矿床地质及构造特征。
2、矿床开采技术条件及水文地质条件。
新课标人教版高中英语必修五全套教案(63页)
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand ―Great scientists‖4.To help students learn to use some important words and expressions5.To help students identify examples of ―The Past Participle (1) as the Predicative & theattribute‖Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let‘s define the word ―scientist‖. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people‘s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated ―K ing Cholera‖.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let‘s get to know how Dr. John Snow defeated ―King Cholera‖ in 1854 in London in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats ―King Cholera―? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Who When What How ResultJohn Snow 1854 helpingordinarypeopleexposed tocholeraExamining the source ofall water supplies andfinding new methods ofdealing with pollutedwaster―King Cholera‖defeatedStep III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.John Snow Defeats ―King Cholera‖Paragraph Stages General ideas1 Find a problem:What cause the cholera?The causes of cholera2 Make up a question:Which is right?The correct or possible theory3 Think of a method:Test two theoryCollect data on where people were ill and diedand where they got their water4 Collect results:Mark the deathPlot information on a map to find out wherepeople died or did not die5 Analyze the results:Find the resource of the waterLook into the water to see if that is the cause ofthe illness6 Find supporting evidence Find other evidences to confirm his conclusion7 Draw a conclusion The polluted dirty source of drinking water wasto blame for the cause of the London choleraStep V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious,have an unknown cause and need public health care to solve them.Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone‘s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为―与众不同的特征―character表示（个人、集体、民族特有的）―性格、品质‖，还意为―人物；文字‖What you know about him isn‘t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let‘s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o‘clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I‘ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win ―赢得‖赛事、战事、某物；后接人时，意为―争取赢得…的好感或支持；说服‖②beat ―战胜‖―击败‖比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to?接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教出版高级中学英语必修五全部资料教案
英语必修5Unit 1 Great scientistsTeaching AimsSkill Goals▲ Talk about science and contributions of scientists▲Practice expressing will, hope and suggestions▲Practice expressing the stages in examining a new scientific ideaKey new words and expressionsThe First Period ReadingStepⅠ Lead-inAsk the students to think of some great inventions and inventors in history.T: Welcome back to school, everyone. I guess most of you have enjoyed your holiday. Maybe I should say everyone has enjoyed a scientific life. Why? Because you have enjoyed the results of the science and scientists. Now can you tell me the scientists who invented the lights, the gramophone and the computer?S1: Edison invented the lights and the gramophone.S2: The first computer was invented by a group of American scientists.StepⅡ Warming upFirst, ask some questions about great scientists. Second, tell all the students to play the game called Guess Who I Am.T: You know our life is closely related to science and scientists. We benefit a lot from them. Can you name out as many scientists as possible?T；what contributions did they make?T: Ok, you’ve known a lot about scientists and now let’s play a game called Guess Who I Am. I will show you some hints of a scientist one by one, and you guess the name of the scientist. Let’s see which group will do the best.1.I lived in ancient Greek.2.I was a mathematician.3.I discovered that objects in water were lifted up by a force that helped them float.Answer: Archimedes1.I lived in Britain.2.I published The Origin Of Species.3.I could explain how animals and plants develop as the environment changed.Answer: Charles Darwin1.I am Englishman2.I’ve worked in astronomy.3.I’ve put forward a theory about black holes.Answer；Stephen Hawking1.I was a Chinese.2.My invention had eight dragon heads round the top with eight balls in their mouths. Aroundthe bottom were eight frogs directly under a dragon’s mouth.3.My invention was the earliest instrument that told people where earthquakes happened. Answer: Zhang Heng1.I was an American.2.I invented electric light bulb3.I invented the way of giving electricity to everybody in large cities.Answer: Thomas Edison1.I was a lady and born in Poland.2.I received two Nobel prizes.3.I discovered radium.Answer : Marie CurieStep Ⅲ Pre-readingGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.T: Now, class, please look at the slide. Discuss these questions with your par tners. Then I’ll ask some students to report their work.Show the following on the screen:1. What do you know about infectious diseases?2. What do you know about cholera?3. Do you know how to prove a new idea in scientific research?T: Well done! When we want to solve some problems, first we should find out the problem, do some research on it, prove your findings, and then make a conclusion. This is a scientific and objective way of researching. Now let’s see how doctor John Snow did his research.Step Ⅳ ReadingT: Now lets read the title and the picture and guess what the