牛津译林版高中英语必修模块五 Unit1 Period 7教案-新版

牛津译林高中英语必修五unit-1Welcome to the unit教案设计

Situations
1. Your friend starts acting in ways that you think are wrong (drugs, being rude, etc.)
2. You find out your friend has been telling stories about you that aren't true.
预设
目标
1. Students participate in a discussion to find out ways to solve common problems with friendship.
2. Develop students’ speaking ability by expressing their opinions in the discussion.
教学反思
3. What do you think are the most important characteristics in a friend?
Please talk to your partner. And prepare yourselves to present your discussion in dialogue to the class.
Attention
1. On one of the situations, please discuss in group of three.
2. One in the group should listen to the other two and then give a report and comment on what he/she hears.
For each situation given below, answer these questions:

整合牛津译林版高中英语必修5 Unit 1 Reading教案精

A. knowing；admit B. knowing；be admitted to
C. know；to admit D. to know；admitted
5.beg(vt./vi.)请求，恳求；乞讨
beg (sb.) to do sth.乞求（某人）做某事
beg sb. For sth.向某人要某物
We all admitted him to be foolish.
Now that Bob has publicly admitted that he was wrong, he is sharing the child-raising and household tasks with Pat.
It is generally admitted that the government had acted too quickly.
admit that...承认......
It is admitted that...据认为......
He admitted his guilt.
He admitted having broken the window. = He admitted that he had broken the window. = He made an admission that he had broken the window.
admit sb. /sth. to/into...允许某人/物进入/录取某人进入
She opened the door and admitted the guests into the room.
He was admitted to Peking university last year.
admit容纳；容许

高中英语模块5 Unit 1 说课稿牛津版必修5

英语说课稿模型(模块5 unit 1 reading)Good morning, everyone. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is a passage about the friendship taken from unit 1 in Advance with English 5.It is made up of two parts.Part 1Understanding of this lesson:1. Analysis of the teaching materialThis part is the second part of this unit, but it is very important in this unit, the theme of the text is related to the title of this unit. This part is a reading material about the friendship; the article is made up of two letters written to an agony aunt of a teenage magazine. Two students are writing to the agony aunt for advice because they have both fallen out with their best friend. Students are expected to gain some insight into the problems that can exist between friends. The reading strategy in this unit teaches students how to understand feelings and emotions in a text. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve students’ spoken English. At the same time, we should get the students to understand some difficult sentences to prehend the text better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students understand how to keep their friendship well.2. Teaching aims:Knowledge objects:To help students get a general idea about the text.To make students bee familiar with the detailed information about the text.To help students master Reading Strategy.Ability objects:To improve their reading skills by fully participating in all the activitiesTo read the passage advertisements and plete related answersTo learn how to obtain information in text by understanding the subtitlesEmotional aim:To enable the students to love life and understand how to keep their friendship well.3. Key points/teaching important points:How to improve their reading abilityHow to make the students understand the passage better.How to help the students finish all the exercises.How to let them gain some insight into the problems that can exist between friends.4. Teaching difficult points:How to help the students develop their creative, prehensive and consolidating abilities.The usages of some key words and structuresPart 2Teaching theories, methods and aids:Before dealing with this lesson, I’ll do my best to carry out the following theories: Make thestudents the real masters in class while the teacher himself acts as a director；bine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching methods:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. A projector2. A tape recorder3. Multimedia4. The blackboardStudying ways:Teach students how to be a successful language learner.Part 3Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.Step 1 Greetings and revisionGreet the whole class as usual.Ask students some questions to revise the last lesson〔show them on the screen〕Check the homeworkThrough this part we can consolidate what they studied yesterday, municate with others about their survey results and prepare for the new lesson.Step 2Lead-inSign to the students to be quiet and close their books. Then start a free talk with the students. Use puter to show a short film about the friendship. Ask the students several questions about it. These questions are employed to warm up the students and raise the interests of the students to speak English in class on the topics they like and familiar with.Step 3ListeningAfter the teacher's brief introduction to the text about the friendship. Then ask the students to listen to the tape of the text with their books closed. After listening to the text, ask the students to answer some simple questions focusing on the general idea of the text. This step is employed to make the students get the general idea of the text as a whole one. At the same time let the students have a chance to practice their listening ability.Then ask the students to listen to the tape carefully with their books opened. After listening, askthe students some questions focusing on the details of the text. Meanwhile, deal with some language points raised by the students or appearing in the questionsStep 4 Fast reading〔scanning〕and carefully reading1) During fast reading, I will ask the students to go through the questions in part A and then read the text quickly and get the main idea of each paragraph to find the answers to the three questions:(1)Are the writers of the two letters feeling happy or sad?(2) What did Sarah get for the surprise Maths test?(3)Is Matthew usually a quiet boy?After getting the general idea of each paragraph, I will deal with the details paragraph by paragraph.Step 5PracticeIn this step the students are required to practice. Ask them to discuss these questions:1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?2. If you found out that your best friends had made friends with another person, what would you think about this and what would you do?This step is employed to make the students grasp the useful phrases and sentence patterns for making suggestions and replying on the base of reading the text fluently.Let the students find out the expressions and sentence patterns for making suggestions and replying in this passage. Meanwhile, show these expressions and sentence patterns on the screen one by one. This step is employed to give the students a deep understanding of those expressions. Ask the students to finish the questions in Part C on page 4.Step 6 ConsolidationFirst show the words and phrases given on the screen, and then ask the students to make short sentences to practice. This step is employed to make the students get a further understanding of these expressions. Ask the students to answer some questions to consolidate what they’ve learnt. Work in groups and try to make a dialogue which is full of strong feelings.Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.Step 7WorkbookTo plete B on page 91 of the WorkbookTo plete C on page 92 of the WorkbookPart 4 Blackboard DesignOn the top, there is the title of this lesson. On the left, it lists some important sentences about the text. On the right, there are some useful words and expressions.Tha t’s all for my interpretation. Thank you for your attention。

