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新人教高中英语选择性必修二Unit5First Aid单元分析

新人教高中英语选择性必修二Unit5First Aid单元分析

Unit 5 FIRST AID单元分析单元主题:人与社会——急救单元内容分析本单元主题是人与社会,围绕“急救”这一话题展开。

急救是指在伤病突然发生时,利用当时环境中的一切设备和材料,按照一定的原则立即加以处理的行为。

在将伤者交给医生或送到医院以前,急救可以使伤病者维持生命,防止伤势和病情进一步恶化。

急救技能是一项必备的生活技能。

本单元旨在帮助学生掌握急救知识和技能,并了解遇到紧急情况时应向谁求救、如何有效求助,这样有助于培养他们应对突发事件和意外伤害的能力,以便他们能在未来面对类似情况时迅速反应,有效实施自救和互救。

通过本单元的学习,学生不仅能提高安全意识和自我保护能力,还能深刻理解生命的意义和珍爱生命的重要性,学会关爱他人,传递友爱。

以下为教材各部分教学内容的简要分析及教学活动的实施建议:1.本单元的引言为“It's a great honour to save a life.”,可以译为:救人一命,善莫大焉。

这句话体现了施救者的仁爱之心。

本单元不仅仅是向学生传授有关急救的基本知识,还要培养学生的仁爱之心,使学生认识到通过自己的努力挽救生命是一件光荣的事情,更是人道主义、博爱和奉献精神的体现。

本单元的主题图呈现的是急救培训的现场,培训内容为心肺复苏的操作。

片刻间能危及生命的是心跳、呼吸的骤停。

在日常生活中,造成心跳、呼吸骤停最常见的原因是心脏急症,其他原因还包括触电、溺水、中毒等急症,此时黄金抢救时间只有四分钟。

处理心跳、呼吸骤停的方法即为心肺复苏法(即CPR,包括胸外按压、开放气道、人工呼吸等一系列操作)。

急救教育应从学生抓起,学习急救知识有助于学生树立安全意识。

普及基本的急救护理知识也是提升公民素质的一个重要方面。

2.Reading and Thinking:Learn about first aid for burns主课文是医院宣传单上的一篇文章,其目的是向人们宣传正确的烧伤、烫伤和灼伤急救方法。

Period5

Period5

TaskTeaching aims and demands:New words: study n.书房machine n.机器washing machine n.洗衣机at the foot of在…脚下hill n.小山field n.地,田football field n.足球场TV set n.电视机invite vt.邀请stay vi.& n.停留,逗留Teaching task:1.Get the Ss to write an article about their dream home using Simon’s articleas model.2.To use prepositions of place to describe where things are3. To use cardinal and ordinal numbers to talk about where people live. Teaching aids: tape recorder, tapes, slide projector, slidesⅠ. Warm-upAsk the student on duty to give a free talk.Ⅱ. TaskAsk the Ss to read the questionnaires , then complete it with students’ own information.Listen to Simon’s dream home. Then students read it after the recording.Ask them some specific questions to check comprehension.⑴ Would you like a large room?⑵ How many rooms are there in your dream home?⑶ Are 25 rooms too many?⑷ What other things does Simon want to have in his dream home?⑸Simon doesn’t want a garden. What about you?⑹Simon’s wishes are quite unusual. What does he want instead of a garden?Give students 5-10minutes to discuss Simon’s drea m home in pairs. Encourage students to say what they like and what they do not like in his home.Ⅲ. Writing (task)Ask students to write about their own dream home . Ask them to write down everything that they can think of associated with their dream home. Ask some able students to read their drafts in front of the class.Ⅸ. Homework1. Review the contents of this lesson.2. Do the Exx of the workbook.。

八年级英语上 Unit 5 Wild animals课时5 Task Self-asses

八年级英语上 Unit 5 Wild animals课时5 Task Self-asses

___________.
Bears move around slowly in the daytime. They sleep thtrhoeugwhin_t_e_r______s_e_l.dTohmey ________ hurt people.
Sadly, many hunters catch bears for their (11) f_u_r______ anpda_w_s______. We should take action to stop this. Otherwise, there may be no bears left in the world.
假如你是熊猫惜惜,请根据以下信息给人类朋友写一 封80 词左右的书信。
要求:1. 信中包含所给信息内容; 2. 适当增加细节,使行文连贯。 注意:1. 文中不能出现真实姓名和学校名称; 2. 书信的开头和结尾已为你写出,不计入总词数。
1. 基本信息 :13 岁,来自四川,中国的象征; 爱好( 自主发挥)。
Unit 5 Wild animals
Period 5 Task & Selfassessment
A report on an animal in danger
A)Simon wants to write a report on bears for the Wild Animals Club. Read his notes below. 温馨提示:此符号表示 A report on bears ① “考点精讲点拨”链接。
B)Help Simon complete his report using his notes in
Part A.
Bears are in danger!

七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案

七年级英语上册Unit5-Do-you-have-a-soccer-ball优秀教案

Unit 5 Do you have a soccer ball? Learning objectives (教学目标)Analyze and rearrange teaching materials (教材分析和重组)1. 教材分析本单元以“Do you have a soccer ball?”为话题, 共设计了三个部分的内容。

Section A该部分有4个模块:第一模块围绕“Do you have a soccer ball?”这一话题展开词汇学(1a)、听力(1b)、口语(1c)训练;第二模块继续围绕“Do /Does… have a…?”进行听力(2a-2b)、口语训练(2c);第三模块围绕“Make suggestions.”这一话题展开训练,训练形式为单词填空(3a)和角色表演谈论图画为训练形式(3b);第四模块就“Complete the forms according to the sports club you like.”以结对活动形式进行介绍。

Section B该部分有4个模块:第一模块是词汇的学习(1a)与运用(1b);第二模块仍然围绕(1a-1b) 的词汇进行听力训练(2a-2b)、围绕提建议进行口语训练(2c);第三模块继续围绕“Ownership”这一话题展开有关收藏品阅读(3a), 写作训练(3b-3c);第四模块仍就“Ownership”这一话题以口语训练形式展开全班活动。

