人教版模块5第一单元导教学案

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人教版英语必修五 Unit 1 全单元教案

Unit 1 Great Scientists教材分析Ⅰ教学内容分析人类文明发展的进程同时也是科学技术发展的过程，而这一过程渗透了许多优秀科学家的心血。

本单元主要话题是“科学家如何以探索、钻研、无畏的科研精神验证未知的科学真理”。

热身(Warming up)部分通过问答使学生回想起不同领域的科学家，了解科学家们对人类的贡献及其成果。

读前(Pre-reading) 通过若干问题及讨论，使学生初步了解得出科学观点所需的过程。

为完成阅读奠定基础。

阅读(Reading) 部分介绍英国著名医生John Snow是如何通过考察、分析、探究的科学方法，发现并控制“霍乱”这种传染病的。

通过阅读课文，使学生感悟科学家的周密观察、勇于探索、认真分析的科学精神，使学生了解科学发现的全过程具有其科学的严密性。

理解(Comprehending) 部分的练习一让学生给文章的主要信息排序已达到对文章的初步理解。

练习二通过提问挖掘文章细节，使学生重温文章内容。

练习三让学生写出文章的大意，进一步掌握文章内容。

练习四让学生选择段落朗读，以流利的朗读表达文中的意思。

语言学习(Learning about language) 部分主要突出单元的重点词汇和主要语法项目的训练与练习，使学生对本课重点词汇与语法项目做到学以致用。

语言运用(Using language) 部分涵盖了听说和读两个部分。

听的部分通过两个学生谈论科学家钱学森的故事，使学生了解科学家的生活经历，并通过回答问题训练学生的分析、解决问题能力。

说的部分通过学生分组讨论将来选择什么科学工作，需要什么样的教育、品格及经历来完成提问和应答的交际功能任务训练，也实施了对学生的德育教育。

读的部分讲述了哥白尼是如何发现太阳中心说的，并通过1、2小题帮助学生理解文章主旨大意，学会寻求解决问题方法，同时提高阐明自己观点的能力。

写的部分是要求学生根据阅读文章内容及提示给哥白尼写一封信，建议他尽早公布他的发现，以此来培养学生的收集信息、整理信息及传递信息的能力，体现了自做、自助和自悟的教学思想，改进学生的学习策略。

Module5unit1教案精选四篇

Module 5 unit 1教案Module 5 unit 1教案「篇一」Module 5 Unit 1 Getting along with othersWord powerAdjectives to describe personalityTeaching analysis:Text analysis:In this unit, we talk about “getting along with others”. So knowing others’ personality is so important to get along with others. What’s more, personality is a common topic. Each time we talk about others, we’ll mention his/her personality, so how to use the adjectives to describe personality is practical and useful. Students would like to take part in the class positively。

Students analysis:To the students in senior grade two, they have known a lot of adjectives about personality, so they can describe people’s personality in some easy words, and they will be interested in this topic。

Teaching designing idea:This part is word power, the task for me is to enlarge their vocabulary about the personality, and make students know the significance of the personality to their lives. Make the words really powerful!Teaching aims:Knowledge aims：Know some words about personalities。

人教版高中语文必修5第一单元教案(2014年整理)

一、指导思想以新课程标准为指导，以学校教学工作计划，语文教研组工作计划为参考，整体把握课程内容，从语文课程作为基础学科的特征出发，紧紧抓住语文应用能力、审美能力和探究能力的培养，通过必修5模块的学习进一步提升学生的语文素养，扎实、稳步地推进高中语文新课程的实施。

