高中英语模块五第一单元 reading教案牛津版必修5

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高二英语必修5unit1教案牛津版

高二英语必修 5 unit1 教案（牛津版）英语必修5译林牛津版Unit 1 第1课时教案Unit 1 Getting along wPeriod 1 WeluTeaching goals1 ．Target languageDiscudship and practise agreeing and disagreeing.2 ．Ability goalabludalk about friends and friendship ，expressingdeas and giv ．Learning ability goalsalong Heludents learn how to talk about getting wds and friendabludlearn how to exdeas and givTeaching important and diff iculGuidudlearn to exdeas about getting along wds ，friendship and charaa friend and so on ．Teaching methodsDiscussing, pair work and group work ．Teaching aidsA computer and a ．Teaching procedures and waI Lead-inT ：Good morning, boys and girls!Ss : Good morning, Mr ./ Ms…T ：In our daily life ，we have to deal with dle ．While getting along wle we maad s w．Iu have good friends, righ t?Ss :urse ．T: What kindan you call him / her a friend? How do you deal wblems with your friends?( The teacher givve minutes to discuss the quand then awlass.)2 WeluLudents talk abouverbs about friends and friendship and then answquabou ．T :OK! Now1 will show you someillustrations and proverbs about friends and friendship ．Let's lookaur illustrations and readverb under each one．I'd like to divide youur groups. each group focusingllustration ．You can use youwledge and exdescribe each illustration and tell us whav erb meaur own words ．Now I'd like to give you five minutes to discullustrations and proverb :Yeah!wWhiludents are discussing, move around to helary ．T :Time is up ．Are you ready?Ss :T:Who'd lll ug abouure andverb?S ：Let me have a try ．Iure two girl are talking and drinking happily and the clock tells us thaave been doingurs ．They a reabsorbedversation ．verb “Friends are thiev ．” means. when you spend time with your friends, you always feel how time flies ．It means 朋友是时间的窃贼T ：Very good ．Group 2 ．What about your d?S ：From Picture 2 andverb “ The ban old friend ”，we can know that an old friend is like abecause an old friendwho knows almost all about you Onlws youally your strength and weakness. It means 老朋友如同最好的镜子T ：You are quite right. We should treasure our friendship wdally with old friends ．Nowwhose tugive your d?Picture3: There are two bure. The taller boy is givingboy and tryinguadbd. Tboy looks puzzled. Hure wuld taTrue friendlIf you can buy a person 's_friendship_, it 's not worth having. It means 如果你能买到一个人的友谊，那么这种友谊就根本不值得拥有.Picture4: True friends have _hearts that beat as one.Friends understand eabarts. It means 真正的朋友心灵相犀DiscuAsk studadqubelowuake sure that everyone understandsthem.AdiscuquThen audanswlaDo you have a bd? Why doyouaur bd?2. What do you think aant charaa friend?(A friendwustworthy; youand wu;aate and loving; shares your haand sorrow; aur d; is devoted and loyal to you; is selfless.)Do you think good friends should hav? Why or why not?***************************************************languagAlmost everyone waads and develdships w(Page1,Line 1)develop vt. 开发；使成长，使发达，发展；逐渐产生；逐渐养成；患(病)；vi. 发展Swimming develusclHdship with David developed slowly.developed adj. 发达的developing adj. 发展中的devel 发展；开发经典回放best wal ______ healthy eatinghabits.(2006 湖北)A. growB. develase D. ra2.What do youverbs tell us about friendship and getting along w?( Page1 Line 2 )该句为含有do you think 结构的一个特殊疑问句. 主语为verbs; 谓语为tell; what 为tell 的直接宾语；about 引导的介词短语作定语.get along 相处；进展get along /on with sb. 与某人相处get along/ on w在某事上取得进展How are you getting alongdays?He is always getting along/ on well wlassmaIf you can buy a person 's friend 's not worth having. (Page1,picture 3)) worth adj. “值”(后接价值数量词)；值得(后接名词、代词、动名词但不能接动词不定式The car is worth 1000 d ollaIt ' s worth our wThe book is well (十分，很，不能用very ) worth reading.worthy adj. 有价值的, 值的。

