高中英语Unit 5 Using Language教案 新课标 人教版 必修1
新教材高中英语人教版选择性必修一Unit5 Using Language
Think and share
1. What are all the possible causes of world hunger that you can think of? Droughts, floods, poverty, and war.
Think and share
2. What can people and countries do to help alleviate these causes? (Drougபைடு நூலகம்ts)
5. What does the FAO suggest countries do? The FAO suggests countries focus on making new achievements in agriculture.
David: … However, every country needs to focus on making new achievements in agriculture, …
Observe and talk
What can you see in the photos? How do you think each photo relates to world hunger?
What can you see in the photo? How do you think it relates to world hunger?
To get rid of poverty, we can develop economy and carry out programs that give people more opportunities.
Think and share
2. What can people and countries do to help alleviate these causes? (War) War may be solved through international negotiation.
2019新人教高中英语选择性必修三Unit5 Poems--Using Language公开课教案
2019新人教高中英语选择性必修三Unit5Music--Using Language公开课教案Using Language1--Talk about attending a poetry contest Teaching aims:1.Enable students to master some words and expressions about preparing a poetry contest.2.Guide students to know the expressions that are used to praise and encourage somebody.3.Help students to express your own ideas on the given topics about attending a poetry contest and develop your interest in writing poems.Teaching key points:1.Master the words and expressions about preparing a poetry contest.2.Learn and use the expressions in the listening text to describe attending a poetry contest.Teaching difficult points:1.Enable students to catch the key information of the listening text.2.Enable students to express themselves on the given topics about attending a poetry contest.Teaching procedures:StepⅠLead-inBefore the class,let’s have a free talk.Design:T:Dear class, have you ever written a poem before?Ss；Yes.T:Oh,really?What did you write about?S:Love, I have written a poem before for my mother on her birthday to tell her how much I love and appreciate her.T:Wow, good for you.So, what might inspire you to write the poem?S:I might be inspired to write poems by seeing something beautiful or by beingin love,etc.I think many different things could inspire me.OrT:Dear class,have you ever written a poem before?Ss:No.T:OK,well, have you read poems?Ss:Yes.T:So,what do you think poets usually write about?Ss:Nature,love,dream,etc.T:How do they get inspired/find inspiration to write poetry? Do you know the meaning of inspire? It means to give sb the idea for sth,especially sth artistic or that shows imagination.Ss:Um, go for a walk, hike in the countryside,climb to the top of the mountain,lose a loved one,etc.StepⅠ While-listeningActivity 1Listen to Part 1 and choose the best answers1.When is the deadline for the poetry contest?A.20th.B.22nd.C.24th.2.What does Nora mean by saying that she needs time to polish her writing?A.She still needs time to change it and make it better.B.She plans to do it this weekend.C.She has finished it.3.Why doesn’t Pitt want to enter a poem contest?A.Because he thought it is meaningless.B.Because he plans to go for a hike.C.Because he can’t think of anything to write about.4.What does George plan to do?A.He plans to polish his writing.B.He plans to write his poem this weekend.C.He plans to skip the contest this year.Suggested answers:1. B2.A3.C4.BActivity 2Listen to Part 2 and find out how the students will inspire themselves to write poetryGeorgeplans to and ,so all sorts of may come into his mindNora writes best whenPittwhile working and writing poetrySuggested answers:Georgeplans to go for a hike in the countryside and sit quietly somewhere,so all sorts of interesting thoughts and words may come into his mindNora writes best when surrounded by familiar thingsPitt listens to music while working and writing poetryActivity 3Listen to the two parts again and tick the expressions you hear that are used to praise and encourage somebodyPraising and encouraging¨That’s a good idea.¨I like that idea.¨That’s a good effort.¨You are doing well.¨What a great idea!¨Your ideas sound very encouraging to me.¨Keep up the good work.¨Do your best.¨I think that’s a fantastic idea.¨You know what?That’s a good idea.¨Come on,you can do it.¨Give it your best shot. Suggested answers:√.That’s a good idea.√.What a great idea!