为高二学习打下扎实的基础。

二、教材分析高中语文（必修）第五册教科书按照“阅读鉴赏”“表达交流”“树立探究”“名著导读”四大板块安排相关内容。

同前几册一样，本册的“阅读鉴赏”部分也是四个单元，这四个单元的内容依次是小说、古代散文、文艺学论文和自然科学论文。

每个单元前两篇是精读散文，其余是略读散文。

教学中如果教师感觉课时不够，所选的不一定全都要讲授，可以有选择地灵活处理。

第一单元是小说单元，与这套教科书必修三的小说单元遥相呼应。

所选的课文有：《林教头风雪山神庙》（施耐庵）、《装在套子里的人》（契诃夫）、《边城》（沈从文）。

阅读小说，可以开阔视野、陶冶情操，提高文化素养及审美能力。

阅读小说要从形象、语言、主题、情节等方面全面把握。

考虑到必修三的小说单元已经重点强调了小说的形象和语言，所以本单元的学习重点，是引导学生把握小说的主题和情节。

教学时应重点关注这方面的内容。

第二单元为古代散文单元。

所选的课文有：《归去来兮辞并序》（陶渊明）、《滕王阁序》（王勃）、《逍遥游》（庄周）、《陈情表》（李密）。

这些课文都是抒情散文，而且也都是中国文学史上的名家名篇。

虽然时代不同，文体不一，但是这几篇课文都要一个共同的特点，那就是充溢于字里行间的思想感情非常激越、充沛，这是作者真情实感的自然流露，至今读来仍能感人肺腑，令人回肠荡气。

学习本单元，要注意悉心体会不同的文体风格和语言韵味。

学习文言文，最好能够熟读成诵。

需要指出的是，文言文阅读能力的提高，最主要的是尽可能多地阅读文言文原文，教材提供了一些相关背景材料，但这决不能代替或冲淡教师的讲授和学生自己对课文的阅读。

人教版英语模块五 Unit1 词汇复习课教学设计

教学课题：Module 5 Unit 1 V ocabulary Revision & Writing（the 2nd period）教学目标（三维目标）1．知识与能力：①能准确朗读词汇，说出词义和正确拼写单词。

(5个单词)pollute, handle, defeat, blame, reject②能正确恰当运用所学词汇、短语、句型进行词块翻译和篇章写作。

(6个短语)link…to, draw a conclusion, be determined to do, be strict with,be absorbed in doing, make sense(2个句型)suggest that sb (should) do…, find it adj. to do…③在写作中能正确运用所学的词汇与句型表达与话题相关的内容。

2．过程与方法：小组竞赛、体验法、合作学习法、任务法。

3．情感、态度与价值观：①扫除记忆词汇障碍，缓减写作忧虑，建立自信。

②德育渗透：不要轻易放弃，勇于面对困难。

学情分析：我校的学生生源属于广州市第六组，其中高三（5）班是文科中较好的班，这个班在海珠区综合测试二的英语平均分为87.3。

学生虽然经过8个模块的学习，理论上应掌握大量的词汇，但实质上真正掌握的可运用词汇十分有限，像以往的按模块复习词汇，使学生倍受压力却收效甚微，反之，通过某个话题总结归纳出相关的词汇，有数量不多，词义关联，现学现用等优点，他们更有信心和动力对话题词汇进行记忆和运用。

在日常的模块复习中，本班学生已习惯了小组竞赛的形式，由每个小组的组长协调好各组员共同完成不同的学习任务。

此外，本班大部分学生已初步懂得如何按评分标准评价作品。

教材分析：词汇是学生的障碍关。

通过话题把词汇串连起来，有利于学生形成知识系统，本节课主要是通过词、句、篇的多种形式和手段强化记忆与本单元有关的核心词汇。

本节课是本单元Module 5 Unit 1复习的第二课时，在第一节课中，学生已经复习了本单元的重点单词、短语和句型的用法，初步构建了本单元的词汇和句型体系；在本节课中，要求学生进一步完善自己的知识体系，通过猜词、语义匹配、翻译等方法扩大自己的语言知识网络，在写的过程中达到有效的输出。