模块5 Unit 1 Reading教案(译林牛津版高二英语必修五教案教学设计)整理

模块5 Unit 1 Reading教案(译林牛津版高二英语必修五教案教学设计)整理Teaching Aims:To learn two letters written to an agony aunt of a teenage magazine and how to understand the feelings and emotions in a textTo learn how to get along with others and gain some insight into the problems that can exist between friends.To improve their reading comprehension skill by fully participating in akk the activitiesTeaching Key Points:How to improve their reading ability through teaching activitiesHow to help students to understand a writer’s the feelings and emotionsHow to let them gain some insight into friendship and get on well with their classmates at schoolTeaching Difficulties:The usages of words such as betray, mean, swear etc.Teaching Procedure:Step One: Leading-inT: (Greet the students as usual)In the last lesson we learnt four proverbs and talked about friendship. Could you tell me the proverbs and their Chinese meanings?Ss: … (Ask four students to answer the questions)T: Ok. Now please look at the screen and discuss the following questions in groups of four.1) Do you keep in touch with your friends?2) Have you ever argue with a good friend?3) If you had a quarrel with your friend, how would you deal with it? Would you feel embarrassed when you met them again?4) How would you mend a broken a friendship?5) What do you think are the reasons that might lead to a broken friendship?(Choose several groups to present their discussions to the class. Any forms of presentation are acceptable. Collect the answers to the question 5)Possible answers to the question 5:Having little in commonLacking trustMisunderstandingBeing jealous of each otherConflicts of interestStep Two: Reading ComprehensionT: Good. Besides these, I think there are other reasons that might cause a broken friendship. Next you will read two letters about broken friendships. Now open your book to page 2. Go through the questions in part A first and then read the two letters silently as quickly as possible to find the answers to the three questions:1) Are the writers of the two letters feeling happy or sad?They are feeling sad.2) What did Sarah get for the surprise Maths test?She got a D.3) Is Matthew usually a quiet boy?No, he is usually cheerful and outgoing(Remind students to only focus on and identify the information needed to answer these questions.)T: Wonderful! Now lets’ read the passage again (read aloud) and answer the question in part C1 and fill in the table in part C2.Part C1:1) What did Sarah think about the surprise Maths test?She thought it was easy.2) What did Sarah tell Hannah in the girls’ toilets?She told Hannah how badly she had done in the Maths test.3) Why did Sarah tell Hannah that they weren’t going to be friends any more?Because she thought that Hannah had told everyone how badly she had done in the Maths test4) Why did Andrew shout at Matthew after the match?He thought Matthew played badly and did not try hard enough. As a result, they lost the game.5) What did Matthew think about losing the match?He thought it wasn’t his fault.6) What king of boy is Mathew?He is usually cheerful and out going?Part C2:Letters How Sarah/Andrew felt Why she/he felt soSarah’s letter She felt betrayed. She thought her best friend Hannah didn’t keep her secret.She felt ashamed. She scored the lowest mark in her classShe was upset and felt like crying. She found a piece of paper on her desk that said ‘Stupid Sarah got a D’Andrew’s letter He had a dilemma. His best friend Matthew has stopped talking to him.He felt really guilty. He said some cruel things to Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.(Make sure that students can distinguish and pick out the relevant information within the given time. After students finish the exercises, check the answers as a whole. While checking the answers of part C2, pay close attention to students’ mistakes. Some students might be confused about the statements or expressions about feelings and those about thoughts. )T: Now you have read the two letters. Different types of passages require different reading strategy. In these two letters, strong feelings about an unforgettable situation are illustrated clearly. Please readReading Strategy on page 3.(Remind them to concentrate on the difference between feelings and thoughts by emphasize the information in the table: on the left are feelings while on the right are thoughts)T: Ok, from the letters we know that these two students are involved in difficult situations, so they write to Agony Aunt Annie for help. And Annie wrote back to the two students but some words are missing in the two letters. Next please use the given words to fill in the blanks in Part E.Part E:Dear Sarah,1.betrayed2.apologize3.mark4.proud5.secretsDear Andrew,6.match7.guilty8.mean9.friendship 10.determinedStep Three: Post-reading DiscussionT: Well done. Now, could you tell me what have learnt from the two letters? Please discuss the following questions:1) If you were Sarah or Andrew, would you try to fix the broken friendship with your friend? What would you do to fix it?2) If you had a problem with your friend, would you write to an agony aunt? If not, who would you talk to?3) If you were the agony aunt from the magazine, what advice would you give to Sarah or Andrew?(This serves as a consolidating exercise for students to practise their spoken English.)Step Four: Language Points1) betray vt. 出卖，泄露；辜负，对……不忠；流露（情感）betray sb/sth (to sb) 泄露消息（给某人）；（向某人）出卖某人betray oneself 暴露自己的真面目e.g. He betrayed my secret to all his friends.e.g. Judas betrayed Jesus to his enemies to in the last dinner.e.g. The expression on his face betrayed his anger.2) overlook vt. 忽视；俯视；视而不见，不予理睬；不予考虑e.g. We couldn’t overlook such a serious offence.e.g. She’s been overlooked for promotion several times.e.g. His apartment on the twenty-second floor overlooks a little park.3) swear vt./vi. 宣誓，许诺；咒骂swear to do sth宣誓做某事swear at 咒骂，辱骂，诅咒swear by 依靠，信任；确定swear in 宣誓就职e.g. He swore to tell the truth.e.g. The boss is always swearing at the workers.e.g. He swore in a mayor yesterdaye.g. I think she said she was going to the library, but I couldn’t swear by it.4) forgive vt. 原谅；宽恕forgive sb sth 原谅某人某事forgive sb (for sth) 原谅某人（某事）e.g. The teacher forgave the student for his coming latee.g. Could you forgive me my fault?5) mean vt. 意思是；意味着；图谋，准备mean doing sth 意味着做某事mean to do 准备做某事be meant to do sth 应当做某事e.g. What do you mean by saying that?e.g. I didn’t mean to hurt you.e.g. You were meant to ask why I was disappointed with the idea.e.g. Learning a foreign language doesn’t mean just working in a class.mean adj. 自私的；吝啬的；麻烦的，困难的e.g. Tom is mean.e.g. This is the meanest storm in years.6) stand vi. 站（起）；坐落，位于vt. 忍耐，忍受；为……付账，请客stand for 代表，象征；stand by 站在旁边，和……站在一起stand sb a dinner 请某人吃饭e.g. On the riverside stands a row of weeping willows.e.g. The Monument to People’s Heroes stands at the center of the square.7) apologize vi. 赔礼，认错，悔过apologize to sb (for sth/ doing sth ) （因某事/做了某事）向某人赔礼apologize for oneself 为自己辩解或辩护e.g. Tom apologized to her for stepping on her foot.e.g. You should apologize to your teacher for your fault.8) since conj./prep. 自……以后，自……以来；既然，由于e.g. I have been there many times since the war.e.g. Since many of the customers work during the day, Billy has to collect the money at night.Step Five: Homeworkto complete the part D on page 4to do parts A1 and A2 on page 90 in workbook文档内容到此结束，欢迎大家下载、修改、丰富并分享给更多有需要的人。