√Keep up the good work. √Give it your best shot.StepⅠPost-listeningActivity Work in pairs and write a short conversation using the expressions that are not included in the listening materialSuggested answers:S1:I am so anxious because I think I cannot finish writing my poem before the deadline.S2:Why?You haven’t written it yet?S1:I have already written one poem but I need more time to polish it.And I don’t know what to do.S2:Eh,I think you can turn to Eric—the exchange student for help.S1:You know What?That’s a good idea.Thank you very much.S2:It’s a e on,you can do it.StepⅠSpeakingActivity 1Work in groups.Discuss entering a poem contest like the one in the listening section.The expressions in Activity 4 and the following questions may help youDiscuss entering a poem contestActivity 2Role-playMake a dialogue about entering a poem contest.One student act as the teacher and one student act as the student.Example:T:Our school is going to hold it’s yearly poem contest.Are you going to take part in it?S:Yes,I’m going to enter the yearly poem contest.T:Good for you.What kind of poem are you going to write?S:I am going to write haiku.T:That sounds great.What are the topics you would love to write about?S:I would like to write about nature and wildlife.T:What a great idea! How will you inspire yourself to write the poem?S:I will inspire myself to write the poem by visiting an ancient temple and forest in the countryside.T:You know what?That’s a good idea.Keep up the good work.S:Thank you.T:Will you use rhyming words in your poem?Why?S:I won’t use rhyming words in my poem as haiku doesn’t usually have rhyming words.T:Good job.Just give it your best shot and then you will get a good grade.StepⅠ HomeworkListen and practise reading the following poems aloud.Pay attention to the rhyming words and the rhythm of the poems.Activity Listen and circle the words you think are stressedTHE ARROW AND THE SONGI shot an arrow into the air,It fell to earth,I knew not where;For,so swiftly it flew,the sightCould not follow it in its flight.I breathed a song into the air,It fell to earth,I knew not where;For who has sight so keen and strong,That it can follow the flight of song?Long,long afterwards,in an oakI found the arrow,still unbroke;And the song,from beginning to end,I found again in the heart of a friend.H.W.LongfellowNIGHTThe sun descending in the west,The evening star does shine;The birds are silent in their nest,And I must seek for mine.The moon,like a flower,In heaven’s high bower,With silent delight,Sits and smiles on the night.Farewell,green fields and happy groves,Where flocks have took delight.Where lambs have nibbled,silent movesThe feet of angels bright;Unseen,they pour blessing,And joy without ceasing,On each bud and blossom,And each sleeping bosom.William BlakeUsing Language2--Write a poemTeaching aims:1.Enable students to assess subject,images,rhyming words and rhetorical devices of poems.2.Guide students to analyse and write an essay about a poem.3.Help students to write an original poem based on what has been learnt.Teaching key points:1.Help students to assess subjects,images,rhyming words and rhetorical device of poems.2.Help students to write an original poem based on what has been learnt.Teaching difficult points:1.Enable students to recognize subjects, images,rhyming words and rhetorical devices of poems.2.Enable students to write an original poem based on what has been learnt.Teaching procedures:StepⅠPre-reading1.Do you remember any poems you have read,either in Chinese or in English?2.Do you know how to understand a poem?Make a list of questions that the readers should consider while reading poems.The following points may help you.Tips:Tone: a quality in the writer’s voice or writing showing his/her feelings or thinking.Rhetorical devices:repetition,figurative language, smile, metaphor...Suggested answers:1.The answers vary.2.What is the subject of the poem?What is the poem about?What images does the poet use?What is the tone of the poem?What feelings and emotions does the poet try to make the reader feel?How does the poem make you feel?Which emotions is the poet trying to convey to the reader?Does the poet use rhyming words?Which rhetorical devices are used in the poem?Does the poet use alliteration(头韵)?Metaphor or simile?Repetition of words or phrases?StepⅠ While-readingActivity 1Read for the general information1.What’s the topic of each poem?2.What picture comes to your mind after you read them?3.What inspiration have you got from the poems?Suggested answers:1.Wind,dream,love.2.The answers vary.For example:I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.3.The answers vary.For example:know the importance of dream,etc.Activity 2Read for the detailed informationRead the poems again and complete the table.①Wind on the hill②Dream③A MatchSubjectImagesRhymingwordsRhetoricaldevicesSuggested answers:Subject:①the wind②the dreams③loveImages:①kite,person②broken-winged bird,barren field frozen with snow ③rose,leaf,fieldsRhyming words:①knows/goes can/ran kite/night blew/too goes/knows ②die/fly go/snow ③together/weather closes/is grief/leafRhetorical devices:①repetition,alliteration②repetition,metaphor③repetition,metaphor,simileStepⅠAnalyse and write an essay about a poemActivity 1Read the example in activity 3 and answer the questionsHow does the author analyse the poem?From which aspects?aspects{Para.1Theofthepoem.