模块五Unit 1导学案

郑中钧英语科组Module 5 Unit 1 Great scientists学习目标：1．根据音标正确拼读单词，利用音节记忆单词拼写。

2．完成重点词汇自学，掌握重点词汇的拼、读、写和常用法。

3．了解得出科学观点所需的过程。

阅读课文，感悟John Snow 如何通过考察，分析，探索的科学方法，发现并控制“霍乱”这种传染病的。

4．分析长难句，翻译出其中文意思。

5．初步掌握过去分词在句中作定语和表语的功能，并能利用过分作定语和表语来翻译句子。

第一课时词汇学习【课前自主学习】Task 1. 词汇预习。

A：朗读以下词汇, 记忆词意：ch a/rac/te/ris/tic, ra/dium,, a/na/lyz(s)e, in∕fect, phy/si/cian, dead/ly, out/break, vic/tim,en/qui/ry, neigh/bor/hood, se/vere, fore/see, in/ves/ti/gate, germ, cer/tain/ty, res/pon/si/ble,cre/ative, pri/vate/ly, en/thu/si/as/tic, u/ni/verse, Ni/co/laus Co/per/ni/cusB: 重点词汇及短语识记，掌握拼写以及词意：con/clude, con/clu/sion, de/feat, ex/pert, a/ttend, ex/pose, cure, cha/llenge,sus/pect, blame,po/llute, link, con/tri/bute, cau/tious, re/ject, posi/tive, ab/sorb, a/part from, make senseTask 2. 自主学习下列重点词汇，尝试记忆重点词汇意义与搭配。

(15mins)I. 【重点词汇学习与运用】1. cure vt.治愈; 矫正n.治愈; 疗法；措施例句Up till now, People have not found an effective cure for AIDS. 到目前为止, 人们还没有找到治疗艾滋病的有效的方法。

英语人教版八年级上册Unit 5第一单元教案设计

英语人教版八年级上册Unit 5第一单元教案设计1.教材分析1.1知识与技能（1）掌握表达喜好的动词的程度用法:love/like/don’t mind/don’t like/can’t stand.（2）掌握电视节目的不同说法： sit, news,soap opera, talent show, sports show, talk show, game show...（3）掌握对观点和意见的提问句型: What do you think of...?（4）掌握对决定和计划的表达和提问。

（5）掌握动词不定式的用法。

1.2过程与方法（1）通过1b听力练习，学生能以适中的语速理解听力材料和内容。

（2）通过1a等习题锻炼学生的词汇能力，让学生理解单词是在学习英语的过程中。

学习的重要性，培养接受、学习和理解新语言的能力。

（3）通过1c等活动，重点培养和培养学生的语言情感和情景理解能力，以及英语语感能力。

（4）通过观看和练习艾学堂的视频，学生可以理解动词不定式作为宾语的概念用于写作。

1.3情感态度与价值观（1）学习策略：通过本课的学习，让学生学会对不同类型的电视节目发表自己的看法理解，会正确评价不同类型的电视节目，正确理解流行文化。

（2）激发学生学习英语的兴趣，使学生获得成就感，增强自信心，敢于使用英语表达。

（3）文化意识：培养学生的逻辑表达能力，激发学生积极的思维，让学生相互交流了解，增进友谊，加强人际沟通，从而形成良好的人际关系。

同时学会合理分配自己的学习和娱乐的时间。

2.学情分析从知识面来看，一方面学生有一定的生活经验和电视节目知识，之前接触过不定式。

但他们对节目的评价和不定式的具体用法并不熟悉。

从能力上看，这个班的学生自学能力和适应能力都很强。

而电视节目的英文名和评价形容词有些难度，个人喜欢和不喜欢的原因也不一样，可能会影响口头交流和书面表达。

从心理状况看，学生处于知识快速发展阶段，学习积极，乐于探索和表达。

模块五第一单元教案

教学设计与反思课题Module 5 Unit 1.课时一授课对象三年级教学目标1，全体学生能理解运用单词goes, go to school, on, Monday, play, phone, on the phone, with, friend, at home, who, only, year .2，全体学生能说He/She goes to school on Mondays.并能听懂Does Tom go to school on Mondays?教学重点全体学生能说He/She goes to school on Mondays.教学准备挂图，录音机，磁带教学过程（本部分为重点，包括导入过程和教学步骤）备注教学过程一，热身导入1，师生说唱第三模块第二单元活动4的韵句。