passage may tell us.T: The effect of cholera in the nineteenth century London was devastating. Many people died without knowing the reason. It was doctor John Snow who saved the people. Please look at the screen. Let’s read the whole passage quickly and find the number below and the relevantStep Ⅴ Text analyzingAsk the students to analyze the text in groups.T: Please look at the chart on the screen. The chart shows that each paragraph of the text explains John Snow’s stages in his research. Please read the text and find out the general idea of each paragraph and match the stage with each paragraph. Discuss it in groups, and then report your answers.T: Now class. Can you tell me what style of the passage belongs to?T: Here are three pieces of writing. They belong to different writing styles. Now read and find out what style each piece belongs to.Step Ⅲ ReadingEncourage the students to get the general ideas of the passages.T: In the last period, we have learned about how Doctor John Snow used seven stages to prove his conclusion and fulfilled his research. This period we will also deal with a scientific report. Please read the passage quickly and try to answer the questions on the screen.Show the questions on the screen.1. What’s Copernicus’ fear?2. How did Copernicus prove his theory?3. What is his theory?Step Ⅳ Further-readingThis time the students are encouraged to read the two passages carefully and then do the exercises and problems on pages 7.T: Now class. Please read the passage again. And finish EX 1 and then discuss the questions on the screen in groups.As a scientist, one should be brave. But Copernicus was afraid of being attacked by the Christian Church. So he had hidden his theory for so many years. What do you think of this?Sample answers:Q1: 1.I think Copernicus was very coward. He should speak out his discovery and let the world know the truth earlier.2.I don’t agre e with you. He was more cautious than coward. If he had published his ideas, he would have been killed just as Bruno who was burnt to death because his theory was against the Christian Church’s.T: I quite agree with you. And I am glad you have known so much about the science.StepⅤ Language PointsAnd then write the following sentences on the blackboard; ask the students to pay attention to the past participle. Guide them to find out their functions in the sentences.Show the following on the screen.1. Nicolas Copernicus was frightened and his mind was confused.2. He placed a fixed sun at the center of the solar system ...3. He joined these points together using curved lines ...T: Please read the three sentences and tell me what parts of speech the past participles are acting as.Step Ⅵ Homework1. Search on the Internet for more information about Copernicus and Euler.2. Prepare for the language study, reviewing the words and expressions in this unit.The Third Period Language StudyStepⅠRevision and Lead-inTask 1: Ask the students to turn to pages 4 and 42 and do Exercise 1. And then check the answers.Task 2: Ask the students to read and understand the explanations in Exercise 2 on page 4.T: Very good! Can you put the verb “make” with a noun to form a “predicate + object” phrase? For example: “making a mistake” instead of “to mistake”.Sample answers:S: “make an agreement”, “make an admission”, “make an apology”.T: Well done! Please find and collect as many examples as you can as homework. Next period I’ll check your work.Task 4: Ask the students to do Exercises 3 on page 43 and then check the answers.Step Ⅱ PracticeTask 1: Enable the students to do the following exercises.T: Please look at the screen and put them into English using “make + n” and past participles. Show the following on the screen:Step Ⅲ GrammarExplain the usage of the past participles as predicative and attribute.Unit 2 The United KingdomⅠ. Teaching AimsSkill Goals▲ Talk about the United Kingdom▲ Talk about language difficulties in communicationⅡ. Language GoalsThe past participle as the object complement ... the three countries found themselves unitedpeacefully ...However, just as they were going to get Ireland connected to form ...You find most of the population settled in the South, ... .1. Now when people refer to England you find Wales included as well. P92. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. P104. You must keep your eyes open if you are going to make your trip to the United Kingdom enjoyable and worthwhile! P105. Her first delight was going to the Tower.P146. There followed St Paul’s Cathedral built after the terrible fire of London in 1666. P147. That is why, even today, when people can follow any religion they like, families still have firework parties and burn cloth dolls of Guy Fawkes on a bonfire. P52The First Period ReadingTeaching goals1. Target languagea. Key words and expressionsunite, kingdom, consist, divide, puzzle, clarify, relation, legal, convenience, attraction, collection, construct, influence, consist of, divide ... into, break away (from), leave outb. Key sentences1. Now when people refer to England you find Wales included as well. P102. However, the southern part of Ireland was unwilling and broke away to form its own government. P103. You must keep your eyes open if you are going to make your trip to the United Kingdom worthwhile! P102. Ability goalsEnable the students to learn about the United Kingdom (the UK).3. Learning ability goalsEnable the students to know the UK in geography and history.Teaching important & difficult pointsHow to understand the geographic puzzle of the UK.Teaching methodsSkimming and task-based activities.