牛津译林版必修5优质教案全套(共50多页)

Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in the pictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationship with others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consist of ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Try to discuss the following questions: Picture 1,1)Where are the two girls?2)What are they doing ?3)How long they spend speaking to each other?4)Do you think they enjoy each other’s company?5)What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend? Why?4) Do you have a good friend? Does he/she often give you advice?5) What do you think the proverb ‘The best mirror is an old friend’ mean?Picture 3,1)What is the taller boy doing ?2)Why does he do so?3)Do you think it possible for a person to buy friendship?4)In your opinion, what is the base of a good friendship?Picture 4,1)Do you think friends should be the same age and share the same hobbies and interests?2)What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…As long as we have loveⅧ. Homework1.Smile to your friends.2.Finish the passage in Part B.3.on page 95 in Workbook..4.Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between friendsTo practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess who are the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with your friends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you deal with it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly and answer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully and answer the following questions and ananalysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … she thought her best friend Hannah didn’t keep her secret.shamed she scored the lowest score in her class.upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keep her word.2. Ask the students to read the second letter carefully and answer the following questions and fill ina table.1)Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words.Ⅵ. Role playDivide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1.Retell the two letters.2.Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in the text.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1.Match the words with the correct definitionsacademic make jokes and laugh at someonedeliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of something done wrongbrilliant good at studying and getting high marksyell be kind and like to meet new peopleoutgoing extremely good, clever and excellentguilty done in a planed way, on purposeplete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately.Ⅲ. PhrasesExplain the underlined words and make a sentence according to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg.Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep herword.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost the game.(Line 38)because ofeg.As a result of his careless study, he failed the Maths test.4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)cannot take control of oneself and do…eg.When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after the test.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in the toilets, but I don’t believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a fool he has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line 44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.eg.She said (that) she would fly to Paris and that she would bring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they loved each other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) to infinitive。

Unit1（M5）WordPowerTask（译林牛津版高二英语必修五教案教学设计）

Unit1 (M5) Word Power & Task (译林牛津版高二英语必修五教案教学设计)Unit1 (M5) Word Power & Task【学习目标】1．掌握Page 26~ 27 & Page32~37上出现的重要单词、词组与句型2. Designing a poster【学习要求】1．整理Page 26~ 27 & Page32~37上的重要单词、词组与句型。

2. 研读Page32~37上的相关内容并掌握海报设计。

课前预习：请运用所学环境词汇知识，根据括号内的汉语提示，完成下列短文：Give eco-tourism the go-aheadLAST week's topic: Tourism is 1.affecting (影响) society and the 2.environment (环境) in many ways. What 3.connection (联系) is there between tourism and environment? How can we maintain a 4.balance (平衡) between them?Mike (Tianjin): There is no 5.doubt (怀疑) that we can 6.benefit（得益）a lot from tourism. We shouldn't 7.prohibit (禁止) tourism just because it 8.pollutes (污染) the environment. The key is keeping tourism from 9.destroying (毁坏) the environment. First, we can 10. construct (建造) fewer modern facilities at scenic spots than before. Second, tourists can be 11. educated (接受教育) about how to 12. protect (保护) the environment. I'm sure if we try our best, we can find a balance between tourism and the environment课文解析:1. The United Nations Convention to Combat Desertification （UNCCD）was established in 1994.（page 35）We have established diplomatic relations with many countries.我们已和许多国家建立了外交关系。