Self Check该部分有3个模块:第一模块以填空形式对所学词汇进行训练;第二模块以默写已学过的五个单词的形式对所学的词汇继续巩固复习; 第三模块围绕有关ownership和suggestions对话开展口语训练和写作训练。

教材重组和课时分配Period 1 (Section A: 1a, 1b, 1c) New function presenting Period 2 (Section A: 2a, 2b, 2c, 3a, 3b, 4) PracticePeriod 3 (Section B: 1a, 1b, 2a, 2b, 2c) V ocabulary building Period 4 (Section B: 3a, 3b, 4) Integrating skillsPeriod 5 (Self Check: 1, 2, 3 & Workbook) Self CheckPeriod 6 WritingTeaching procedures and ways (教学过程与方式)Period One New function presentingLanguage goals (语言目标)1. Words & expressions: have, soccer ball, tennis, racket, tennis racket,ping–pong, volleyball, basketball, bat (P25)2.Key sentences: Do you have a ping–pong ball?Yes, I do. No, I don’t. (P25)Ability goals (能力目标)Enable the students to understand and talk about ownership and make suggestions.Emotion & attitude goals (情感和态度目标)Enable the students to form positive attitude toward sports collection and love sports, keep healthy and learn to make suggestions politely. Strategy goals (策略目标)To understand the target language by reading pictures, drawing pictures, countingnumbers, drawing a chart.Culture awareness goals (文化意识目标)People’s attitude toward sports collections is different in English speaking countries.Teaching important points (教学重点)Talk about ownership and make suggestions.Teaching procedures & ways (教学过程和方式)Step 1. Revision and Lead-inAsk one or more students to show their homework.T: In the last unit, I ask you to do a project about filling in the chart because we want to have a ball game. But we don’t know what kind of balls you have. Please ask your classmates in the group what balls he /she has. Then write down the information in the chart. Now who wants to display your project on the blackboard?T: Do you have tennis? S: Yes, I do.Second point to the others in the classroom.T: Does Wang Wei have tennis? S: Yes, he does.Third point to Li Hong in the classroom who has ping–pong ball, but no tennis.T: Do you have tennis?S: No, I don’t.T: Do you have a ping–pong ball?S: Yes, I do.T: Does Li Hong have tennis?Ss: No, she doesn’t.T: Does Li Hong have a ping–pong ball?Ss: Yes, she does.T: Today we are going to learn how to talk about ownership and make suggestions.Step 2. Listing and SpeakingAsk the students to read the picture on Page 25.T: What can you see in the picture?Ss: We can see a ping–pong ball, a ping–pong bat, a tennis racket, a soccer ball, volleyball, a basketball, a TV, a computer game.T: Ask the students to match the words with the things in the picture.Ss: Say, Number 1 is (C), tennis racket. Number 2 is (a), ping–pong ball…After checking the answers in 1a, ask the students to read aloud the new words again and again, ask and answer about them in pairs. And then play the recording again. This time students listen to conversation and circle the words they hear. And then check the answers. Students circle ping–pong bat and computer game.Step 3. Pair workAsk the students to read the example conversation. Have students repeat. And then point to the television in the illustration and substitute that word in the conversation. Have students repeat again. And then ask students to practice the conversation in pairs and remind them to use various objects from the illustration. As students practice, move around the classroom to check progress and help with pronunciation.Ask for more ideas from the students and write their ideas on the blackboard.p hone, cars, pencil case, eraser, pen, book, dictionary, watch, key, notebook, ring, sister , brother, chair, bookcase, CD, video tape, hat, desk, dresser…Show the following to the students and then ask them to practice in pairs.—Do you have a phone?—Yes, I do.—Do you have a CD?—No, I don’t.T: Now work in pairs, make conversations with the newwords in 1a and act it out around the students.Sample conversations:1. S1: Do you have a ping–pong bat?S2: Yes, I do.S1: Do you have a ping–pong bat?S2: No, I don’t.2. S3: Do you have volleyball?S4: Yes, I do.S3: Do you have a basketball?S4: No, I don’t.3. S5: Do you have a tennis racket?S6: Yes, I do.S5: Do you have a TV?S6: No, I don’t.Step 4. Homework1. Ask the students to do more practice as required in 1 c on Page 25.2. Ask the students to prepare the next period. Think about the usage of “Does she /he have…?”Period Two PracticeLanguage goals (语言目标)1. Words & expressions: does, doesn’t, let, us, let’s, play, well, sound,good, sport, we, many, club, more, class (P26)2. Key sentences:—Let’s play volleyball.—That sounds good. (P26)Ability goals (能力目标)Enable the students to make suggestions politely.Emotion & attitude goals (情感和态度目标)Train the Ss to make suggestions politely and take activity part in school sports club and keep healthy.Strategy goals (策略目标)Enable the students to match the problems and worries.Culture awareness goals (文化意识目标)Learn to how to make suggestions politely.Teaching important points (教学重点)Talk about making suggestions.Teaching procedures & ways (教学过程和方式)Step 1. RevisionBefore class, let’s have a revision. First make up a conversation with “Do you have…?”about ownership, and then in threes make up a conversation with “Do you have…? Does she /he have…?”Sample dialogues:1. S1: Do you have a soccer ball? S2: Yes, I do.S1: Do you have a basketball? S2: No, I don’t.2. S1: Do you have a computer game? S2: No, I don’t.S1: Do you have a ping–pong bat? S2: Yes, I do.S3: Does he have a computer game? S1: No, he doesn’t.S3: Does he have a ping–pong bat? S1: Yes, he does.Step 2. Listening PracticePlay the recording for the first time.T: Listen to the tape. You only listen.Play the recording for the second time. Then check the answers.T: You’ll hear the same conversation again in the picture. This time please listen for the names in the pictures, and then number the pictures (1-4).After that ask a few students to say out their answers in 2a.S1: The answers are 3, 1, 4, 2.S2: Number the pictures: 3, 1, 4, 2.Play the recording for the third time.T: You will hear the conversations for the third time. You are to match the people from activity 2a to the balls in the recording for the fourth time and then correct the answers.T: You listen to the tape and write the numbers from the pictures in 2b next to the correct balls.After doing listening, talk about the dialogue about 2b, and then ask some students to say out their answers in 2b.S3: The answers are 3, 2, 1, 4.S4: They are 3, 2, 1, 4.Step 3. Pair workLook at the things in the picture. Ask your partner if he /she has the things in 2c.Ask the students to act out the conversation in pairs.Sample conversations:1. S1: Do you have a dictionary? S2: Yes, I do.S1: Do you have an eraser? S2: No, I don’t.2. S3: Do you have a baseball? S4: No, I don’t.S3: Do you have a football? S4: Yes, I do.3. S5: Does Tom have volleyball? S6: Yes, he