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep ⅠLead-inTask 1: Free talk about the topic: The United Kingdom.Reference topic:1. Have you ever been to the UK? If you have, can you tell us something about it or can you tell us something about your visit(s) there? Or what is your impression of the UK? If you haven’t, where can you get the information about it?2. What is the capital of the UK? And what is the language?Step II Pre-readingStep III While-readingTask 1: Ask the students to describe briefly the UK according to the following map.A sample description:1. Look through the passage as fast as possible;2. Try to find the answers to the questions given in the Comprehending.Sample answers:S1: Wales, for we can’t find any pattern of flag of Wales and it is usually assumed to be part of England.S2: It represents England, Scotland and Northern Ireland.S3: The Vikings. They only influenced the vocabulary and the place names of the North.Task 4: SkimmingT: Please skim the passage to get the general idea of the whole passage. While reading, please try to divide the whole passage into proper parts and find out the main idea of each part (helping the students fulfill the task if necessary).Sample answers:Part 1 (Para. 1-2): What England includes; about Great Britain; the UK.Part 2 (Paras. 3-4): The geographic division of England into zones, their similarities and differences.Part 3 (Para. 5-6) : The cultural importance of London.T: Then how do you understand the title of the text Puzzles in Geography? Are there really any puzzles in geography of the UK? If so, what are they? If not, wh y does the writer use “Puzzles in Geography” as the title? Get the students to discuss about it in pairs.Then ask the students to fill in the following form.T: Now let’s do “Comprehending” Exercise 3. Look at the map of England and Wales. Divide it into three parts. Draw lines across the zones of the South, Midlands and the North of England. Put each town or city into its correct zone.Sample answers:North: York, Leeds, Sheffield, ManchesterMidlands: Coventry, BirminghamSouth: Reading, London, Brighton, PlymouthTask 4: Ask the students to analyze the text.2. Ask some of the students to retell the text.A sample version:When people speak of the UK, England, Wales, Scotland and Northern Ireland are often used. England and Wales were linked together first, which happened in the 13th century AD. Then James, Scotland King, united the three countries to form Great Britain in 1603 peacefully. Later on, the three countries intended to get Ireland connected to found the UK. However, the southern part broke away and formed its own government. So only Northern Ireland became part of the UK. The four countries, of which England is the largest, work together as a whole but they have developed different educational and legal systems.The Second Period ListeningTeaching goals1. Target languageKey words and Expressionscrown, Protestant, hurt the king2. Ability goalsEnable the students to learn about one of the most famous historical sites in London: the Tower of London.3. Learning ability goalsHelp the students learn how to talk about the historical sites in the UK.Teaching important & difficult pointsTalk about the historical sites in the UK.Teaching methodsListening and cooperative learning.Teaching aidsA recorder, a computer and a projector.Teaching procedures & waysStep Ⅰ Revision and Lead-inCheck the students’ homework.Then ask the students to read as fast as possible the instructions and then listen to the tape twice to get the best answers.T: The Monarchy is the oldest institution of government in the United Kingdom. Until 1603 the English and Scottish Crowns were separate; after this date one monarch reigned in the United Kingdom. Now please open yo ur books and turn to page 15. Let’s take up “Listening”. Before you listen to the tape, please read fast the instructions and find out the key points for listening. Pay much attention to the following important points while listening.1. Which king on the list was one of the princes in the Tower? How do you know?2. Who had the two princes killed?And then check the answers.Step Ⅱ Listening (P52-53)T: Now we shall take up the “Listening task” on page 52. and do Exercises 1, 2 and 3. Read the instructions first and then do the exercises.Check the answers with the students.Step Ⅲ HomeworkT: Boys and girls, today we have listened to some materials. I do hope you can listen to the materials again after class. And from this unit we have learned a lot about the United Kingdom, its past history, some popular tourist sites, the Tower of London as well as some of the criteria of the British citizens. After class please find some information about London.The Third Period Extensive ReadingTeaching goals1. Target Languagea. Key words and expressionssightseeing, available, delight, tower, royal, uniform, splendid, statue, communism, thrillb.Key sentencesWorried about the time available, Zhang Pingyu had ... P14But she was thrilled by ... P142. Ability goalsEnable the students to plan a tour around certain places.3. Learning ability goalsHelp the students know more about the historical sites in London.Teaching important & difficult pointsHelp the students identify different kinds of tour and talk about