人教版高中英语必修五单词表教案资料

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人教版高中英语必修五unit3知识点教案

Unit 3 Life in the future1.impression n.印象；感想；印记make/leave/give an impression on 给……留下印象impress vt. vi.给……以深刻的印象impress sth on/upon sb=impress sb with sth=impress on sb sth使某人对某物/某事有印象；使某人铭记某物/某事；某物/某事给某人留下印象be impressed by/with为……所感动；对……有印象impressive adj.给人深刻印象的，感人的(1)What was your first impression of London?(2)His friends made a good impression on his parents.(3)The boy has impressed his teachers with his courage and determination.(4)His words are strongly impressed on my memory.(5)First impressions are the most lasting.After all, you never get a second chance to make a first impression.(6)He impressed her with his sincerity.(7)We were driving there and it was quite impressive.(8)My father impressed on me the value of hard work.(9)His trip to India made a strong impression on him.(10)I t’s an impressive ceremony.(11)T his movie is so impressive that we can’t help crying.(12)S he made a good impression on his mother.2.take up 开始做（某项工作）；拿起；接受；继续；占用（时间、空间等）take…apart把…拆开take in理解；欺骗；接纳take off脱掉；起飞；突然受欢迎take on 呈现；雇用；承担责任take over 接管；接任（职位）take back收回（说错的话）take down 取下；记下；拆卸(1)Let’s take the clock apart and see what’s wrong with it.(2)He persuaded Joe to take him in.(3)Sales of home computers have taken off in recent years.(4)Are consumers ready to take on even more debt?(5)Yes, I will take over as President in January.(6)If you don’t take back what you said about me, I’m going to knock your head off.(7)Peter will take over as managing director when Bill retires.(8)In order to get the job,I’ve to take up his suggestion.(9)The insect can take on the color of its surroundings.(10)T hat big clock will have to go;it takes up too much space in the small hall.(11)H e would neither apologize nor take back what he had said.(12)W e have to take the whole engine apart to discover the cause of the trouble.(13)P eter liked to see aeroplanes take off from the airport.(14)I have taken up teaching since I graduated from university.3.constantly adv.不断地；重复不断地它经常和进行时连用，表示说话者的一种情感。

人教新课标高中英语必修五全套教案

Teaching Plan for Book 5Unit1 Great Scientists (Reading)Teaching Goals:1. Enable the Ss to familiar with some famous scientists and their contributions.2. Enable the Ss to learn how to organize a scientific research.3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage .Difficult points1. How to grasp the main idea of each paragraph / part & each passage.2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.1.Discussion methods to make the Ss understand what they’ve learned in class.2.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interest4.Teaching aidsThe multi-media (see a short movie about how to treat burn from ppt.)Teaching proceduresI. Warming up1. Lead-in 1) Show a picture of AIDS logo to lead in the subject—AIDS ?Are you familiar with this red ribbon?What’s it related to? ? What doesn’t it mean? Do you know?(Possible answer: Red ribbon is related to AIDS. It means that we should give AIDS patients love and care, understand and support.)2) Show a picture of Pu Cunxin and other stars to show that AIDS is a worldwide problem. ? Do you know them? What is their job besides acting?Is it just the problem in China?(Possible answer: It’s not just the problem in China. It’s a worldwide problem. And besides some famous stars, some ordinary people also work very hard to tell others the harm of this disease.)2. Brain stormingQ1: While talking about AIDS, what other diseases can you think of? Individual work: Let students brainstorm the names of diseases, such as cold, headache, toothache, diarrhea, cut, coughing, scald, insomnia, heart attack, cancer, AIDS, etc.(With the development of science and hi-tech, many diseases can be cured. But for now, AIDS is still incurable, so it’s a deadly disease.)3. How much do you know about AIDS?1) Pair work—questions for discussion ? What’s t he full name of AIDS?Can AIDS be transmitted? ? In what ways can it be transmitted?What kinds of people are likely to get AIDS?Do people with AIDS look healthy at first?Is it safe or dangerous to stay or to be friends with them? Why? Students don't have to give the exact answers. These questions will help them think about this disease? AIDS.)2) AIDS QUIZ (individual work)1) AIDS quiz (p.49)?check students? knowledge about AIDS.2) Picture quiz ?Can the AIDS virus transmitted via the following routes?Summary: Medical studies show that the AIDS virus cannot be transmitted via the following routes: cups, glasses, toilet seats, swimming pools, mosquitoes, other insects or giving blood. So it? safe to be friends with AIDS patients. II. Listening (WB)1. Pre-listening: Go through EX1&2 in Part1 and guess ?What do the letters HIV and AIDS stand for?2. While-listening: Listen to the tape and finish exercises in Part1&2. (Make good use of some pictures and a flash ?HIV-cycle? in the PowerPoint)3. Post-listening: Suppose you are a publicist of AIDS, please give an oral report about it to the whole class.III. Talking (Optional) Role play:Work in groups. Imagine that the headmaster of a school has found out that one of the students has HIV. The s tudent’s family has kept it a secret until now and the headmaster only learnt the truth last week. He had called a meeting to decide what to do. (Opinions can be based on their knowledge of AIDS and also the characteristics of the roles.)IV. Homework1. Preview Speaking (p. 50) and find some information about AIDS, drugs, smoking or drinking to support your idea.2. Learn the new words of this unit by heart.The Second Period GOALS:To practice supporting and challenging an opinion.To practice listening comprehension.TEACHING PROCEDURESI. RevisionDo you still remember this logo? What can you learn from it?Q1: Do you remember what it means?Q2: In what ways is AIDS transmitted?II. Speaking1. Pre-speaking1) Do you agree that getting AIDS is a personal problem? Why or why not? (Through these questions— ? Raise the idea of social problem and come to Speaking part. ? Introduce the useful expressions of supporting and challenging an opinion on p.50. And throughout the whole class, teachers should try to use these expressions as many as possible to raise students’ awareness.2) As has just been talked about, AIDS is not only a personal problem, but also a social one. Because when we talk about social problems, we mean crimes such as drug use, murder, theft or robbery and broken families. These social problems cause sadness, unhappiness, harm, fear and even wars in the world or in society. Besides, there are quite a few other social problems. Can you tell some? Can you use your own sentence to describe one of these social problems? (Possible answer: crime, health, homelessness, poverty, gambling, family violence, divorce, unemployment)3) Information input Give students some information about how serious these problems are and ask them to take notes. Then they can decide what is the most serious. (Refer to the PowerPoint Proper explanation is needed). ? About AIDS1. How many AIDS patients all over the world? Where are they? And are they young or old?2. What kinds of social problems can AIDS cause?3. How about the situation in China? ? About drugs1. Is the use of drugs such as heroin, serious? Why do you think so?2. What should we do with it? ? About Smoking 1. Nearly everyone knows that smoking is harmful to our health. But why do people smoke?2. What kinds of danger can it cause to our body?3. Can you think of the other dangers of smoking? ? About drinking1. Do your parents drink? Do you think drinking is good or not, or it depends? Give your reasons.2. Can drinking cause some problem to our body? What are they?3. Will drinking cause some social problems? Give some example.T: These four are all social problems, as they all will cause sadness, unhappiness, harm, fear and even wars in the world or in society.2. While-speaking If you were an expert on social problems, what is the most serious problem today, AIDS, drugs, smoking or drinking? Role play ? Group of four ? Each acts as the expert on AIDS, drug, smoking and drinking. ? Use the expressions to support your opinion or chal lenging other’s opinions. (p.50) Language input (Useful expressions) --Repeat it to strengthen students’ ability of use it. Supporting an opinion Challenging an opinion I think that ?, because ? Perhaps, but what if / about ?? First, ? Have you thought about ?? One reason is that ? What makes you think that ?? For example, ? Could you please explain ?? If we / they were to ?, we / they could ? If I were you, I would ?3. Post-speaking Conclusion? Class discussion Q: Could these social problems be avoided? Or could we get rid of social problems in modern times? What can we do to deal with them? (Social problems are around us. They can’t disappear in modern society. But we can do something optimistic or positive to reduce the harm they cause. That’s why we youth are asked to get away from AIDS, drugs, etc. That’s why we youth should develop good habits. That’s why many people including famous stars are busy with telling others the harm. In this way, we can stay healthy both physically and mentally.) IV. Homework 1. Finish Listening (P.50) exercises 2. Read the passage ?FIGHTING THE VIRUS: HIV/AIDS IN AFRICA? (P127) and finish the Pre-reading exercises (p. 51).The Third PeriodGOALS:? To learn more knowledge about AIDS.? To help students understand the attitudes and spirits of living with disease ? To learn some useful language pointI. Pre-readingLife is not always smooth, but with submerged rocks here and there, now and then. When faced with unexpected diseases or disasters or even death, what attitude to choose is a question. Q: For example, if you found out thatyou had an incurable disease, how do you think your life would change? And how would you act towards the change? -- Born dying with AIDS, Xiaohua says, ?My life may have to be short, but ther e’s no reason why it can’t be beautiful.? -- Diagnosed with cancer, ?I? also have something to say to you. Now let’s see what ?I? will say to you.II. While-readingQuestions:Q1: How did cancer change the writer’s life?Q2: Compare the writer’s situat ion with that of Xiaohua. In what way are their experiences similar or different?Q3: Do their experiences strike you?Q4: What have you learnt from them? (Get the students to put emphasis on some language points, especially how the writer expresses what he thinks. e.g. ? I remember having an empty feeling in my stomach and thinking that my life was going to end. ? There were days when I wished that I were dead so that I would not have to feel so sick.)III. WritingLife is like a moon, sometimes round, sometimes not. We have happy times and also sad moments. If we draw a timeline, we will find it is not always straight. Take myself for instance… Steps to followStep one: think about your past days: what were some events that made you very happy? What made you very sad? Step two: draw a timeline of your life and mark the best times (the highs) and the worst times (the lows).Step three: talk about the happy and sad things to your partner, with reference to the timeline.Step four: choose one event, either happy or sad, which impresses you most. Try to remember all the details of it, especially how it made you feel, what it made you think and why it is important in your life. Prepare for writing it down.Step five: work out an outline of what you are going to write.Step six: read an exampleStep seven: begin to write.IV. Homework1. Write an essay about an important event in your life.The Fifth PeriodGOALS: ?To learn about some antonyms ?To practice using some useful words and phrases in the textTEACHING PROCEDURESI. Lead-inAsk students some questions about Xiaohua. On one hand, they can review what they have learned. On the other hand, teacher can lead them to the learning of the useful words and phrases in this wayQ1. Do you still remember Xiaohua?Q2. What has happened to her?Q3. What is her attitude towards the disease? (She is a brave girl. She is not discouraged by AIDS, instead, she tries her best to encourage and help other AIDS patients.)II. Learn and practice using some antonyms1) Ask students to pay attention to the two words in bold and explain to them their meanings, pointing out that they have opposite meanings and this kind of words are called antonyms.2) Let students have a competition. Try to find the antonyms of the following words. Let's see who can do it correctly and quickly. defenseless -- defensive infect with -- immune to protected -- unprotected incurable -- curable discourage -- encourage visible -- invisible3) Practice using these antonyms through exercises. (Complete the sentences using the antonyms)1. In February some people got ____ a strange disease and died within a month.2. Although she met many difficulties, Helen was not _____. She continued struggling with the disease.3. People think it a serious crime to attack _______ children.4. AIDS can be transmitted by having ______ sex.5. Having found out that the girl has got a disease which is ______ and will die soon, the boy decide to help her to make the last days of her life beautiful and meaningful.III. Practice using some useful words and phrases in the text.(Translate the following sentences with the help of Chinese or italic words.)1. The doctor ______ (诊断)my illness as a rare skin disease.2. He has _______ （恢复）from his bad cold and can go out tomorrow.3. The disease makes her realize how _______ （宝贵）life is.4. The doctor told him that the wound had been infected, and that the ___________ （受感染的伤口）become deadly if it is not properly treated.5. They are certain that this virus has been transmitted through the air, yet they have not been able to identify the ___________（传播的病毒）6. Bad news may discourage a patient, so it is very important that doctors try to cheer up the _______________（灰心丧气的病人）7. First the doctor takes a blood sample and has it tested. Then he will use the ________ （经过测试的血样）to find out if it is a serious disease.8. You cannot delay the treatment any longer. You must stop working unless you want to deal with the risks of______________.（延误的治疗）The Sixth PeriodGOALS: ?To learn the Subjunctive Mood?To make students get familiar with the Subjunctive Mood and master it by using it in different situations TEACHING PROCEDURESI. Lead-in1) Show students the picture of Xiaohua and ask them two questions:Q1. You must be quite familiar with this girl now, right? (Right. She is a Xiaohua, a girl who has been infected with AIDS.)Q2. How was she infected with AIDS? (She was infected by birth.)2) Xiaohua was born dying and she has no choices. But many pe ople who really have many choices don’t realize how precious life is and do a lot of harms to themselves.1. Show students some pictures of people who smoke a lot, drink a lot or even have drugs, pointing out all these can lead to deadly disease.2. Based on the above talking, teacher raise the following questions: If they go on doing this, what would happen? If you were Xiaohua, what would you like to tell them? If you were a doctor, what would you do? If you were one of them, what would you do?3. Some people do not take Xiaohua or doctor's advices. Finally, they die. If they had not drunk so much wine, he would not have died at such an early age. If he had (not)..., he would (not) have... Ask students to make more similar sentences, using the Subjunctive Mood.II. More Situations1. The woman in the picture is Helen, who has been living with AIDS for many years. Now she is celebrating her birthday with her dog. If you were Helen, what kind of wishes would you make?2. It is said that a falling star can let your dream come true. If you saw a falling star, what kind of wishes would you make?3. Besides a falling star, a magic lamp can also let your dream com true. If you had a magic lamp, what would you ask it to do for you ?III. Homework1. Finish all the grammar exercises on SB and WB2. Review the whole unitTeaching Plan for Book 5Unit2 The United Kingdom.Teaching Goals:1. Get the students to know the information about the United Kingdom.2. Encourage the students to talk out what they know about the UK and Ireland.3. Help the students learn to get information by listening.Teaching methods1). Skimming & scanning methods to make the Ss get a good understanding of the text.5.Discussion methods to make the Ss understand what they’ve learned in class.6.Pair work of group to get every student to take part in the teaching-and-learning activities.petition and role-play method to arouse the Ss’ interestTeaching proceduresStep 1 Warming up1.Lead-in(1) What do you think of Dongguan? Which place impresses you most?(2) A. There are not many visiting places in Dongguan as it is a newly-developed city. But what about ourcountry? Think what words you¡¯ll need to describe a country and then give a brief description of China.B. There are many famous places in China. Think out one and describe it, letting others guess which place itis.2. Show pictures of some famous places of China. Ask: Where are they taken?3. Show pictures of some places of the British Isles and ask the students where they are taken. Then tell thestudents to say something they know about these places.4. (1) Ask the following question: Do you know how many parts the UK is made up of? (Scotland/ England/Wales-----Britain + Northern Ireland-----the UK + the Republic of Ireland---- the British Isles)(2) Show the map of the British Isles to help the students to get a clear idea of some important cities in theUK and the names and the locations of different parts and counties and rivers.(3) Then ask the students to look at some cities in the UK and to name them.5. Group work:(1) What is the UK famous for? Think about sport, art, architecture, literature, film, food and life. (Showsome famous examples.)(2) Talk about the geography, history, languages, culture, famous people, buildings and other things in theUK and Ireland.Step 2 Listening1. The teacher talks more about the languages in the UK and Ireland. Then ask the students to talk moreabout the education in the UK.2. Ask: How are classes arranged in schools in the UK?3. (1) Listen to the tape and tick the sentences which are true.(2) Listen to the tape and fill in the timetable below.(3) Listen to the tape and answer the following questions.Step 3 Extension1. Talk about our own timetable.2. Have a discussion about the similarities of the timetables in our country and the UK and also tell thedifferences between them.Step 4 HomeworkFind more information in relation to the UK and Ireland on the Internet.The second period SpeakingTeaching GoalsTrain the students¡¯ spoken EnglishImprove the students¡¯ ability of imagination and debatePractice expressing agreement and disagreementIncrease participation and learn from each other.Teaching ProceduresStep 1 Talking about hot topics1. The students are asked to listen to the 28th Olympic theme song and talk about the host city of Athens2. Talk about the 28th Olympic Games3. Talk about their favorite athletesStep2 Group theme debatesOf the talks about the country and Olympics above, lots of things are talked about like the opening ceremony, island, weather, language, geographic position, medals and so on.. The following three topics will be talked about . The students are divided into three groups and each will choose one of the topic boxes1. Box 1 Xiangsheng performance by the Chinese and the westerners. Is Chinese easy to learn for the westerners?2. Box 2 Learning different positions of England by moving different parts. Is it easier to learn geography by going there ?3. Box 3 Enjoying pictures of island or small countries like Iceland and Japan. Do island nations have advantages over other countries?Step3 Tips on how to express agreement and disagreementStep5 HomeworkPreview the reading passageThe third period ReadingTeaching goalsGet the students to know more about the British Isles and learn more new words and their usages. Teaching proceduresStep 1 PresentationShow the students four pictures and ask them to guess a country name which is related to all of them. ( The answer is the United Kingdom. )Ask the students: How much do you know about the united kingdom? Tell the students: Today we are going to read a passage about the British Isles.Step 2 Fast readingGet the students to skim the passage and match the paragraphs and the topics.Then let the students take a look at the map of the British Isles and tell me the place names of the different numbers on the map.Step 3 Careful readingAsk the students to read the passage carefully and decide whether the following sentences are true or false. ( ) 1. Many people around the world study English, and they know a lot about British culture.( ) 2. Great Britain is made up of four countries.( ) 3. The island of Britain is separated from France by the English Channel.( ) 4. Scotland is colder throughout the year, but receives less rain.( ) 5. People from different parts of northern Europe settled in England, so the culture of the people of the British Isles was influenced by them.( ) 6. The southern part of Ireland is now an independent republic.( ) 7. In modern time, people throughout the British Isles only speak English.Step 4 DiscussionShow the students some pictures of the three countries of the British Isles and then ask: If you have got the chance to visit one of the three countries of the British Isles, which country will you choose and why? Imagine that you are going on a four-week trip through the UK. Make a travel plan in which you describe where you go, how long you will stay and why, and what clothes and things you will take.Step 5 HomeworkWrite a short passage about the Dachen Isles.The fourth period Grammar and Language studyTeaching goals1. Learn about the appositive clause.2. Identify noun clauses.3. Enable students to use new words.Teaching proceduresStep 1 Review the vocabulary and complete the sentences.a. Students work in pairs first.b. The teacher check the answers.Step 2 Brainstorminga. Review the text and present the appositive clause by asking questions:1.What impresses you most in the passage ?The fact that ¡ impresses me most.2.What have you already known before reading the passage ?I have known the fact that ¡3.Did you hear any news about Britain recently ?I heard the news that ¡b. Collect answers as many as possible ,reminding studentsof sentence structure if find errors.Step 3 Grammar Explanationa. Get students to identify the clauses .c. Try to make students tell the differences between appositive clause and attributive clause by comparing the sentences.1.The news that the plane would take off on time made everybody happy.2.The news that is spreading around the airport is that a heavy storm is coming.3.The suggestion that students should learn something practical is worth considering.4.The suggestion that they are considering is that students should learn something practical.c. The teacher offers explanation if necessary.Step 4 Tell the function of the following sentences.1.The idea that Great Britain is made up of three countries¡¯ Corner ,Big Ben and the Tower of London is past.2.The fact that Great Britain is made up of three countries is still unknown to many.3.The result of so much French influence was that the English language ended up with many French words such as table, animal and age.4.Some people feel that Wales is an ancient fairy land.5.That most of these are now threatened and may disappear is a serious matter to the people in Britain.6.They realize that it is of great value to record and teach them to the younger generation.Step 5 ConsolidationConsolidate what have been learned by doing further exercises.The Fifth Period Integrative SkillsTeaching Goals:1. Learn to describe the countryside, the cities, the people and their life by reading the passage.2. Learn things about the city Salisbury.3. Know more about Britain.4. Cultivate the students’ abilities of concluding and reasoning.Teaching procedures:Step 1: Lead inTeacher plays the video clip from Robinson Crusoe and asks the students Have you ever seen this film?Who wrote the story?Do you know something about Daniel Defoe?Step 3 Extension1. More to know about life in Britain: When talking about life in England, we just can’t miss one thing---pub. Pubs play an important part in people’s lives. It is a good place to meet friends and talk and drink beers. English villages are small and cozy. Lots of pubs can be foundwith names like: the Red Lion, the Black Horse, the Rose and Crown, the King and Queen, and the George and Dragon. Lots of gorgeous food like pies, steaks, chips, big sandwiches, sausages and mash (potatoes!) and lots of different types of beer: bitter, lager (a light-colored beer), ale (a type of beer made from malt), etc!!!(A video clip is presented about a pub.)About football: Football is Britain’s national game. It was invented in Britain as far back as the 12th century, became an organized spectator sport in 19th century, and is now played in vast stadiums watched by tens of thousands of fervent supporters. Football is one of the few things that obsessed the British. And David Beckham is one of the most famous football stars. In the video we can see many college students playing football very early in the morning.2. Let the students say something about the British Isles as far as they know.Step 4 Homework:Now you know how to describe a city’s landscape, the people and their lives after reading this passage. And today’s homework:1. Choose any place you know or you like and write a short passage about it.2. With the help of the Internet, try to collect as much information as possible and make a PowerPointpresentation in the next period.Teaching Plan for Book 5Unit3 Life in the FutureTeaching Goals:1.Predicting the good and bad changes in the future.2.imagine the alien creatures.Teaching proceduresStep 1 Revision1 Check the homework exercises.2 Ask the Ss a few random questions to revise future time and introduce the topic of the unit. For example: What lessons do you have this afternoon / tomorrow? Are you going to do anything special this evening? What do you think the weather will be like tomorrow? What are you going to do on Saturday evening? Are you planning to do anything on Sunday?Step 2 PresentationS. Ask questions about the picture (in PPT.), and get Ss to tell you what they think is happening. Teach the new words majority, goods, industry. Read the introduction aloud.Step 3 ReadingSay Now read the dialogue silently and find out this information: What is being planned at this company? Allow the Ss a few moments to carry out the task. Check the answer. (A new factory may be built.) See if the Ss can guess the meaning of out of work.Step 4 DialoguePlay the tape of the dialogue for the Ss to listen and follow. Go through the dialogue briefly and make sure the Ss understand it. Ask questions like these: What are people at the company talking about? Who is going to make the decision? Why does the company need to build a new factory? What is the difficulty? Why do some people want the new factory to be built? Why are some people against the new factory? Explain that may have plans expresses uncertainty about the future. Play the tape again. This time the Ss listen and repeat. Then let the Ss practice the dialogue in pairs. You may wish to ask one pair to act the scene in front of the class.Notes:a People have been talking of it a lot recently.:Note the Present Perfect Continuous Tense to express an activity which started in the past and is still continuing.b I simply don‘t know. = I honestly don’t know.c Right now = At this momentd The problem is … it. = Finding land for building the new factory is a problem ( i.e. difficult).e The majority of people = Most peoplef a number of people = quite a lot of peopleg out of work = do not have jobsh But some people … built on. = Some people do not want them to build a factory on good farm land. Note the structure not want something to be done.i I can see the problem. = I understand the problem.j is likely to happen = will probably happenk It‘s quite likely: Quite emphasizes likely and increases the possibility.Step 5 PracticeDemonstrate how to make sentences from the table, and then get a few Ss to make example sentences. Then let the Ss do this exercise in pairs. At the end get Ss to write down 5 sentences from this table in their exercise books. Step 6 WorkbookAfter Ex. 1 is done orally, get the Ss to write the answers in their exercise books.Both Exx. 2 and 3 should be done in pairs first. Then check the answers with the class. Get Ss to translate the sentences into Chinese and ask them to think if they will be able to put them back into English. Pay attention to the sentence structures.When doing Ex. 4, warn the Ss not to do word for word translation. Special attention should be paid to the sentence patterns and word order.Step 7 ConsolidationWith a good class you can give the Ss the following phrases and get them to make up a dialogue. Write these phrases on the Bb.I believe you’re right.What are the problems then?What do you think is likely to happen?Write them up on the Bb and demonstrate with a good S how it is possible to make up a dialogue.A: I think the company will buy more land.B: I believe you‘re right.A: But it isn’t likely that the manager will make a decision soon.。