2，出示挂图，听录音感知目标语句。

3，利用词卡学习单词play football, Monday4，听音跟读。

二，新课学习1，请学生看挂图，听录音，然后回答Amy, Sam ,Tom在星期一会做些什么。

2，引出新短语go to school，goes to school，phone, on the phone, with, friend, at home, who, only, year .,3，游戏操练单词和短语。

4，再次听录音，逐句跟读课文。

5，跟读三遍课文后分角色读课文。

6，让学生小组对话练习，然后表演。

三，训练巩固1，请学生看活动3的图片。

2，听录音模仿。

3，挑学生朗读，检测。

.活动四游戏，悄悄话1，请学生看图，老师讲解活动要求。

2，五人一组游戏。

3，让学生展示。

四，小结五，作业向同学说说家人在星期一的活动。

教学过程评价可以使学生认识自我，树立自信，对学生回答学习过程中的表现所改进的诚绩，及反映的情感、态度、策略某方面进行及时的评价，如Verygood, Wonderful, Well done, Good jobs, Clever, You see very carefully ,Excellent, You have got wise ears.等方法。

高二英语模块五 Unit1语法教学案

高二英语模块五 Unit1语法教学案一、教学目标1、学生能够理解并正确运用直接引语和间接引语的转换规则。

2、学生能够掌握宾语从句、主语从句和表语从句的基本结构和用法。

3、学生能够通过练习，熟练运用所学语法知识进行书面和口头表达。

二、教学重难点1、重点（1）直接引语和间接引语中人称、时态、时间状语和地点状语的变化规则。

（2）宾语从句中连接词的选择，语序和时态的正确使用。

（3）主语从句和表语从句的常见引导词及其在句子中的作用。

2、难点（1）在复杂语境中准确转换直接引语和间接引语。

（2）区分宾语从句、主语从句和表语从句，并正确运用。

（3）理解并运用主语从句和表语从句中的特殊句式。

三、教学方法1、讲授法：讲解语法规则，使学生对语法知识有初步的了解。

2、练习法：通过练习题，让学生巩固所学语法知识，加深理解。

3、情境教学法：创设真实的语言情境，让学生在实际情境中运用语法知识，提高语言运用能力。

四、教学过程1、导入通过展示一段包含直接引语和间接引语的对话，引导学生观察两种引语的形式和特点，从而引出本节课的语法主题。

2、知识讲解（1）直接引语和间接引语人称的变化：第一人称随主语变化，第二人称随宾语变化，第三人称不变。

时态的变化：一般现在时变为一般过去时，现在进行时变为过去进行时，现在完成时变为过去完成时，一般过去时变为过去完成时，一般将来时变为过去将来时。

时间状语和地点状语的变化：now 变为 then，today 变为 that day，yesterday 变为 the day before，tomorrow 变为 the next day，here 变为there 等。

（2）宾语从句连接词：that（在从句中不充当成分，无意义，可省略），if/whether（表示“是否”），连接代词（what，who，whom，which，whose 等），连接副词（when，where，why，how 等）。

语序：宾语从句要用陈述句语序。

人教版高中英语必修5 Unit1_Grammar_优教教学设计(一)

Unit1 Grammar 优教教学设计（一）设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar in this unit. The emphasis of this period is mainly placed on understanding and usage of the grammar. Therefore, teachers should create a relatively real context to present enough sentences for students to draw a conclusion about the rule of the Past Participle. In the meantime teachers should offer more opportunities for students to practice. Exercises designed ought to be simple and easy to operate, which are connected with their daily life to make it easy to understand.教学目标1. To help students learn to use the Past Participle as the predicative and attribute.2. To learn to use the Past Participle in the real situation through self-study and practice.3. To help students be absorbed in English study and enjoy the beauty of English.教学重点Enable students to master the usage of the Past Participle.教学难点To guide students to know how to use the Past Participle in the real situation.教学过程Step 1: Lead-in（设计意图：通过课文句子导入新课，让学生在语境中体会情态动词，同时带着问题进入课堂，激发学生兴趣。