the most interesting place for the tour.Teaching methodsTask-based activities.Teaching aidsA computer and a projector.Teaching procedures & waysStep I Revision and Lead-inTalk about London with the students.T: London has been a capital city for nearly 1,000 years, and many of its ancient buildings still stand. Have you found any information about London?S1: The most famous sites in London are the Tower of London, Westminster Abbey and St. Paul’s Cathedral. But most visitors also want to see the House of Parliament, Buckingham Palace, which is the Queen’s London home.S2: Once, London was a small Roman town on the north bank of the Thames, but slowly it grew into one of the world’s major cities with more than 7 million people. Different areas of London seem to be like different cities. And it also has many big parks, full of trees, flowers and grass. Sitting on the grass in the middle of Hyde Park or Kensington Gardens, you are in the country, miles away.S3: Many people think that London is all gray, but in fact red is London’s favorite color. London is at its best when people are celebrating. Then the flags, the cheering crowds and the carriages and horses all sparkle in the sunshine —if it’s not raining, of course! However, it is often foggy. That’s why it’s called “fog city”.Ask the students to read the passage and do the exercises after the passage.T: “Sightseeing in London” is about a Chinese girl’s first visit to London. It tells us how it would feel to visit London for the first time. Now read and find the answers to the questions after the text.Step Ⅱ ReadingTask 1: Ask the students to read the text to get the main idea.T: Now please read the text and find the answers to the following questions.Show the questions on the screen.1. How did Zhang Pingyu plan her tour?2. What were the buildings mentioned in the text? What were they famous for? Who built them? What happened to them?Sample answers:1. First, she made a list of the sites she wanted to see. Then she planed her four-day trip.2. The buildings mentioned in the text were:Tower, built by Norman invaders of AD 1066, it is a solid, stone, square tower which remained standing for one thousand years; St Paul’s Cathedral, built after the terrible fire of London in 1666, looked splendid; Westminster Abbey, contains statues in memory of dead poets and writers;Greenwich, the longitude line; Big Ben; Highgate Cemetery; Windsor Castle.Task 2: Ask the students to study the structure of the text “Sightseeing in London”.Show the following.Task 3: Deal with reading task:A particular British celebrationAsk the students to read the passage quickly for the first time to find out the main idea of the text.Then ask them to read the text again carefully to obtain some details and do the exercises after the text.T: GuyFawkes Nightiscelebrated in Britainannually on November 5th. The event is accompanied by firework displays, the lighting of bonfires and the ceremonial effigy-burning of one Guy Fawkes. The origin of this celebration comes from the event which took place in 1605 and was a conspiracy known as “The Gunpowder Plot”, intended to take place on November 5th of that year (the day set for the opening of Parliament). Now read the text and then find the answers to the exercises.Sample answers to Exercise 1:Oct. 10: one of Fawkes’ Catholic friends, named Catesby, asked him if he would support a plan to change the government and replace it with another.Oct. 27: Fawkes and Catesby arranged to buy a house close to the Houses of Parliament.Oct. 28-31: Catesby and Fawkes bought large containers of gunpowder and stored them in the cellar.Nov. 6: the king and all his advisers would be in the parliament for the meeting.Sample answers to Exercise 2:S1: I would not like to be King James, because he kept changing his mind. He would say, “I could not be tolerant of their religion.” And he took actions to stop people believing in Catholic.S2: I would like to be Robert Catesby. He would say like this: The king is never so tolerant of the Catholics. So I decided that a violent action is the only answer. The thing to do was to blow up the Houses of Parliament. In doing so, we would kill the King, maybe even the Prince of Wales, and the Members of Parliament who were making life difficult for the Catholics. And to carry out the plan, Catesby and his men got hold of 36 barrels of gunpowder — and stored them in a cellar, just under the House of Lords.S3: I would be an eyewitness: As the group worked on the plot, it became clear that innocent people would be hurt or killed in the attack, including some people who even fought for more rights for Catholics. Some of the plotters started having second thoughts. One of the group members even sent an anonymous letter warning his friend, Lord Monteagle, to stay away from the Parlia-ment on November 5th.S4: I would not like to be Guy Fawkes. Because he would say, “some of us have betrayed, so we should start the plan in advance.” So he tried to start the fire. But the so ldiers found him before he could do anything and he was taken to the Tower of London to be killed.S5: If King James had kept his promise, nothing would have happened.Step Ⅲ HomeworkAsk the students to review the words learnt in this unit.Unit 3 Life in the futureⅠ. Teaching AimsSkill Goals▲Talk about things in the past, at present and in the future▲Talk about changes at present▲Predict good and bad changes in the futureⅡ. Language Goals1．