高中英语模块五第一单元 reading教案牛津版必修5

1. What did Sarah think about the surprise Maths test?
She thought it was quite easy.
2. What did Sarah tell Hannah in the girls’toilet?
She told Hannah how badly she had done in the Maths test.
feel like表示想要做某事,后可加doing sth.也可以加that clause.
5.I was overlooking my studies. (line12)
(1).forget/not see something important
we should not overlook the difficulties.
Help the ss master the language points
预习指导
Discussion
1. Do you have any important events or unforgettable experiences with your close friends?
2. Please share something with us and tell us what to do when meeting with difficulties in friendship.
该国的失业率处于二战以来的最低水平.
(2).She left her hometown five years ago. We haven’t seen her since.
自那以后=from then on
(3).It is just three days since they arrived at the mountain.

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

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

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

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

牛津高中英语模块五Unit 1教案

It means have a friendly relationship with other people.
Step 2What is friendship?(PPT5-9)
1.Working in a group of four totalk about the pictureson page 1and try to understand the proverb.
It means that true friendship is p_______. It is i_________ for a person to buy it with money. It is b____ on t____, respect, l______, s_____ feelings and so on.
1.Teacher reminds students of Ding Wei who has just started university and made lots of friends. (Thematerial was dealt with in the first lesson.) Hence, the topic of friendship is introduced.
湘潭市中/小学教师统一备课用纸
科目
English
年级
班级
时间
年月日
课题
M5 U1Welcome to the unit
第课时
教学目标
1.Students will be able to talk about friends and friendship freely, improving their communication skills and oral English;

高二英语必修5 unit1教案牛津版

高二英语必修5 unit1教案（牛津版）英语必修5译林牛津版Unit 1第1课时教案 Unit 1 Getting along with others Period 1 Welcome to the unit Teaching goals 1．Target language Discuss friendship and practise agreeing and disagreeing. 2．Ability goals Enable the students to talk about friends and friendship，expressing their ideas and give their opinions． 3. Learning ability goals Help the students learn how to talk about getting along with friends and friendship. Enable th e students to learn how to express their ideas and give their opinions． Teaching important and diff icult points Guide the students to learn to express their ideas about getting along with friends，friendship and characteristics in a friend and so on． Teaching methods Discussing, pair work and group work． Teaching aids A computer and a projector． Teaching procedures and ways Step I Lead-in T：Good morning, boys and girls! Ss：Good morning, Mr．／Ms… T：In our daily life，we have to deal with different people．While getting along with people we may make friends with them．I think most of you have good friends, righ t? Ss：Yes, of course． T: What kind of person can you call him / her a friend? How do you deal with the problems with your friends? ( The teacher gives the Ss five minutes to discuss the questions and then ask some of the Ss to show their opinions for the class.) Step 2 Welcome to the unit Let the students talk about some proverbs about friends and friendship and then answer some questions about the topic． T：OK! Now 1 will show you some illustrations and proverbs about friends and friendship．Let’s loo k at the four illustrations and read the proverb under each one．I’d like to divide you into four groups. each group focusing on one illustration．You can use your common knowledge and experience to describe each illustration and tell us what the prov erb means in your own words．Now I’d like togive you five minutes to discuss the illustrations and proverbs. Ss：Yeah! Show them on the screen. While the students are discussing, move around to help them if necessary． T：Time is up．Are you ready? Ss：Yes. T：Who’d l ike to tell us something about the first picture and the first proverb? S：Let me have a try．In the first picture two girl are talking and drinking happily and the clock tells us that they have been doing so for three hours．They a re absorbed in the conversation．So the proverb “Friends are thieves of time．” means. when you spend time with your friends, you always feel how time flies．It means 朋友是时间的窃贼 T：Very good．Group 2．What about your description? S：From Picture 2 and the proverb “The best mirror is an old friend”，we can know that an old friend is like a mirror, because an old friend is the one who knows almost all about you Only he or she knows you most, especially your strength and weakness. It means老朋友如同最好的镜子 T：You are quite right. We should treasure our friendship with friends, especially with old friends．Now whose turn is it to give your description? ………. Picture3: There are two boys in the picture. The taller boy is giving money to the other boy and trying to persuade him to be his friend. Theshorter boy looks puzzled. He is not sure whether he should take the money or not. True friendship is priceless. If you can buy a person’s_friendship_, it’s not worth having. It means如果你能买到一个人的友谊，那么这种友谊就根本不值得拥有. Picture4: True friends have _hearts that beat as one.Friends understand each other from the bottom of their hearts. It means真正的朋友心灵相犀. Step3 Discussion Ask student to read the three questions below the pictures to make sure that everyone understands them.Ask hem to discuss the three questions.Then ask some students to report their answers to the class. 1. Doyou have a best friend? Why do you think that he or she is your best friend? 2. What do you think are the most important characteristics in a friend? (A friend is someone who is trustworthy; you respect and who respects you; is honest, affectionate and loving; shares your happiness and sorrow; accepts your differences; is devoted and loyal to you; is selfless.) 3. Do you think good friends should have the sme interests? Why or why not?*************************************************** Step4 language points 1.Almost everyone wants to make friends and develop friendships with others.(Page 1,Line 1) develop vt. 开发；使成长，使发达，发展；逐渐产生；逐渐养成；患（病）；vi.发展 Swimming develops the muscles. Her friendship with David developed slowly. developed adj. 发达的 developing adj. 发展中的 development n. 发展；开发经典回放 One of the best ways for people to keep fit is to______ healthy eating habits.(2006 湖北) A. grow B. develop C. increase D. raise 2.What do you think the proverbs tell us about friendship and getting along with others?( Page1 Line 2 ) 该句为含有 do you think 结构的一个特殊疑问句. 主语为 the proverbs; 谓语为tell; what为 tell的直接宾语；about 引导的介词短语作定语. get along 相处；进展 get along /on with sb. 与某人相处 get along/ on with sth. 在某事上取得进展 How are you getting along th ese days? He is always getting along/ on well with his classmates. 3.If you can buya person’s friendship, it’s not worth having. (Page1,picture3)) worth adj.“值”（后接价值数量词）；值得（后接名词、代词、动名词但不能接动词不定式The car is worth 1000 d ollars. It’s worth our work. The book is well（十分，很，不能用very） worth reading. worthy adj. 有价值的, 值的。