{What’sthetopicofthepoem?Whatkindofpoemisit?Howdosomesentencesrhyme?Para.2The ofthepoem. Para.3The ofthepoem. Para.4The ofthepoem.Suggested answers:1.form2.image/picturenguage/expressions4.meaning/inspirationActivity 2Read for language expressions1.Read the essay again and find out the useful expressions. Para.1_________________________________________Para.2____________________________________________Para.3I learnt a new ...Para.4I think the poet is ...He wants to ...Suggested answers:Para.1The poem ... by ... is ... with ... lines.When I read the poem aloud I can hear that ...These rhyming words sound ...Para.2When I close my eyes,I can see ... from the poem.For example...2.Brainstorming—Think other useful expressions that you can use when analysing a poem.Suggested answers:Here is a poem titled ...by ...This poem isabout ...It is popular with Chinese readers.It rhymes at ...The language of the poem is ...In my opinion,.../As far as I’m concerned,...Activity 3Choose one of the poems and write a short essay about itSuggested answers:The poem WIND ON THE HILL by ne is a poem with 20 lines.When I read the poem aloud I can hear that the ends of some sentences rhyme—“knows” and“goes”,“kite” and “night”.These rhyming words sound nice and make the poem pleasing to read.When I close my eyes,I can see vivid pictures from the poem.For example,I can see wind blowing across the hill and kites flying in the wind.I can even see the poet running after wind.The language of the poem is descriptive and vivid.I learnt a new phrase “keep up with”,which means to catch something.As far as I’m concerned,the poet is describing the beauty of wind and nature for us.Activity 4Exchange your work with your partner and show your workStep ⅠWrite an original poemActivity 1Follow these stepsSuggested answers:The answers vary.Activity 2Write your poem_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ________________________________________Step Ⅰ Presentation□Is the theme/subject of the poem clear?□Are the words and phrases related to the theme?□Does the poem paint a picture in your head?□Does the poem have a proper title?□Does the poem rhyme?StepⅠ HomeworkRead aloud your poem to the class or put it up in the classroom.。
Unit 5 Using language 课件-高中英语人教版(2019)选择性必修第二册
Example
Last Sunday, I went to the park with Tony for a picnic. Unfortunately, Tony's left foot got injured on our way to the park. Luckily,I'd just learmed about first aid in our school. So I dialed 120 immediately and performed first aid before the doctor came.
his/her waist
• make a fist with one hand • place it in the upper part
of his/her stomach
• Grab your fist with your other hand tightly
• push up and into his/her stomach in one motion
D
Activity 2: Read for different parts and main idea
a first aid story Para 1-2
C
A
an introduction of the Heimlich manoeuvre
Para 3-5
B
E
D the conclusion of the story Para 6
She is suffering from choking.
What do you know about Heimlich Manoeuvre?
It is a way to help the choking victim. Chocking can be very dangerous. To solve the problem, Henry Heimlic created the Heimlich manoeuvre in 1974.
新课标2019_2020学年高中英语unit5musicsectionⅣusinglanguage讲义新人教版必修2
Section ⅣUsing LanguageFREDDY THE FROG (Ⅱ)Not long after Freddy and the band became famous，they visited Britain on a brief(短暂的) tour.Fans showed their devotion(投入；热爱) by waiting for hours to get tickets for① their concerts.Freddy was now quite confident(自信的) when he went into a concert hall.He enjoyed singing and all the congratulations afterwards(然后；后来)! His most exciting invitation(邀请) was to perform on a TV programme called “Top of the Pops ②.” He had to go to London，wear an expensive suit and give a performance to a TV camera.It felt very strange.But as soon as the programme was over，the telephones which were in the same room started ringing.Everybody was asking when they could see Freddy and his band again.They were truly stars.青蛙弗雷迪(Ⅱ)弗雷迪和他的乐队成名后不久，就到英国作短暂的巡回演出去了。
歌迷们表现出了极大的忠诚，他们等几个小时来购买音乐会的门票。
弗雷迪现在步入演出厅会感到非常自信。
人教版高中英语必修五第五单元课件Usinglanguage
_4_ The attacker ran away. _2_ Anne was attacked and started to
scream. _6_ John performed first aid on Anne. _1_ John was studying in his house. _7_ The ambulance arrived. _3_ John ran outside with his father. _5_ John found Anne in her garden with
it is where you feel _c_o_ld_, heat or p__a_in_ and it gives you your_s_e_n_s_e_o_f_t_o_u_c_h_. So as you can imagine, if your skin gets _b_u_r_n_e_d_ it can be very serious. First aid is a very important first step in the _tr_e_a_t_m__en__t of burns.
They gLeabharlann t some tea _to_w__e_ls_ and _t_a_p_e_ from their house.
John used these to _d__re_s_s_ the most severe injuries and __s_lo_w__e_d the bleeding by _a_p_p_l_y_in_g_ _p_r_e_s_su__re__ to the wounds. It was John’s q__u_ic_k__ __a_ct_i_o_n_ and _k_n_o_w__le_d_g_e___ of first aid that saved Anne’s life.