MemorizeExpect, aspect, constant, constantly, remind, jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, extraordinary, extraordinarily2．Read upjet lag, flashback, expertise, hover, pessimistic, enormous, imitate,3．Expressionstake up, remind ... of ..., lose sight of ..., catch sight of ..., sweep up, speed up, assist in4．Key sentencesconstant, remind, lack, sight, assist, require, settlement, previous, swiftThe past participle as the attribute…and following him to collect a hovering carriage driven by computer.The past participle as the adverbialWorried about the journey, I was unsettled for the first few days.Hit by a lack of fresh air, my head ached.Exhausted, I slid into bed and fell fast asleep.1. This is similar to the “jet lag” you get when flying, but instead it means you keep getting flashbacks from your previous time period. P172. Well-known for their expertise, his parents’ company named “Future Tours” transported me safely into the future in a time capsule. P183. He handed it to me and immediately hurried me through to a small room nearby for a rest. P184. He was swept up into the centre of them.5. I found later that their leaves provided the house with much-needed oxygen. P188. Everyone will get twice as much personal space as in flats on land. P589. Only when the robot cleaner touches objects can they be moved. P59Ⅲ. 教材分析与教材重组Ⅳ. ProceduresThe First Period ReadingTeaching goals1.Target languagea. Key words and expressionsconstantly, remind, vehicle, carriage, bathroom, temple, private, settlement, impression, constant,jet, previous, tablet, capsule, opening, surrounding, lack, ache, mask, bend, press, swift, swiftly, master, sight, flash, switch, optimistic, length, take up, lack of, lose sight of, sweep up, catch sight ofb. Key sentencesThis is similar to ..., but it means ... P17Well-known for ..., his parents’ company，called “Future Tour”, transported me safely into the future in a time capsule.. P18He handed it to me and immediately hurried me through to a small room nearby for a rest. P18 2. Ability goalsEnable the Ss to talk about the life in the past, at present and in the future.3. Learning ability goalsHelp the Ss learn how to describe the life in the past, at present and in the future.Teaching important ＆difficult pointsCompare life in the past, at present and in the future.What is life in the future like? What changes will take place?Teaching methodsFast and careful reading; asking and answering activity; individual, pair or group work. Teaching aidsA computer and a projector.Teaching procedures ＆waysStep I Warming UpStep Ⅱ Pre-readingGet the Ss to discuss the problems that human beings are facing today (such as pollution, all kinds of shortages). Make a prediction about the future: which problems may be solved, and which will still be there. This part will prepare the Ss for the text.T: We all know that as our society develops, we have got much benefit. But at the same time, we have to face lots of problems. Can you find out what kind of problems human beings are facing? S: Pollution.S: Population is becoming larger and larger.S: The shortage of resources.T: Yes! Then can you predict which problems can be solved in the future? And which ones will still be there?S: I think the problem of population will be solved in the future, because now more and more countries have begun to control the birth rate.S: I think the problems of pollution and shortage of resources will still be there, and will even get worse.S: I don’t think so. Now scientists all over the world are trying their best to develop new resources that human beings can make use of, such as solar energy. In my opinion, the problems can be solved one by one.Step Ⅲ ReadingT: Now ple ase open your books and turn to page 17. Let’s read the passage First Impressions. Read it quickly and then tell me what it is about.Several minutes later.T: Well, have you finished reading the passage?Ss: Yes.T: OK. Who would like to tell me what the text is about?Step Ⅳ Follow-up ActivityGet the Ss to compare life at present and in the future. Find out the changes on several items. Try to distinguish which changes are good and which are not good and give reasons.T: Now let’s make a prediction about future and see what will be changed in the future. I will give you 3 minutes to discuss in pairs, and after your discussion please finish the following chart.The Second Period ListeningTeaching goals1. Target languageKey words and expressionsextraordinarily, atmosphere, gravity, assist in2. Ability goalsEnable the Ss to tell the differences between two kinds of alien creatures.Enable the Ss to understand the facilities in “Wonderworld”.3. Learning ability goalsHelp the Ss learn how to promote a new invention by analyzing different situations.Teaching important ＆difficult pointsListen to the material about the new invention and find out its special qualities.Teaching methods Discussion; listening; cooperative learning.Teaching aidsA computer, a projector and a recorder.Teaching procedures ＆waysStep Ⅰ Lead-inStep ⅡListeningUnit 4 Making the new sⅠ. Teaching aimsSkill Goals▲ Talk about the basic procedure of making a newspaper▲ Talk about the basic qualities and skills a journalist should have▲ Talk about jobs in a newspaper▲ Learn how to make an appointment▲ Learn how to use Inversion correctly▲ Write a newspaper articleⅡ. Language GoalsMaking appointmentsⅣ. ProceduresThe First Period