人教版高中英语必修5Unit1Unit5全册全套教案教学设计

Unit 1 Great scientistsTeaching aims1.To help students learn to describe people2.To help students learn to read a narration about John Snow3.To help students better understand “Great scientists”4.To help students learn to use some important words and expressions5.To help students identify examples of “The Past Participle (1) as the Predicative & theattribute”Period 1 Warming up and readingTeaching ProceduresI. Warming upStep I Lead inTalk about scientist.T: Hi, morning, class. Nice to see you on this special day, the day when you become a senior two grader. I am happy to be with you helping you with your English. Today we are to read about a certain scientist. But first let’s define the word “scientist”. What is a scientist?A scientist is a person who works in science, trying to understand how the universe or other things work.Scientists can work in different areas of science. Here are some examples: Those that study physics are physicists. Those that study chemistry are chemists. Those that study biology are biologists.Step IIAsk the students to try the quiz and find out who knows the most.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin ofSpecies.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the students to report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严峻的) or even without immediate symptoms(病症), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “King Cholera”.2.Do you know what kind of disease is cholera?It is a kind of terrible disease caused by drinking dirty water and it caused a lot of deaths in the old times and it was very difficult to defeat.L e t’s g e t t o k n o w h o w D r.J o h n S n o w d e f e a t e d“K i n g C h o l e r a”i n1854i n L o n d o n i n t h i s r e a d i n g p a s s a g e:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9Cambridge Street?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.Step III ScanningRead the passage and number these events in the order that they happened.2 John Snow began to test two theories.1 An outbreak of cholera hit London in 1854.4 John Snow marked the deaths on a map.7 He announced that the water carried the disease.3 John Snow investigated two streets where the outbreak was very severe.8 King Cholera was defeated.5 He found that most of the deaths were near a water pump.6 He had the handle removed from the water pump.Step IV Main idea and correct stageRead the passage and put the correct stages into the reading about research into a disease.Step V Group discussionAnswer the questions (Finish exercise 2 on Page 3)1. John Snow believed Idea 2 was right. How did he finally prove it?(John Snow finally proved his idea because he found an outbreak that was clearly relatedto cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify those households that had had many deaths and check their water-drinking habits. He identified those houses that had had no deaths and surveyed their drinking habits. The evidence clearly pointed to the polluted water being the cause.)3. Cholera is a 19th century disease. What disease do you think is similar to cholera today?(Two diseases, which are similar today, are SARS and AIDS because they are both serious, have an unknown cause and need public health care to solve them.)Step VI Using the stages for scientific research and write a summary.Period 2&3 Language focusStep I Warming up1.characteristic①n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特点；特性What characteristics distinguish the Americans from the Canadians.② a. very typical of a particular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“不同凡响的特点“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know about him isn’t his real character.2. put forward: to state an idea or opinion, or to suggest a plan or person, for other people to consider提出He put forward a new theory.The foreigners have put forward a proposal for a joint venture.An interesting suggestion for measuring the atmosphere around Mars has been put forward.