模块5Unit1全单元教案Wordpower（译林牛津版高二英语必修五教案教学设计）

模块5 Unit 1 全单元教案Word power(译林牛津版高二英语必修五教案教学设计)Module 5 Unit 1 Getting along with others南京三中秦永法刘巧Teaching aims: 1. Enlarge students’ vocabulary about personalities.2. let them recognize positive and negativeadjectives that describe personality.3. make a list of synonyms and antonyms about the adjectives describing personalityTeaching important points:1.Remember these words2.try to use these adjectives that describe personality. freely.Teaching difficult points:1 how to make them to describe a person with these adjectives that we have learnt today.Teaching methods:1. Students-centered. (Discussion to make every student work in class.)2. Teacher and students’ interaction (Talking to improve the students’ speaking ability.)3. Multimedia way.( Practice to get the students to master what they’ve learnt.)1. Discussion to make every student work in class.Teaching aids:1. the multimedia2. the blackboard.Teaching procedures:Step 1 Revision and lead in1 . Let students guess who is heHe was a soldier and died at an early age after the founding of PRC.He is ----helpful -----warmhearted------ unselfish/selflessChairman Mao encouraged us to learn from him on March 5th.In March every year, we learn from him to offer help to others2. He was Lei FengStep2 1. Have you paid attention the adjectives?All these adjectives are used to describe Personalities.2 Let’s have a try.Use some adjectives to describe people’s p ersonalities1 What kind of person is “Dae Jang Geum”?Smart Strong-willed Helpful Kind friendly Hardworking/diligent Creative Warm-hearted2 try to describe other people3 exercise(1) Match these adjectives to their meanings(2)step 3 read the dialogue on the text book1 The adjectives in red are negative The adjectives in blue are positive2 exercise1Generous warm-hearted reliable open-minded honest helpful politeFriendly dishonest narrow-mindedStubborn bad-tempered moody impolite unkind boring2Strong-minded---determinedshy ------timidFriendly------kindHappy-----cheerfulTry to tell the synonymsBrave-------courageousSmart-----cleverLoyal-----faithfulDiligent ------hard-workingPassionate----enthusiastic3 discussionDo you know Eight Honors and Eight Disgraces?What kind of personalities belong to Honors and what kind of personalities belong to Disgraces ?Step4 synonyms and antonyms1 Having the same or similar means------synonymsHaving the opposite meaning-----antonyms2 exerciseTry to tell the synonyms and antonyms3 discuss(1) read the story(2) Can you describe the personalities of the prince(3) What your decision will be if you were the old king?Step 51 keys to page7Answers1 easy-going2 quiet3 shy4 friendly5 honest6 hard-working 7serious 8 strict2 competitionTry to speak highly of your friends with as many positiveadjectives as you can to make the others believe that your friend is the best3 discussionIn your opinion, what kind of person is easy to get along with and make friends with?What characteristics would you not like a friend to have.Homework1 Try to find more adjectives that describe personalities2 chose one of your friends to describe with some of the words that we have learned today。