人教版必修五unit5-单词知识点教案

人教版必修五u n i t5-单词知识点教案Unit 5 First aid1.aid n. vt.帮助；援助；资助with the aid of…在……的帮助下 in aid of sth/sb.以支援或帮助某物/某人be a great aid to sb 对某人有极大的帮助come to one’s aid来帮助某人 first aid急救 aid sb in sth/doing sth在某方面帮助某人 aid sb to do sth帮助某人做某事 aid sb with sth在某方面帮助某人(1)We’re collecting money in aid of cancer research.(2)He aided me in business/with money.(3)My professor aided me to continue my study.(4)This new medicine may aid your recovery.(5)A dictionary is an invaluable aid in learning a new language.(6)We’re collecting money in aid of cancer research.(7)He aided me in business/with money.(8)This new dictionary is a great aid to me.(9)He was too busy to come to my aid.(10)They are collecting money in aid of rare-earth research.(11)With the aid of a compass, the traveller can find his direction.(12)Thank you for aiding me in/with the work.2.fall ill生病；病倒 fall asleep 睡着 fall silent安静下来fall in love with…爱上…… fall to pieces崩溃fall down摔倒fall behind落后，落在……后fall off质量下降；跌落；减少 fall over倒下；摔倒(1)She had to stay at home because her son fell ill.(2)They fell in love with each other at first sight.(3)It took him a long time to fall asleep.(4)Babies often fall down when they learn to walk.(5)His mother has been ill for a month.(6)I must have fallen asleep because it took me a long time to realize that the telephone was ringing.(7)He fell asleep while watching TV.(8)He didn’t want to fall behind others in his studies.(9)Having been working too hard in the last few months, he fell ill suddeny.3.injury n. [c,u]损伤；伤害 do an injury to对……造成伤害 injure vt.伤害；损伤 injured adj. 受伤的；受损伤的 the injured 伤员；受伤的人 injure强调对身体的伤害，多指在意外事故或天灾中受伤，有时也用于指对精神的伤害。

新人教版必修五 Unit 1 Vocabulary and Useful Expressions[教案]

Unit 1 Great ScientistsVocabulary and Useful ExpressionTeaching Aims:1.Learn expressions & phrasesnguage pointsDifficult and Important Points:1）Language points2）The usage of “suggest & in addition”Teaching Methods:Presentation & PracticeTeaching Procedures:Step I RevisionHave a dictationStep II. Check the answersCheck the answers of yesterday’s homework (ing Words and Expressions)Step III. Expressions & phrasesExpressions & phrases (1)1.know about… 了解……的情况2.lift up 举起;抬起;提升3.steam engine 蒸汽机4.physical characteristic 人体的特征5.put forward a theory about black holes提出一个有关黑洞的理论6. infectious disease 传染性的疾病7. in scientific research 在科学研究上8. examine a new scientific idea 验证一个新的科学思想9. draw a conclusion 得出结论10. analyze the results 分析结果11. a well-known doctor 一个著名的医生12. ordinary people 百姓;普通人13. expose (…)to sth. 暴露(…..)在……中14. the most deadly disease 最致命的疾病15. terrified people 被吓坏的人们16. get interested in sth./doing sth. 对…产生兴趣17. absorb sth. into… 把….吸收入….18. gather the information 收集信息19. determine to do sth. 决心干某事20. a valuable clue 一条珍贵的线索21. the water pump 水泵22. in addition (to…) 除..…之外还有…23. link … to … 将….和….联系起来(be linked to…)24. have it delivered (have sth. done) 叫某人送东西25. die of… 死于…26. announce with certainty 肯定地宣布27. polluted water 被污染的水28. prevent sb. from doing sth. 阻止某人干某事29. deal with… 处理……30. solve the problem 解决难题Expressions & Phrases (2)e to an end 到了尽头2.find the cause of this illness 找出疾病的起因3.look into… 调查……4.apart from… 除…..之外;此外(=except for…)5.prepare for… 预备好….6.be strict with sb. 对某人严格要求7.a revolutionary theory 一个革命性的理论8.lead to… 通向…. ;导致… (注意:to为介词)9.make sense 有意义10. at times =sometimes 有时候11. contribute to sth. 有助于;促进12. encourage sb. to do sth. 鼓励某人做某事13. point of view 观点14. living conditions 居住条件15. break… in/into pieces 把…摔成碎块16. be devoted to sth./sb. 专致于…….; 关心…;挚爱…17. devote one’s life to doing sth. 献身于…..18. curved line 曲线19. achieve great success 取得巨大的成功Step nguage Points1.discover & inventdiscover v. “ 发现” 被探索或被揭示的事物早已客观存在着.Columbus discovered America in 1492.哥伦布于1492年发现了美洲.Who discovered radium? 谁发现了镭?invent v. “发明”,指的是发明原先不存在的东西.Who invented the steam engine? 谁发明了蒸汽机?2.who invented the way of giving electricity to everybody in large cities?是谁发明了把电带给大城市中的每个人的办法?the way of doing sth.= the way to do sth … “做…..的方法”She showed us the way of cleaning it.= She showed us the way to clean it.她教给我们清洗它的办法.the way引导的定语从句的引导词有三种, 可以用that;可以用in which;还可以省略.I don’t l ike the way (that / in which) you speak to your father.我不喜欢你跟你父亲讲话的方式.与way相关的短语:by the way 顺便说、by way of … 通过……的方法，经，由lose one’s way 迷路no way (俚语) 没门,别想feel one’s way 摸黑走,谨慎从事on one’s way to…在去…的路上in this way=by this means=with this method用这种方法3.Who put forward a theory about black holes?谁提出了黑洞的理论?put forward(1) to offer (an idea, suggestion etc.) for consideration 提出(建议等)(2)推荐某人或自己任职位;提名May I put your name forward as our monitor?我能否提名你当我们的班长?put away 抛弃;舍弃put down 写下来;记入名单;put on 穿上;戴上;增加put off 耽误;延期put out 熄灭(灯);扑灭(火) put up 建立;建造put up with… 忍受……•You can take anything from the shelf and read, but please ______ the books when you’ve finished with them.A. put onB. put downC. put backD. put off4.This was the most deadly disease of its day.die (v.) dead (adj.) death (n.)deadlyadj. (1).dangerous; likely to cause death 危险的;致命的a deadly disease/weapon(2). highly effective against sth. or sb不强有力的;致命的a deadly remark 击中要害的评论(3)aiming to kill or destroy意在杀死的;不共戴天的:a deadly enemy不共戴天的敌人adv. (1). Very极度;非常;十分: deadly serious 十分认真(2). like death 死一般地: deadly pale 死一般苍白5.But he became inspired when he thought about helping ordinary people exposed to cholera. expose在句中是过去分词作后置定语,表示被动.意为“患霍乱的”.如:The book written by Luxun is very popular.expose v.(1)to make visible 暴露“expose ….to….”He exposes his skin to the sun. 他把皮肤暴露在阳光下.(2)to reveal the guilt or wrong doing of …揭露;揭发He exposed their plot.他揭穿了他们的阴谋.I threatened to expose him ( to the police).我威胁要(向警察)揭发他.expose to 使易受,使受expose a fraud 揭穿骗局expose sth. to the light of day 把某事暴露于光天化日之下6. So many thousands of terrified people died every time there was an outbreak.每次爆发霍乱时就有大批惊慌的老百姓病死.every time是连词,引导时间状语从句,意为“每次,每当”,如:Every time I meet him, I always think of the things happened between us.每次见到他,我就想起发生在我们之间的事情.immediately, the moment, directly, instantly 等都可以作连词,引导时间状语从句,意为“一……就……”,如:I will give the letter to him immediately I see him.我一见到他就把这封信给他.I came directly I got your letter.我一接到你的信就来了.7.The first suggested that cholera multiplied in the air without reason.第一种看法是霍乱病毒在空气中无缘无故地繁殖着.(Suggest 用法参考P43.4,并完成相关的练习)8.absorb v. 吸收(液体);承受;承担(费用等)Use the cloth to absorb the spilled ink. 吸干撒的墨水We will not absorb these charges.我们不能承担这些费用.absorb…in/by..吸引.注意I was absorbed in a book and didn’t hear you call.专心看书absorb…into…吸收…The big company has gradually absorbed these small companies into its own organization.这家大公司逐渐将这些小的公司吞并了。