Unit+5+Using+language+教学设计 高中英语外研版(2019)必修第三册
必修三Unit 5 What an adventure!Using language教学设计课题Using language:课标理念本单元属于人与自然的主题语境下关于人与自我的探讨，关于讨论探险家的探险天性、探险意义和探险精神。
本课以学习理解、应用实践、合作探究、迁移创新等方式来发展学生听、说、读、写的综合技能。
内容分析Using language第一部分Past future：通过复习上节课所学文章中的两个句子来引入过去将来时，再通过教科书上的活动来引入第二部分。
第二部分First aid：通过对新单词的意思的讲解，引导学生完成活动五。
第三部分Amazing road trips:通过听一段关于一群人骑318国道为孩童慈善筹款的采访，激活学生的兴趣，了解探险的不易和其探险精神以及探究冒险精神背后的涵义。
教学目标 1.学生能够了解将来时的各种形式，掌握各种形式的适用范围，并正确运用所学语法知识完成语言的输出，达到知识的融会贯通。
2.学生能够在丰富多样的教学任务中循序渐进地对本单元的语法知识进行认识、理解、分析，并在具体的语言环境中对其加以灵活运用，实现将知识内化于心，而外化于行。
3.学生能在小组合作学习的过程中培养自己的团队合作意识。
4.学生能够在自主学习的过程中锻炼自己的独立思考和解决问题的能力。
教学重点 1.学生能正确区分过去将来时的不同形式，并在具体的语境中去灵活运用。
2.理解听力材料表达的主要观点，能够基于听力材料内容内容形成自己的观点并发表看法。
教学难点 1.语法项目的不同形式在不同语言环境中的使用2.引导学生提炼出探险家的优秀品格，学习其探险精神并能联系实际生活和学习。
教学过程教学步骤教学活动设计意图Step-1 Warm up 1.Review the passage of the last class and point out twogroups of sentences and ask Ss the questions:What is the difference between the two groups ofsentences?通过复习上节课的相关知识，激发学生的原有图式。
高中英语Unit5SectionⅢUsingLanguage课件新人教版选择性必修第一册
(essential)this is a true story. ④It is essential that students_______(get)themselves prepared for the
▶It is essential that your diet (should) be varied and balanced. 你的饮食要多样化并保持均衡, 这很重要。 ▶We know that food, clothing and shelter are life essentials. 我们知道食物、 衣服和住所都是生活必需品。 ▶Essentially, what we are suggesting is that the firm needs to change. 说到底, 我们的建议是公司必须思变。
【探究总结】 （1） in turn 相应地；转而；依次；轮流 （2）It’s one’s turn _____ sth. 轮到某人做某事。 （3）take turns to do sth 轮流做某事
答案:（2）to do
【应用实践】 根据汉语意思完成英语句子。 ①他们不得不轮流照看病人。 They had to _____ _____ _____ _____ _____ the patients. ②我想这星期轮到我开车送孩子们上学了。 I think _____ _____ _____ _____ _____ the kids to school this week. ③他在数学上花的时间太多, 这反过来影响了其他学科的进步。 He spent too much time on maths, and this _____ _____affected the progress of his other subjects. 答案: ①take turns to look after ②it’s my turn to drive ③in turn
Unit 5 Using Language 课件 -高中英语人教版(2019)选择性必修第四册
2. How does the applicant respond to each of the job requirements in each paragraph of her application？
Para. 1: I would like to apply for the position of camp helper. Please find my CV attached.
Similar advanced expressions of showing appreciation:
(1) Were I offered the job, I would treasure the opportunity and spare no effort to do it well. (2) I would appreciate it if you could give me this golden chance / take my application into account. (3) ...
Ⅳ Language points
Ⅴ
Homework
Homework
假定你是李华，暑假在伦敦学习，得知当地美术馆要举 办中国画展。请写一封信申请做志愿者，内容包括： 1. 写信目的 2. 个人优势 3. 能做的事情 注意： 1. 词数100左右； 2. 可以适当增加细节，以使行文连贯。
After brainstorming, write your own application letter. Then two students are welcomed to share their application letters and the whole class help to polish improper expressions based on the checklist.
【公开课】Unit5+Using+Language+课件高中英语人教版(2019)选择性必修第二册
[句型转换/完成句子] ①I am desperate to tackle the urgent matters I face as soon as possible.