unit1 Getting along with others-- Reading(牛津版必修5)

Finish Exercise E on page 5 and get to know what advice it is that the magazine agony aunt actually gives to Sarah and Matthew.
Keys: (1)betrayed (2)pretended (3)horrible (4)awkward (5)apologize
Practice of Reading Strategy: Read A friendship in trouble, and try to
find out Andrew’s problem and how he feels about it by filling in the blanks:
Andrew felt: ___________ ___________ ___________ Why?
Secrets and lies Fast reading:
Sarah got a D in a surprise Maths test. Secret:______________________
Hannah denied having let out the secret. Lie:_________________________
Group work: Problem solving (2)
Conclusion:
My advice to all of you on how to mend a friendship: 1. You have to talk to your friend. When there is no one around, have an honest talk. 2. If your friend doesn’t want to talk, you could write a letter. 3. Always remember there are three steps to being friends again:

牛津高中英语Module 5 Unitl Reading Making friends教学案例

牛津高中英语Module 5 Unitl Reading Making friends教学案例摘要：案例教学能够发挥学生的主观能动性，帮助学生在做中学，在学中做，所以它的运用很广。

但是很多人对案例教学是如何操作的还是知之甚少。

本文主要是根据牛津英语模块五里的一个阅读课，从不同的方面设计一个具体的教学案例并分析设计意图来讲述案例教学在实践中是如何操作和应用的。

通过这个案例，学生能够在学习中做到举一反三。

关键词：教学案例；主观能动性；设计意图；阅读策略一案例教学现在，随着课程的改革和发展，案例教学在教学中有着广泛地运用。

案例教学其实就是在具体的，特别的情况下应用实际的情景来描述教学。

目前中国大部分的中小学教师运用得最多的教学方法是-语法翻译法。

语法翻译法就是教师直接把目标语翻译成母语进行教学的方法，这种方法容易使学生失去学习的兴趣。

但是通过案例教学，在具体的语言环境中，学生不仅仅是学习语言的语法，词汇，他们必须参与到教学活动中去，做到在做中学，在学中做。

因为案例教学可以充分发挥教师的主导性和学生参与教学活动的主动性。

它是一种引导启发式教学，改变了以往教学过程中“以教师为中心”的教学模式。

案例教学能够把知识的讲授和能力的培养有机地结合起来，不仅可以使理论讲授变得有启发性，而且有利于学生尽快掌握抽象的原理，并能灵活运用。

其次，案例教学可以使学生的创新能力和解决实际问题能力得到发展。

在教学过程中，教师鼓励学生提出自己的观点和见解，并尊重学生的意见和好奇心，使学生在一种安全的心理环境下将自己的潜能发挥出来。

第三，案例教学可以把抽象的概念、原理具体化，让它们处于一定的情境之中。

这样，学生可以更清楚、更深刻地理解这些概念、原理。

另外，通过联系实际了解这些概念、原理在实际生活中的表现和作用，可以提高学生学习兴趣，增进学习的动力，使他们关注社会、关注生活。

第四，案例教学除了促进学生的发展还可以促进教师的发展。

要讲好一个案例是不容易的，因为案例教学需要教师有一定的理论修养和相应的领域知识。

英语说课稿模型（模块5unit1reading）（译林牛津版高二英语必修五教案教学设计）

英语说课稿模型(模块5 unit 1 reading) (译林牛津版高二英语必修五教案教学设计)英语说课稿模型(模块5 unit 1 reading)Good morning, everyone. I’m very pleased to have an opportunity to talk about some of my teaching ideas. My topic is a passage about the friendship taken from unit 1 in Advance with English 5.It is made up of two parts.Part 1 Understanding of this lesson:1. Analysis of the teaching materialThis part is the second part of this unit, but it is very important in this unit, the theme of the text is related to the title of this unit. This part is a reading material about the friendship; the article is made up of two letters written to an agony aunt of a teenage magazine. Two students are writing to the agony aunt for advice because they have both fallen out with their best friend. Students are expected to gain some insight into the problems that can exist between friends. The reading strategy in this unit teaches students how to understand feelings and emotions in a text. Such a topic is related to daily life, so it is helpful to raise learning interests of students and it will be also helpful to improve students’ spoken English. At the same time, we should get the students to understand some difficult sentences to comprehend the text better. The students should do some listening, speaking and writing, too. Of course, the students should receive some moral education. Let the students understand how to keep their friendship well.2. Teaching aims:Knowledge objects:To help students get a general idea about the text.To make students become familiar with the detailed information about the text.To help students master Reading Strategy.Ability objects:To improve their reading skills by fully participating in all the activitiesTo read the passage advertisements and complete related answersTo learn how to obtain information in text by understanding the subtitlesEmotional aim:To enable the students to love life and understand how to keep their friendship well.3. Key points/teaching important points:How to improve their reading abilityHow to make the students understand the passage better.How to help the students finish all the exercises.How to let them gain some insight into the problems that can exist between friends.4. Teaching difficult points:How to help the students develop their creative, comprehensive and consolidating abilities.The usages of some key words and structuresPart 2 Teaching theories, methods and aids:Before dealing with this lesson, I’ll do my best to carry out the