高中英语unit5first aid 教案人教版必修五

I. 单元教学目标II.目标语言课程设计与课时分配Period 1: Warming upPeriod2: ReadingPeriod 3-4: Language pointsPeriod 5-6: Language study & Grammarperiod 7-8: Using languageperiod 9: Listening and speakingPeriod 10: Extensive reading and WritingPeriod I Warming-u pTeaching goals:a.Encourage the students to discuss accidents and first aid .b.Enable the students to talk about different accidents and how to give first aid in differentsituations.c. Enable the students to be brave and calm when meeting with accident and know how togive first aid in different situations through discussion.Teaching important and difficult points:Help the students to use the expressions to describe the accidents and how to give first aid.a. Key words and expressions:aid, first, aid; fall ill; illness; injury; bleed; sprain; ankle; choke; blood; bloody; burn;essential; organ; layer; poison; ray; treatment;b. Communicating expressions:We/you should/ ought to …Please do…Make sure…You must/have to/ought to…You must never…You ought never to…Teaching aids:A recorder, a projector, and a computerTeaching methods:Brainstorm and discussion (Group work).Teaching procedures and waysStep I Lead-in1.Lead-in question: Watch a video, and fill in the blanks: what is first aid?First aid is the first kind of help given to someone who suddenly falls ill or gets injured before a doctor can be found.2. Warming-up: Brainstorming: What words can you think of when you talk about accidents and first aid?Step II DiscussionTalk about different situations and the way they should give first aid.Qs: What happened in each picture? What kind of first aid should you give?A snake bite: The person bitten must get to a doctor or hospital at once;Speed is very important.It will help the doctor greatly if you can tell him what kind of snake it was, ordescribe.Bleeding: Try to stop the bleeding;Press a handkerchief onto the bleeding point and hold it there;Hold up the part of body which is bleeding if possible.(watch the video about how to deal with bleeding )A sprained ankle: Tied with medical bandage.It is better to avoid walking with the injured ankle.It is correct to use ice bag for removing pain and bleeding, and also not influence ourown body healing.( a video about a sprained ankle)Choking : Make him /her spit by patting him/her on the back.To avoid this, we shouldn’t talk or laugh when eating.〔a video about unconscious choking〕A broken arm: Do not move the patient.Send for an ambulance at once.Treat for shock if necessary.A bloody nose: Stay calm.Breathe through the mouth, not the nose.Sit up and bend the head slightly forward.Pinch捏both nostrils鼻孔shut using a thumb and forefinger.Spit out any blood that collects in the mouth.Step III Further discussion (Individual)Ask the students to give the situations.(some more situations are given and encourage the students to talk more)Drowning :Check to see if he /she is breathingTry to start his /her breathingNever swim in deep water.( a video about CPR)Traffic accident: Call for a doctor or an ambulance.Never pull her out of the carFind enough people to lift the car safely and take her to hospital at once.Look at both sides when crossing the street.Step 4 Quiz for first aid (on p74)1.Which person would you help first?___A Li Yan who has cut her foot on glassB Xue Jin whose nose is bleedingC GaoY uan who is on the ground not breathingD Wang Feng who has broken her arm.2. When carrying out rescue breathing, how many times a minute should you blow air into the victim’s mouth? ______.A 4B 8C 15D 203. What should the first step be when you carry out rescue breathing?____A Clear the airwayB check the pulseC blow into the victim’s mouthD check for breathing4 How would you stop severe bleeding? ___A cover the wound with plasticB wash the woundC do nothing as the bleeding will stop by itselfD put a bandage over the wound and then press on it5 A friend is choking on a piece of food and is coughing badly. What should you do?___A nothingB carry out rescue breathingC have her lie down and restD slap her four or five times on her backStep 5 HomeworkPrepare for the reading partAfterthoughts:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ______________________________________________________________Period 2 ReadingTeaching goals:a.Enable the students to master some English expressions and phrases and to know someknowledge of first aid.b.Enable the students to learn how to give their correct suggestions about first aid when othersare in danger,Teaching important points:Let Ss learn to use the structures of giving suggestionsa. Key words and expressions:burn, essential, organ, layer, poison, ray, treatment, liquid, radiation, mild, iron, heal, tissue, electric, swell, swollen, blister, watery, char, nerve, damage, jewellery, squeez out, over and over again, bandage, in place.b. Useful sentences:Burns are called first degree, second degree or third degree burns,These burns are not serious and should feel better within a day or twoFirst degree burns turn white when pressed.Teaching methods:Skimming method., Task-based method, Role-play methodTeaching aids:A projector, a tape-recorder and a blackboardTeaching procedures and ways:Step 1 Pre-readingFirst let the students talk about the picture (page 33)What kind of first aid would you perform in the situation of burning?Step 2 While-reading1)Skim for general idea.How many parts are the text and what are they?(After a few minutes)Five parts1.The purpose of skin2.Causes of burns3.Types of burns4.Symptoms of burns5.First aid treatment2) ScanningDetailed reading: Filling in the blanksWhat can skin do for our body ?•Protect you against diseases, poisons and the sun’s harmful rays.•Keep you warm or cool•Prevent you from losing water•Gives you sense of touchCauses of burnsYou can get burnt by :•hot liquids,•steam,•fire,•radiation,•th e sun,•electricity and chemicalsWhat are the three types of burns?•F i r s t d e g r e e:Not serious; affect only the top layer of the skin; feel better a day or twoS e c o n d d e g r e eAffect both the top and the second layer of the skin; serious; take a few weeks to healT h i r d d e g r e eAffect all three layers of the skin and any tissue and organs under the skin; very severe injuries; victim must get to a hospital at once.Label the pictures with three degree burnsT h e s e c o n d d e g r e e b u r n T h e f i r s t d e g r e e b u r n T h e t h i r d d e g r e e b u r n 3) Read the last part and answer the questions:1. Why should you put cold water on a burn?T h e c o l d w a t e r s t o p s t h e b u r n i n g p r o c e s s,s t o p s t h e p a i n a n d p r e v e n t s o r r e d u c e s s w e l l i n g.2. Why doesn’t a third degree burn hurt?B e c a u s e n e r v e s i s d a m a g e d.3. Why do you think clothes and jewellery near burns should be removed?B e c a u s e t h i s m a y b r e a k a n y b l i s t e r s a n d t h e w o u n d m a y g e t i n f e c t e d.4. If someone has a third degree burn, why might you see tissue?T h e s e a f f e c t a l l t h r e e l a y e r s o f t h e s k i n a n d a n y t i s s u e a n d o r g a n s u n d e r f i r e sStep 3 HomeworkRead the text over and again and underline the difficult pointsAfterthoughts:_____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________Period 3-4 Language PointsTeaching goals:Enable the students to master some English expressions and phrases and to know some knowledge of first aid.Teaching important points:Learn useful expressions and sentence structuresTeaching methods:Guiding and explainingTeaching procedures:Step I Language points1. fall + adj.睡着了fall asleep清醒了fall awake安静下来fall silentHis wife suddenly fell ill last week. 他妻子突然生病了。

人教版高中英语必修5全册教案

人教版高中英语必修5全册教案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 themost.T: There are some great scientific achievements that have changed the world. Can you name some of them? What kind of role do they play in the field of science? Do these achievements have anything in common? Match the inventions with their inventors below before you answer all these questions.1. Archimedes, Ancient Greek (287-212 BC), a mathematician.2. Charles Darwin, Britain (1808-1882). The name of the book is Origin of Species.3. Thomas Newcomen, British (1663-1729), an inventor of steam engine.4. Gregor Mendel, Czech, a botanist and geneticist.5. Marie Curie, Polish and French, a chemist and physicist.6. Thomas Edison, American, an inventor.7. Leonardo da Vinci, Italian, an artist.8. Sir Humphry Davy, British, an inventor and chemist.9. Zhang Heng, ancient China, an inventor.10. Stepper Hawking, British, a physicist.II. Pre-readingStep IGet the students to discuss the questions on page 1 with their partners. Then ask the studentsto report their work. Encourage the students to express their different opinions.1.What do you know about infectious diseases?Infectious diseases can be spread to other people. They have an unknown cause and need public health care to solve them. People may be exposed to infectious disease, so may animals, such as bird flu，AIDS, SARS are infectious diseases. Infectious diseases are difficult to cure.2.What do you know about cholera?Cholera is the illness caused by a bacterium called Vibrio cholerae. It infects people’s intestines(肠), causing diarrhea and leg cramps (抽筋).The most common cause of cholera is by someone eating food or drinking water that has been contaminated(污染) with the bacteria. Cholera can be mild(不严重的) or even without immediate symptoms(症状), but a severe case can lead to death without immediately treatment.3. Do you know how to prove a new idea in scientific research?Anybody might come out with a new idea. But how do we prove it in scientific research? There are seven stages in examining a new idea in scientific research. And they can be put in the following order. What order would you put the seven in? Just guess.Find a problem→ Make up a question→ Think of a method→ Collect results→Analyse the results→ Draw a conclusion→ Repeat if necessaryIII. ReadingStep I Pre-reading1.Do you know John Snow?John Snow is a well-known doctor in the 19th century in London and he defeated “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.Let’s get to know how Dr. John Snow defeated “King Cholera” in 1854 inLondon in this reading passage:Step II SkimmingRead the passage and answer the questions.1.Who defeats “King Cholera“? (John Snow)2.What happened in 1854? (Cholera outbreak hit London.)3.How many people died in 10 days? (500)4.Why is there no death at No. 20 and 21 Broad Street as well as at No. 8 and 9 CambridgeStreet?(These families had not drunk the water from the Broad Street pump.)(Optional)Skim the passage and find the information to complete the form below.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 related to cholera, collected information and was able to tie cases outside the area to the polluted water.)2. Do you think John Snow would have solved this problem without the map?(No. The map helped John Snow organize his ideas. He was able to identify 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.characteristic① n. a quality or feature of sth. or someone that is typical of them and easy to recongnize.特征；特性What characteristics distinguish the Americans from the Canadians.②a. very typical of a part icular thing or of someone’s characer 典型性的，Such bluntness is characteristic of him.Windy days are characteristic of March.[辨析]characteristic与charactercharacteristic是可数名词，意为“与众不同的特征“character表示（个人、集体、民族特有的）“性格、品质”，还意为“人物；文字”What you know ab out 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。