does.S6: Does Mike have a pen? S5: No, he doesn’t.Step 4. PracticeLook at 3a, point out the words in the box and then ask a student to read aloud the four words to the class.T: Fill in the blanks with the words from the box alone. I’m sure you’ll fill in the correct answers. And now who’ll tell me the answers? Please hand up if you know the answers. Oh, thank you, --------!S1: The answers are: 1. don’t,2. Let’s,3; have,4. soccer.T: You are right. Thank you. Now let’s practise reading aloud the conversations in pairs and act them out. And then tell the students how to make suggestions politely using “Let’s…!”For example:T: Let’s play ping–pong ball./ Let’s play tennis./ Let’s play volleyball…S: That sounds good.After finishing practising the conversations in 3a, ask the students to make conversations with their partners according to the pictures below in 3b. Ask the students to point to each one and describe each object. Show the students how to use the pairs of pictures as substitutes in the conversation.For example:T: Let’s play basketball.S: I don’t have a basketball.T: Well, let’s play football.S: That sounds good.Ask pairs of students to perform the conversation for the class and tell them how to make suggestions politely in 3b.Step 5. Writing and practiceThis activity gives students a chance to role play a conversation about sports. Students review the language of introductions, and then complete the form, introduce themselves to the coach.T: What sports do you like to play? Who are your favorite sportsmen and sports women? What sports are available at school?S1: I like to play football. My favorite sports man is Liu Xiang. Basketball and volleyball are available at our school.T: Our school has a sports Club with all the sport that you would like to play. If you would like to join the school sports club, please fill in the form with your personal information. When students have completed filling in the form, divide them into pairs.T: Wha t’s your first name? What’s your last name? What sports do you like? Do you like…? What class are you in?S: My first name is Li. My last name is . I like ping–pong ball. I’m in Class 4, Grade 7.Have students role play the conversation between a student and coach. Walk around the class and offer help where necessary.Step 6. SummaryAsk some students to sum up what we have learned key vocabulary and the target languages.Step 7. Today’s homeworkT: First make up dialogues with “ownership and make suggestions” in pairs /in groups. Next class I’ll ask you to act them out. Second, prepare for the next class P 28 (1a, 1b, 2a, 2b, 2c).Period Three New vocabularyLanguage goals (语言目标)1.Words & expressions:interesting, boring, fun, difficult,relaxing, watch, watch TV (P28)2. Key sentences: (1) Let’s play computer games.(2) That sounds interesting. (P28)Ability goals (能力目标)Enable the students to learn to make suggestions politely and responses.Emotion & attitude goals (情感和态度目标)Enable the students to learn to express their feelings about different suggestions.Strategy goals (策略目标)Enable the students to know how to express their feelings aboutdifferent suggestions.Culture awareness goals (文化意识目标)Different countries, different suggestions.Teaching important points (教学重点)Learn to how to express different suggestions and responses. Teaching procedures & ways (教学过程和方式)Step 1. Revision and word studyCheck the homework:T: Last class we asked the students to make up conversationswith “ownership and make suggestions”in pairs /ingroups. Now we’ll ask you to act them out.Point to the five words and ask the students to repeat each one,and then point to the five pictures and ask the students tomatch each picture with one of the words in section B (1a).Ask the students to write the letter of the picture on the linenext to each word.Ask the students to say out the answers. Go around the room,asking students to point to a picture and say the word that goeswith that picture. The answers are: 1. c; 2. d; 3. e; 4. b; 5. a.Step 2. Guessing the wordsThis activity makes students practise using the vocabularywords from this unit. Point to the picture in 1a and reviewthe words.T: Now please draw pictures that show somethinginteresting, boring, fun, difficult or relaxing. Please showyour pictures to some of your classmates. Everyone triesto guess the meaning.Step 3. Listening and word studyBefore playing the recording for the first time, point out thefive words in 1a above and ask a student to read them aloudto the class.Play the recording for the first time in 2a.T: Listen to the tape carefully and remember the fouradjective words you hear.Play the recording for the second time.T: Listen to the conversation and put a checkmark to the leftof each word in 1a that you hear.Ask the two students to say out their answers.Ss: The answers are: a. interesting; b. boring; c. fun;d. difficult;e. relaxing.Step 4. Listening and writingT: I’ll ask a student to read the name of each activity to theclass. And then I’ll play the tape. Listen to the tapecarefully for the first time and remember what Tony saysabout these activities. I’ll play the recording again. Thistime listen to the conversation and write the word in theblank.After listening to the tape for the second time, ask somestudents to read the same example to the class.Ss: The answers are: 1. interesting; 2. difficult; 3. boring; 4. fun.Step 5. Practice and actingBefore asking the two students to read the dialogues, listthese activities on the blackboard: play computer games,play volleyball, watch TV, play basketball.T: I’ll ask the two students to act out the dialogues, talkingabout the activities in 2b.One acts as Jenny, the other acts as Tony, move around theclassroom offering languages support and checkingprogress when the students talk about the activities. Ask afew pairs of students to perform their conversations for theclass.Sample dialogues:1. S1: Let’s play volleyball.S2: That sounds fun.2. S3: Let’s watch TV.S4: That sounds boring.Step 6. Summary1. This class we have learned how to make suggestions andresponses politely. We also have learned how to use somedescription adjectives.2. Prepare for the next class.Step 7. Today’s homework1. Make up dialogues about “Make suggestions and responses”.2. Prepare for the next lesson.Period Four Integrating skillsLanguage goals (语言目标)1. Words & expressions:has, great, collection, but, play sports,only,them, a great sports collection, tennis racket, soccer ball, onTV, everyday (P29)2.Key sentences: (1) Ed Smith has a great collection.