following theories: Make the students the real masters in class while the teacher himself acts as a director； Combine the language structures with the language functions; Let the students receive some moral education while they are learning the English language.Teaching methods:Double activities teaching methodQuestion-and-answer activity teaching methodWatch-and-listen activityFree discussion methodPair work or individual work methodTeaching aids:1. A projector2. A tape recorder3. Multimedia4. The blackboardStudying ways:Teach students how to be a successful language learner.Part 3 Teaching steps / proceduresI have designed the following steps to train their ability of listening, speaking, reading and writing, especially reading ability.Step 1 Greetings and revisionGreet the whole class as usual.Ask students some questions to revise the last lesson（show them on the screen）Check the homeworkThrough this part we can consolidate what they studied yesterday, communicate with others about their survey results and prepare for the new lesson.Step 2 Lead-inSign to the students to be quiet and close their books. Then start a free talk with the students. Use computer to show a short film about the friendship. Ask the students several questions about it. These questions are employed to warm up the students and raise the interests of the students to speak English in classon the topics they like and familiar with.Step 3 ListeningAfter the teacher's brief introduction to the text about the friendship. Then ask the students to listen to the tape of the text with their books closed. After listening to the text, ask the students to answer some simple questions focusing on the general idea of the text. This step is employed to make the students get the general idea of the text as a whole one. At the same time let the students have a chance to practice their listening ability.Then ask the students to listen to the tape carefully with their books opened. After listening, ask the students some questions focusing on the details of the text. Meanwhile, deal with some language points raised by the students or appearing in the questionsStep 4 Fast reading（scanning）and carefully reading1) During fast reading, I will ask the students to go through the questions in part A and then read the text quickly and get the main idea of each paragraph to find the answers to the three questions:(1)Are the writers of the two letters feeling happy or sad?(2) What did Sarah get for the surprise Maths test?(3)Is Matthew usually a quiet boy?After getting the general idea of each paragraph, I will deal with the details paragraph by paragraph.Step 5 PracticeIn this step the students are required to practice. Ask them to discuss these questions:1. Do you think Sarah and Hannah should try to be friends again or go their separate ways?2. If you found out that your best friends had made friends with another person, what would you think about this and what would you do?This step is employed to make the students grasp the useful phrases and sentence patterns for making suggestions and replying on the base of reading the text fluently.Let the students find out the expressions and sentence patterns for making suggestions and replying in this passage. Meanwhile, show these expressions and sentence patterns on the screen one by one. This step is employed to give the students a deep understanding of those expressions. Ask the students to finish the questions in Part C on page 4.Step 6 ConsolidationFirst show the words and phrases given on the screen, and then ask the students to make short sentences to practice. This step is employed to make the students get a further understanding of these expressions. Ask the students to answer some questions to cons olidate what they’ve learnt.Work in groups and try to make a dialogue which is full of strong feelings.Suppose you were in a quarrel with your best friends, and turn to another one for help. You need to tell him the causes and how you feel about it. And the helper should give advice.Step 7 WorkbookTo complete B on page 91 of the WorkbookTo complete C on page 92 of the WorkbookPart 4 Blackboard DesignOn the top, there is the title of this lesson. On the left, it lists some important sentences about the text. On the right, there are some useful words and expressions.That’s all for my interpretation. Thank you for your attention。