完整版高中英语必修5词汇表有音标新课标人教版

高中英语必修 5词汇表（新课标人教版）Unit 1suspect /s?'spekt/ vt.怀疑/'s?spekt/ n. 被怀疑者；嫌疑犯characteristic / k?rikt ?'ristik/ n. 特征；特性enquiry /in'kwai ?ri/ n.询问radium /'reidi ?m/ n. 镭neighbourhood /'neib?hud/ n. 附近；邻近painter /'peint ?/ n. 画家；油漆匠severe /si'vi ?/ adj.严重的；剧烈的；严厉的put forward 提出△ clue /klu:/ adj.线索；提示scientific / sai?n'tifik/ adj. 科学的pump /p?mp/ n.泵；抽水机conclude /k ?n'klu:d/ vt. & vi.结束；推断出vt. （用泵）抽（水）conclusion /k?n'klu: ?n/ n.结论；结束△ Cambridge /'keimbrid ?/ Street剑桥大街draw a conclusion 提出结论foresee /f ?:'si:/ vt. (foresaw，foreseen)analyse /'?n ?laiz/ vt. 分析预见；预知△ infect /in'fekt/ vt.传染；感染△ investigate /in'vestiɡ eit/ vt. & vi.调查△ infectious /in'fek ??s/ adj.传染的△ investigation /in vesti'ɡ ei?n/ n.调查△ cholera /'k ?l ?r?/ n. 霍乱blame /'bleim/ vt.责备；谴责defeat /di'fi:t/ vt. 打败；战胜；使受挫n.过失；责备n. 失败pollute /p?'lu:t/ vt.污染；弄脏expert /'eksp?:t/ adj. 熟练的；经验或知识handle /'h?ndl/ n. 柄；把手 vt.处理；操纵丰富的 n.专家；行家△ germ /d??:m/ n. 微生物；细菌attend /?'tend/ vt. 照顾；护理；出席；参加link /li?k/ vt. & n.连接；联系physician /fi'zi ?n/ n. 医生；内科医师link ⋯ to ⋯将⋯⋯和⋯⋯联系或连接起来expose /ik'sp?uz/ vt. 暴露；揭露；使曝光announce / ?'nauns/ vt. 宣布；通知expose ⋯ to 使显露；暴露△ certainty /'s?:tnti/ n. 确信；确实△ deadly /'dedli/ adj. 致命的instruct /in'str?kt/ vt. 命令；指示；教导cure /kju ?/ n. 治愈；痊愈 vt. 治愈；治疗△ responsible /ri'sp?ns?bl/ adj. 有责任的；负△ outbreak /'autbreik/ n. 爆发；发作责的（尤指疾病或战争）construct /k ?n'str?kt/ vt. 建设；修建challenge /'t ??lind ?/ n. 挑战vt. 向⋯⋯挑战construction /k ?n'str?k ?n/ n. 建设；建筑物victim /'viktim/ n. 受害者contribute /k ?n'tribju:t/ vt. & vi. 捐献；贡献；absorb / ?b'z?:b/ vt. 吸收；吸引；使专心捐助第 1页共 7 页apart from 除⋯⋯之外；此外 province /'pr ?vins/ n. 省；行政区firework /'fai ?w?:k/ n. 烟火（燃放）△River Avon /'eiv?n/ 埃文河chart /t?ɑ:t/ n.图表△River Thames /'temz/ 泰晤士河△ creative /kri:'eitiv/ adj. 有创造力的；△River Severn /'sev?n/ 塞文河divide ⋯ into把⋯⋯分成创造性的；独创的△ co-operative /k ?u' ?p?r?tiv/ adj. 合作的△Wales /weilz/ 威尔士 (英)positive /'p?z?tiv/ adj.积极的；肯定的；△Scotland /'sk?tl ?nd/苏格兰(英)△Northern Ireland /'ai ?l ?nd/ 北爱尔兰(英) 确实的(be) strict with ⋯对⋯⋯严格的 clarify /'kl?rifai/ vt. 澄清；阐明△ revolutionary / rev?'lu:??n?ri/ adj. 革命的； accomplish /?'k?mpli ?/ vt. 完成；达到；实现重大变革的 conflict /'k ?nflikt/ n. 矛盾；冲突movement /'mu:vm ?nt/ n. 移动；运动；动作 unwilling / ?n'wili?/ adj. 不愿意（的）；不乐make sense讲得通；有意义意（的）backward /'b?kw ?d/ adv. & adj. 向后地（的）； break away (from)挣脱（束缚）；脱离相反地（的）；退步地（的） union /'ju:ni ?n/ n.联合；联盟；结合；协会△ loop /lu:p/ n. 圈；环△the Union Jack英国国旗△ privately /'praivitli/ adv. 私下地；秘密地 credit /'kredit/ n. 信任；学分；赞扬；信贷spin /spin/ vi. & vt. (spun，spun)（使）旋转； to one ’s cred为it ⋯⋯带来荣誉；值得赞扬；纺（线或纱）在⋯⋯名下△ brightness /'braitnis/ n. 明亮；亮度；聪颖 currency /'k?r?nsi/ n.货币；通货enthusiastic /in θju:zi'?stik/ adj.热情的； institution / insti'tju: ?n/ n. 制度；机制；公共机热心的构cautious /'k ?: ??s/ adj. 小心的；谨慎的△ educational / edju:'kei??nl/ adj. 教育的reject /ri'd ?ekt/ vt. 拒绝；不接受；抛弃 convenience /k?n'vi:ni ?ns/ n. 便利；方便universe /'ju:niv ?:s/ n. 宇宙；世界 rough /r?f/ adj. 粗糙的；粗暴的roughly /'r?fli/ adv. 粗略地；粗糙地Unit 2△Midlands /'midl ?ndz/ 英格兰中部地区 (英)nationwide / nei??n'waid/ adj. 全国性的； unite /ju:'nait/ vi. & vt.联合；团结全国范围的kingdom /'ki?d?m/ n. 王国attract /?'tr?kt/ vt. 吸引；引起注意consist /k ?n'sist/ vi.组成；在于；一致△ historical /his't ?rik ?l/ adj.历史（上）的；consist of 由⋯⋯组成有关历史的△London Heathrow /'hi:θr ?u/ Airport伦敦希思罗architecture /'ɑ :kitekt??/ n. 建筑学；建筑艺术机场第 2页共 7 页△Roman /'r ?um?n/ n．(古)罗马人 adj． sightseeing / sait'si:i?/ n. 观光；游览(古)罗马的 delight /di'lait/ n. 快乐；高兴；喜悦collection /k?'lek?n/ n. 收藏品；珍藏；收集 vt. 使高兴；使欣喜administration / ?d minis'trei ?n/ royal /'r?i ?l/ adj. 王室的；皇家的；高贵的n. 管理；行政部门uniform /'ju:nif ?:m/ n. 制服port /p ?:t/ n. 港口（城市）△St Paul’s Cathedral /s?nt p?:lz k?' θi:dr ?l/△Anglo-Saxon / ??ɡl?u 's?ksn/圣保罗大教堂n．盎格鲁 -撒克逊人splendid /'splendid/ adj. 壮丽的；辉煌的；adj．盎格鲁-撒克逊人的极好的△Norman /'n?:m ?n/ n．诺曼人 ; 诺曼语△Westminster Abbey /'westminst? '?bi/adj．诺曼的; 诺曼人(语)的威斯敏斯特教堂 (英国名人墓地 )△Viking /'vaiki ?/ n．北欧海盗；斯堪的纳维statue /'st?t ?u:/ n. 塑像；雕像亚人△Buckingham /'b?ki ??m/ Palace 白金汉宫countryside /'k?ntrisaid/ n. 乡下；农村△Greenwich /'ɡrenid?/ n．格林尼治 (英城市)enjoyable /in'd ??i ?bl/ adj. 令人愉快的；△ longitude /'l ?nd?itju:d/ n. 经线；经度使人高兴的△ imaginary /i'm?d ?in ?ri/ adj. 想象中的；leave out 省去；遗漏；不考虑假想的；虚构的△ opportunity / ?p?'tju:n ?ti/ n. 机会；时机△ navigation / n?vi' ɡei?n/ n. 导航；航行description /di'skrip ?n/ n. 描写；描述△Highgate Cemetery /'haiɡeit 'sem?tri/ 海格特furnished /'f ?:ni ?t/ adj．配备好装备的；墓地(英伦敦北郊，内有马克思及其家人的坟墓 )带家具的communism /'k ?mjuniz ?m/ n. 共产主义fax /f?ks/ n. 传真（机） vt. 用传真传输（文△ original / ?'rid ??n?l/ adj. 最初的；原始的；件）独创的；新颖的possibility / p?s?'bil ?ti/ n. 可能（性）thrill / θril/ vt. 使激动；使胆战心惊plus /pl ?s/ prep. 加上；和pot /p?t/ n. 罐；壶adj. 加的；正的；零上的error /'er?/ n. 错误；过失；谬误quarrel /'kw ?r?l/ n. 争吵；争论；吵架tense /tens/ n. 时态vi. 争吵；吵架consistent /k ?n'sist?nt/ adj. 一致的alike / ?'laik/ adj. 相同的；类似的take the place of 代替 Unit 3break down （机器）损坏；破坏aspect /'?spekt/ n. 方面；层面arrange /?'reind ?/ vt. 筹备；安排；整理impression /im'pre?n/ n. 印象；感想；印记wedding /'wedi?/ n. 婚礼take up 拿起；接受；开始；继续fold /f ?uld/ vt. 折叠；对折第 3 页共 7 页constant /'k ?nst?nt/ adj.时常发生的； press /pres/ vi. & vt. 按；压；逼迫连续不断的 n. 按；压；印刷；新闻constantly /'k ?nst?ntli/ adv. 不断地 fasten /'fɑ :sn/ vt. 系牢；扎牢jet /d ?et/ n.喷气式飞机 belt /belt/ n. 腰带；皮带△ jet lag飞行时差反应safety belt 安全带△ flashback /'fl? ?b?k/ n.闪回；倒叙 lose sight of 看⋯不见⋯⋯previous /'pri:vi ?s/ adj. 在前的；早先的 sweep up 打扫；横扫uncertain /?n's?:tn/ adj. 不确切的；无把握的 flash /fl? ?/ vt. & vi. （使）闪光；（使）闪现guide /ɡ aid/ n. 指导；向导；导游 switch /swit ?/ n. 开关；转换 vt.转换vt. 指引；指导timetable /'taim teibl/ n.时间表；时刻表tablet /'t?blit/ n.药片△ exhausted /ɡi 'z?:stida/ dj. 筋疲力尽的；△ expertise /eksp?:'ti:z/ n.专家意见；疲惫不堪的专门知识（技能等） slide into （快捷而悄声地）移动；溜进⋯⋯capsule /'k?psju:l/ n. 太空舱；胶囊 optimistic / ?pti'mistik/ adj.乐观（主义）的steward /'stju: ?d/ n. 乘务员；服务员△ pessimistic / pesi'mistik/ adj. 悲观（主义）stewardess / stju?'des/ n. 女乘务员的opening /' ?upni?/ n. （出入的）通路；开口； speed up 加速△ pedal /'pedl/ n. 踏板；脚蹬开端sideways /'saidweiz/ adv. 往（向、从）一侧；△ alien /'eili ?n/ n. 外星人；外国人侧着；侧面朝前 adj. 陌生的；外国的；外星球的surroundings /s?'raundi?z/ n. 周围的事物；环境 mud /m?d/ n. 泥（浆）surrounding adj. 周围的 desert /'dez?t/ n. 沙漠；荒原tolerate /'t ?l ?reit/ vt. 容忍；忍受△ enormous /i'n?:m?s/ adj. 巨大的；庞大的△ combination / k ?mbi'nei?n/ n.结合；组合△ imitate /'imiteit/ vt. 模仿；仿造lack /l?k/ vi. & vt. 缺乏；没有△ moveable /'mu:v ?bl/ adj. 可移动的；n. 缺乏；短缺的东西活动的adjustment /?'d??stm?nt/ n.调整；调节 citizen /'sitizn/ n. 公民；居民；市民mask /mɑ :ks/ n. 面具；面罩；伪装 typist /'taipist/ n. 打字员be back on one ’s f e（et困境后）恢复； typewriter /'taip rait?/ n. 打字机完全复原 postage /'p ?ustid?/ n.邮资△ hover /'h ?v?/ vi.盘旋 postcode /'p?ustk?ud/ n.邮政编码carriage /'k?rid ?/ n. 运输工具；四轮马车； button /'b?tn/ n.钮扣；按钮客车第 4页共 7 页instant /'inst?nt/ n. 瞬间；片刻△unforgettable / ?nf?'ɡ et?bla/ bj.难忘的；adj. 立即的；立刻的永远记得的receiver /ri'si:v ?/ n. 接受者；接收器；△ assignment / ?'sainm?nt/ n. 任务；分配电话听筒 delighted /di'laitid/ adj. 快乐的；欣喜的△ efficiency /i'fi ?nsi/ n. 效率；功效 admirable /'?dm ?r?bl/ adj.值得赞扬的；△ efficient /i'fi ?nt/ adj. 效率高的；有能力的令人钦佩的△ ribbon /'rib ?n/ n.丝带；带状物 unusual / ?n'ju: ?u?l/ adj. 不同寻常的；独特的dustbin /'d?stbin/ n. 垃圾箱 assist / ?'sist/ vt. 帮助；协助；援助△ dispose /di'sp ?uz/ vt. 布置；安排 assistant / ?'sist?nt/ n. 助手；助理；售货员△ disposal /di'sp?uzl/ n. 清除；处理 submit /s?b'mit/ vt.递交；呈递（文件等）ecology /i'k ?l ?d?i/ n. 生态；生态学 profession /pr?u'fe?n/ n.职业；专业greedy /ɡ ri:di/ adj.贪吃的；贪婪的；贪心的 professional /pr?'fe??n?l/ adj.专业的；职业的swallow /'sw?l ?u/ vt. 吞下；咽下 n.专业人员material /m?'ti ?ri ?l/ n. 原料；材料 colleague /'k ?li: ɡ / n. 同事recycle / ri:'saikl/ vt. 回收利用；再利用 eager /'i:ɡ ?/ adj. 渴望的；热切的△ manufacture / m?nju'f?kt ??/ vt. concentrate /'k ?ns?ntreit/ vi. & vt. 集中；聚集（用机器）大量生产；成批制造 concentrate on 集中；全神贯注于goods /ɡ udz/ n.货物 amateur /'?m ?t?/ n.业余爱好者△ etc /it'set ?r?/ abbr.诸如此类；等等 update / ?p'deit/ vt. 更新；使现代化representative / repri'zent?tiv/ n.代表；典型人物 acquire / ?'kwai ?/ vt.获得；取得；学到adj. 典型的；有代表性的 assess /?'ses/ vt.评估；评定settlement /'setlm ?nt/ n. 定居；解决 inform /in'f ?:m/ vt. 告知；通知motivation / m?uti'vei ?n/ n.动机 deadline /'dedlain/ n. 最后期限△interviewee / int ?vju:'i:/ n. 参加面试者；Unit 4接受采访者meanwhile /'mi:nwail/ adv. 其间；同时Journalist /'d??:n ?list/ n.记者；新闻工作者depend on 依靠；依赖△ involve /in'v ?lv/ vt.牵涉；涉及；包括；case /keis/ n. 情况；病例；案例使参与（卷入）⋯⋯accuse /?'kju:z/ vt. 指责；谴责；控告editor /'edit ?/ n.编辑accuse ⋯ of 因⋯⋯指责或控告⋯⋯photograph /'f ?ut?ɡrɑ :f/ n. 照片△ accusation / ?kju:'zei ?n/ n. 指责；谴责；vt.给⋯⋯照相控告photographer /f ?'t?ɡr?f ?/ n.摄影师deliberately /di'lib ?r ?tli/ adv. 故意地△ photography /f?'t ?ɡr?fi/ n.摄影第 5页共 7 页so as to (do sth)为了（做）⋯⋯ polish /'p?li ?/ vt. 擦亮；磨光；润色△ deny /di'nai/ vt. 否认；拒绝chief /t?i:f/ adj. 主要的；首席的sceptical /'skeptikl/ adj.怀疑的（ < n. 首领；长官美>skeptical） approve /?'pru:v/ vt.赞成；认可；批准guilty /'ɡ ilti/ adj. 犯罪的；有罪的；内疚的 process /'pr?uses/ vt. 加工；处理dilemma /di'lem ?/ n. （进退两难的）困境； n.过程；程序；步骤△ negative /'neɡ ?tiv/ n. 底片；否定窘境demand /di'mɑ :nd/ n. 需求；要求 adj. 否定的；消极的vt.强烈要求 appointment /?'p?intm ?nt/ n.约会；任命△ demanding /di'mɑ :ndi?/ adj. 要求很高的；Unit5 费力的publish /'p?bli ?/ vt. 出版；发行；发表；公布aid /eid/ n. & vt. 帮助；援助；资助△ scoop /sku:p/ n.抢先获得的新闻；利润等；first aid （对伤患者的）急救勺子；铲子temporary /'temp?r?ri/ adj.暂时的；临时的section /'sek?n/ n. 部分；节fall ill 生病△ concise /k ?n'sais// adj.简明的；简练的injury /'ind??ri/ n.损伤；伤害△ imaginative /i'm?d ?in ?tiv/ adj.bleed /bli:d/ vi. & vt. 流血富于想象力的△ nosebleed /'n?uzbli:d/ n. 鼻出血；流鼻血technical /'teknikl/ adj. 技术（上）的；△ sprain /sprein/ vt. 扭伤技巧方面的△ sprained /spreind/ adj. 扭伤的technically /'teknikli/ adv. 技术上；工艺上ankle /'??kl/ n. 踝（关节）thorough /' θr??/ adj.彻底的；详尽的choke /t??uk/ vi. & vt. （使）噎住；gifted /'ɡ iftid/ adj. 有天赋的（使）窒息△ idiomatic / idi ?'m?tik/ adj.惯用的；cupboard /'k ?b?d/ n. 橱柜；衣柜合乎语言习惯的skin /skin/ n. 皮；皮肤housewife /'hauswaif/ n. 家庭主妇△ essential /i'sen?l/ adj. 最重要的；crime /kraim/ n. 罪行；犯罪不可缺少的；本质的edition /i'di ?n/ n. 版（本）；版次organ /' ?:ɡ ?n/ n. 器官ahead of 在⋯⋯前面△ layer /'lei ?/ n.层；层次department /di'pɑ :tm?nt/ n. 部门；部；处；系barrier /'b?ri ?/ n. 屏障；障碍（物）accurate /'?kjur ?t / adj. 精确的；正确的poison /'p?izn/ n. 毒药；毒害senior /'si:ni ?/ adj. 年长的；高年级的；vt. 毒害；使中毒高级的ray /rei/ n. 光线；射线第 6页共 7 页complex /'k ?mpleks/ adj. 复杂的 symptom /'simpt ?m/ n. 症状；征兆variety /v ?'rai ?ti/ n. 变化；多样（化）；△ label /'leibl/ vt. 加标签或标记；分类多变（性）n. 标签；标记liquid /'likwid/ n. 液体 kettle /'ketl/ n. （水）壶；罐radiation / reidi'ei ?n/ n. 辐射；射线 pour /p?:(r)/ vt. & vi. 倒；灌；注；涌mild /maild/ adj. 轻微的；温和的；温柔的 wrist /rist/ n. 手腕mildly /'maildli/ adv. 轻微地；温和地 damp /d?mp/ adj. 潮湿的pan /p?n/ n. 平底锅；盘子△Casey /'keisi/ 凯西(姓)stove /st?uv/ n. 炉子；火炉 sleeve /sli:v/ n. 袖子△ heal /hi:l/ vi. & vt. （使）康复； blouse /blauz/ n. 女衬衫（使）化解tight /tait/ adj. 牢的；紧的；紧密的tissue /'ti ?u:/ n.（生物）组织；薄的织物；手 tightly /taitli/ adv. 紧地；牢牢地巾纸 firm /'f ?:m/ adj. （动作）稳定有力的；坚定的electric shock 触电；电休克 firmly /'f ?:mli/ adv. 坚固地；稳定地swell /swel/ vi. & vt. （使）膨胀；隆起 throat / θru?t / n. 咽喉；喉咙swollen /'sw?ul ?n/ adj. 肿胀的△Janson /'d ??nsn/ 詹森(姓)△ blister /'blist ?/ n. 水泡 ceremony /'serim?ni/ n. 典礼；仪式；礼节vi. & vt. （使）起泡 bravery /'breiv ?ri/ n. 勇敢；勇气△ watery /'w ?:t?ri/ adj. （似）水的△Slade /sleid/ 斯莱德(姓)△ char /t ?ɑ:/ vi. 烧焦△stab /st?b/ vt. & vi. 刺；戳；刺伤△ nerve /n?:v/ n. 神经；胆量 a number of 若干；许多scissors /'siz?z/ n. （pl.）剪刀 put one ’s hands o找n 到unbearable /?n'be?r ?bl/ adj. 难以忍受的； treat /tri:t/ vt. & vi. 治疗；对待；款待不能容忍的n. 款待；招待basin /'beisn/ n. 盆；盆地 apply / ?'plai/ vt. 涂；敷；搽；应用；运用squeeze /skwi:z/ vt. & vi. 榨；挤；压榨 vi. 申请；请求；使用；有效squeeze out 榨出；挤出 pressure /'pre??/ n. 压力；挤压；压迫（感）over and over again 反复；多次 ambulance /'?mbjul ?ns/ n. 救护车bandage /'b?ndid ?/ n. 绷带△scheme /ski:m/ n. 方案；计划in place 在适当的位置；适当△Southerton /s?e?tn/ 萨瑟顿(姓)△ ointment /'?intm ?nt/ n. 药膏；油膏 make a difference 区别对待；有影响；△ infection /in'fek ?n/ n. 传染；传染病；感染起（重要）作用vital /'vaitl/ adj. 至关重要的；生死攸关的△ bruise /bru:z/ n. & vi. 瘀伤；擦伤第 7 页共 7 页。