(2) But he doesn’t play sports—he only watches them on TV.Ability goals (能力目标)Train the ability of the students about reading and writing.Emotion & attitude goals (情感和态度目标)Enable students to form wide interests and hobbies.Strategy goals (策略目标)Enable students to collect what they like.Culture awareness goals (文化意识目标)Enable students to understand different people have different interests and hobbies.Teaching important & difficult points (教学重点和教学难点)1. The plural form of noun.2. The Present Simple TenseTeaching procedures & ways (教学过程与方式)Step 1. RevisionFirst check the homework, and then ask a few pairs to act out the conversation about: Making suggestions and responses.T: Who can make up a dialogue about making suggestions and responses in pairs?S1: Let’s play football.S2: That sounds fun, but I don’t have a football.S1: Well, do you have a basketball?S2: Yes, I do.S1: Then let’s play basketball.S2: Oh, basketball is so different.S1: OK. Let’s play ping–pong ball.S2: That sounds boring. Let’s play computer game! Do you havea computer?S1: Yes, I do.S2: That sounds interesting.Step 2. ReadingBefore reading this magazine article, ask students to name everything they see in the picture (3a).T: Read the article by yourself, and then circle the vocabulary words that are about sports activities.Give examples such as a stamps collection or a coin collection.T: Please close your books, look at the overhead projector, listen to me carefully, and then fill in the blanks with the sports things in 3a. Please tell the students the answers.S1: 1. tennis racket; 2. basketball; 3. baseball; 4. soccer ball; 5. volleyballT: Y ou’re right. OK. Thank you! Pay attention to the usage of thePresent Simple Tense and the plural form of noun.Explain the usage of the grammar and some key sentences, ask the students to retell the text next class.Step 3. Reading and writingBefore reading this article, ask students to name everything they see in the picture (3b). And then read the article to the class. Ask students to look at the picture and fill in the blanks by themselves. After that, let the students correct the answers in pairs. Ask three students to write their answers on the blackboard. (The answers are: 1. baseball; 2. basketball; 3. tennis rackets; 4. volleyball.)After finishing filling in the blanks, explain the usage of the Present Simple Tense, the plural form of noun and some key words, key sentences. Ask students to recite the text (3b).Step 4. Writing and SpeakingT: After finishing learning the articles about 3a and 3b, now you write about yourself. Talk about your hobbies and interests such as:What sports do you play?What sports things do you have?What other things do you do? And so on.After a while I’ll ask some students to read their stories to the class.S1: I collect coins. I have ten American coins, five Russian coins.S2: I have a great toy cars collection. I have two Chinese toy cars, threeJapanese toy cars, four British toy cars. I play them every day.Step 5. Spoken English and writingNow look at 4 Survey, write “have,you, an alarm clock, do”on the blackboard.T: Please say the words in the correct order to make a question. Come tothe blackboard, Wang Fei.S1: Do you have an alarm clock?T: OK, you’re right. Thank you. Please write a student’s name under thequestion on the blackboard. Who can do it? OK, Yang Fan, please.S2: Li Gang.T: OK, Li Gang, please come to the blackboard. Do you have an alarm clock?Guide him to answer “Yes, I do. /No, I don’t.”S3: Yes, I do.T: Now, please write four questions like this. After that ask students to say other things they might ask. As the students complete the questions, move around the classroom checking progress and offering suggestions as needed, at the same time ask students to move around the room, asking their questions and writing in names. In this way the students learn the target language easily. Step 6. Today’s homework1. Write a story about your /his /her collection.2. Make up dialogue with “Do you have…?”3. Finish off all the exercises on the small blackboard.Period FiveLanguage goals (语言目标)1. Words & expressions: basketball, tennis racket, baseball bat, ping–pong ball,soccer ball, volleyball, interesting, boring, run, difficult, relaxing, TV2. Key sentences: (1) Do you have a ball? Yes, I do.(2) —Let’s play soccer.—That sounds good./It’s boring.Ability goals (能力目标)Train students’ writing abilities.Emotion & attitude goals (情感和态度目标)Learn to talk about ownership and make suggestions.Strategy goals (策略目标)Enable students to form wide interests and hobbies.Culture awareness goals (文化意识目标)Enable students to understand the different countries have different suggestions and hobbies.Teaching important & difficult points (教学重点和教学难点)Learn to how to talk about ownership and make suggestions. Teaching procedures & ways (教学过程与方式)Step 1. RevisionBefore class ask a few students to read aloud the stories about themselves, and then have some pairs act out dialogues about ownership. Also give students three minutes to have a free talk.Step 2. Words checkingThis activity provides a comprehensive review of key vocabulary presented in this unit.T: Now let’s go over key vocabulary in this unit. I speak Chinese, you speak English. First answer my questions one by one, and then answer my questions together. OK let’s begin.有趣的,无聊的,休闲的……篮球,网球球拍……Ss: Interesting , boring, relaxing…T: OK, so much for this. Now take out your English exercises books, write five new words in it, and then share your lists with your groups.Step 3. Reading and writingThis activity focuses on students understanding of the target language in the unit.T: Please read aloud the following sentences in 3a, and then number the sentences to make a conversation that follows the situations in the pictures by yourself.After a while, check the students’ answers. The answers are: 5, 1, 4, 2, 3, 6, 7.After checking the answers, ask the students to act out the dialogue and recite it.T: Now look at the chart on the blackboard with the names of five activities and five words at the top: interesting, boring, fun, difficult, relaxing. And then make up a dialogue talking about ownership and makingAsk two students to act out the dialogue.S1: Let’s play baseball!S2: That sounds interesting, but I don’t have a baseball.S1: …S2: …Step 4. Group workT: The class ball games will be held soon. The students in the class are training recently. Please give suggestions to your group and ask them to train after class.As you make up conversations, please use the drills “Do you have a…? /Yes, I do. /No, I don’t / Let’s… /No, it’s boring.”Step 5. Homework1. Finish off all he exercises in the workbook.2. Talk about your friends’hobbies. (play basketball /soccer ball /ping–pong ball /watch TV /play computer games /play sports every day)Period Six Writing(ppt展示)Teaching Resources (教学资源库)1.语法:(1) 名词复数的构成及读音规律:特别提醒:名词复数的不规则变化是:①只变元音字母,如:man—men, woman —women, foot—feet, policeman—policemen ②单复数形式一样,如:a fish—some fish, a Japanese —some Japanese ③其它变化,如:child—children等。