→I am desperate to tackle the urgent matters I am faced withas
soon as possible. ②老师离开教室的时候，男孩子们互相做鬼脸。
4.Which of the following is NOT true? A.We should not do the Heimlich manoeuvre on a small child in
order not to hurt him/her. y the child face down on your lap，with the head lower than
Task 2 Careful-Reading
1.What did Chen do to Zhang? A.With the help of Zhang’s friends，he was able to help Zhang
lay on the ground.
√B.Chen did the Heimlich manoeuvre without hesitation.
好句背诵 ①I am desperate for the precious opportunity to be a volunteer in the summer camp. ＝I am desperate to gain the precious opportunity to be a volunteer in the summer camp. ②I desperately need your practical suggestions，because I have great difficulty making friends. ＝I am in desperate need of your practical suggestions，because I have great difficulty making friends.
2019新人教高中英语选择性必修一Unit5Using language-(P55-57)公开课教案
2019新人教高中英语选择性必修一Unit5 Using LanguageEvaluate chemical farming and organic farming公开课教案Teaching aims:1.Enable students to know the difference between chemical farming and organic farming.2.Know the structure of an argumentative essay and the writing skills of an argumentative essay, such as illustrating, giving examples or making contrasts.3.Write an argumentative essay using what they will learn in this period.Teaching key points:1.Analyse the difference between chemical farming and organic farming.2.Analyse the structure and the writing skills of the argumentative essay.Teaching difficult points:1.Analyse the structure and the writing skills of the argumentative essay.2.Write an argumentative essay using what they will learn in this period.Teaching procedures:Step Lead-inActivity 1Making predictions(1)Look at the title of the passage and try to guess what will be talked about in the passage.(2)If you were asked to write the passage under this title,what is your structure?Suggested answers:(1)What the text will talk about will include:the definitions of both kinds of farming and the advantages and disadvantages of each.(2)My structure may be like this:Activity2 Picture guessingHere are 6 pictures.Try to find out which ones are about chemical farming and which are organic according to your background knowledge.Suggested answers:Picture 1 organic farming;Picture 2 chemical farming;Picture 3 organic farming;Picture 4 organic farming;Picture 5 organic farming;Picture 6 chemical farming.StepⅡTest our predictionsRead the text quickly and silently and try to find what is the main idea of each paragraph.And then draw the map of the structure.Para.1_____________________________________________Para.2_____________________________________________Para.3_____________________________________________Para.4_____________________________________________Para.5_____________________________________________Suggested answers:Para.1 Chemical farming helps fight crop disease and increase production.(advantage)Para.2 Three disadvantages of chemical farming.(disadvantages)Para.3 The definition of organic farming and one of its advantages.(advantage) Para.4 Other different methods of organic farming and their advantages.(advantages)Para.5 The disadvantage of organic farming and show the attitude of the writer to the readers.(disadvantage & attitude)Therefore the structure of the passage is:(so our guess is quite right.)StepⅢ Read for details：Read the text carefully and complete the table.（红色为学生填写部分）Chemical farming advantage A great way to fight crop disease and increase production. disadvantages1.Kill not only harmful bacteria and insects but also helpfulones.2.Affect not only the crops but also the animals andhumans who digest them.3.Crops are lacking in nutrition.Organic farming advantages1.The soil is rich in minerals.2.Keep the air,soil,water and crops free of chemicals.3.Avoid damage to the environment or to people’s health. disadvantage Nowhere near able to meet the need.The writer’s attitudeHe/She is for organic farming.But there is still a long way to find a suitable solution.StepⅡ Read for the organization and languageActivity 1Read the text carefully again and find out the transitional words and think about their functions.Suggested answers:The transitional words:for example,not only...but also,in addition,in turn,in fact,as for,but,and,as well.Activity 2Discuss the following questions.(1)What other advantages and disadvantages of organic farming did the author not list?(2)Which kind of farming do you like?And why?Suggested answers:(1)Advantages:Organic food is more nutritious and has much flavour.Farmers can get more money out of organic farming.Disadvantages:higher cost of producing food;greater effort required to farm.(2)I like organic farming.Because organic food is more delicious and more healthy.StepⅡWritingWrite an argumentative essay giving your opinion on chemical or organic farming.Activity 1Complete the outline below.（红色部分为学生填写部分）Topic sentence:In my opinion,__________farming is preferable to__________ farming because ___________Point 1:Chemical farming harms the environment.(Detail): Chemical pesticides are not found in nature, and normal natural processes cannot get rid of them.Point 2：Chemical farming harms us people.(Detail):We end up eating plants,diary products, eggs, and meat that have high levels of pesticides.Point 3 :Organic food is generally more nutritious than food grown with man-made chemicals.