ReadingTeaching goals1. Target languagea. Key words and expressionsoccupation, photograph, photographer, colleague, eager, concentrate, course, acquire, meanwhile, recorder, case, accuse, deliberately, guilty, concentrate on, accuse ... of, so as to (do sth), defend against，cover a story，have a “nose” for a story, get a scoop, get sth straight, a trick of the trade b. Key senrences （P26）Never will Zhou Yang forget ...Only when you have seen ..., can you cover a story ...Only if you ask ... will you acquire ...2. Ability goalsEnable the students to talk about the qualities needed to be a good reporter and how to conduct a good interview.3. Learning ability goalsStep Ⅰ Lead-inStep Ⅲ Pre-readingT: Now if you want to be a good news reporter, what qualities do you think you need to have?Step Ⅴ ComprehendingThe Second Period VocabularyTeaching goals1. Target languagea. Key words and expressionstechnical, process, polish, concentrate on, approve of, by accident, get absorbed in, defend against, break downb. Key sentences (P29)She does not get absorbed in ...The reporter went out with ...2. Ability goalsEnable the students to know how to use some expressions in an idiomatic way.3. Learning ability goalsHelp the students learn how to use the words and expressions more freely.Teaching important pointsGet the students to practice the words and expressions.Teaching difficult pointsHelp the students use the words and expressions correctly.Teaching methodsTask-based learning; explaining; discussing; practicing.Teaching aidsA computer and a projector.Teaching procedures ＆waysStep Ⅰ RevisionT: Good morning / afternoon, class. Last period we talked about the qualities needed to be a good reporter, how to get an accurate story and how to protect a story from accusation. Now I’d like you to tell me what qualities a good rep orter needs to have. Who’d like to try?S: Let me try. A good reporter needs to be thorough, curious, careful and concise, professional, well-organized and patient.T: Excellent! Then how can a good reporter get an accurate story?S: He / She should be able to ask different questions, note reactions from the people he is interviewing, check facts and do research.T: Great! How can a good reporter protect a story from accusation?S: Use a small recorder during the interview to make sure of getting all the facts straight.T: Wonderful!Step Ⅱ Discovering useful words and expressionsT: In the reading there are some adjectives that come from nouns. please form them by adding -al. Look at Exercise 3 on page 28. Complete the table. Three minutes later, check the answers.Step III Summary and HomeworkT: In this period we’ve learned some useful words and expressions. You need to do more practice after class. Now homework for today:1. Review the words and expressions for this unit.2. Preview Discovering useful structures.Unit 5 First aid。
人教版英语必修五教案
人教版英语必修五教案教案标题：Exploring Culture through English Language Learning教案目标：1. 通过学习英语语言，了解不同文化之间的差异和相似之处。
2. 提高学生的听说读写能力，培养他们在跨文化交流中的自信心。
3. 培养学生的批判思维能力，通过对文化的探索，促进他们的思辨和创新能力的发展。
教学重点：1. 了解不同文化之间的差异和相似之处。
2. 提高学生的跨文化交际能力。
3. 培养学生的批判思维和创新能力。
教学难点：1. 如何通过英语语言学习来探索文化。
2. 如何培养学生在跨文化交流中的自信心。
教学准备：1. 人教版英语必修五课本和相关教学资源。
2. 多媒体设备和投影仪。
3. 课堂活动所需的材料和道具。
教学过程：Step 1: Introduction to Cultural Differences (15 minutes)- 引入课题，通过展示不同国家和文化的图片或视频，激发学生的兴趣。
- 引导学生讨论不同文化之间的差异和相似之处，并帮助他们意识到文化对语言的影响。
Step 2: Vocabulary Building (15 minutes)- 通过课本中的词汇表和相关练习，帮助学生掌握与文化相关的词汇。
- 引导学生使用这些词汇描述不同文化的特点和习俗。
Step 3: Reading and Comprehension (20 minutes)- 选择一个与文化相关的阅读材料，让学生阅读并回答相关问题。
- 引导学生通过阅读理解文化差异和相似之处，并进行讨论。
Step 4: Speaking and Listening Practice (20 minutes)- 设计一些情景对话或角色扮演活动，让学生运用所学词汇和知识进行跨文化交流。
- 引导学生倾听和理解不同文化背景的人所说的英语，并提供反馈和指导。
Step 5: Writing Task (20 minutes)- 提供一个写作任务，让学生通过写作来表达他们对文化差异和相似之处的理解。
人教版高中英语必修五教案（全册）
人教版高中英语必修五教案（全册）Unit1GreatscientistsPeriod1文本研读课学习目标1.To talk about science and contributions of scientists.2.To have a better understanding of the reading passage and learn to use some key words and expressions.3.To learn to organize a scientific research and appreciate great people s characteristics and qualities.自主预习1.Match the scientist in the left column with his/her contributions in the right column.Alexander Bell electricityThomas Edison the first telephoneWright brothers the electric lampMadame Curie black holes in the universeFranklin theory of gravitySteven Hawking the first planeElbert Einstein radiumIsaac Newton the theory of relativity2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in?Draw a conclusionThink of a methodCollect resultsMake a questionFind a problemAnalyse the resultsFind supporting evidence3.Do you know the features of infectious diseases?学习过程Step1:Skimming1.Who was the great scientist in the passage and what was the deadly disease of its day?2.What happened in 1854?3.What can prove that cholera was severe?Step2:Carefulreading1.Read Paragraph 1 and then fill in the blanks.John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem.2.Read Paragraphs 2 & 3 and then answer the questions.(1)What were the two theories about the cause of cholera?(2)Which theory did John Snow want to prove?(3)What was his method of doing the research?3.Read Paragraph 4 and answer the questions.(1)Fill in the blank with a proper word.First he marked on a map the exact places /() all the dead people had lived.(2)Replace the sentence with one that has the same meaning from the text.It seemed that the water should be blamed.