Unit 5 Period 5 Assess Your Progress 课件

Unit 5 Period 5 Assess Your Progress  课件

目标二:To make a poster of your favourite dish, from field to plate Activity 1: In groups, discuss this line of poetry, “Every single grain on your plate is the result of hard work.”
ቤተ መጻሕፍቲ ባይዱ
They could either let the animals eat the weeds or turn the __s_o_i_l ___ over so that the weeds were covered. Then he gave advice on ploughing, suggesting that the autumn ploughing should be at a greater __d_e_p_th_ than the spring ploughing. He also suggested changing crops to get better harvests every year. Finally, he suggested that farmers grow a _d_i_v_er_s_it_y_ range of crops next to each other in the fields. Although it has been centuries since Jia Sixie died, Qi Mn Yao Shu is still considereedssae(nnt)ia_l _______ book in China’s agricultural history.
Activity 3: Choose one dish from your list that everyone in your group likes. Find a list of its ingredients from a recipe or product label.

译林牛津七年级英语下册 Unit 5-6单元词句梳理

译林牛津七年级英语下册 Unit 5-6单元词句梳理

译林牛津七年级英语下册Unit 5 Amazing thingsPeriod 1 Comic strip & Welcome to the unit必背单词1. same adj. 同一的, 相同的2. birth n. 出生, 诞生→ birthday n. 生日3. earth n. 地球; 大地4. back n. 后部; 背部5. fat n. 脂肪6. fact n. 事实必背短语7. the same size 一样的尺寸8. from birth 从出生时9. stop doing sth. 停止做某事10. in the back of 在……后面必背句子11. Come on, Eddie. It’s just a plane.得了吧, 埃迪。

那只是一架飞机。

12. Fish sleep with their eyes open.鱼睁着眼睛睡觉。

13. Our eyes are the same size from birth, but our nose and ears never stopgrowing.我们的眼睛与出生时大小相同, 但是我们的鼻子和耳朵从未停止生长。

14. Is n’t that amazing? 难道那不令人吃惊吗?Period 2 Reading必背单词1. as adv. 和……一样2. usual adj. 通常的, 平常的3. suddenly adv. 突然→ sudden adj. 突然的; 出乎意料的4. anybody pron. 任何人5. nobody pron.(=no one) 没有人, 无人6. reply vi.答复, 回答7. strange adj. 奇怪的; 陌生的8. leave vt. 离开9. quickly adv. 迅速地, 飞快地→ quick adj. 快的10. happen vi. 发生11. everything pron. 每件事, 每样事物, 一切12. wonder vi. & vt.琢磨, 想知道; 感到诧异13. carefully adv. 仔细地, 认真地; 小心地→ careful adj. 仔细的, 小心的→ care n. 关怀, 照料14. search vt. & vi. 搜查, 搜寻, 搜索15. himself pron. 他自己16. weak adj. 虚弱的, 无力的17. pick vt. 拾起18. surprised adj. 吃惊的, 惊讶的→ surprise n. 惊奇, 诧异; 突然袭击vt.使惊奇; 奇袭19. later adv. 随后, 后来20. somebody pron. 某人, 有人必背短语21. as usual 照例; 像往常一样22. sit down 坐下23. turn around 转身, (使) 翻转24. on one’s/the way 在路上25. say to oneself 自言自语26. pick up 拿起, 举起27. take ... to ... 把……带到……28. the animal centre 动物中心29. run away 逃离, 跑开必背句子30. As usual, they sat down under a big tree.她们和平时一样坐在一棵大树下。

新人教版高中英语必修二Unit5Music单元分析

新人教版高中英语必修二Unit5Music单元分析

Unit 5 Music单元分析本单元主题:人与社会、人与自我一、单元内容分析本单元涉及的主题语境是:欣赏音乐、音乐的表现形式、策划音乐节、音乐对人的影响、音乐鉴赏等。

以下为教材各部分教学内容简要分析及教学活动实施建议:1. Opening Page 主题图展示的是一个典型的交响乐演奏场景,交响乐产生的音响效果较为丰富,是音乐表演艺术最为集中的形式。

开篇页的引言" Music is the universal language of mankind ."是美国著名诗人朗费罗的名言,可译为:音乐是人类通用的语言。

表达了音乐可以超越国界,成为全人类沟通交流的工具。

2. Listening and Speaking : Talk about music preferences 该板块的主题是“谈论喜爱的音乐”。

这是中学生喜欢讨论的话题,每个人喜欢的音乐类型各不相同,有的喜欢摇滚音乐,有的喜欢经典音乐,有的喜欢乡村音乐。

只要音乐的内容积极向上,学生的爱好都值得尊重和赞赏。

该部分听力文本包括三个短对话,是一个记者对三个学生的采访。

通过一系列的听力活动,培养学生的交际技能﹣﹣解释策略。

3. Reading and Thinking : Learn about experiencing music online 本模块介绍了虚拟合唱团。

它是音乐与现代科技相结合产生的一种新的音乐形式。

来自世界各地的人,借助新技术,在家唱歌就能组成各个声部和谐美妙的虚拟合唱团。

它将普通的人们联系起来。

通过一系列的阅读活动,帮助学生梳理文本内容,理清文本结构,把握文本的主题意义。

学生应学会通过题目,合理预测文本内容。

通过训练学生快速阅读寻找段落主旨句和关键词的技能,培养语篇意识。

读后活动训练学生由此及彼的迁移性思维。

4. Discovering Useful Structures ; Express feelings and describe situations 该部分的活动主题为“表达情感和描述情境”,即在本单元的音乐主题语境下,学习过去分词作表语和状语的用法。