人教版高中英语必修五教案(全册)

人教版高中英语必修五unit3知识点教案

人教版高中英语必修五unit3知识点教案Unit 3 Life in the future1.impression n.印象；感想；印记make/leave/give an impression on 给……留下印象impress vt. vi.给……以深刻的印象impress sth on/upon sb=impress sb with sth=impress on sb sth使某人对某物/某事有印象；使某人铭记某物/某事；某物/某事给某人留下印象be impressed by/with为……所感动；对……有印象impressive adj.给人深刻印象的，感人的(1)What was your first impression of London?(2)His friends made a good impression on his parents.(3)The boy has impressed his teachers with his courage and determination.(4)His words are strongly impressed on my memory.(5)First impressions are the most lasting.After all, you never get a second chance to make a first impression.(6)He impressed her with his sincerity.(7)We were driving there and it was quite impressive.(8)My father impressed on me the value of hard work.(9)His trip to India made a strong impression on him.(10)I t’s an impressive ceremony.(11)T his movie is so impressive that we can’t help crying.(12)S he made a good impression on his mother.2.take up 开始做（某项工作）；拿起；接受；继续；占用（时间、空间等）take…apart把…拆开take in理解；欺骗；接纳take off脱掉；起飞；突然受欢迎take on 呈现；雇用；承担责任take over 接管；接任（职位）take back收回（说错的话）take down 取下；记下；拆卸(1)Let’s take the clock apart and see what’s wrong with it.(2)He persuaded Joe to take him in.(3)Sales of home computers have taken off in recent years.(4)Are consumers ready to take on even more debt?(5)Yes, I will take over as President in January.(6)If you don’t take back what you said about me, I’m going to knock your head off.(7)Peter will take over as managing director when Bill retires.(8)In order to get the job,I’ve to take up his suggestion.(9)The insect can take on the color of its surroundings.(10)T hat big clock will have to go;it takes up too much space in the small hall.(11)H e would neither apologize nor take back what he had said.(12)W e have to take the whole engine apart to discover the cause of the trouble.(13)P eter liked to see aeroplanes take off from the airport.(14)I have taken up teaching since I graduated from university.3.constantly adv.不断地；重复不断地它经常和进行时连用，表示说话者的一种情感。

人教版高中英语必修五词汇表(含教材例句及词汇用法讲解)

人教版高中英语必修五词汇表（含教材例句及词汇用法讲解）Book5 Unit 11. characteristic /ˌkærəktə'rɪstɪk/n.[C] 特征；特性；特色Who used peas to show how physical characteristics are passe d from parents to their children？(P1)谁用豌豆展示了人体特征是怎样由父母遗传给孩子的？2.radium /'reɪdɪəm/ n. 镭Who discovered radium? (P1) 谁发现了镭？3.painter/'peɪntə/ n.[C] 画家；油漆匠3.painter/'peɪntə/ n.[C] 画家；油漆匠Who was the painter that studied dead bodies to improve his painting of people? (P1)哪位画家研究尸体来提高人体绘画技能？4.put forward 提出Who put forward a theory about black holes? (P1)谁提出了关于黑洞的理论？5.scientific /saɪən'tɪfɪk/ adj. 科学的Do you know how to prove a new idea in scientific research?(P1)你知道怎样证实一个新的科学研究理念吗？6. conclude /kən'kluːd/vt. & vi. 结束；推断出conclusion /kən'kluːʒn/ n.[C] 结论；结束7. analyse /'ænəlaɪz/ vt. 分析Analysethe results ( P1)分析结果8. △infect /ɪn'fekt/ vt. 传染；感染△infectious /ɪn'fekʃəs/ adj. 传染的What do you know about infectious diseases? (P1)你对传染病了解些什么？9.△cholera /ˈkɒlərə/n. 霍乱What do you know about cholera? (P1)你对霍乱了解些什么？10. defeat /dɪ'fiːt/ vt. 打败；战胜；使受挫JOHN SNOW DEFEAT “KINGCHOLERA”(P2)约翰·斯诺战胜“霍乱王”11.expert /'ekspɜːt/ adj. 熟练的；经验或知识丰富的（反义词inexpert）John was a famous doctor in London—so expert, indeed, that he attended Queen Victoria as her personal physician. (P2)约翰·斯诺是伦敦一位著名的医生—他的确医术精湛，因而成为照顾维多利亚女王的私人医生。

高中英语人教版必修五Unit 5 First Aid-FirstAid for Burns教案

教学设计《普通高中课程标准实验教科书英语》必修5 Unit5 First Aid-First Aid for Burns所教年级高二年级单元Unit5 First Aid-First Aid for Burns本节课以First Aid for Burns为话题，结合学生日常生活中经常发生的小意外以及处理方法，设计了warming up部分；Reading部分主要围绕First Aid for Burns主要设计主题了解如何处理不同程度的烧伤。

1.整体设计思路本单元出自是人民教育出版社出版的高二英语新教材必修5的第五单元First Aid-First Aid fo rBurns，其中心话题围绕“First Aid”展开，reading部分是本课的重点，重在训练学生精确找到阅读信息的能力，并且从阅读中获取解决实际问题的技能，如怎样判断烧伤的不同等级以及如何处理烧伤。

本课所学到的知识有利于学生解决生活中的实际问题。

Warming-up 以学生实际生活中可能遇到的小意外的照片引入话题，激发学生兴趣；阅读部分以阅读任务推动，引导学生发展阅读能力；读后部分以小组为单位学习不同小意外的处理方法，然后进行班级分享，鼓励学生以动作、语言输出所学知识，并结合实际情况学以致用。

总结部分采用新闻视频，让学生观看一名护士利用急救知识偶然在高速公路上久了一名发生车祸的陌生人的新闻报道，引导学生形成用所学拯救他人的价值观，弘扬社会主义核心价值观。

2.教学背景分析本课的授课对象是高二的学生，已经积累了一定的英语阅读技巧，但学生不习惯用英语表达。

学生情况分析：本单元所涉及的话题对于学生来说并不陌生，但是学生平时很少关注具体情况下的急救办法，希望教材分析：通过本课的学习，教会学生如何应对可能出现的生活小意外，并提高急救意识。

3.教学目标分析1.Get familiar with some useful words , phrases and sentence patterns in this passage. Teaching aims:2. Improve the reading skills3.Know some simple skills of first aid and use what we have learned to help othersaching important and difficult points:Get students to acquire some first aid skills through readingHow to output what they learnt into practice to solve some daily problems.5.教学过程设计Teaching procedures:tep2.Lead-in(Teacher should take some photos about daily accidents of students before lass.) Look at the pictures. What happened to the students? What should we do to helphem? (Draw students' attention to the topic "First Aid")2. Task1:What is first aid?A form of help given to someone who suddenly fall ill.There are other times when giving first aid quickly can save people's lives.Step3. Reading1.Fast reading:Task2:Scan for the structure of the passagePart 1:The Introduction of the skinpart 2: the characteristics of burnsPart 3: the treatment of burns2.Detailed reading:1.:What may cause burns?2: What is the feature of second degree burns?3: Why is it necessary to remove the burns?Step 4: Summarize and homework。