牛津版高中英语必修5所有教案集

Teaching plans of Unit One--- Getting along with othersPeriod One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved in the discussion of friends and friendship To learn the way to describe the characteristics of a true friendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in the pictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationship with others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consist of ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Try to discuss the following questions: Picture 1,1)Where are the two girls?2)What are they doing ?3)How long they spend speaking to each other?4)Do you think they enjoy each other’s company?5)What do you think ‘Friends are thieves of time.’ mean?Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend? Why?4) Do you have a good friend? Does he/she often give you advice?5) What do you think the proverb ‘The best mirror is an old friend’ mean?Picture 3,1)What is the taller boy doing ?2)Why does he do so?3)Do you think it possible for a person to buy friendship?4)In your opinion, what is the base of a good friendship?Picture 4,1)Do you think friends should be the same age and share the same hobbies and interests?2)What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…As long as we have loveⅧ. Homework1.Smile to your friends.2.Finish the passage in Part B.3.on page 95 in Workbook..4.Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between friendsTo practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess who are the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with your friends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you deal with it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship.---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly and answer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully and answer the following questions and ananalysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … s he thought her best friend Hannah didn’t keep her secret.shamed she scored the lowest score in her class.upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keep her word.2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.1)Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words. Ⅵ. Role playDivide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they are having a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1.Retell the two letters.2.Write an article about the friendship in your mind.Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in the text.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1.Match the words with the correct definitionsacademic make jokes and laugh at someonedeliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of something done wrongbrilliant good at studying and getting high marksyell be kind and like to meet new peopleoutgoing extremely good, clever and excellentguilty done in a planed way, on purposeplete the sentences with the words on the leftThough he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run in to the old woman deliberately.Ⅲ. PhrasesExplain the underlined words and make a sentence according to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg.Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep herword.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost the game.(Line 38)because ofeg.As a result of his careless study, he failed the Maths test.4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)cannot take control of oneself and do…eg.When thinking to the jokes, I can’t hel p laughing.5 … I must have sounded very proud of myself after the test.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in the toilets, but I don’t believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a fool he has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line 44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I di dn’t mean to hurt you.3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that is used at the beginning of the second object clause and cannot be left out.eg.She said (that) she would fly to Paris and that she would bring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they loved each other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) to infinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34)… as a result of his careless playing, we lost the game. (Line 39) V-ing form as a noun Ⅶ. Homework1.Review the useful phrases and important words in this text.2.Review the two sentence structures learnt above.3.Finish Parts A1 and A2 on Page 90 in workbook.Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positive adjectives and negative adjectives to describe personality.Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner. Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises.Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The one who guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision.Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and the bare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attention to the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1)subject of a sentence2)object3)object complement4)attribute5)predicative6)adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun in different situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention to the words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1)subject2)predicative3)object4)after possessive pronouns5)in compound nouns2. We use a verb-ing form, not an infinitive after these verbs:admit, dislike, imagine, delay,consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference inmeaning:continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different inmeaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done)forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes.To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notes about the answers.Ⅱ.Skills building1: writing down the answers❖Think about what questions to ask and write them down in advance.❖Write brief notes only, not whole sentences.❖Make meaningful notes.❖Use contractions and abbreviations whenever possible.I f you don’t hear or u nderstand an answer, ask the other person to repeat it. You can useexpressions such as:❖Could you say that again?❖Could you repeat that, please?❖Did you say… or…?Ⅲ.Listen to the tape and answer the questions on page 12.First read the instruction in the box and try to answer two easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes.Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try to discuss some statements on friendship withclassmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to your friend about what his/her friendship means to you.◆Keep the ideas on Page 17 in mind when you write.❖your feelings about friendship❖your feelings about best friends❖the quantities of a good friend❖what makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’ composition.To practice Ss’ proofreading ability by checking each other’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skills building 2Listen to the composition of one student and the others try to find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions•facts•grammar•handwriting•punctuation•vocabulary•spelling•styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing.Ⅶ.Consolidation•proofread your composition by yourself.•Exchange your composition with your deskmate, proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article from the school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey.Teaching procedures:1.Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out the difference between boys’ and girls’friendship.3. What’s your definition of friendship? (ask boys and girls to answer separately)Do you think boys and girls have different attitudes towards friendship?Ⅱ. ReadingRead the school magazine article carefully and try to answer the following questions.•What puzzles Robert?•What’s the difference between boys and girls in their attitudes towards friendship?•What are boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6)on earth, used to emphasize a statement3. Girls who have been asked can usually answer the question without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something goodor bad that has happened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon, shared feelings or activities, theimportant thing to remember is that both of them are friendships. (Line 28)without being affected by different situations, problems, etc. 不管，不顾Ⅵ. Assignment of the project1. Planning•form a group of 6•choose your topic•get the topic approved by your teacher2. Preparing•discuss the purpose and design of the survey•clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing•make a questionnaire•give out and collect the questionnaires•record and analyze the statistics•write the report4. Presenting•present your findings to the class in an oral report•answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To practice Ss’ oral ability by anticipating in the oral report.To improve Ss’ team work spirit by finishing and presenting the project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and the reading strategy of the two lettersTo check Ss’ master of the adjectives to describe personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the reading part. Share what he/she has learnt with the others.Ⅱ. Exercises.1.Fill in the blanks with correct wordsThough he is a popular student, he is not very academic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2.Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3.Fill in he blanks with correct words, the first letter is given to you.In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education? This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besides in-class study, he has to develop in anall-round way. Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.To sum up, a student should be brilliant in his study and have a good personality.4.根据中文补全句子。

译林模块5UnitProject教学案（译林牛津版高二英语必修五教案教学设计）

译林模块5 Unit Project 教学案(译林牛津版高二英语必修五教案教学设计)一．Analyze the structure of the textParagraph1_________________________________________________________________ Paragraph2___________________________________________________ ______________Paragraph3_________________________________________________________________ Paragraph4_________________________________________________________________ Paragraph5_________________________________________________________________ structure of the articlepart1__________________________________________________________ ____________part2__________________________________________________________ ____________part3__________________________________________________________ ____________二．Language points1. the third longest river _________________________2. raise v.1)raise a heavy box2)raise money for the nature reserve3)raise a big family4)raise concern both nationally and internationally raise a questioncf: rise/raise3. both nationally and internationally = ___________________________4. not only… but also不仅……而且可连接两个并列的名词，动词，例：He is not only _______________ but also ________________.He not only_________________________, but also ____________________________.not only 放在句首时，句子要倒装观众不仅能感觉到攀登珠穆郎玛峰的每一步,还能感觉到寒冷,疲劳,品尝到食物,闻到气味,感受到山上的风景以及自然界的声音。

英语译林牛津版必修5Unit1精品教案(7)

英语译林牛津版必修5Unit1精品教案（7）Period7 Grammar and usage (Verb-ing form )Teaching aims :Learn to use the-ing form in different situations.Teaching important and difficult points:1. Master the basic use of –ing form.2. How to finish the relavant exercises correctly and understand the use better.Teaching method1.Questions and answer2.Pair/group work3.Inductive method and deductive and methodTeaching aids :A slide projector , media equipmentTeaching proceduresStep 1 Greetings and Revision1. Greet the whole class as usual.2. Ask the Ss to revise the to-infinitive.3. Check the homework.Step 2 Lead-inShow the following sentences on the screen and ask the Ss to tell what the underlined words are used as in the sentences.Talking about problems often helps. ( subject)He often practises playing the violin at the weekend. (object)Thank you for helping me. (object)Step 3 Verb-ing form as a noun动名词的用法1.作主语。