Period 5初四英语

Period 5初四英语

1981 Ground Water; Toxic
Chemicals in Human Food
Chains and Environmental
Economics
保护地下水和人类的食物链, 防
治有毒化学品污染
1982 Ten Years After Stockholm (Renewal of Environmental
(2) hear from “收到……的来信, 同意”, 与 词组get a letter from sb. 或 receive a letter from sb. 同义。 如: I haven’t heard from him for a long time. 我好长时间没收到他的来信了。
2. Amy recently won… 艾米最近赢得了…… win 赢 ( 过去式 won, 过去分词won, 现在分词 winning ) 如: win a race /a battle /a prize 赢得赛跑/战役/战争/奖品 win against /over sb. 战胜某人
历届世界环境日主题 1974 1975 Only one Earth 只有一个地球 Human Settlements 人类居住
1976
Water: Vital Resource for Life
水: 生命的重要源泉
1977 Ozone Layer Environmental Concern; Lands Loss and Soil Degradation; Firewood 关注臭氧层破坏,水土流失 1978 Development Without Destruction 没有破坏的发展
提高声音
(3) 提出, 意为: bring up for discussion or attention. 如: raise a new point 提出一新论点

period5可用

period5可用

be blind
be unable to walk
be unable to use hands
We can not imagine Normal things are difficult for them. They face challenges.
How to help them?
A dog --helper
2.一个(为了帮助残障人士而建立的)机构
an organization (set up to help disabled people) ___
过去分词做定语
Eg: 1)一个叫做汤姆的男孩 a boy called Tom 2) 一本(比尔.盖茨写的)书. a book written by Bill Gates. 3) 一份(在火车上出售的)报纸 a newspaper sold on the train
Paragraph 2:
1.What’s the Chinese meaning of the word “normal”
in the passage ?____ B
A. 正规的 B. 日常的 C. 正常的 2. Can you give me some examples of normal things according to the passage? answering the telephone ,opening and shutting the doors , carrying thing 3. Does normal things has been easy for the writer?
appreciate your help We greatly __________________.
2)大多数人能够欣赏艺术作品. appreciate Most of people can __________ works of art.

Unit5LaunchingYourCareer单元分析讲义高中英语人教版选择性

Unit5LaunchingYourCareer单元分析讲义高中英语人教版选择性

UNIT 5 LAUNCHING YOUR CAREER单元分析单元主题:人与自我——职业与职业规划单元内容分析本单元主题是人与自我,围绕职业与职业规划这一主题展开。

本单元通过不同体裁的语篇引导学生辩证理解职业能力倾向测验在职业规划中的作用,了解如何进行目标选择和求职申请等,目的是让学生在高考选专业前了解自己适合的职业,对未来的专业和职业目标有更清晰的了解和认识。

本单元旨在培养学生的自我认知能力,引导学生更进一步地了解自已并提前进行职业规划,激发学生自身学习的动力,规划自己未来的人生目标和职业生涯。

以下为教材各部分教学内容简要分析及教学活动实施建议:1.本单元引言部分的名言“The future depends on what you do today”出自印度伟人甘地,可译为“未来取决于你今天的行动”。

本句表明如果你想要美好的未来,那么就要抓住现在,落实在今天具体的行动上。

同时可结合本单元标题中的“LAUNCHING”,引导学生要从现在开始,抓住当下,通过现在的努力成就美好的未来。

单元主题图中是一条通往未来的公路,两边是无尽的田野,一位身着职业装、手提公文包的年轻人从起点出发,脚步坚定地迈向美好的远方。

年轻人刚刚开始自己的职业生涯,从图片上看,他脚步坚定而又自信地开启了职业生涯的新征程。

而作为高中生,他们和这位年轻人一样,高考结束后同样有了新的起点,也应该充满自信地迈向美好的未来。

2.Reading and Thinking:Get a head start on your future career 本板块阅读文本是一篇介绍职业能力倾向测验的说明文,让学生能够辩证理解职业能力倾向测验在职业规划中的作用。

通过向中学生推荐职业能力倾向测验(Career Aptitude Test),旨在建议学生利用职业能力倾向测验来发现自己更感兴趣、更有潜力的学习或职业方向,并规划自己的未来职业。

3.Learning About Language 该部分分为两个板块:Build up your vocabulary 和Review useful structures。

高中英语:period5 课文翻译及书面表达

高中英语:period5 课文翻译及书面表达
• To make the matters worse, some passers-by often run the red light on purpose, which causes great danger to them.
• Therefore, it’s high time for the city government to take some effective measures to solve the problems.
________________________________________________________________ Yours,
Li Hua
1.词汇: ①状况差 ②加宽和修缮公路 ③缓解;减少 ④交通阻塞 ⑤严格控制 ⑥只要 ⑦解决 ⑧接受某人的建议
_in__b_a_d_c_o_n_d__it_io_n_ _w_i_d_e_n__a_n_d_r_e_p_a_i_r_t_h_e_r_o_a_d_s_ _c_u_t_d_o_w__n_/r_e_d_u_c_e_ _tr_a_f_fi_c_j_a_m__s _st_r_i_ct_l_y_c_o_n_t_r_o_l _a_s_l_o_n_g_a_s_ _s_o_lv_e_ _a_c_c_e_p_t/_fo_l_l_o_w__o_n_e_’s_s_u_g_g_e_s_t_io_n_s_/_a_d_v_ic_e_
②我认为到了必须采取有效措施来解决这一问题的时候了。 I think _it_’_s_h_i_g_h_t_i_m_e__th_a_t_ the city government took/should take some effective measures to solve the problem. I think _it_’s__h_ig_h__t_im__e_f_o_r_t_h_e_c_i_t_y_g_o_v_e_r_n_m__e_n_t to take some effective measures to solve the problem.