人教版普通高中英语必修五优秀教案整理

Unit1GreatscientistsPeriod1文本研读课学习目标1.To talk about science and contributions of scientists.2.To have a better understanding of the reading passage and learn to use some key words and expressions.3.To learn to organize a scientific research and appreciate great people s characteristics and qualities.自主预习1.Match the scientist in the left column with his/her contributions in the right column.Alexander BellelectricityThomas Edison the first telephoneWright brothers the electric lampMadame Curie b lack holes in the universeFranklin theory of gravitySteven Hawking the first planeElbert Einstein radiumIsaac Newton the theory of relativity2.Do you know how to prove a new idea in scientific research?Discuss in small groups the stages in setting out a new scientific idea.What order would you put them in?Draw a conclusionThink of a methodCollect resultsMake a questionFind a problemAnalyse the resultsFind supporting evidence3.Do you know the features of infectious diseases?学习过程Step1:Skimming1.Who was the great scientist in the passage and what was the deadly disease of its day?2.What happened in 1854?3.What can prove that cholera was severe?Step2:Carefulreading1.Read Paragraph 1 and then fill in the blanks.John Snow was an doctor in London who Queen Victoria as her personal .He thought about helping ordinary people to cholera.Though the cause and the of it were unknown,he wanted to face the and solve the problem.2.Read Paragraphs 2 & 3 and then answer the questions.(1)What were the two theories about the cause of cholera?(2)Which theory did John Snow want to prove?(3)What was his method of doing the research?3.Read Paragraph 4 and answer the questions.(1)Fill in the blank with a proper word.First he marked on a map the exact places /() all the dead people had lived.(2)Replace the sentence with one that has the same meaning from the text.It seemed that the water should be blamed.(3)Read Paragraph 5 and answer the following questions.①Why did John Snow tell people to remove the handle from the pump?②What happened after the handle was removed?(4)Read Paragraph 6 & 7 and answer the following questions.①Where did the woman live and what had she delivered to her house every day?②What did their deaths suggest?③What measures did John Snow take to prevent the disease from spreading?Step3:Summary1.Read the whole passage again and finish the exercise.2.Fill in the blanks.John Snow was a well-known in London in the 19th century.He wanted to find the of cholera in order to help people to cholera.In 1854 when a cholera out,he began to gather information.He on a map where all the dead peoplehad lived and found that many people who had drunk the dirty water from the died.So he decided that the polluted water carried cholera.He suggested that the of all the water supplies be and new methods of with polluted water befound.Finally,“King Cholera” was defeated.课后作业1.Read the text again.2.Try to retell the text with only a few sentences.Period2知识讲练课学习目标1.Grasp 6 words and 2 phrases in this period;learn to express yourselves by using them.2.Learn the method of constructing knowledge trees through self-study and cooperative exploration.3.Enjoy the fun of expressing yourself using English and participate in class with a strong passion.学习过程一、词汇精粹1.conclusion n.结论;结束【教材原句】Draw a conclusion.得出结论.【观察思考】(1)It is important to draw a conclusion from the facts.从事实中得出结论很重要.(2)In conclusion,I d like to say how much I ve enjoyed staying here.最后我想说我在这里过得有多愉快.2.defeat vt.击败;打败;使(目地、希望等)落空【教材原句】John Snow defeats “King Cholera” 约翰·斯诺战胜“霍乱王”【观察思考】(1)Our team defeated our opponent by 5∶0.我们队以5∶0地比分战胜了对手.(2)By not working hard enough you defeat your own purpose.因你不太努力,所以达不到自己地目地.【辨析】defeat/beat/win(1),都表示在战斗或竞赛中“战胜,打败(对手)”,后接竞争对手.如:beat the competitor/the country/the team ...打败对手/国家/团队……(2)也可表示“战胜,赢得”,但它地宾语通常是比赛、战争、奖品或表示尊重、崇拜之类意义地词.如:win a race/abattle/a war/a scholarship/a prize/a medal/friendship/reward ...赢得比赛/战役/战争/奖学金/奖品/奖章/友谊/奖赏……3.attend vt.照顾;护理;出席;参加【教材原句】John Snow was a famous doctor in London—so expert,indeed,that he attended Queen Victoria as her personal physician.约翰·斯诺是伦敦一位著名地医生——他地确医术精湛,因而成为维多利亚女王地私人大夫.【观察思考】(1)We ll attend to the problem later.稍后我们将关注那个问题.(2)A nurse attends to his needs.有个护士照顾他.【练习】翻译句子(1)他们在我们不在时管理事务.(2)他在这个领域很出名,今晚会有成千上万地粉丝将参加他地讲座.4.expose vt.使暴露,显露;曝光;揭露【教材原句】But he became inspired when he thought about helping ordinary people exposed to cholera.但是当他一想到要帮助那些受到霍乱威胁地普通百姓,他就感到很振奋.【观察思考】(1)A real artist can always expose his students to good art and music.称职地艺术家总能使他地学生接触美好地艺术和音乐.(2)As a journalist in the war,she was exposed to many dangers.作为战地记者,她置身于多种危险中.(3)Exposure of the body to strong sunlight can be harmful.身体受日暴晒会造成损伤.(1)The soil was washed away by the flood, bare rock.(2)The baby was left the wind and rain.(3)The of the plot against the President probably saved his life.5.absorb 吸收;使(精神)贯注;占用(时间)【教材原句】The second suggested that people absorbed this disease into their bodies with their meals.第二种看法是人们是在吃饭时把这种病引入体内地.【观察思考】(1)The equipment can absorb moisture from the air.这一设备能从空气中吸收水分.(2)He is absorbed in study.他专心读书.(3)This job absorbs all of my time.这件工作占用了我地全部时间.6.blame vt.责备;谴责;归咎于n.责怪;(过失、过错等)责任【教材原句】It seemed that the water was to blame.看来水是罪魁祸首.【观察思考】(1)The careless driver is to blame for the traffic accident yesterday.那个粗心地司机该为昨天发生地交通事故负责.(2)One of the computers is broken and she s blaming it on me.有台计算机出故障了,她把责任推到我身上.(3)The student blamed the teacher for his failure.学生因失败而怪老师.【注意】be to blame 应负责(无被动形式).二、短语集锦1.put forward提出(建议等);推荐;荐举;拨快(时钟指针)【教材原句】Who put forward a theory about black holes?谁提出了关于黑洞地理论?【观察思考】(1)He put forward a new plan yesterday.他昨天提出一个新计划.(2)May I put your name forward as a possible chairman of the committee?我能否提名你当委员会主席?2.apart from 除……之外;另外【教材原句】Apart from the construction mentioned above,you have also learned the following phrases.除了上面提到地结构,你们还学过以下地一些短语.【观察思考】(1)Apart from a few faults,he is a perfect teacher.除了几个缺点之外,他是一个很好地老师.(2)Apart from the cost,the dress doesn t suit me.姑且不论价格,这件礼服也不适合我穿.【练习】选择以上短语填空(1)As senior students,we study other subjects English.(2)Your article is well written some spelling mistakes.三、重点句型So many thousands of terrified people died every time there was an outbreak.每次瘟疫爆发,数以千计地人在恐惧中死去.【典例背诵】(1)Every time I meet him,I always think of the things happened between us.每次见到他,我就想起发生在我们之间地事情.(2)Immediately he saw the message,he knew he misunderstood his best friend.一见到纸条,他就知道他误会了他最好地朋友.四、成果展示1.(既不) its cause (也不) its cure was understood.2.She is some proposals for electoral reform.她正为选举制度改革提出一些建议.3.用beat,defeat与win填空.(1)The motion was by 19 votes.(2)He the first prize in the writing contest.(3)Who is the drum?4.He is a good man (介词) his bad temper.5.你能不能立刻处理这件事?翻译:6.In summer,exposed to the sun can be very harmful to your skin.(单句改错)7.We all feel it is Jack as well as his wife that for their son s bad performance at school.A.are to blameB.is to be blamedC.are to be blamedD.is to blame课后作业1.Master what we have learned today.2.Make sentences by using each word or phrase.Period3语言运用课学习目标1.To comprehend the passage and improve your reading comprehension and writing abilities.2.To learn to express your ideas freely through self-directed study and cooperation.3.To learn to describe some person in English.学习过程Step1:Pre-readingactivity(读前):浏览文章内容地长度,把握阅读速度;结合插图,猜测文章话题.Step2:ReadingTask 1:Skimming—Skim the text and draw the two theories of the universe.Before Copernicus theory Showing Copernicus theoryTask 2:Careful reading1.Why could he not tell about his theory?2.How did he explain changes in the movement of the planets and in the brightness of the stars?3.What was his theory about?Task 3:Focus on language1.Only if you put the sun there did the movements of the other planets in the sky make sense.只有当你把太阳放在中心位置上,天空中其他行星地运动才能说得清楚.画线部分地特点:【练习】翻译句子(1)只有用这种方法,你才能轻松地解决这个问题.(2)就在你失去它地时候,你才会懂得时间地宝贵.2.He placed a fixed sun at the centre of the solar system with the planets going round it.他把太阳固定在太阳系地中心位置上,而行星则围绕着太阳转.画线部分地特点:【练习】翻译句子(1)老师微笑地走进教室,身后还跟着一群小朋友.(2)随着考试地结束,我们地假期开始了.Step3:Writing学习建议:请根据写作指导完成写作任务.The topic is “Stephen Hawking”.The writing must be written about 120 words.斯蒂芬·霍金(Stephen Hawking),英国剑桥大学应用数学及理论物理学系教授,被称为在世地最伟大地科学家,还被称为“宇宙之王”.请你根据下表所提供地信息,写一篇介绍霍金地英语短文.1.词句储备(1)写作中可能使用地词语有:①杰出地②现代③畅销书④天文学⑤黑洞⑥轮椅⑦首席数学教授⑧任命⑨取得巨大地成功⑩时间简史(2)写作中可能要使用地句子有:①史蒂芬·霍金1942年1月出生于英国牛津,被誉为当代最伟大地科学家之一.②1959年他开始在牛津大学学习物理,1962年,前往剑桥大学学习天文学,在那里,他开始对黑洞感兴趣.③1979年,他被任命为剑桥大学首席数学教授,牛顿在300年前曾担任这个职务.④1988年,霍金写了《时间简史》一书,这本书成为了一本畅销书.⑤尽管由于疾病,从21岁起他只能坐在轮椅上,但他从没放弃自己地希望.2.Please finish the composition according to the above outline.3.After finishing your writing,swap your composition with your partners and correct mistakes.4.Hand in your composition.写作要求:短文连贯,字数120左右,限时15分钟完成.课后作业1.Polish your composition and hand it in.2.Read the following passage and know more about the Spring Festival.Period4语法专题课学习目标1.To learn to use the Past Participle as the attribute and the predicative.2.To learn to use the Past Participle in the real situation through self-study and practice.3.To be absorbed in English study and enjoy the beauty of English.学习过程Step1:过去分词作定语【观察思考】仔细观察下列句子中地过去分词地用法.1.The recovered animals will be released soon.2.We needed many more qualified workers.3.Paper cuts used for religious purposes are often found in temples.4.He is a teacher loved by his students.5.The girl dressed in white is my daughter.过去分词与动词-ing形式作定语时地区别动词-ing形式作定语时与所修饰地名词之间是主动关系,表示动作正在进行;而过去分词作定语时,则表示被动或完成意义.如:Mr.Smith,tired of the boring speech,started to read a novel.The prize of the game show is $30,000 and an all expenses paid vacation to China.Step2:过去分词作表语【观察思考】仔细观察下列句子中地过去分词地用法.1.The street is lined with small shops.2.Tom was astonished to see his father.课后作业1.Master what we have learned today.2.Correct the mistakes in the paper.Unit2TheUnitedKingdomPeriod1文本研读课学习目标1.TolearnmoreabouttheUK.2.Tohaveabetterunderstandingofthepassageandlearntousesomekeywordsandexpressions.3.Todevelopthesenseofcooperativelearning.学习过程Step1:SkimmingTask1.Matchmainideaswithparagraphs.Para1howtheUKcameintobeingPara2statesthetopictobeexaminedinthereadingPara3explainstheimportanceofLondonastheculturalandpoliticalcentreintheUKPara4explainsdifferencesinthefourcountriesPara5-6explainshowEnglandisdividedintothreezonesTask2.Whatisthetextmainlyabout?A.HowmanycountriesmakeuptheUnitedKingdom?B.ExplainhowEnglandisdividedintothreezones.C.ThereasonwhyLondonbecametheculturalcapitalofEngland.D.AbriefintroductiontotheUKaboutitsfoundationanddevelopmentbasedongeography,historyandculture,etc. Step2:Scanning Readthetextcarefullyanddividethepassageintothreepartsandsummarizethemainideaofeachpart.Part1Part2Part3Step3:IntensivereadingTask1T:Readthetextcarefullyandsilentlyandanswerthefollowingquestions.(1)TheUnionJackflagunitestheflagsofthreecountriesintheUnitedKingdom.Whichcountryisleftout?Why?(2)WhatthreecountriesdoesBritishAirwaysrepresent?(3)Inwhatwaysarethefourcountriesdifferent?(4)WhichgroupofinvadersdidnotinfluenceLondon?Task2Readthepassagecarefullyandfillinthefollowingchart.Task3TranslatethefollowingsentencesintoChineseandpointoutthemainstructure.1.NowwhenpeoplerefertoEnglandyoufindWalesincludedaswell.2.Itisapitythattheindustrialcitiesbuiltinthenineteenthcenturydonotattractvisitors.Step4:PostreadingThefullnameoftheUKistheofGreatBritainandNorthernIreland.Itconsistsoffourparts;theyare,,and.Peoplealwa ysthinkisapartofEngland.TheflagoftheUKiscalledthe.Thefourcountrieshavedifferentandaswellasdifferent.isthela rgestofthefourcountriesanditisthreeparts.Mostofthepeoplesettleinthe,butmostofthelargeindustrialcitiesareinthea ndtheofEngland.ThecapitaloftheUKis;ithasmanygreatplacesofinterest.Step5:DiscussionSupposingyourfriendwillcometoEngland,introduceLondontohim.Discussinpairs,andthenshareyouropinions withus.课后作业1.Trytoretellthepassageinyourownwords.2.WriteashortpassageaboutLondon.Period2知识讲练课学习目标1.Trytorememberthekeywordsandphrases.2.Beabletoputthekeypointsintopractice.学习过程一、词汇精粹1.consistvi.组成;在于;一致consistentadj.一致地【教材原句】HowmanycountriesdoestheUKconsistof?英国是由几个(部分)国家组成地?【观察思考】(1)Lifeconsistsofnotonlysunshinebutalsohardtimes.生活中不仅有阳光,还有艰难困苦.(2)Happinessdoesnotconsistinhowmanypossessionsyouown.幸福不在于你拥有多少财富.(3)Theinformationconsistswithhisaccount.消息与他地叙述相符.(4)Thereportwasnotconsistentwiththefact.那个报道与事实不符.2.conveniencen.方便;便利convenientadj.方便地【教材原句】Englandisthelargestofthefourcountries,andforconvenienceitisdividedroughlyintothreezones.在这四个国家中,英格兰是最大地.为方便起见,它大致可以划分为三个地区.【观察思考】(1)Pleasesendmeanansweratyourconvenience.请在你方便时回复我.(2)Weboughtthishouseforconvenience;it sneartheschool.为了方便起见我们买了这座房子,它靠近学校.(3)Ifitisconvenientforyou,pleasecomeatfouro clock.如果你方便地话,请在四点钟来.(4)Woulditbeconvenientforyoutopickmeupatfouro clockandtakemetotheairport?你四点钟来接我并把我送到机场方便吗?3.attractvt.吸引;引起注意【教材原句】Itisapitythattheindustrialcitiesbuiltinthenineteenthcenturydonotattractvisitors.很遗憾,这些建于19世纪地工业城市对游客并没有吸引力.【观察思考】(1)Heshoutedtoattracthismother sattention.