模块5 Unit 1 全单元教案Reading 1(译林牛津版高二英语必修五教案教学设计)

模块5 Unit 1 全单元教案Reading 1(译林牛津版高二英语必修五教案教学设计)Module 5Unit 1 Getting along with othersObjectives:1.To help Ss get a general idea about the text.2. To make Ss become familiar with the detailed information about the text.3. To help Ss master Reading Strategy.Teaching important point:1.How to make the students understand the passage better.2.How to help the students finish all the exercises.3.How to help the students develop their creative, comprehensive and consolidating abilities.Interaction Patterns: Teachers -class, individuals, pairsProcedures for teaching:Step 1 lead-inDiscussion1. Do you have any important events or unforgettable experiences with your close friends?2. Please share something with us and tell us what to do when meeting with difficulties in friendship.(1). If your friend tells others about your secrets, how will you feel and what will you react?(2). When your friendship is in trouble,will you stop talking with your friend and make a new friend?Conclusion1. We should keep our promise and keep friends’secrets. Honesty is one of the most important factors in the friendship.2. Friends should unite and help each other when meeting with some difficulties both in study or in other fields of life.In other words, we are supposed to take honesty and union as glory. But what are the shameful behaviors or the glorious?Next let’s learn something about it.以喜爱祖国为荣以危害祖国为耻以服务人民为荣以背离人民为耻以崇尚科学为荣以愚昧无知为耻以辛勤劳动为荣以好逸恶劳为耻以团结互助为荣以损人利己为耻以诚恳守信为荣以见利忘义为耻以遵纪守法为荣以违法乱纪为耻以艰苦奋斗为荣以骄奢淫逸为耻Step 2 Comprehension of the textFirst readingBy using these two rules, let’s go over the two letters for the first time and try to answer questions below.1. What did Sarah think about the surprise Maths test?She thought it was quite easy.2. What did Sarah tell Hannah in the girls’ toilet?She told Hannah how badly she had done in the Maths test.3. Why did Sarah tell Hannah that they weren’t going to be friends any more?Because she thought that Hannah had told everyone how badly she had done in the Maths test.4. Why did Andrew shout at Matthew after the match?He thought Matthew played badly and did not try hard enough. As a result, they lost the game.5.What did Matthew think about losing the match?He thought it was his fault.6. What kind of boy is Matthew? Is he usually a quiet boy?He is usually cheerful and out going.Second readingRead the article again and finish part C2. Try to identify how Sarah and Andrew felt and why they felt like so.Make sure you pick the relevant information within the given time.How Sarah felt Why she felt soHow Andrew felt Why he felt so..Step 3 Language items1.Match new words with their definitions2.Find out the similar words in the 2nd letterStep 4 Discussion1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?2. If you found out that your best friends had made friends with another person,what would you think about this and what would you do?Step 5 Reading strategyHow do they show their strong feelings when meeting difficulties in friendship?1. I must be really stupid…. (line11)2. How they must have laughed behind my back! (line22)3. I was so angry that… (line23)4. It is really awkward….. (line 49)5. I can’t help wondering…. (line52-53)Step 6 Group workWork in groups and try to make a dialogue which is full of strong feelings.Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.Reading 2: Language FocusObjectives:1. Revise the reading passage by retelling it.2.Get the students to grasp the usage of some important words and expressions.3.Get the students to practice two important drills.Teaching important point:Dear Sarah;You have every right to feel_________by your friend if she did tell your secrets to others,but it seems unlikely that she did. You say that you are best friends; well, best friends talk about their problems and try to solve them. If she is a good friend, you should___________for blaming her.If you still have doubts, you should think aboutwhy you don’t believe her. Was it because youWere ashamed of your______or your behavior?Did you feel jealou s of your friend’s mark? If so,The problem lies with you, not her. Try not tosound too______of yourself when discussingMarks in front of others.However, if you feel that she is very bad atKeeping________and likes to embarrass you inPublic, you had better find a new friendDear Andrew,It seems you need to apologize quickly to avoid losing a ggod friend! Don’t forget that things are important to people, even when they don’t shout about them. The _______wa s probably very important to Matthew and he felt______about losing, and bad about not being as gifted at football as you are.A football team needs all the players to workTogether and help each other. Each playerShould play to their strengths. Shouting at yourTeammate was unfair and just made him feelworse. Although you both said________thingsto each other, one of you has to be first to say Sorry. Don’t be stubborn.You say that your__________as important asFootball. Well, then you should be__________ To get your friendship back. Don’t delay. Talk toYour friend and I’m sure before long, you’ll beBack playing football together.language points1.We have been good friends since primary school.(line7)(1).Unemployment in that country is now at its lowest level since WWII.该国的失业率处于二战以来的最低水平.(2).She left her hometown five years ago. We haven’t seen her since.自那以后=from then on(3).It is just three days since they arrived at the mountain.(4).Since you are so busy, perhaps we shuold ask someone else.2.We are no fun.(un.) (line5)(1).Her baby is great fun./ sailing a boat is great fun. (好玩的人/事)(2). I write not just for the pay, but for fun.(乐趣).We had a lot of fun at the party.(3).They often make fun of me for this.Donn’t make_____of the blind man.A funB funsC funnyD a funfun 做名词时不行数,不能与a连用,也没有复数形式.3.Must (when guessing,there seems to be no other possibilities) (line8-9)(1).I must have sounded very proud of myself.我当时的口气听上去确定很得意.You must have left your wallet in the office.你确定是把钱包落在办公室里了.(2).may have done(it’s not certain)Something may have happened to her.可能她发生了什么事.4.feel like(have an inclination or desire for) (line11-12)(1). I feel like I was overlooking my studies.(2). I felt like crying.我的父母晚饭之后总是想要出去漫步.My parents always feel like going out for a walk after supper.feel like表示想要做某事,后可加doing sth.也可以加that clause.5.I was overlooking my studies. (line12)(1).forget/not see something importantwe should not overlook the difficulties.你若盛开，蝴蝶自来。