牛津译林版高中英语必修5Unit1Reading教案

Unit1Reading教案课题Unit1Reading 第 2 课方案上课日期：教学目标时1.Masterthenewwordsinthereadingpart.Remembersomeimportantphrasesinthereadingpart. Learntousethenewwordsandphrasestomakesentences.教学重难点Howtorememberthelanguagepointsandusethemtodoexercises.关键点拨教学流程内容板书加工润色Step1:GreetingsStep2:Words’explanationsbetray(vt)出卖，背叛〔泄露某事，无意中表现〕betraysb./sth.tosb. 向某人出卖某人或泄露某事给某人betrayoneself 暴露出本来面目betraythat.../wh-clause 泄露......,说明...... Shebetrayedhissecrettoherfriends.Hehadagooddisguise(他伪装得很好〕，buthebetrayedhimselfassoonashespoke. Hisvoicebetrayedhisnervousness.HisaccentbetrayedthathewasanEnglish.Exercise:Thatwasnotthe firsttimehe_____us.Ithinkit’highstimewe________actionagainsthim.A.betrayed;takeB.hadbetrayed;tookC.hasbetrayed;takeD.hasbetrayed;take2.pretend(vi./vt.)假装;装扮，扮作pretendtodosth./tobe...pretend(tosb.)that...pretendthat...Shepretendedtoleavetoseehisreaction.Hepretendedtohavehadsupper. Hepretendedtohisfamilythateverythingwasfine.Wepretendedthatnothinghadhappened.Exercise:Theboypretended________hardwhenhisauntcamein,butinfacthewasthinkingaboutsomethingelse.A.studyingB.to bestudiedC.havingst udiedD.tobestudying3.cheerful(adj.)愉快的，快乐的;令人愉快的cheerup振作起来，提起精神admission(n.) cheer(vt./vi.)欢呼，喝彩cheerthevictory 为胜利而欢呼cheers干进入权；承杯认；入场费；admit(vt./vi.)成认;允许进入，接纳a dmit(doing)sth.成认〔做〕某事admitsb./sth.tobe...成认某人/某物......admitthat... 成认......Itisadmittedthat...据认为......Headmittedhisguilt.Headmittedhavingbrokenthewindow.=Headmittedthathehadbrokenthewindow.=Hemadeanadmissionthathehadbrokenthewindow.Wealladmittedhimtobefoolish.Nowthat Bobhaspubliclyadmitted that hewaswrong, heissharingthechild-raisingandhouseholdtaskswithPat.Itisgenerallyadmittedthatthegovernmenthadactedtooquickly.admitsb./sth.to/into... 允许某人/物进入 /录取某人进入Sheopenedthedoorandadmittedtheguestsintotheroom.HewasadmittedtoPekinguniversitylastyear.admit 容纳；容许Thehallissmallandadmitsonly300people. Theticketadmitstwopeopletothefootballmatch.Exercise：Mostpeopleadmit______thefactthatitisnoteasyto__________ thatfamousuniversity.A.knowing；admitB.knowing；beadmittedtoC.know；toadmit D.toknow；admitted5.beg(vt./vi.)请求，恳求；乞讨beg(sb.)todosth.乞求〔某人〕做某事begsb.Forsth. 向某人要某物begthat...(should)... 请求gobegging 去乞讨Themanisbegginghisbread. 这个人正在讨饭。