人教版九年级上册英语Unit 5 单元词句梳理

人教版九年级上册英语Unit 5 单元词句梳理

Unit 5 What are the shirts made of?Period 1 Section A(1a-2d)必背单词1. chopstick n. 筷子2. coin n. 硬币→ [谚语]Every coin has two sides. 凡事都有两面性。

→ the other side of the coin 事情的另一面→ two sides of the same coin 同一个事物的两个方面3. fork n. 餐叉;叉子→ a knife and fork 一副刀叉4. blouse n. (女式)短上衣;衬衫5. silver n. 银;银器 adj. 银色的6. glass n. 玻璃(不可数名词);玻璃杯(可数名词pl. glasses)→a glass of milk 一杯牛奶→ a pair of glasses 一副眼镜7. cotton n. 棉;棉花8. steel n. 钢;钢铁9. fair n. 展览会;交易会→ a job fair 招聘会→ adj. 公平的10. grass n. 草;草地→ keep off the grass 勿踏草坪11. leaf n. 叶;叶子(pl. leaves)12. produce v. 生产;制造;出产→ product n. 产品;制品13. widely adv. 广泛地;普遍地→ be widely used 被广泛地使用→wide adj. 宽的 adv. 充分地→ two meters wide 两米宽14. process v. 加工;处理 n. 过程必背短语15. be made of 由…… 制成(能看出原材料)→ be made from 由……制成(看不出原材料)→ be made in 在……制造16. be known/famous/well-known for 以……闻名→ be known/famous as作为……而出名17. as far as I know 据我所知18. by hand 手工必背句子19. What are the shirts made of?这些衬衫由什么制成?20. ... it was made in Thailand. ……它在泰国制造。

新人教PEP版小学四年级英语下册 Unit 5 Period 5 Part B 优质教案

新人教PEP版小学四年级英语下册 Unit 5 Period 5 Part B 优质教案

新人教PEP版小学四年级英语下册Unit 5优质教案Period 5Part B Let’s learn,Let’s find out本课时为第五单元的第五课时,学习Let’s learn和Let’s find out两个环节。

Let’s learn主要呈现了萨拉找不到衣物向妈妈寻求帮助的情景,从而引出本课时重点单词coat、sweater、sock、shorts、jacket以及shirt的学习,让学生感受其词形及词义。

Let’s find out为一个活动,要求学生选择合适的衣物图并涂上颜色,然后用句型“I want to wear my...”进行描述,从而巩固Let’s learn 所学词汇。

知识目标1.能够听、说、认读三会单词:coat,sweater,sock,shorts,jacket,shirt;2.能够给想要穿的衣物涂色并进行描述。

能力目标培养学生的听、说、认读以及动手的能力。

情感目标教育学生要养成及时整理个人物品的好习惯。

教学重点能够听、说、认读三会单词:coat,sweater,sock,shorts,jacket,shirt。

教师利用图片引入并讲解新词,然后通过活动以及游戏反复巩固单词音形义的匹配,强化学生对单词的理解与记忆。

教学难点能够给想要穿的衣物涂色并进行正确描述。

教师先让学生给喜欢的衣物涂色,然后教读句子、总结句型,让学生与搭档互相描述想要穿的衣物。

多媒体课件、单词卡片、图卡、磁钉。

Step 1:Warm-up1.活动——看图片说单词。

教师用课件依次呈现hat、pants、skirt、dress的图片,学生快速说出其对应的单词,然后教师同时呈现以上所有图片,问学生:What do we call them?学生回答:Clothes.2.指令活动。

(1)教师播放P49 Let’s do的录音,学生跟读。

(2)教师说指令,学生根据指令做相应的动作。

教师先通过看图片说单词的活动复习前面课时所学新词;然后通过指令活动活跃课堂氛围,激发学生的学习兴趣,同时引出本课时将要学习的内容,为新课的学习做铺垫。

新人教高中英语必修三Unit5 The Value of Money单元内容分析讲义

新人教高中英语必修三Unit5 The Value of Money单元内容分析讲义

Unit 5 The value of money单元内容分析本单元主题:人与社会-金钱的价值单元内容分析本单元的主题是“金钱的价值”(The Value of Money),首先用一则清洁工拾金不昧的新闻报道引发讨论,主体部分是根据美国作家马克·吐温的短篇小说《百万英镑》和同名电影改编的戏剧剧本。

作者用略带夸张的手法勾勒出不同人物在“百万英镑”面前的种种丑态,令人忍俊不禁。

该作品揭露了资本主义社会金钱至上的残酷现实,能启发学生深人思考金钱的价值,树立正确的价值观。

以下为教材各部分教学内容简要分析及教学活动实施建议:1.Opening Page 主题图呈现的是《百万英镑》电影中发生在酒店的一幕。

在这幅剧照中,主人公亨利高高举起刚刚找到的百万英镑大钞给债主们看,剧照上面的背景就是这张在故事发展中起重要作用的巨额钞票。

本页还提供了英国哲学家弗朗西斯·培根的名言“Money is a good servant and a bad master.”(金钱是善仆,也是恶主。

)这句话揭示了金钱的两重性:善用金钱,它可以为我们服务;当我们被金钱所迷惑,就会沦为它的奴隶。

当今社会拜金主义现象依然存在,探讨对待金钱的正确态度,培养学生树立健康的金钱观,这便是本单元的主题意义所在。

2.Listening and Speaking:Discuss the good deed of returning lost money 该板块的活动主题是“讨论拾金不昧的善举”。

通过一则“清洁工拾金不昧”的新闻报道开启本单元关于“金钱的价值”的主要讨论,为后面探究《百万英镑》戏剧的主题意义做铺垫。

另一方面,新闻体裁的引入也体现了语言学习的实用性。

该板块旨在帮助学生熟悉新闻报道的文体特点,培养听英语新闻的技能。

新闻报道的基本文体特征是内容广泛、时效性强,简洁明了、生动鲜明。

该听力文本符合“新闻导语法”的结构特点。

第一段导语包含的核心信息有:主人公的名字(Chen Liyan)、该事件的影响(has made the headlines)、撰稿人的态度(generous and honestact)。

Period 5

Period 5

-11-
3 Use your imagination! What will you do if ...?
1. it rains all weekend? _______________________________________ 2. there’s an English test tomorrow? _______________________________________ 3. your cousin decides to come and visit from another town? _______________________________________
Problems Possible solutions
-4-
3b Use the structures below to help you plan your writing.
My friend _________________ has a problem. He / She _______________________________ _______________________________________. I think he / she should ____________________ _______________________________________. If he / she ______________________________, he / she will _____________________________.
-5-
My friend Jenny has a problem. She has too much homework and she doesn’t know how to plan her time well. I think she should make a plan for doing her homework every day. If she can use some free time between classes and if she works on her homework as soon as she gets home, I think she will be able to deal with her heavy homework load.