他大声呼喊来引起他妈妈地注意.(2)Hecan tresisttheattractionoftheseaonhotdays.酷热地夏天他经不住海地诱惑.(3)Whatdoyouthinkattractspeopletobigcities?你认为把人吸引到大城市地原因是什么?4.dividevt.&vi分配;分成【教材原句】Englandcanbedividedintothreemainareas.英国被分成三个主要地区.【观察思考】(1)Ayearisdividedintofourseasons.一年分为四个季节.(2)Themoneywillbedividedamongthewinners.资金将由优胜者均分.(3)Hedivideshisenergiesbetweenstudyandbusiness.他把一部分精力用来学习,一部分用来搞业务.(4)30dividedby6is5.30除以6等于5.【辨析】divide/separate(1)divide侧重于把一个整体分成若干部分,其后常接介词into,among,between等.(2)separate指把原来连在一起或靠近地“分隔”开来.常与介词from搭配构成separate...from...用divide或separate地相关短语填空.(1)Theapplewastwohalves.(2)Itisimpossibletobeliefemotion.5.arrangevt.筹备;安排;整理;排列【教材原句】Theyhadnotimetoarrangetheirownwedding,sotheyhaditorganizedbyacompany.他们没有时间筹备自己地婚礼,于是请了一家公司来组织.【观察思考】(1)Iarrangedthebooksontheshelvesjustnow.刚才我把书架上地书籍整理好了.(2)Canyouarrangeforacartotakeusthere?你能安排一辆汽车送我们到那里去吗?(3)Davearrangedforsomeonetodrivehimhome.戴夫派人把他送回家了.6.availableadj.可得到地;可利用地【教材原句】Worriedaboutthetimeavailable,ZhangPingyuhadmadealistofthesitesshewantedtoseeinLondon.由于担心可利用地时间,张萍玉列举了她想在伦敦参观地景点.【观察思考】(1)Thisbookisnotavailablehere.这里没有这本书.(2)Thereisonlyalittlemoneyavailableforthetrip.这趟旅途只有一点点钱可以花了.(3)Areyouavailableforameetingtomorrowmorning?明天上午开会你能出席吗?(4)Theticketisavailableonthedateofissueonly.这张票仅在发行当天有效.available常作后置定语或表语.7.delightn.快乐;喜悦;高兴vt.使高兴delightedadj.高兴地;快乐地【教材原句】HerfirstdelightwasgoingtotheTower.她最先想参观地地方是伦敦塔.【观察思考】(1)Chrisdelightsinteasinghissister.克里斯喜欢戏弄他妹妹.(2)Muchtoourdelight,everythinggoeswell.令我们非常高兴地是,一切进展得很好.(3)Thanksfortheinvitation.I dbedelightedtocome.谢谢你地邀请,我很乐意前往.(4)Whatadelightfulscene!Everybodywassinginganddancing!多么快乐地景象!所有人都在唱啊,跳啊!(5)Thenaughtyboytakesgreatdelightinpullingthecat stail.那顽皮地男孩以拽猫地尾巴为乐.【注意】delighted表示,delightful表示bedelightedat为……而高兴delightfuladj.令人快乐地二、短语集锦1.breakaway(from)挣脱(束缚);脱离【教材原句】However,thesouthernpartofIrelandwasunwillingandbrokeawaytoformitsowngovernment.然而,爱尔兰地南部不愿意组建联合王国,它分离出去并建立了自己地政府.【观察思考】(1)Thethieftriedtobreakawayfromthepoliceman.小偷试图挣脱警察逃走.(2)Itwaswrongforhimtobreakawayfromallhisgoodfriends.他和他所有地好朋友决裂是错误地.(3)Thestudentswereencouragedtobreakawayfromthebadhabits.学生们被鼓励改掉坏习惯.2.toone scredit在……名下;为……带来荣誉;值得赞扬【教材原句】Totheircreditthefourcountriesdoworktogetherinsomeareas...值得赞扬地是,这四个国家地确在一些方面共同合作……【观察思考】(1)Jack,tohiscredit,wonfirstprizeinthecompetition.值得表扬地是,杰克在比赛中获得了第一名.(2)Mrs.Gaoboughttwonewapartmentstohisson scredit.高夫人以她儿子地名义买了两栋新房子.3.leaveout省去;不考虑;遗漏【教材原句】TheUnionJackflagunitestheflagsofthreecountriesintheUnitedKingdom.Whichcountryisleftout?米字旗联合了三个国家地国旗,哪个国家地国旗没有被考虑进去?【观察思考】(1)Whenyouarecopyingthispaper,becarefulnottoleaveoutanyword.在你抄这份文件时,注意不要漏掉任何一个字.(2)Youcanleaveoutthedetails;justgiveusthemainfacts.你可以省去细节,告诉我们主要地事实就行了.4.taketheplaceof取代,代替【教材原句】Allofthewordsbelowcantaketheplaceofsaid,...下面所有这些词都能代替动词said……【观察思考】(1)Mr.Smithisabsenttoday.Whowilltaketheplaceofhim/takehisplace?史密斯先生没来,谁来代替他?(2)Youcanusemilkinplaceofcreaminthisrecipe.在这道食谱中,你可以用牛奶代替奶油.(3)Theirweddingwilltakeplacenextmonth.他们下个月举行婚礼.(4)Pleaseputthebookinplace.请把书放在原处.三、重点句型ItseemedstrangethatthemanwhohaddevelopedcommunismshouldhavelivedanddiedinLondon.这似乎很奇怪:这位发展了共产主义地人竟然在伦敦生活过,并且在伦敦去世.【典例背诵】Itisstrangethatthewheelshouldturnsoslowly.真奇怪,这个轮子竟然转动得如此慢.Itisnecessarythathe(should)besentthereatonce.有必要马上派他到那里去.Itisagreatpity/shamethatheshouldbesoconceited.真遗憾,他竟会这样自高自大.【自主学习成果检测】1.Theprisonerhisguards.犯人挣脱了看守.(完成句子)2.Thisisamixtureconsistedofflourandwater.(改错)3.Hetakesdelightprovingotherswrong.(填上介词)4.HowmanycountriesdoestheUKconsistof?用makeup替换:5.用leave构成地词组完成下列句子(1)She(遗漏)an“m” in“accommodation”.(2)I vetoldyoubefore—(别碰我地东西)!(3)Thelightsofthecityweresoon(远远抛在后面).(4)He(停止弹钢琴)toanswerthetelephone.6.用所给词地正确形式填空(1)Thiscityhasmanytotravellingtradersathomeandabroad.(attract)(2)It ssaidthatbrightcolorsaretochildren.(attract)7.你什么时候方便出发?(汉译英)课后作业1.Masterwhatwehavelearnedtoday.2.Makesentencesbyusingeachwordorphrase.Period 3语言运用课学习目标1.Tohaveabetterunderstandingofthepassage.2.Tolearntoexpressideasofplacesofinterest.学习过程Pre-readingactivity:浏览文章内容地长度,把握阅读速度;结合插图,猜测文章话题.Step1:Skimming Gothroughthetextquicklyandsilentlyandfinishthefollowingtasks.1.HowdidZhangPingyuplanhertour?2.MakealistofZhangPingyu stourofLondonandacommentoneachplaceshevisited.Step:Carefulreading1.Itlookedsplendidwhenfirstbuilt!刚建成时,它看起来真是金碧辉煌!此句为连词(when,while,if,once,unless,though...)+过去分词短语作状语,当状语从句地主语与主句主语一致时,从句中可省略主语和be动词.(1)一旦被听过,这首歌将会被永远记住.,thesongwillberememberedforever.(2)除非被邀请去发言,在会上你应该保持沉默.,youshouldremainsilentattheconference.(3)当被问到为什么缺席时,他羞愧地低下了头.,hehunghisheadinshame.(4)Generallyspeaking,accordingtothedirections,thedrughasnosideeffect.A.whentakingB.whentakenC.whentotakeD.whentobetaken2.ItseemedstrangethatthemanwhohaddevelopedcommunismshouldhavelivedanddiedinLondon.这似乎是一件怪事:这位发展了共产主义地人竟然在伦敦生活,并且在伦敦逝世.句型:Itseemed/seemsstrangethatsb.shoulddo某人竟然……,这似乎不可思议Itseemsstrangethatthemanshouldhavedesertedhiswifeandhischildren.这个男人竟然抛弃了他地妻子和孩子,这似乎不可思议.练习:他竟然做出那样地事来,这似乎不可思议.Step3:Post-reading请根据写作指导完成写作任务.你将带领一个外国旅游团参观长城,请根据以下信息要点写一篇关于长城地简单介绍.你地介绍应包括全部信息要点.写作步骤和方法:1.Recallsomeimportantphrases.2.Discusswithyourpartnershowtodescribeaplace.Inthemeanwhile,lookupsomenewwordsinthedictionary.3.Afterfinishingyourwriting,swapyourcompositionwithyourpartnersandcorrectthemistakes.4.Handinyourcomposition.写作要求:短文连贯,字数120词左右,限时15分钟完成.课后作业1.Polishyourcompositionandhanditin.2.ReadthefollowingpassageandknowmoreaboutLondon.Period4语法专题课学习目标1.Understandwhatobjectcomplementis.2.Learntousethepastparticipleastheobjectcomplement.3.Distinguishdifferentnon-predictiveforms.学习过程新学感知Atmidnight,Iheardsongsbroadcast.Itmademequiteannoyedandpuzzled.Lookingoutofthewindow,Ifoundthe musiccomingfromagirl sdorm.“Imusthaveherturnoffthemusic.”Ithought,soIangrilyshoutedtowardsher:“Hey,girl.Couldyouturnoffthemusic?Itisdisturbing.” Justatthesamemoment,avoicecame,“Hey,Polly,doyouknowyourvoicehavehadallofusdisturbed!”Step1:宾语补足语(objectcomplement)定义:带有宾语补足语地一般句型为:充当宾语补足语地过去分词特征1.Afterwakingup,Ifoundeveryonegone.2.Thespeakerraisedhervoicetomakeherselfheard.3.Theyfoundtheirnewbikesstolen.Step2:过去分词作宾语补足语地用法1.过去分词用在表示状态地动词keep,leave等之后.Theykeptthedoorlockedforalongtime.Don tleavethewindowsbrokenlikethisallthetime.2.过去分词用在使役动词have,get,make地后面.(1)注意“have/get+宾语+过去分词”地两种用法:①表示让某人做某事,如:Ihavehad/gotmybikerepaired.Hehad/gotmanytreesplantedjustthen.②表示“遭遇到某种不幸;受到打击”等.如:Myeldersisterhadherwalletstolenonabuslastmonth.Theoldmanhadhiswristbrokenintheaccident.(2)make+宾语+过去分词,在这种结构中,过去分词地动词必须是表示结果含义地,如:Iraisedmyvoicetomakemyselfheard. TheymanagedtomakethemselvesunderstoodusingverysimpleEnglish.3.过去分词用在感官动词watch,see,hear,listento,feel等之后.Whenwegottoschool,wesawthedoorlocked. Wecanhearthewindowsbeatenbytheheavyraindrops.4.过去分词用在“with+宾语+宾语补足语”这一结构中,过去分词与宾语之间是动宾关系. Thethiefwasbroughtinwithhishandstiedbehindhisback.Withmanybrightly-coloredflowersplantedaroundthebuilding,hishouselookslikeabeautifulgarden. Step3:新知初探1.Ihadmyhair(cut)yesterday.2.Pleasegetthehouse(mend)now.3.Isawthem(catch)intherain.4.Mymotherneverallowsmetoplaycomputergameswithmyhomework(finish).Step4:巩固训练Ⅰ.用所给动词地适当形式填空1.I mafraidIcan tmakemyself(understand)clearlywithoutexplainingthequestion.2.Themanagerwashappytoseealloftheproblems(settle)soquickly.3.WhenIenteredtheoffice,Ifoundthewindow(break)andthecomputer(steal).4.Jameshadsomeflowers(send)toSarahonherbirthday.Ⅱ.改错(每句仅一处错误)1.Itwasgettingdark;Ifoundacarstickinginapoolbythesideoftheroad.2.I msorrytohavekeptyouwaitedforme.3.Don tworry.I llhaveittotypeandgetsomeonetosendittoyoutomorrow.4.Hehadtroublemakinghimselfunderstanding.5.Withthehillscoveringwithfallenleaves,thetownlooksmorebeautiful. Step5:辨析&提升(过去分词、现在分词和不定式作宾语补足语地区别) Isawhimtakeawaythedictionaryjustnow. Isawhimtakingawaythedictionaryonthedesk. Isawthedictionarytakenawaybyachild.用sing地正确形式填空.1.IoftenhearthegirlthisEnglishsonginherroom.2.ThegirlisoftenheardthisEnglishsonginherroom.3.IhearthisEnglishsonginherroom.4.ThisEnglishsongwasheardbythegirlinherroom.5.IheardthegirlthisEnglishsonginherroomwhenIpassedby.Step6:当堂总结1.Whatisobjectcomplement?2.Whatistherelationbetweentheobjectandtheobjectcomplement?课后作业Writeashortpassagewith5sentencesincludingtheobjectcomplement.Unit3LifeinthefuturePeriod1文本研读课学习目标1.Talkaboutlifeinthefuture.2.Practicemakingpredictions.学习过程Step1:FastReadingTask1:Gothroughthebeginningandtheendingandfillintheblanks. ThepassageisafromLiQiangtohisparentson(date).Task2:Readthepassagequicklyandanswerthequestions.(1)Thepassageismainlyabout(whose)firstimpressionsof.(2)Dividethepassageintotwopartsaccordingtothekeywords. Part1(Para.1-)BeforearrivingatthefuturePart2(Para.-4)FirstimpressionsoffuturelifeStep2:IntensivereadingTask1Carefulreading(Para.1-2)(1)WhydidLiQianggointothefuture?(2)Howdidhefeelatfirst?(3)Howdidhegettothefuture?Task2:Carefulreading(Para.3)FirstimpressionsAirquality(1)Whatwerehisfirstimpressionsoftheairquality?(2)Howdidhesolvetheproblems?Transport(1)Whatwasthetransport?(2)Howwasthetransport?Task3:Carefulreading(Para.4)Firstimpressions house—wall—tableandchairs—bedStep3:Post-readingSummary:IwastakingupathatIlastyear.Iwasveryandatfirst.Iwastransportedsafelytothefutureina.Theairinthefuturewasa sthoughitscombinationofgaseshadlittleleft.WangPingaskedmetoputona.Wethencollectedadrivenby.Byordownin yourseat,youcanmove.Atlast,wearrivedatahousewhosewallwasmadeof.Atableandsomechairsrosefromtheasifb y.Abedwasalsoproducedfromthe.Step4:DiscussionWhatelsewouldLiQiangtellinhisnextspacemail?GroupworkMyimaginationoffuturelifeAirquality;Transport;Houseandotheraspects(Keywords:timecapsule,thin,alackof,unbearable,hoveringcarriage,moveswiftly...)Suggestedstructure:Isuppose/imaginethat...Iwonderif...Itislikelythat...课后作业Level1:Writeane-mailtoLiQiang sparentstotellthemmorenews.Level2:Writeacompositionaboutyourfirstimpressionsoffuturelife.Level3:Learnmoreaboutthefuturelifebyenteringthesuggestedwebsites:Period2知识讲练课学习目标1.Masterthreewords:impression,lack,tolerateandthreephrases:takeup,losesightof,sufferfrom;learntoexpres sideasbyusingthem.2.Learnthemethodofconstructingknowledgetreesthroughself-studyandcooperativeexploration.3.EnjoythefunofexpressingideasbyusingEnglishandparticipateinclasswithastrongpassion.学习过程一、词汇精粹1.impressionn.印象;感想;印记【课文标题】FirstImpressions【观察思考】MyvisittoIndiain1986leftanindelibleimpressiononme.1986年地印度之行给我留下了难忘地印象. Itmadeaveryforcefulimpressiononme.它给我留下了深刻地印象.Gavin,aquietandverypoliteyoungman,gaveusafavorableimpression.加文是一个言语不多、执礼甚恭地年轻人,他给我们留下了很好地印象. Theteachersweremostimpressedbyyourperformance.老师们被你们地表演所深深感动.2.toleratevt.容忍;忍受【教材原句】Atfirstmynewsurroundingsweredifficulttotolerate.开始地时候,新地环境让我难以忍受.【观察思考】Theschoolcan ttolerate(students)cheatinginexams.学校绝不容许(学生)考试舞弊. Wehavetoknowhowtotolerateotherswhoaredifferent.我们必须知道如何忍受那些与我们不同地人.ckn.&vt.&vi.缺乏【教材原句】Hitbyalackoffreshair,myheadached.由于缺乏新鲜空气,我感到头痛.【观察思考】Despitehislackofexperience,hegotthejob.他虽然经验不足,但还是获得了这份工作. Inacoldwinter,manywildanimalscandiefromlackoffood.在严寒地冬天,很多野生动物可能因缺乏食物而死去.Itellyou,peoplewilllackthemeanstolive.我告诉你,人们将缺乏生活资料.She snotusuallylackinginconfidence.她平时并不缺乏自信心. Shedoesnotlackforfriends.她不缺朋友.Youcan tfaultthemforlackofinvention.你不能因为他们缺乏创新就指责他们.二、短语集锦1.takeup拿起;开始从事;占据(时间,地方)【教材原句】IstillcannotbelievethatIamtakingupthisprizethatIwonlastyear.我还是无法相信我是在接受去年获得地这个奖励.【观察思考】阅读下列句子,观察takeup地意思和用法.(1)Thestudenttakesuphispenandwritestohisfather.()(2)Playingbasketballtakesupmuchofmytime.()(3)Whendidyoutakeupfootball?()(4)Shetookuphisofferofadrink.()(5)Heisgoingtotakeupthestorywhereheleftoffyesterday.()2.losesightof...看不见……【教材原句】However,IlostsightofWangPingwhenwereachedwhatlookedlikealargemarketbecauseoftoomanycarriagesflying byinalldirections.可是,当我们到达一个看上去像个大市场地地方时,由于太多车子朝四面八方飞奔,我看不见王平了.【观察思考】(1)Meanwhile,weshouldnotlosesightoftheworld spoor.与此同时,我们不应该无视世界上那些贫困群体.(2)IfyouevercatchsightofTedanywhere,callthepolice.你要是在任何地方看到特德,就去报警.(3)ThechildrenletoutacryofjoyatthesightoftheChristmaspresents.孩子们看到圣诞礼物后发出惊呼声.(4)Outofsight,outofmind.眼不见,心不烦.3.sufferfrom患有(疾病等);为……所苦,因……而吃苦头【教材原句】Asaresult,Isufferedfrom“timelag”.结果我得了时间滞后症.【观察思考】(1)Mostoftheimportantcitiesoftheworldsufferfromtrafficjam.世界上大多数大城市都交通堵塞为患.(2)Shesuffersfromaheadache.她患有头痛病.(3)Tosomelifemeanspleasure,tootherssuffering.对一些人来说,人生地意义是享乐,对另外一些人来说则是受苦.(4)Theysufferedhugelossesinthefinancialcrisis.他们在经济危机时遭受了巨大地损失.(5)Youmustsufferthetest.你必须经受考验.【辨析】suffer与sufferfrom地区别【自主学习成果检测】1.Johntookdownartwhileatschool.(改错)2.Aletterhasbeenwrittentohim,inviteshimtotheparty.(改错)3.Takinggoodcareof,theoldmanislivingahappylife.(改错)4.我们已看不见许多珍贵地动物.Weseveralpreciousanimals.5.他缺乏信心.6.Thenewteacher(留下一个好印象)onthestudents.课后作业1.Masterwhatwehavelearnedtoday.2.Makesentencesbyusingeachwordorphrase.Period3语言运用课学习目标1.Tolearnapassageabouttheamazingthingsandimprovereadingability.2.Tolearntoexpressideasoffestivalsandcelebrationsfreelythroughself-directedstudyandcooperation.3.TobeinterestedindifferentfestivalsandbebetteratexpressingideasinEnglish.学习过程Step1:ReadingTask1:Skimming—Skimthetextandanswerthequestions.1.Howmanystopsdidtheyvisit?2.Howmanyinventionsdidtheguideintroducetous?Whatarethey?Task2:Readthetextandfindouttheinformationbelow.。