高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)2866

高中牛津英语模块五 Unit 1-3 教案集(译林牛津版高二英语必修五教案教学设计)Teaching plans of Unit One--- Getting along with others Period One Welcome to the unitTeaching aims:To deepen Ss’ understanding of friendshipTo practice Ss’ oral English by getting them involved inthe discussion of friends and friendshipTo learn the way to describe the characteristics of a true friendTeaching procedures:Ⅰ.Lead-in1. Listen to the song called Auld Lang Syne(友谊地久天长)2. Show students some pictures about friends3. Brainstorming questions:1) Have you enjoyed the song? Can someone name the song ?2) Can you guess the relationship between the ones in the pictures?3) Do you have any good friends? How many are they?4) Do you think it is important to have a good relationship with others? Why?5) Do you know the concept of “friendship”? Try to explain.6) In your opinion, what does a real friendship consistof ?Ⅱ. Picture talking:Talk about the pictures and proverbs with your partner. Try to discuss the following questions:Picture 1,1) Where are the two girls?2) What are they doing ?3) How long they spend speaking to each other?4) Do you think they enjoy each other’s company?5) What do you think ‘Friends are thieves of time.’ mean? Picture 2,1) What do you use a mirror for?2) What are the two girls doing?3) Do you think the girl on the right is a good friend? Why?4) Do you have a good friend? Does he/she often give you advice?5) What do you think the proverb ‘The best mirror is an oldfriend’ mean?Picture 3,1) What is the taller boy doing ?2) Why does he do so?3) Do you think it possible for a person to buy friendship?4) In your opinion, what is the base of a goodfriendship?Picture 4,1) Do you think friends should be the same age and share the same hobbies and interests?2) What does the proverb ‘True friends have hearts that beat as one.’Ⅲ. Story-tellingTell a story happened between you and your best friend.Ⅳ. Discussion1) What a true friend should be like?A friend is someone who---you respect and who respects you---shares your happiness and sorrow---is trustworthy---is honest, loving---is devoted and loyal to you---is selfless2) Try to think of more proverbs related to friendship.For example,A life without a friend is a life without a sun.A man who has friends must show himself friendly.Ⅴ. ExtendingMore proverbs about friendshipⅥ. ConclusionWhat else can be our friends besides human beings?There are many answers to this question. e. g. a dog, a cat, a dictionary, a computer, a toy car, a mobile phone, a TV set…As long as we have loveⅧ. Homework1. Smile to your friends.2. Finish the passage in Part B.3. on page 95 in Workbook..4. Preview the reading part.Period Two Reading (One)Teaching aims:To deepen Ss’ insight into problems between f riendsTo practice Ss’ reading comprehension skillTo identify feelings and emotions in a textTeaching procedures:Ⅰ.Lead-in1. Show students a picture about a gang of friends.It’s a picture of me. Can you find me out and guess who are the others. (My friends)2. Brainstorming questions:1) Do you have a friend? How do you get along with your friends?2) Have you ever fallen out with a very good friend?3) If you had a quarrel with a friend, how would you deal with it?4) How would you mend a broken friendship?3. Before reading the letters about broken friendships, analyse the reasons that might lead to a broken friendship. ---having little in common---lacking trust---there being conflict of interest---being jealous of each other---being indifferent to each otherⅡ. Fast-readingAsk the students to go through the two letters quickly and answer questions in Part A1. Are the writers of the two letters feeling happy or sad?2. What did Sarah get for the surprise Maths test?3. Is Matthew usually a quiet boy?