牛津译林版高中英语必修五五模块一单元1

selfish narrow-minded lazy boring bad-tempered……
rther discussion
Tell what kind of person your friend is.
Tell us specifically how you get on with your friends.
高中英语课件
madeofcanruohanxing
Module V Unit 1 Welcome
金陵中学蔡蕾
Lead-in
Conduct a simple questionnaire Who will you turn to for help whenever you
meet with difficulty?
What does ‘True friends have heats that beat as one’ mean?
A. Your friend heart beats as fast as yours.
B. Friends can share one heart.
C. Friends understand each other from the
The taller boy is giving m_______ to the other boy and trying to p_______ him to be his f_______. The shorter boy looks p_______. He is not sure w______ he should take the money or not. True friendship is p________.
A. teachers B. parents C. friends

英语译林牛津版必修5Unit1精品教案(4)

英语译林牛津版必修5Unit1精品教案（4）Period4 Language pointsTeaching goals1．Target languagea．重点词汇和短语betray, absent—minded,outgoing,academic，o verlook，deliberately，tease，yell，mean，awkward，apologize，guilty，be determined to do，as a result, feel ashamed(of sth)，feel like doing，keep one’s word，can’t help doingb．重点句子I must have sounded very proud of myself after the test．saying loudly how easy it was and how 1 was sure to get a good mark．I found a piece of paper on my desk that said ‘Stupid Sarah go t a D!’1 was so upset that I felt like crying．I feel really guilty because I said some really cruel things too，but I Can’t stand seeing our team lose．Yesterday，I saw him talking to another boy P eter，and I cannot help wondering if he want Peter to be his best friend instead of me．2．Ability goalsEnable the students to learn how to get along with friends，especially when something unpleasant happens between two good friends.3．Learning ability goalsHelp the students learn how to understand emotion of the writer．Teaching important and difficult points1. Analyze the structure of some sentences．2. How to remember the language points exactly and quickly and how to use them correctly and freely.Teaching methods1. Explanation to make the students grasp the language points better.2. Giving some examples to make the students understand the language points better.Teaching aidsA recorder，a computer and a projector．Teaching procedures and waysStep 1 Language points9. How they must have laughed behind my back!(Page 2 Line 22)该句为“how +句子”构成的感叹句句型.感叹句由what和how来引导。

高二英语必修5 unit1教案(牛津版)