(3)Read Paragraph 5 and answer the following questions.①Why did John Snow tell people to remove the handle from the pump?②What happened after the handle was removed?(4)Read Paragraph 6 & 7 and answer the following questions.①Where did the woman live and what had she delivered to her house every day?②What did their deaths suggest?③What measures did John Snow take to prevent the disease from spreading?Step3:Summary2.Fill in the blanks.John Snow was a well-known in London in the 19th century.He wanted to find the of cholera in order to help people to cholera.In 1854 when a cholera out,he began to gather information.He on a map where all the dead people had lived and found that many people who had drunk the dirty water from the died.So he decided that the polluted water carried cholera.He suggested that the of all the water supplies be and new methods of with polluted water be found.Finally,“King Cholera” was defeated.课后作业1.Read the text again.2.Try to retell the text with only a few sentences.Period2知识讲练课学习目标1.Grasp 6 words and 2 phrases in this period;learn to express yourselves by using them.2.Learn the method of constructing knowledge trees through self-study and cooperative exploration.3.Enjoy the fun of expressing yourself using English and participate in class with a strong passion.学习过程一、词汇精粹1.conclusion n.结论;结束【教材原句】Draw a conclusion.得出结论。
新课标人教版高中英语必修五全套教案
Unit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Warming up 热身Step I Lead in 导入Talk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientistA scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step II 头脑风暴Ask the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them What kind of role do they play in the field of science Do these achievements have anything in common Match the inventions with their inventors below before you answer all these questions.1.Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-reading 预读Step IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseasesInfectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about choleraCholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific researchAnybody might come out with a new idea. But how do we prove it in scientific research There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryUnit 1 Great scientistsPeriod 1 Warming up and reading 课时：课型Type of Lesson: Reading学习目标Learning aims:1. To help students learn to describe people2. To help students learn to read a narration about John Snow3. To help students better understand “Great scientists”教学重点Important Points:To help students learn to read a narration about John Snow教学难点Difficult Points:To help students learn to describe people教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:III. Reading 阅读Step I Pre-reading 预读1.Do you know John SnowJohn Snow is a well-known doctor in the 19th century in London and he defeated “King Chole ra”.2.Do you know what kind of disease is choleraIt is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 in London in this reading passage:Step II Skimming 扫读Read the passage and answer the questions.1.Who defeats “King Cholera“ (John Snow)2.What happened in 1854 (Cholera outbreak hit London.)3.How many people died in 10 days (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III Scanning 找读Read the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stage 精读Read the passage and put the correct stages into the reading about research into a disease.Step V Group discussion 分组讨论Answer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it(John Snow finally proved his idea because he found an outbreak that was clearly related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map(No. The map helped John Snow organize his ideas. He was able to identify thosehouseholds that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI 概括总结Using the stages for scientific research and write a summary.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points: To help students learn to remember some important words and expressions教学难点Difficult Points: To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:Step I Warming up 热身1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people toconsider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 耽误; 延期put up建立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2008.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi结束，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these factsWe conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive atFrom these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “赢得”赛事、战事、某物；后接人时，意为“争取赢得…的好感或支持；说服”②beat “战胜”“击败”比赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2008 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 治疗Are you being attended to接待Mother had to attend to her sick son.③ attend to处理，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediatelyI may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、团体，成为其中一员③join in指加入某种活动；表示与某人一起做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起积极作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the gameWe often tale part in the after-class activities.Unit 1 Great scientistsPeriod 2&3 Language focus 课时：课型Type of Lesson: Words & Expressions学习目标Learning aims: To help students learn to use some important words and expressions教学重点Important Points:To help students learn to remember some important words and expressions教学难点Difficult Points:To help students learn to use some important words and expressions教学反思Teaching Re-thinking:家庭作业Homework:教学过程Teaching Procedures:4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于光天化日之下I threatened to expose him ( to the police). 我威胁要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian治疗,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善困境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure主要指痊愈，强调的是结果②treat强调治疗过程，指通过药物、特别的食品或运动治疗病人或疾病，不强调结果。