北师大版三年级起点小学五年级英语上册全套教案

北师大版三年级起点小学五年级英语上册全套教案

北师⼤版三年级起点⼩学五年级英语上册全套教案Unit 1 JobsPeriod 1【Teaching process】Get Ready1.猜谜游戏教师出⽰⼀些不完整的职业图⽚,学⽣通过观察和联想,猜职业、说词汇。

T:Guess. What job is it?2.思考并讨论(1)出⽰Get Ready 中的四幅图⽚,引导学⽣说出他们所看到的⼈分别从事什么职业,然后呈现四个单词卡⽚,并带读。

T:We know song jobs. Let’s look. What does she/he do?Ss: She/ He is a/ an…(2)引导学⽣将以上图⽚、词卡进⾏搭配。

(3)出⽰Ann和Wang Ling谈话的图⽚,引导学⽣猜测她们说话的内容,呈现⼈物对话,可以让学⽣跟读。

(4)师⽣就上⾯四幅图⽚中⼈物的职业开展问答活动。

T: What does she/he do?Ss: She/ He is a/ an…Enjoy the Story1.导⼊故事呈现故事第⼀幅图,引导学⽣思考并说明故事⼈物和地点。

T: Look at the picture. Where are they? Who can you see? Guess, what does Miss White do? How do you know that?2.学习故事(1)完整播放故事动画,或者学⽣看连环画,讨论主⼈公们遇到了⼏个⼈以及他们的职业,并形成板书。

T: Who do they meet? What does she /he do?Ss: She is a teacher. / He is a doctor/ vet.(2)带领学⽣⼀起看图1,引导学⽣讨论Mocky和朋友们在做什么。

T: Do the go to school or go home?(3)带领学⽣看图2、图3,引导学⽣说⼀说Mocky看到的⼈是什么职业,并判读Mocky是否喜欢杂耍,以及他是否会杂耍。

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Period 5
主语从句
____________的从句叫主语从句。

____________ ____________ ____________
连接代词__________ _________ _________ _________ _________ 连接副词____________ ____________ ____________ ____________ Sentences:
1. ____________ in some countries women are still treated unequally is unfair.
2. ____________ we will arrive on time depends on the weather.
3. ____________caused the fire is still a mystery.
4.
____________knows the truth will tell you about it.
5. ____________we shall hold the meeting will be discussed at the meeting.
1. that 引导主语从句置于句首时,从属连词that 在主语从句中不担当成分,也没有实际意义,只起连接从句的作用,通常不能省略。

2. that 引导主语从句时,
常用it 作形式主语位于句首,主语从句的谓语动词用单数形式。

1. it + be + n.(a pity, a fact, a shame, no wonder, good news) + that 从句 难怪你取得了那么多成就。

很遗憾你错过了如此精彩的音乐会。

2. it + be + adj. ( natural, good, obvious, possible, certain, surprising, true, wonderful) + that 从句
他们肯定会反对你的意见。

孩子们爱他们的父母是很自然的。

3. it + be+ 过去分词+(said, reported, suggested, believed, decided, announced,
orderded)+ that 从句
据报道,没有乘客在这起事故中受伤。

有人建议任命他为主席。

4. it+ vi.(happen, appear, seem, occur to, turn out)+that 从句 我突然想起是时候去机场接我的妻子了。

结果他被证明是在说谎。

1. 从句作主语,谓语动词用____________。

2. 在主语从句中,表示____________ ____________等语气时,谓语动词用____________。

句型总结:1) 2) 3)
3. 在It seems/appears that; It is known to all that;
两个句型中,that 从句通常不能前
A. It
B. This
C. What
D. As
2. It has been proved ____________eating vegetables in childhood helps to protect you against serious illness in later life.
A. if
B. because
C. when
D. that
3. It is none of your business ____________ other people think about you. Believe yourself.
A. how
B. what
C. which
D. when
4. As far as I can see, ____________ is no possibility ____________ he will win the tennis match this time. A. it;that B. there;that C. it; whether D. there; whether
5. ____________ is hnown to us all that the old scientist still works in his eighties. A. It B. As C. That D. What
6. The news came, as expected, _______ my cousin was to be a foreign aid doctor to go
to Africa where people are suffering a lot from AIDS.
A.it
B. that
C. what
D. which
7.________ has helped to save the drowning girl is worth praising.
A.Who
B. The one
C. Anyone
D. Whoever
8._______ we are to finish the work in time, I’m not sure.
A.Whether
B. It
C. Although
D. Why
9.______ matter most in learning English is enough practice.
A.That
B. Which
C. What
D. As
10.I’ve learned _______ , no matter what happens and how bad____ seems today, life
goes on and it will be better tomorrow.
A.it; that
B. that; it
C. it; it
D. that; that
表语从句
____________的从句叫表语从句。

as if和as though有时也
可以引导表语从句,if不能引导表语从句。

Sentences:
1.事实是我们输了比赛。

2.那正是我想要的。

3.这就是我们的问题所在。

4.
看上去要下雨了。

1.除了be动词之外,系动词appear, seem, look, sound, feel, remain等后面可以跟表
语从句。

你听起来好像是南方人。

2.常用表语从句的句式The reason why…is that…
他取得如此大的进步的原因是他从不放弃。

Practice:
1.You are saying that everyone should be equal, and this is ______ I disagree.
A.why
B. where
C. what
D. how
2.I’d like to start my own business---- that is _______ I’d do if I had the money.
A.why
B. when
C. which
D. what
3.One reason for her preference for city life is _______ she can have easy access to places like shops and restaurant.
A.what
B. that
C. why
D. whether
4. Why not try your luck downtown? That’s _______ the best jobs are.
A. where
B. what
C. when
D. why。

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