高二英语必修5 unit1教案（牛津版）本资料为woRD文档，请点击下载地址下载全文下载地址英语必修5译林牛津版Unit1第1课时教案Unit1GettingalongwithothersPeriod1welcometotheunitTeachinggoals．TargetlanguageDiscussfriendshipandpractiseagreeinganddisagreeing.2．AbilitygoalsEnablethestudentstotalkaboutfriendsandfriendship，expressingtheirideasandgivetheiropinions．3.LearningabilitygoalsHelpthestudentslearnhowtotalkaboutgettingalongwithf riendsandfriendship.Enablethestudentstolearnhowtoexpresstheirideasandgi vetheiropinions．TeachingimportantanddifficultpointsGuidethestudentstolearntoexpresstheirideasaboutgett ingalongwithfriends，friendshipandcharacteristicsinafriendandsoon．TeachingmethodsDiscussing,pairworkandgroupwork．TeachingaidsAcomputerandaprojector．TeachingproceduresandwaysStepILead-inT：Goodmorning,boysandgirls!Ss：Goodmorning,mr．／ms…T：Inourdailylife，wehavetodealwithdifferentpeople．whilegettingalongw ithpeoplewemaymakefriendswiththem．Ithinkmostofyouhavegoodfriends ,right?Ss：yes,ofcourse．T:whatkindofpersoncanyoucallhim/herafriend?Howdoyoudealwiththeproblemswithyourfriends?Step2welcometotheunitLetthestudentstalkaboutsomeproverbsaboutfriendsandf riendshipandthenanswersomequestionsaboutthetopic．T：ok!Now1willshowyousomeillustrationsandproverbsabout friendsandfriendship．Let’slookatthefourillustrationsandreadtheproverbunderea chone．I’dliketodivideyouintofourgroups.eachgroupfocusingono neillustration．youcanuseyourcommonknowledgeandexpe riencetodescribeeachillustrationandtelluswhatthepro verbmeansinyourownwords．NowI’dliketogiveyoufiveminutestodiscusstheillustrationsa ndproverbs.Ss：yeah!Showthemonthescreen.whilethestudentsarediscussing,m ovearoundtohelpthemifnecessary．T：Timeisup．Areyouready?Ss：yes.T：who’dliketotellussomethingaboutthefirstpictureandthefir stproverb?S：Letmehaveatry．Inthefirstpicturetwogirlaretalkinganddrinkinghappilyandtheclocktells usthattheyhavebeendoingsoforthreehours．Theyareabso rbedintheconversation．Sotheproverb“Friendsarethievesoftime．”means.whenyouspendtimewithyourfriends,youalwaysfeel howtimeflies．Itmeans朋友是时间的窃贼T：Verygood．Group2．whataboutyourdescription?S：FromPicture2andtheproverb“Thebestmirrorisanoldfriend”，wecanknowthatanoldfriendislikeamirror,becauseanoldf riendistheonewhoknowsalmostallaboutyouonlyheorshekn owsyoumost,especiallyyourstrengthandweakness.Itmean s老朋友如同最好的镜子T：youarequiteright.weshouldtreasureourfriendshipwithfriends,especiallywitholdfriends．Nowwhoseturnisitto giveyourdescription?……….Picture3:Therearetwoboysinthepicture.Thetallerboyis givingmoneytotheotherboyandtryingtopersuadehimtobehisfrie nd.Theshorterboylookspuzzled.Heisnotsurewhetherhesh ouldtakethemoneyornot.Truefriendshipispriceless.Ifyoucanbuyaperson’s_friendship_,it’snotworthhaving.Itmeans如果你能买到一个人的友谊，那么这种友谊就根本不值得拥有.Picture4:Truefriendshave_heartsthatbeatasone.Friend sunderstandeachotherfromthebottomoftheirhearts.Itme ans真正的朋友心灵相犀.Step3DiscussionAskstudenttoreadthethreequestionsbelowthepicturesto makesurethateveryoneunderstandsthem.Askhemtodiscussthethreequestions.Thenasksomestudentstoreporttheir answerstotheclass..Doyouhaveabestfriend?whydoyouthinkthatheorshei syourbestfriend?2.whatdoyouthinkarethemostimportantcharacteristicsi nafriend?3.Doyouthinkgoodfriendsshouldhavethesmeinterests?wh yorwhynot?*************************************************** Step4languagepoints.Almosteveryonewantstomakefriendsanddevelopfrie ndshipswithothers.developvt.开发；使成长，使发达，发展；逐渐产生；逐渐养成；患（病）；vi.发展Swimmingdevelopsthemuscles.HerfriendshipwithDaviddevelopedslowly.developedadj.发达的developingadj.发展中的developmentn.发展；开发经典回放oneofthebestwaysforpeopletokeepfitisto______healthy eatinghabits.A.growB.developc.increaseD.raise2.whatdoyouthinktheproverbstellusaboutfriendshipand gettingalongwithothers?该句为含有doyouthink结构的一个特殊疑问句.主语为theproverbs;谓语为tell;what为tell的直接宾语；about 引导的介词短语作定语.getalong相处；进展getalong/onwithsb.与某人相处getalong/onwithsth.在某事上取得进展Howareyougettingalongthesedays?Heisalwaysgettingalong/onwellwithhisclassmates.3.Ifyoucanbuyaperson’sfriendship,it’snotworthhaving.)worthadj.“值”（后接价值数量词）；值得（后接名词、代词、动名词但不能接动词不定式Thecarisworth1000dollars.It’sworthourwork.Thebookiswell（十分，很，不能用very）worthreading.worthyadj.有价值的,值的。

模块5 Unit 1 Word Power教案(译林牛津版高二英语必修五教案教学设计)

模块5 Unit 1 Word Power教案(译林牛津版高二英语必修五教案教学设计)Teaching Aims:To learn more adjectives to describe personality and put them into different groups such as synonyms, antonyms and so onTo complete the relevant exercises to consolidate itTeaching Difficulties and Key points:the usages of the word sameTeaching procedure:Step One: BrainstormingT: We just have read two letters about friendship. In the two letters, Sarah and Andrew describe their friends to Agony Aunt. Now I want you to describe your friends to me. Next please discuss the following questions with your desk mate and later I will ask some of you to give me your answers.1) What words will use to describe your friends?2) In your opinion, what kind of person is easy to get along with and make friends with?第1页/共4页3) What characteristics would you like a friend to have?Step Two: Vocabulary LearningT: Well done. We can use adjectives to describe people or things. Now please read the short dialogue and pay attention to the words in blue. Then read the words listed in first table.(Encourage students to guess the meanings of the words by studying the different parts of the word. If they can’t, let them refer to the dictionary and check for mispronunciation.)T: Ok, now please read the explanation above the second table and answer the two questions:1) What is the meaning of ‘synonym’?Words that have the same or similar meanings are called synonyms.2) What is the meaning of ‘antonym’?A word that has the opposite meaning of another word is called its antonym(After this ask students to read the words listed in the table. Check for the mispronunciation and ask them to guess their meanings. If time permits, let students to think if as many pairs of synonyms and antonyms as possible and add them to the list above.)第2页/共4页Step Three: Vocabulary ExtensionT: Next look at exercise on Part A on page 7, please use the words we have learnt on page 6.Suggested Answers:(1) easy-going (2)quiet (3) shy (4) friendly (5) honest(6) hard-working (7) serious (8) strictStep Four: Language Points:1) same adj. 同样的，同一的；pron. 同样的事all the same 一样，仍旧the same … as … 与……一样；假如定语从句的先行词被 the same 修饰，可由as和that引导定语从句，但意思有所不同。