人教版高中英语必修5教案Unit 5 First Aid
人教版高中英语必修5教案 Unit 5: First Aid一、教学目标1.掌握本单元的重点单词和短语，并能正确运用于实际生活中；2.能够通过阅读和听力理解有关急救和事故处理的文章，并能够从中获取关键信息；3.培养学生的合作意识和团队精神，通过小组讨论和合作实践，提高学生的自主学习和解决问题的能力；4.培养学生的英语口语表达能力和写作能力，通过角色扮演和写作练习，提高学生的语言运用能力和思维能力；5.通过跨学科的学习，培养学生的综合素质、创新思维和实践能力。
二、教学内容本单元主要内容包括以下几个方面：1.单词与短语：emergency, victim, conscious, unconscious, ambulance, injury, bandage, sprain, bleed, wound, choke, etc.2.语法：被动语态的使用；3.阅读理解：阅读有关急救和事故处理的文章，提高学生的阅读理解和信息获取能力；4.听力训练：通过听取录音材料，提高学生的听力理解能力和听写能力；5.口语表达：通过角色扮演和小组讨论，提高学生的口语表达能力和思维能力；6.写作训练：通过写作练习，培养学生的写作能力和文化意识。
三、教学过程第一课时1.温故知新：通过复习上一单元的重点单词和短语，引入本单元的话题，并激发学生的学习兴趣。
2.导入新课：介绍本单元的学习目标并让学生做预测，激发学生的学习兴趣和学习动力。
3.新课讲解：通过教师讲解和多媒体展示，讲解本单元的重点单词和短语，并进行例句的讲解和练习。
4.学习活动：分组进行单词和短语的拼写和运用训练，培养学生的团队合作和解决问题的能力。
5.拓展延伸：通过课堂讨论和小组展示，让学生拓展和延伸本单元的话题，培养学生的思维能力和创新能力。
第二课时1.温故知新：通过复习上一课的重点单词和短语，引导学生回忆上节课的内容，并复习被动语态的用法。
2.导入新课：通过展示一段有关急救的视频，激发学生的学习兴趣和对急救知识的关注。
人教版高中英语必修5Unit1Unit5全册全套教案教学设计
Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin ofSpecies.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严峻的) or even without immediate symptoms(病症), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.L e t’s g e t t o k n o w h o w D r.J o h n S n o w d e f e a t e d“K i n g C h o l e r a”i n1854i n L o n d o n i n t h i s r e a d i n g p a s s a g e:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9Cambridge Street?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特点；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“不同凡响的特点“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 延误; 延期put up成立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2020.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi终止，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “博得”赛事、战事、某物；后接人时，意为“争取博得…的好感或支持；说服”②beat “战胜”“击败”竞赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2020 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 医治Are you being attended to?接待Mother had to attend to her sick son.③ attend to处置，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、集体，成为其中一员③join in指加入某种活动；表示与某人一路做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起踊跃作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于青天白日之下I threatened to expose him ( to the police). 我要挟要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian医治,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善窘境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure要紧指痊愈，强调的是结果②treat强调医治进程，指通过药物、专门的食物或运动医治病人或疾病，不强调结果。
人教版必修五英语教案
人教版必修五英语教案教案标题：Exploring Culture Through English Literature教学目标：1. 通过学习英国文学作品，培养学生对英国文化的理解和欣赏能力。
2. 提高学生的阅读、听说、写作和翻译技能。
3. 培养学生的批判性思维和分析能力。
4. 培养学生的合作和交流能力。
教学重点：1. 理解并分析英国文学作品中的文化内涵。
2. 运用合适的语言表达和讨论英国文学作品。
3. 运用所学知识进行写作和翻译练习。
教学难点：1. 理解和分析英国文学作品中的文化内涵。
2. 运用合适的语言表达和讨论英国文学作品。
教学准备：1. 人教版必修五英语教材及相关教学资源。
2. 英国文学作品的选段或摘录。
3. 学生课前阅读材料。
4. 多媒体设备和投影仪。
教学过程：一、导入（5分钟）1. 创造一个英国文学的氛围，播放英国文学相关的音乐或视频。
2. 引导学生讨论他们对英国文学的了解和兴趣。
二、阅读与分析（20分钟）1. 学生阅读指定的英国文学作品选段或摘录。
2. 学生小组讨论并分析作品中的文化内涵，包括价值观、社会背景等。
3. 教师引导学生提出问题和观点，激发学生的思考和讨论。
三、语言表达与讨论（15分钟）1. 学生个人或小组展示他们对作品的理解和分析。
2. 学生之间进行讨论和辩论，表达自己的观点和意见。
3. 教师提供必要的语言支持和指导，帮助学生提高表达能力。
四、写作与翻译练习（15分钟）1. 学生根据所学英国文学作品，选择一个话题进行写作练习，如书评、观后感等。
2. 学生进行翻译练习，将英国文学作品中的句子翻译成中文或反之。
3. 教师提供写作和翻译方面的指导和反馈。
五、总结与展望（5分钟）1. 教师总结本节课的学习内容和重点。
2. 学生分享他们在本节课中的收获和体会。
3. 教师展望下节课的学习内容和目标。
教学延伸：1. 鼓励学生阅读更多的英国文学作品，拓宽他们对英国文化的了解。
2. 组织学生进行英国文学作品的演讲或剧本创作活动，培养他们的表达和创造力。
高中英语阅读课教学精品教案设计新人教版必修5
高中英语阅读课教学精品教案设计新人教版必修5一、教学内容本节课选自新人教版必修5，主要围绕第二章“British and American English”进行深入探讨。
具体内容包括：对比分析英式英语和美式英语发音、词汇、语法差异，以及两种英语在不同场景下运用。
二、教学目标1. 解英式英语和美式英语基本差异，能够辨别并正确运用两种英语。
2. 提高学生阅读理解能力，通过文章学习，获取关键信息，提升综合素质。
3. 培养学生跨文化交际意识，解英、美两国文化背景。
三、教学难点与重点1. 教学难点：英式英语和美式英语在发音、词汇、语法方面具体差异。
2. 教学重点：培养学生阅读文章、获取关键信息能力，以及跨文化交际意识。
四、教具与学具准备1. 教具：多媒体教学设备、PPT、黑板、粉笔。
2. 学具：教材、笔记本、文具。
五、教学过程1. 实践情景引入（5分钟）利用多媒体播放一段英式英语和美式英语对话，让学生感受两种英语发音差异，引导学生进入本节课主题。
2. 新课导入（10分钟）简要介绍英式英语和美式英语背景，引导学生关注两种英语在发音、词汇、语法方面差异。
3. 例题讲解（15分钟）通过教材中例句，详细讲解英式英语和美式英语在发音、词汇、语法方面具体差异，帮助学生掌握知识点。
4. 随堂练习（10分钟）让学生完成教材中练习题，巩固所学知识，及时发现问题并进行解答。
5. 小组讨论（10分钟）将学生分成小组，讨论英式英语和美式英语在实际场景中应用，培养学生跨文化交际意识。
6. 课堂小结（5分钟）六、板书设计1. British and American English2. 主要内容：发音差异词汇差异语法差异应用场景七、作业设计1. 作业题目：（1）请用英式英语和美式英语各写一段话，描述你日常生活。
例子：英式英语：I've got a blue pen.美式英语：I have a blue pen.2. 答案：（1）答案不唯一，要求正确运用两种英语描述日常生活。
人教版高中英语必修5教案
人教版高中英语必修5教案教案概述：本教案为人教版高中英语必修5课程的教学设计。
该教材是为高中学生编写的，涵盖了各个语言技能的培养，包括听、说、读、写等。
本教案旨在提供一个教学指南，帮助教师更好地组织教学活动，并促进学生的英语研究和应用能力的全面发展。
教案结构：一、教学目标：1. 语言知识与技能：通过本单元的研究，学生将能够掌握单词、短语和语法结构，并能正确运用于实际交流中。
2. 语言策略与研究技能：培养学生的听、说、读和写的能力，促进他们的语言研究方法和研究策略的发展。
3. 文化意识：通过教学内容的引导，培养学生对英语国家文化的了解和兴趣。
二、教学重点：1. 单词与短语的掌握：通过各类练活动，帮助学生记忆和掌握本单元相关的单词和短语。
2. 阅读理解能力的培养：通过各种阅读材料的讲解和练，提高学生的阅读理解能力。
3. 口语表达与交流能力的提高：通过课堂情景模拟和角色扮演等活动，培养学生的口语表达和交流能力。
三、教学内容：1. 单元主题：介绍英语国家的风俗和文化。
2. 主要语言点：包括本单元相关的单词、短语和语法结构。
四、教学步骤：1. 导入：通过展示相关图片、视频或问答环节引入本单元的主题。
2. 新课讲解：通过教师讲解、示范和练等形式，帮助学生理解和掌握本单元的重点语言点。
3. 练活动：设计各类练活动，如单词记忆、句型转换、听力理解、口语交流等，以 consoldate 学生的知识。
4. 拓展活动：设计一些拓展活动，如小组讨论、写作练、角色扮演等，以提高学生的语言运用能力。
5. 总结归纳：通过小结和总结，让学生对本单元的研究内容有一个清晰的认识。
五、教学评价：1. 通过常规作业和测试来评价学生的语言掌握情况。
2. 通过课堂表现和参与活动的态度来评价学生的研究动力和合作能力。
六、教学资源：1. 人教版高中英语必修5教材和相关辅助材料。
2. 多媒体设备和教学PPT。
七、教学反思：教师可根据教学实践中遇到的问题和学生的反馈，及时进行教学反思和改进，提高教学效果。