☆ put on穿上;戴上;增加put out熄灭(灯);扑灭(火) put up with…忍受put down写下来;放下；put off 延误; 延期put up成立; 建造,put up举起，搭建，粘贴3. analyze: to examine or think about something carefully in order to understand it vt.分析结果、检讨、细察A computer analyses the photographs sent by the satellite.The earthquake expert tried to analyze the cause of the earthquake occurred on May 12,2020.Let’s analyze the problem and see what went wrong.He analyzed the food and found that it contained poison.We must try to analyze the causes of the strike.☆ analysis n.分析，解析，分解4. conclude: decide that sth. is true after considering al the information you have 得出结论；推论出to end sth. such as a meeting or speech by doing or saying one final thing vt. & vi终止，终止；We concluded the meeting at 8 o’clock with a prayer.From his appearance we may safely conclude that he is a heavy smoker.What do you conclude from these facts?We conclude to go out / that we would go out.conclusion n.结论arrive at a conclusion; come to a conclusion; draw a conclusion; reach a conclusionWhat conclusion did you come to / reach / draw / arrive at?From these facts we can draw some conclusions about how the pyramids were built.Step 2 Reading1. defeat① vt. to win a victory over someone in a war, competition, game etc.打败，战胜，使受挫I’ve tried to solve the problem, but it defeats me!Our team defeated theirs in the game.② n.失败，输failure to win or succeedThis means admitting defeat.They have got six victories and two defeats.[辨析]win, beat与defeat①win “博得”赛事、战事、某物；后接人时，意为“争取博得…的好感或支持；说服”②beat “战胜”“击败”竞赛中的对手，可与defeat互换We beat / defeated their team by 10 scores.They won the battle but lost many men.The local ball team won the state championship by beating / defeating all the other teams.I can easily beat /defeat him at golf.He is training hard to win the race and realize his dream of becoming a champion at the 2020 Olympic Games.2. expert①n. someone who has a special skill or special knowledge of a subject专家，能手an expert in psychology an agricultural expert② a. having special skill or special knowledge of a subject熟练的，有专门技术的an expert rider an expert job需专门知识的工作He is expert in / at cooking.3. attend vt. &vi 参加，注意，照料① be present at参加attend a ceremony / lecture / a movie / school / class / a meetingI shall be attending the meeting.Please let me know if you are unable to attend the conference.② attend to (on): to look after, care for, serve伺候, 照顾，看护The queen had a good doctor attending on her.Dr Smith attended her in hospital. 医治Are you being attended to?接待Mother had to attend to her sick son.③ attend to处置，注意倾听attend to the matterA nurse attends to his needs.Can you attend to the matter immediately?I may be late – I have got one or two things to attend to.Excuse me, but I have an urgent matter to attend to.[辨析]attend, join, join in与take part in①attend指参加会议、上课、上学、听报告等②join 指加入某组织、集体，成为其中一员③join in指加入某种活动；表示与某人一路做某事join sb. in sth.④take part in指参加正式的、有组织的活动，切在活动中起踊跃作用Only 2 people attended the meeting.He joined the Communist Youth League in 2007.Will you join us in the game?We often tale part in the after-class activities.4. expose : to show sth. that is usually covered暴露expose sth. to the light of day 把某事暴露于青天白日之下I threatened to expose him ( to the police). 我要挟要(向警察)揭发他.He exposed his skin to the sun.他把皮肤暴露在阳光下.The old man was left exposed to wind and rain.When he smiled he exposed a set of perfect white teeth.5. cure vt. & n. to make someone who is ill well agian医治,痊愈When I left the hospital I was completely cured.①cure sb of a diseaseWhen you have a pain in your shoulders, you will go to see a doctor. The doctor will cure you.The only way to cure backache is to rest.He will cure the pain in your shouldersWhen I left the hospital I was completely cured.The illness cannot be cured easily.Although the boy was beyond cure, his parents tried to cure him of bad habits.②a cure for a diseaseAspirin is said to be a wonderful cure for the pain.There is still no cure for the common cold.Is there a certain cure for cancer yet?③a cure for sth.: to remove a problem, or improve a bad situation解决问题，改善窘境The prices are going up every day, but there is no cure for rising prices.[辨析]cure与treat①cure要紧指痊愈，强调的是结果②treat强调医治进程，指通过药物、专门的食物或运动医治病人或疾病，不强调结果。