人教版必修五Unit5单词学案

高二英语第五模块Unit5教学案9. make a difference区别对待;有影响；起（重要）作用【考点】make no / some difference ( to sb/ sth) 对---不起作用/ 起一些作用eg：A knowledge of first aid can make a real difference。

急救知识的确能发挥重要作用【巩固训练案】1. When we found him，he was already dead。

He had _______ to death.A. bloodB. bloodingC. bledD. bleeding2。

He went to the American Embassy many times to apply ____his visa.A。

with B。

in C。

for D. at3。

—What should I do？—Clean the wound and ________ the medicine to it。

A．apply B．devote C．pour D．squeeze4。

Fruit juice can be ha rmful_______ children’s teeth。

A. forB. toward C。

with D. to5。

The most _______ pain in the world was to be parted in life，and separated by death.A. unbelievableB. unbearable C。

unable D。

unbroken6。

The fellow felt rather as he was the only person that wore sport swear at the party。

A。

in place B。

out of place C. by the way D。

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人教版高中英语必修五单词表人教版高中英语必修五单词表Unit 1characteristic /kæriktə'ristik/ n.特征；特性radium /'reidiəm/ n.镭painter /'peintə/ n.画家；油漆匠put forward 提出scientific /saiən'tifik/ adj.科学的conclude /kən'klu:d/ vt. & vi.结束；推断出conclusion /kən'klu:ʒn/ n.结论；结束draw a conclusion 提出结论analyse /'ænəlaiz/ vt.分析△ infect /in'fekt/ vt.传染；感染△ infectious /in'fekʃəs/ adj.传染的△ cholera /'kɔlərə/ n.霍乱defeat /di'fi:t/ vt.打败；战胜；使受挫n.失败expert /'ekspə:t/ adj.熟练的；经验或知识丰富的n.专家；行家attend /ə'tend/ vt.照顾；护理；出席；参加physician /fi'ziʃn/ n.医生；内科医师expose /ik'spəuz/ vt.暴露；揭露；使曝光expose … to 使显露；暴露△ deadly /'dedli/ adj.致命的cure /kjuə/ n.治愈；痊愈vt.治愈；治疗△outbreak /'autbreik/ n.爆发；发作（尤指疾病或战争）challenge /'tʃælindʒ/ n.挑战vt.向……挑战victim /'viktim/ n.受害者absorb /əb'zɔ:b/ vt.吸收；吸引；使专心suspect /sə'spekt/ vt.怀疑/'sʌspekt/ n.被怀疑者；嫌疑犯enquiry /in'kwaiəri/ n.询问neighbourhood /'neibəhud/n.附近；邻近severe /si'viə/ adj.严重的；剧烈的；严厉的△ clue /klu:/ adj.线索；提示pump /pʌmp/ n.泵；抽水机vt.（用泵）抽（水）△ Cambridge /'keimbridʒ/ Street剑桥大街foresee /fɔ:'si:/ vt.(foresaw，foreseen)预见；预知△ investigate /in'vestiɡeit/ vt. & vi.调查△ investigation /in vesti'ɡeiʃn/ n.调查blame /'bleim/ vt.责备；谴责n.过失；责备pollute /pə'lu:t/ vt.污染；弄脏handle /'hændl/ n.柄；把手vt.处理；操纵△ germ /dʒə:m/ n.微生物；细菌link /liŋk/ vt. & n.连接；联系link … to … 将……和……联系或连接起来announce /ə'nauns/ vt.宣布；通知△ certainty /'sə:tnti/ n.确信；确实instruct /in'strʌkt/ vt.命令；指示；教导△ responsible /ri'spɔnsəbl/ adj.有责任的；负责的construct /kən'strʌkt/ vt.建设；修建construction /kən'strʌkʃn/ n.建设；建筑物contribute /kən'tribju:t/ vt. & vi.捐献；贡献；捐助apart from 除……之外；此外firework /'faiəwə:k/ n.烟火（燃放）chart /tʃɑ:t/ n.图表△ creative /kri:'eitiv/ adj.有创造力的；创造性的；独创的△ co-operative /kəu'ɔpərətiv/ adj.合作的positive /'pɔzətiv/ adj.积极的；肯定的；确实的(be) strict with … 对……严格的△revolutionary /revə'lu:ʃənəri/ adj.革命的；重大变革的movement /'mu:vmənt/ n.移动；运动；动作make sense 讲得通；有意义backward /'bækwəd/adv. & adj.向后地（的）；相反地（的）；退步地（的）△ loop /lu:p/ n.圈；环△ privately /'praivitli/ adv.私下地；秘密地spin /spin/ vi. & vt. (spun，spun)（使）旋转；纺（线或纱）△ brightness /'braitnis/ n.明亮；亮度；聪颖enthusiastic /inθju:zi'æstik/ adj.热情的；热心的cautious /'kɔ:ʃəs/ adj.小心的；谨慎的reject /ri'dʒekt/ vt.拒绝；不接受；抛弃universe /'ju:nivə:s/ n.宇宙；世界Unit 2unite /ju:'nait/ vi. & vt.联合；团结kingdom /'kiŋdəm/ n.王国consist /kən'sist/ vi.组成；在于；一致consist of 由……组成△London Heathrow /'hi:θrəu/ Airport 伦敦希思罗机场province /'prɔvins/ n.省；行政区△River Avon /'eivɔn/ 埃文河△River Thames /'temz/ 泰晤士河△River Severn /'sevən/ 塞文河div ide … into 把……分成△Wales /weilz/ 威尔士(英)△Scotland /'skɔtlənd/ 苏格兰(英)△Northern Ireland /'aiələnd/ 北爱尔兰(英) clarify /'klærifai/vt.澄清；阐明accomplish /ə'kʌmpliʃ/ vt.完成；达到；实现conflict /'kɔnflikt/ n.矛盾；冲突unwilling /ʌn'wiliŋ/ adj.不愿意（的）；不乐意（的）break away (from) 挣脱（束缚）；脱离union /'ju:niən/ n.联合；联盟；结合；协会△the Union Jack英国国旗credit /'kredit/ n.信任；学分；赞扬；信贷to one’s credit 为……带来荣誉；值得赞扬；在……名下currency /'kʌrənsi/ n.货币；通货institution /insti'tju:ʃn/ n.制度；机制；公共机构△ educational /edju:'keiʃənl/ adj.教育的convenience /kən'vi:niəns/ n.便利；方便rough /rʌf/ adj.粗糙的；粗暴的roughly /'rʌfli/ adv.粗略地；粗糙地△Midlands /'midləndz/ 英格兰中部地区(英) nationwide /neiʃən'waid/ adj.全国性的；全国范围的attract /ə'trækt/ vt.吸引；引起注意△historical /his'tɔrikəl/ adj.历史（上）的；有关历史的architecture /'ɑ:k itektʃə/ n.建筑学；建筑艺术△Roman /'rəumən/ n．(古)罗马人 adj．(古)罗马的collection /kə'lekʃn/ n.收藏品；珍藏；收集administration /əd minis'treiʃn/ n.管理；行政部门port /pɔ:t/ n.港口（城市）△Anglo-Saxon /æŋɡləu 'sæksn/n．盎格鲁-撒克逊人adj．盎格鲁-撒克逊人的△Norman /'nɔ:mən/ n．诺曼人; 诺曼语adj．诺曼的; 诺曼人(语)的△Viking /'vaikiŋ/ n．北欧海盗；斯堪的纳维亚人countryside /'kʌntrisaid/ n.乡下；农村enjoyable /in'dʒɔiəbl/ adj.令人愉快的；使人高兴的leave out 省去；遗漏；不考虑△ opportunity /ɔpə'tju:nəti/ n.机会；时机description /di'skripʃn/ n.描写；描述furnished /'fə:niʃt/ adj．配备好装备的；带家具的fax /fæks/ n.传真（机）vt.用传真传输（文件）possibility /pɔsə'biləti/ n.可能（性）plus /plʌs/ prep.加上；和adj.加的；正的；零上的quarrel /'kwɔrəl/ n.争吵；争论；吵架vi.争吵；吵架alike /ə'laik/ adj.相同的；类似的take the place of 代替break down （机器）损坏；破坏arrange /ə'reindʒ/ vt.筹备；安排；整理wedding /'wediŋ/ n.婚礼fold /fəuld/ vt.折叠；对折sightseeing /sait'si:iŋ/ n.观光；游览delight /di'lait/ n.快乐；高兴；喜悦vt.使高兴；使欣喜royal /'rɔiəl/ adj.王室的；皇家的；高贵的uniform /'ju:nifɔ:m/ n.制服△St Paul’s Cathedral /sənt pɔ:lz kə'θi:drəl/圣保罗大教堂splendid /'splendid/ adj.壮丽的；辉煌的；极好的△Westminster Abbey /'westminstə 'æbi/威斯敏斯特教堂(英国名人墓地) statue /'stætʃu:/ n.塑像；雕像△Buckingham /'bʌkiŋəm/ Palace 白金汉宫△Greenwich /'ɡrenidʒ/ n．格林尼治(英城市) △ longitude /'lɔndʒitju:d/ n.经线；经度△ imaginary /i'mædʒinəri/ adj.想象中的；假想的；虚构的△ navigation /nævi'ɡeiʃn/ n.导航；航行△Highgate Cemetery /'haiɡeit 'semətri/ 海格特墓地(英伦敦北郊，内有马克思及其家人的坟墓)communism /'kɔmjunizəm/ n.共产主义△ original /ə'ridʒənəl/ adj.最初的；原始的；独创的；新颖的thrill /θril/ vt.使激动；使胆战心惊pot /pɔt/ n.罐；壶error /'erə/ n.错误；过失；谬误tense /tens/ n.时态consistent /kən'sistənt/ adj.一致的Unit 3aspect /'æspekt/ n.方面；层面impression /im'preʃn/ n.印象；感想；印记take up 拿起；接受；开始；继续constant /'kɔnstənt/ adj.时常发生的；连续不断的constantly /'kɔnstəntli/ adv.不断地jet /dʒet/ n.喷气式飞机△ jet lag 飞行时差反应△ flashback /'flæʃbæk/ n.闪回；倒叙previous /'pri:viəs/ adj.在前的；早先的uncertain /ʌn'sə:tn/ adj.不确切的；无把握的guide /ɡaid/ n.指导；向导；导游vt.指引；指导tablet /'tæblit/ n.药片△expertise /ekspə:'ti:z/ n.专家意见；专门知识（技能等）capsule /'kæpsju:l/ n.太空舱；胶囊steward /'stju:əd/ n.乘务员；服务员stewardess /stjuə'des/ n.女乘务员opening /'əupniŋ/ n.（出入的）通路；开口；开端sideways /'saidweiz/ adv.往（向、从）一侧；侧着；侧面朝前surroundings /sə'raundiŋz/ n.周围的事物；环境surrounding adj.周围的tolerate /'tɔləreit/ vt.容忍；忍受△ combination /kɔmbi'neiʃn/ n.结合；组合lack /læk/ vi. & vt.缺乏；没有n.缺乏；短缺的东西adjustment /ə'dʒʌstmənt/ n.调整；调节mask /mɑ:s k/ n.面具；面罩；伪装be back on one’s feet （困境后）恢复；完全复原△ hover /'hɔvə/ vi.盘旋carriage /'kæridʒ/ n.运输工具；四轮马车；客车press /pres/ vi. & vt.按；压；逼迫n.按；压；印刷；新闻fasten /'fɑ:sn/ vt.系牢；扎牢belt /belt/ n.腰带；皮带safety belt 安全带lose sight of … 看不见……sweep up 打扫；横扫flash /flæʃ/ vt. & vi.（使）闪光；（使）闪现switch /switʃ/ n.开关；转换vt.转换timetable /'taim teibl/ n.时间表；时刻表△ exhausted /iɡ'zɔ:stid/ adj.筋疲力尽的；疲惫不堪的slide into （快捷而悄声地）移动；溜进……optimistic /ɔpti'mistik/ adj.乐观（主义）的△ pessimistic /pesi'mistik/ adj.悲观（主义）的speed up 加速△ pedal /'pedl/ n.踏板；脚蹬△ alien /'eiliən/ n.外星人；外国人adj.陌生的；外国的；外星球的mud /mʌd/ n.泥（浆）desert /'dezət/ n.沙漠；荒原△ enormous /i'nɔ:məs/ adj.巨大的；庞大的△ imitate /'imiteit/ vt.模仿；仿造△ moveable /'mu:vəbl/ adj.可移动的；活动的citizen /'sitizn/ n. 公民；居民；市民typist /'taipist/ n.打字员typewriter /'taip raitə/ n.打字机postage /'pəustidʒ/ n.邮资postcode /'pəustkəud/ n.邮政编码button /'bʌtn/ n.钮扣；按钮instant /'instənt/ n.瞬间；片刻adj.立即的；立刻的receiver /ri'si:və/ n.接受者；接收器；电话听筒△ efficiency /i'fiʃnsi/ n.效率；功效△ efficient /i'fiʃnt/ adj.效率高的；有能力的△ ribbon /'ribən/ n.丝带；带状物dustbin /'dʌstbin/ n.垃圾箱△ dispose /di'spəuz/ vt.布置；安排△ disposal /di'spəuzl/ n.清除；处理ecology /i'kɔlədʒi/ n.生态；生态学greedy /ɡri:di/ adj.贪吃的；贪婪的；贪心的swallow /'swɔləu/ vt.吞下；咽下material /mə'tiəriəl/ n.原料；材料recycle /ri:'saikl/ vt.回收利用；再利用△ manufacture /mænju'fæktʃə/ vt.（用机器）大量生产；成批制造goods /ɡudz/ n.货物△ etc /it'setərə/ abbr.诸如此类；等等representative /repri'zentətiv/ n.代表；典型人物adj.典型的；有代表性的settlement /'setlmənt/ n.定居；解决motivation /məuti'veiʃn/ n.动机Unit 4Journalist /'dʒə:nəlist/ n.记者；新闻工作者△ involve /in'vɔlv/ vt.牵涉；涉及；包括；使参与（卷入）……editor /'editə/ n.编辑photograph /'fəutəɡrɑ:f/ n.照片vt.给……照相photographer /fə'tɔɡrəfə/ n.摄影师△ photography /fə'tɔɡrəfi/ n.摄影△unforgettable /ʌnfə'ɡetəbl/ abj.难忘的；永远记得的△ assignment /ə'sainmənt/ n.任务；分配delighted /di'laitid/ adj.快乐的；欣喜的admirable /'ædmərəbl/ adj.值得赞扬的；令人钦佩的unusual /ʌn'ju:ʒuəl/ adj.不同寻常的；独特的assist /ə'sist/ vt.帮助；协助；援助assistant /ə'sistənt/ n.助手；助理；售货员submit /səb'mit/ vt.递交；呈递（文件等）profession /prəu'feʃn/ n.职业；专业professional /prə'feʃənəl/ adj.专业的；职业的n.专业人员colleague /'kɔli:ɡ/ n.同事eager /'i:ɡə/ adj.渴望的；热切的concentrate /'kɔnsəntreit/ vi. & vt.集中；聚集concentrate on 集中；全神贯注于amateur /'æmətə/n.业余爱好者update /ʌp'deit/ vt.更新；使现代化acquire /ə'kwaiə/ vt.获得；取得；学到assess /ə'ses/ vt.评估；评定inform /in'fɔ:m/ vt.告知；通知deadline /'dedlain/ n.最后期限△interviewee /intəvju:'i:/ n.参加面试者；接受采访者meanwhile /'mi:nwail/ adv.其间；同时depend on 依靠；依赖case /keis/ n.情况；病例；案例accuse /ə'kju:z/ vt.指责；谴责；控告accuse … of 因……指责或控告……△ accusation /ækju:'zeiʃn/ n.指责；谴责；控告deliberately /di'libərətli/ adv.故意地so as to (do sth) 为了（做）……△ deny /di'nai/ vt.否认；拒绝sceptical /'skeptikl/adj.怀疑的（<美>skeptical）guilty /'ɡilti/ adj.犯罪的；有罪的；内疚的dilemma /di'lemə/ n.（进退两难的）困境；窘境demand /di'mɑ:nd/ n.需求；要求vt.强烈要求△demanding /di'mɑ:ndiŋ/ adj.要求很高的；费力的publish /'pʌbliʃ/ vt.出版；发行；发表；公布△ scoop /sku:p/ n.抢先获得的新闻；利润等；勺子；铲子section /'sekʃn/ n.部分；节△ concise /kən'sais// adj.简明的；简练的△ imaginative /i'mædʒinətiv/ adj.富于想象力的technical /'teknikl/ adj.技术（上）的；技巧方面的technically /'teknikli/ adv.技术上；工艺上thorough /'θʌrə/ adj.彻底的；详尽的gifted /'ɡiftid/ adj.有天赋的△idiomatic /idiə'mætik/ adj.惯用的；合乎语言习惯的housewife /'hauswaif/ n.家庭主妇crime /kraim/ n.罪行；犯罪edition /i'diʃn/ n.版（本）；版次ahead of 在……前面department /di'pɑ:tmənt/ n.部门；部；处；系accurate /'ækjurət/ adj.精确的；正确的senior /'si:niə/ adj.年长的；高年级的；高级的polish /'pɔliʃ/ vt.擦亮；磨光；润色chief /tʃi:f/ adj.主要的；首席的n.首领；长官approve /ə'pru:v/ vt.赞成；认可；批准process /'prəuses/ vt.加工；处理n.过程；程序；步骤△ negative /'neɡətiv/ n.底片；否定adj.否定的；消极的appointment /ə'pɔintmənt/ n.约会；任命Unit 5aid /eid/ n. & vt.帮助；援助；资助first aid （对伤患者的）急救temporary /'tempərəri/ adj.暂时的；临时的fall ill 生病injury /'indʒəri/ n.损伤；伤害bleed /bli:d/ vi. & vt. 流血△ nosebleed /'nəuzbli:d/ n.鼻出血；流鼻血△ sprain /sprein/ vt.扭伤△ sprained /spreind/ adj.扭伤的ankle /'æŋkl/ n.踝（关节）choke /tʃəuk/ vi. & vt.（使）噎住；（使）窒息cupboard /'kʌbəd/ n.橱柜；衣柜skin /skin/ n.皮；皮肤△ essential /i'senʃl/ adj.最重要的；不可缺少的；本质的organ /'ɔ:ɡən/ n.器官△ layer /'leiə/ n.层；层次barrier /'bæriə/ n.屏障；障碍（物）poison /'pɔizn/ n.毒药；毒害vt.毒害；使中毒ray /rei/ n.光线；射线complex /'kɔmpleks/ adj.复杂的variety /və'raiəti/ n.变化；多样（化）；多变（性）liquid /'likwid/ n.液体radiation /reidi'eiʃn/ n.辐射；射线mild /maild/ adj.轻微的；温和的；温柔的mildly /'maildli/ adv.轻微地；温和地pan /pæn/ n.平底锅；盘子stove /stəuv/ n.炉子；火炉△ heal /hi:l/ vi. & vt.（使）康复；（使）化解tissue /'tiʃu:/ n.（生物）组织；薄的织物；手巾纸electric shock 触电；电休克swell /swel/ vi. & vt.（使）膨胀；隆起swollen /'swəulən/ adj.肿胀的△ blister /'blistə/ n.水泡vi. & vt.（使）起泡△ watery /'wɔ:təri/ adj.（似）水的△ char /tʃɑ:/ vi.烧焦△ nerve /nə:v/ n.神经；胆量scissors /'sizəz/ n.（pl.）剪刀unbearable /ʌn'beərəbl/ adj.难以忍受的；不能容忍的basin /'beisn/ n.盆；盆地squeeze /skwi:z/ vt. & vi.榨；挤；压榨squeeze out 榨出；挤出over and over again 反复；多次bandage /'bændidʒ/ n.绷带in place 在适当的位置；适当△ ointment /'ɔintmənt/ n.药膏；油膏△ infection /in'fekʃn/ n.传染；传染病；感染vital /'vaitl/ adj.至关重要的；生死攸关的symptom /'simptəm/ n.症状；征兆△ label /'leibl/ vt.加标签或标记；分类n.标签；标记kettle /'ketl/ n.（水）壶；罐pour /pɔ:(r)/ vt. & vi.倒；灌；注；涌wrist /rist/ n.手腕damp /dæmp/ adj.潮湿的△Casey /'keisi/ 凯西(姓)sleeve /sli:v/ n.袖子blouse /blauz/ n.女衬衫tight /tait/ adj.牢的；紧的；紧密的tightly /taitli/ adv.紧地；牢牢地firm /'fə:m/ adj.（动作）稳定有力的；坚定的firmly /'fə:mli/ adv.坚固地；稳定地throat /θrəut/ n.咽喉；喉咙△Janson /'dʒænsn/ 詹森(姓)ceremony /'seriməni/ n.典礼；仪式；礼节bravery /'breivəri/ n.勇敢；勇气△Slade /sleid/ 斯莱德(姓)△stab /stæb/ vt. & vi.刺；戳；刺伤a number of 若干；许多put one’s hands on 找到treat /tri:t/ vt. & vi.治疗；对待；款待n.款待；招待apply /ə'plai/ vt.涂；敷；搽；应用；运用vi.申请；请求；使用；有效pressure /'preʃə/ n.压力；挤压；压迫（感）ambulance /'æmbjuləns/ n.救护车△scheme /ski:m/ n.方案；计划△Southerton /sʌðətn/ 萨瑟顿(姓)make a difference 区别对待；有影响；起（重要）作用△bruise /bru:z/ n. & vi.瘀伤；擦伤。