(Detail):Chemicals are commonly used in farming to grow larger crops more quickly.Conclusion: I would like to suggest buying organic food.Suggested answers:Topic sentence:In my opinion,organic farming is preferable to chemical farming because chemical farming does harm to not only the environment but also people and because chemical food has less nutrition while organic food is more nutritious.Activity 2Use your outline to write a short essay giving your opinion on the topic,paying attention to using right transitional words.Activity 3Exchange your drafts with another e this checklist to givethem helpful feedback.√ Does the writer do a good job of expressing his/her opinion?√ Does each paragraph have one main idea?√ Does each paragraph have at least one detail to support its main idea?√ Does the writer sequence the points in logical order?√ Does the writer do a good job persuading you to accept his/her opinion?Activity 4Polish your draft and share it with your partner.Suggested answer:In my opinion,organic farming is preferable to chemical farming because of the benefits to the environment and people,and because organic food is more nutritious.To begin with,chemical farming harms the environment.Since chemical pesticides are not found in nature,and normal natural processes cannot get rid of them.Instead,the chemicals tend to accumulate in the soil and water,and are absorbed in the food chain,where they poison wildlife and domestic animals.This affects us directly,because we end up eating plants,dairy products,eggs,and meat that have high levels of pesticides.Think about it:The purpose of the pesticides is to kill “pests”.Something that can kill an insect probably is not healthy for a person to eat.While it may be true that the food we eat does not have enough pesticide in it to kill us immediately,over the years this pesticide may cause us health problems or give us diseases such as cancer.Finally,organic food is generally more nutritious than food grown with man-made chemicals.There was the case of watermelons literally exploding in the fields because they had been given chemicals to make them grow faster.The reason why they exploded was that they contained too much water,because the farmers had used too many chemicals and the weather was unusually wet.As it turns out,such chemicals are commonly used in farming to grow larger crops more quickly.Do you really want to eat watered-down fruit or vegetables which have been rushed to market?They cannot possibly taste as good as organic vegetables,nor can they be as nutritious.In closing,I would like to suggest buying organic food.Yes,the price is a littlehigher,but the small price we pay extra will bring us huge rewards in the end.StepⅥHomework1.Put up the poster in your classroom or in a public place.2.Appreciate your classmates’ good works and try to learn from them.。
Unit 5 Revealing nature Using language 教案-高中英语
Unit 5 R evealing natureUsing language教学设计科目：英语课题：Using language 课时：1课时教学目标与核心素养：知识目标：Students can learn some new words and basic sentence structures.能力目标：Students can have a further understanding of the passage.情感目标：Students can think individually and learn cooperatively.教学重难点：教学重点：How to learn the new words and basic sentence structures.教学难点：How to make students have a better understanding of the passage.课前准备：多媒体，黑板，粉笔教学过程：一、Greeting二、Leading-in学生活动：Do Activity 1 on Page 70.Look at the sentences from the reading passage and answer the questions.•In sentence (a), which action happened first, "suspected" or "evolved from a common ancestor"•In sentence (b), which action happened first, "refused to believe" or "evolved from lower forms of life"?•What does the structure had done indicate?(Suggested answers:•In sentence (a), "evolved from a common ancestor" happened first.•In sentence (b), "evolved from lower forms of life" happened first.•It indicates the action happened before a certain past action.三、Presentation教师活动：Give more examples with the past perfect tense. Guide students to summarise its use in their own words. Then ask them to give examples.语法讲解：Past perfect——过去完成时一、过去完成时的构成过去完成时由“助动词had(通用于各种人称和数)+过去分词”构成。
Unit5UsingLanguage教学设计高中英语人教版选择性
选择性必修一Unit 5 Using Language【Teaching Objectives:】1.To educate students about the differences between chemical and organic farming methods.2.To enable students to understand the environmental and health implications of chemical farming.3.To promote critical thinking and discussion about sustainable agricultural practices.【Teaching Key and Difficult Points:】1.Explaining the advantages and disadvantages of chemical farming.2.Discussing the principles and benefits of organic farming.Teaching Procedures:Step 1: PrereadingBegin the class by asking students what they know about farming methods and if they've heard about chemical and organic farming. Encourage a brief discussion to assess their prior knowledge.Step 2: While readingActivity 1. Ask students to read this article carefully and identify key points about chemical and organic farming. Afterward, facilitate a class discussion with the following questions:1.What are chemical pesticides and artificial fertilizers?2.How have they been used in farming, and what were the initial benefits?3.What are the potential harms associated with their longterm use?4.What is organic farming, and how does it differ from chemical farming?Activity 2. Divide the class into small groups and assign each group either "Chemical Farming" or "Organic Farming." Have each group list the pros and cons of their assigned farming method. Encourage them to think critically about the environmental and health impacts.Activity 3. Organize a class debate where students from the "Chemical Farming" group and the "Organic Farming" group present their findings. Encourage them to use evidence from the article and their group activity to support their arguments.Step 3: PostreadingAsk students to reflect on the debate and consider the challenges of finding a balance between providing enough food and maintaining environmental and human health. Conclude the lesson by emphasizing the importance of sustainable farming practices.Homework Assignment:Assign students to research and write a short essay on their chosen farming method (chemical or organic) based on the information from the class and additional research. They should include their own thoughts on the topic.。