人教版英语必修五 Unit 1 教案

人教版英语必修五 Unit 1 教案教学目标本单元的教学目标主要包括以下几个方面：1. 帮助学生掌握本单元的词汇和短语；2. 培养学生的听、说、读、写等语言技能；3. 培养学生的跨文化交际能力；4. 培养学生独立思考和解决问题的能力；5. 培养学生对英语研究的兴趣和积极性。

教学内容本单元的教学内容主要包括以下几个方面：1. 课文《Growing Pains》的研究和理解；2. 词汇和短语的研究；3. 听力、口语、阅读、写作等技能的训练；4. 跨文化交际的研究。

教学步骤1. 导入新课，介绍本单元的主题和目标；2. 学生自主研究课文，并进行听力练；3. 进行课文的理解和讨论，引导学生思考和表达观点；4. 研究和掌握本单元的词汇和短语；5. 进行听说训练，提高学生的口语表达能力；6. 进行阅读和写作训练，培养学生的阅读理解和写作技能；7. 进行跨文化交际的研究，增进学生对英语和其他文化的认识。

教学评价本单元的教学评价主要以以下方式进行：1. 各种形式的课堂练和作业，检测学生对知识的掌握程度；2. 口语和写作表现的评价，评估学生语言运用的能力；3. 学生参与课堂讨论和发言的情况，评估学生的思维能力和表达能力。

教学资源本单元的教学资源包括以下几个方面：1. 课本《人教版英语必修五》；2. 音频材料；3. 多媒体设备；4. 教学课件和作业练册。

以上为《人教版英语必修五 Unit 1 教案》的简要内容，旨在帮助教师设计和安排本单元的教学活动。

具体的教学步骤和细节应根据实际情况进行调整和完善。

模块五unit1 导学案

M5U1 Getting along with others单元学习目标1.阅读关于友谊的文章，掌握一些关于友谊的谚语。

2.利用reading文章中出现的短语和句子谈谈你与朋友之间的故事。

3.掌握不定式和v-ing的语法功能。

4.利用学到的关于友谊的谚语和句子，给你的好朋友写一封信，谈谈你对你们之间友情的理解。

单元学习建议1.在网络、报刊上收集关于友谊的谚语和句子，并运用到单元话题的讨论和写作中。

2.掌握叙事类文章的特征，学会复习文章的结构和重点要旨。

3.积累不定式和v-ing的用法，并以习题加以巩固。

4.积极参加单元活动，学会辩证思维，拓展视野。

单元分项学习指导Background materialFriendship is one of the greatest pleasures that people can enjoy. It is very difficult to find a better definition of friendship. A true friend does indeed find pleasure in our joy and share sorrow in our grief. In time of trial，he or she is always at our side to give us his or her help and comfort.Knowing how valuable friendship is，we should be very careful in our choice of a friend. We must choose someone who has a good character，whose activities are good and who shows kindness of heart. We should avoid those shallow people who are easily changed by adversities or misfortune.A true friend can always be trusted，loved and respected. If you tell a friend your secrets，he or she won’t tell anyone else. Friends share each other’s joy and sorrow. They help each other when they are in trouble，and cheer each other up when they are sad. The most important thing is that a friend always understands you. In conclusion，when you have made a good friend，don’t forget him or her.1.根据上面的材料，回答下列问题。

module5unit1教学案 (1)

Module 5 Unit2 Grammar and usage动名词和现在分词（ doing ）一．动名词的形式：V+ ing，否定式：not + 动名词。

（1）一般式：Seeing is believing. 眼见为实。

（2）被动式：He came to the party without being invited．他未被邀请就来到了晚会。

（3）完成式：We remembered having seen the film. 我们记得看过这部电影。

（4）完成被动式：He forgot having been taken to Guangzhou when he was 5 years old.他忘记五岁时曾被带到广州去过。

（5）否定式：not + 动名词，I regret not following his advice. 我后悔没听他的劝告。

（6）复合结构：形容词性物主代词（或名词所有格）+ 动名词；He suggested our trying it once again. 他建议我们再试一次。

His not knowing English troubled him a lot.他不懂英语给他带来许多麻烦。

★—Do you mind _____________ your dictionary?—___________. Go ahead.A. my using; Sure.B. me using; CertainlyC. my using; Of course not;D. I use; Never mind.二．动名词的句法功能：（1）作主语：Reading aloud is very helpful. 朗读是很有好处的。

___________ the head means yes here. 在这里点头意思是对的。

当动名词短语作主语时常用it作形式主语。

It's no use quarrelling. 争吵是没用的。

module5unit1教学设计

Module 5 Unit 1 一课教学设计教材分析：Module 5 Unit 1一课是在第二、四模块的基础上，理解新的语言项目“What are they? They are …”并在课文所设计情景的基础上，重点学习句型“Where arethey? They are in the lounge/dining room/bedroom/bathroom.”教学重点：能理解并掌握句型“Where are they? They are in the lounge/dining room/bedroom/bathroom.”并能运用于实际生活中。

教学难点：对房间名称lounge/dining room/bedroom/bathroom的记忆与运用。

教学用具：课文配套磁带、图片、每名学生一张大白纸、课前剪好的学生自己的小照片或画好的小的自画像、彩色笔。

教学过程：T=Teacher S=Student(A)Warming up .a.Listen and do .Teacher say some phrases of verb, students do actions.b. Sing an English song .Sing the song “Where is Betty? She is in the ….”(B) Teaching Steps.a. T : Boys and girls, I have a beautiful home . And I love my home very much .Doyou want to visit my home ？S: Yes.T : But now, you can’t visit my home .Don’t be nervous ,I have a good idea , I willdraw a picture of my house for you, through the picture you can visit my home .(教师用学生比较感兴趣的话题——教师的家来引出本课学习内容，在这时学生的注意力很集中,学习效果很好。

Module5Unit1教学设计

Module 5Unit1 Daming is having a birthday party.一、教学目标：知识与技能：1、听、说、读、写四会单词：Trumpet ring doorbell loudly2、能听懂、会说功能句： A、Daming is having a birthday party.B、Daming is playing the trumpet, but the phone is ringing.过程与方法：能运用功能句谈论正在做一件事情时另一件事情同时发生。

情感、态度和价值观：在游戏和活动中培养学生运用英语的能力，提高学生的口语水平，并对应于产生浓厚的兴趣。

德育目标：能正确地表述一件事的发生和转折。

二、重点：1、Daming is having a birthday party.2、Daming is playing the trumpet, but the phone is ringing.三、难点：运用功能句谈论正在做一件事情时另一件事同时发生。

四、教具：单词卡片、录音机五、教学过程：（一）导入：一、Warming up老师热情地和学生打招呼，并请值日生用上模块学习的内容做当天的值日报告，向全班学生讲述一件有趣的事情，然后随意请几名学生起立讲一讲发生在他身上的有趣的事情。

重复第四模块的诗歌两至三遍，鼓励学生一边说一边模仿动作。

（二）探究新知1、情景导入，让学生在感悟中自主学习，复习现在进行时，老师提供一个单词，全班一起逐步把这个单词扩展为一个现在进行时的句子，如：picnic✍a picnic✍have a picnic.老师带领学生演练几个这样的句子。

之后，让学生自己从单词卡片中选取单词来进行类似的句型练习。

如：violin✍I'm playing the violin.老师帮助、指导学生说一个句子：party✍birthday party✍ Daming is having a birthday party.引出课题和课文大意。

模块五unit1英语教案

模块五unit1英语教案Module 5 - Unit 1: My Favorite SportPreparation: Pictures of different sports, a PowerPoint presentation, and handouts of a sports survey.Aim: To develop students' listening, speaking, reading, and writing skills in the context of talking about sports.Objectives:- To introduce and practice vocabulary related to sports.- To develop students' listening skills by listening to a conversation about favorite sports.- To provide speaking practice through a sports survey and class discussion.- To develop students' reading and writing skills by reading and writing about favorite sports.Materials: Pictures of different sports, a PowerPoint presentation, handouts with the sports survey questions.Warm-up:- Show pictures of different sports and ask students to identify them.- Elicit vocabulary related to sports and write it on the board.- Have a class discussion about the students' favorite sports and why they like them. - Introduce the topic of the lesson: My Favorite Sport.Listening activity:- Play a recording of a conversation between two people talking about their favorite sports.- Students listen and answer questions about the conversation.- Check the answers as a class.Speaking activity:- Hand out the sports survey to each student.- Students complete the survey individually.- Pair students up and have them discuss their answers with their partners.- Ask some students to share their partner's answers with the class.Reading and writing activity:- Introduce a short text about a famous athlete or sports event.- Read the text aloud as a class, and then have students read it individually.- Students answer comprehension questions about the text.- Students write a short paragraph about their favorite sport, using the information from the text as a model.Conclusion:- Review the vocabulary related to sports.- Ask students to share their paragraphs about their favorite sports with the class. - Have a class discussion about the different sports mentioned and why students like them.- Recap the main points of the lesson and conclude the class.。