高中英语人教新课标必修五Unit5 Using language 教学设计
Unit5 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching Goals:1. To develop the Ss’ ability in reading, speaking, listening and writing.2. To get Ss to know more about first aid.Teaching Procedures:Step 1.Reading and comprehending1.WarmingUpPurpose: To lead Ss to the topic.Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.Question: if you happen to find a person who is bleeding badly, what will you do? 2. SkimmingPurpose: To make Ss have a brief understanding of this passage.Read the newspaper article by yourselves and then put the following events in the order that they happened._____ The attacker ran away._____ Anne was attacked and started to scream._____ John performed first aid on Anne._____ John was studying in his house._____ The ambulance arrived._____ John ran outside with his father._____ John found Anne in her garden with terrible knife wounds.Suggested Answers:4. 2. 6. 1. 7. 3. 53. Scanning and discussing.Purpose: To make the students find something in details. In groups discuss and answer the following questions.(1) What first aid did John perform on Anne?(2) What adjectives would you use to describe John’s actions? Give at least three.(3) Do you think John was silly or brave to get involved in the situation? Give your1 / 5。
人教版高中英语必修5 Unit5_Using_Language_优教教学设计_
Unit5 Using Language 优教教学设计设计意图This is the third teaching period of this unit. The first task is to ask students to comprehend a passage in the textbook about a heroic teenager saving his neighbor using first aid knowledge. In this passage, students get to know more about the significance of first aid and thus become eager to acquire first aid knowledge, which may help themselves or somebody else one day in real life. The second part is writing. Students apply what they have learned in the reading part to practical use: writing a passage about small matters making a difference in daily life. Here in this class, small matters should be related to first aid. At the end of this class, students can be equipped with first aid knowledge and be better at expressing themselves in English.教学目标1. Students learn a passage about a heroic teenager John Janson saving his neighbor using first aid knowledge.2. Students accumulate common knowledge about first aid through self-directed study and cooperation.3. Students get better at writing English articles and expressing themselves in English.教学重点To help students understand the text and the significance of first aid knowledge, and to help learn to write a passage according to the requirements.教学难点To get students to achieve the aim of writing a passage by applying what they have learned.教学过程Step 1: Scanning ＆Skimming（设计意图：学生快速阅读课文，通过标题和导语这些特点，锁定新闻类文章的特点；通过几个疑问词，将文章的大意理清；通过关键事件，了解整个文章的结构。
人教课标版英语必修五Unit5 Using Language Reading 课程教学设计
Unit5 Using Language Reading 公开课教学设计（二）Teaching DesignTeaching content: Using language: Heroic teenager receives awardBrief introduction of the teaching design:The passage is a reading material introducing what a teenager has done to save the woma n’s life. After reading, the importance of the first aid and the good qualities of the teenager are clearly presented to the students.In this design, I attach importance to the following three aspects.The first aspect is focusing on reading and discussing; through which students have a clear picture of the heroic deeds.The second one lies in showing a kind of similar situation in our daily life (whose topic is closely related to our own experience) to better understand the importance of the first aid. They are required to be equipped with the knowledge of first aid based on the reading text.The third one is to have a good understanding of the good qualities a citizen shouldhave and realize the deeper meaning of the social responsibility.Teaching aims:1. To guide the students to learn about basic knowledge on how to do first aid through reading and summarizing2. To cultivate students’ abilities in speaking by applying new words and phrases in the text3. To raise students’awareness of the importance of how to do first aid and being equipped with many good characteristics to take social responsibility Teaching important and difficult points:1. Learn the process of the heroic deeds. According to the text, try to understand the key words and phrases, such as bravery, put one’s hands on, apply, scream, perform first aid, and make a real difference.2. have a general understanding of how to do first aid in the special situation3. Through the reading material, students are to be aware of the importance of the firstaid and good qualities a qualified person should have.Teaching methods: task-oriented reading Teaching aids: multi-media and blackboard Teaching procedures: Greetings.This step is to shorten the distance with students and wish students were happy everyday. Finally, it is used to lead to the topic.Step1: Lead-inHave a talk with students about daily emergency and lead to the main character—a teenager. Invite students to enjoy a short video about a wonderful first aid performed by a professional doctor and ask them the following questions:Q1: What different kinds of emergency we may suffer in our daily life?A snake bite; bleeding; a sprained ankle; choking; a broken arm…Q2: At that time, what do we need?First aidQ3: Who can do the first aid well?A doctorQ4: Is he a good doctor? What kinds of qualities should a good doctor have? Yes; calm, patient, professional, experience, skilled, knowledgeable…The questions set are to lead to the leading character named John JansonT: Of course, a professional doctor can perform the first aid well. In fact, common people even a teenager can still do the first aid well.Step2: While-reading1. Ask students to listen to the record and find the answers to the following question. Q1: Where can you most probably read this passage?A. a novelB. a research paperC. a newspaper reportT: There is special structure in a piece of news.Paragraph 1 is the most important one which contains much important information. The step is set to help students better understand the structure of the news and get the important elements of the news.2. Ask students to read the text:1) Make a list of the elements contained in the news timelast night place In Rivertoncharacter A 17-year-old teenager, John Jansonevent He was honored at the Lifesaver Awards, for carrying out first aid on a neighbor named Anne Slade2). ①What happened to Anne?She was stabbed repeatedly…Her hands were almost cut off…T: We all know that Anne was saved by John finally.②What saved Anne’s life ?It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.③Who also made their contributions to the rescue ?A number of nearby people his father④What first aid did John perform on Anne ?He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.The design of this step is aimed at raising students’ awareness of the importance of the first aid in dangerous situation.3) Put the sentences into correct order__4__ The attacker ran away.__2__ Anne was attacked and started to scream.__6__ John performed first aid on Anne.__1__ John was studying in his house.__7__ The ambulance arrived.__3__ John ran outside with his father.__5__ John found Anne in her garden with terrible knife wounds.T: Though John has done the heroic deeds, he was still not so arrogant. What about his own feeling?We can learn it from his words. How to understand his words (para5)From his words, we can conclude that he is confident, modest, diligent, hard-working, serious-minded, and attentive.Official’s assessment: it shows that knowledge of first aid can make a real difference.Step 3. Post-reading1) Ask students to look back on the content and imagine:Q1: What impressed you most in the piece of news?The importance of first aid…His good qualities…T: This is a good result. Suppose the rescue is not so smooth…Some unexpected things:① The attacker was still at the scene of stabbing.② The attacker left but returned later.③ The woman had AIDS.④ John had performed first aid on the woman but she died anyway.Q2: Do you think John was silly or brave to get involved in the situation? Give reasons.This is designed to help students have a good imagination of the potential danger, in order to improve the figure of the teenager..Step 4. Group WorkPresent a similar situation in our daily life to the studentsHave a debate. Ask students to discuss what they will do in the following situation. The first purpose of the activity is to encourage students to be aware of the importance of saving others’ lives.Step 5. HomeworkChoose one of the ways of first aid to describeThis step aims to encourage students to gain the knowledge of first aid .The more, the better.。
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Unit 5 Nelson Mandela —a modern hero
Part One: Teaching Design
第一部分：教学设计
Period 3: A sample lesson plan for Using Language
(T HE REST OF ELIAS’ STORY)
Aims
To help students read the passage THE REST OF ELIAS’ STORY
To help students to use the language by reading, listening, speaking and writing
Procedures
I. Warming up and listening
So far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what is a passbook? Why is it important? Let’s listen to a short passage and find out.
Turn to page 37. Read the questions and choose the best answer after listening.
Discuss the questions in Ex. 2.
II. Guided reading
1. Reading and answering questions
As we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.
Turn to Page 38, read the passage quickly and find out:
How did Mandela helped Elias when he was on Robben Island
How did Mandela help Elias after he came to power?
2. Reading and doing exercises
Read the passage again and do the exercise on Page 38.
3. Task (a text dialogue)
Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide the following questions. Elias must answer them.
III. Guided writing
1. Preparation for writing
Imagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.)
2. Writing a letter
Read the information about Mandela. Discuss with your partner and collect ideas for the letter
Writer down the ideas and put them into a good and logical order.
Write the letter.
IV. Further applying
1. Finding information
Go to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period.
2. Writing a description
Write a description of Nelson Mandela using the information you have found.
V. Closing down by sharing
Share your letter with your partners and make necessary changes.
Share your letter with the class by reading it aloud.。