Ⅲ. Detailed-reading1. Ask the students to read the first letter carefully and answer the following questions and an analysis diagram .1) Why other children say we are no fun?2) What did Sarah think about the surprise Maths test?3) What did Hannah sense?4) What did Sarah tell Hannah in the girls’ toilets?5) Why did Sarah tell Hannah that they weren’t going to be friends any more?6) The analysis diagram:She felt betrayed because … she thought her bestfriend Hannah didn’t keep her sec ret.shamed she scored the lowest score in her class.upset she found a piece of paper on her desk that said ‘Stupid Sarah got a D’angry she thought Sarah didn’t keepher word.2. Ask the students to read the second letter carefully and answer the following questions and fill in a table.1) Why did Andrew shout at Mathew after the match?2) What did Matthew think about losing the match?3) How did Andrew think of football?4) What kind boy is Matthew?5) How is Matthew recently?6) Fill in the table:How Andrew felt Why she felt so?He had a dilemma. His best friend Matthew has stopped talking to him.He felt really guilty. He said some really cruel thingsto Matthew.He was angry with Matthew. They lost the game because of Matthew’s carelessness.Ⅳ. Summarize the reading strategy according to the emotion analysis and tale above: read to understand emotionⅤ. ConsolidationComplete two letters written by Agony Aunt back to the two students with the proper words.Ⅵ. Role playDivide the students into groups of three. Each group is formed with Agony Aunt Annie, Sarah and Hannah or Agony Aunt Annie, Andrew and Matthew. Just suppose they arehaving a face-to-face talk. Students are expected to act it out after a few minutes’ preparation.Ⅶ. DiscussionWhat is a friendship?Read a poem--- The ABC’s of FriendshipⅧ. Homework1. Retell the two letters.2. Write an article about the friendship in your mind. Period Three Reading (Two)--- Language PointsTeaching aims:To deepen Ss’ understanding of the two letters.To help Ss master the important words and phrases in the text.To introduce a few sentence structures to Ss.Teaching procedures:Ⅰ.Lead-in1. RevisionRetell the main idea of the two letters.Discussion: Will they be good friends again?Ⅱ.Words1. Match the words with the correct definitionsacademic make jokes and laugh at someone deliberately a situation where one can’t decide what to dotease shout or say loudlydilemma feeling shamed of something done wrongbrilliant good at studying and getting high marksyell be kind and like to meet new peopleoutgoing extremely good, clever and excellentguilty done in a planed way, on purpose2. Complete the sentences with the words on the left Though he is a popular student, he is not very academic.I don’t know what to do. Actually I am in a dilemma . After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas. It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately.Ⅲ. PhrasesExplain the underlined words and make a sentence according to the picture given.1. I was determined to be cheerful…(Line 14)do something with a firm desireeg. Though she loved him, she was determined to leave him.2.… , and told her we weren’t going to be friends any more because she couldn’t keep her word.(Line 24)do what one has promisedeg.She is a good girl and can always keep her word.3. … , and as a result of his careless playing, we lost the game.(Line 38)because ofeg. As a result of his careless study, he failed the Maths test.4. … I cannot help wondering if she wants Peter to be his best friend instead of me.(Line 53)cannot take control of oneself and do…eg. When thinking to the jokes, I can’t help laughing.5 … I must have sounded very proud of myself after thetest.(Line 8)must have done means guessing that something has happened because there seems to be no other possibility.More sentences in the text:… Hannah must have deliberately told everyone about my mark...(Line 21)How they must have laughed behind my back!She said that someone must have heard us in thetoilets, but I don’t believe her.eg.It must have snowed yesterday.Ⅴ. SentencesWhat does the word mean in different sentences?1. Hannah sensed something was wrong. (Line 14)He doesn’t seem to have any sense of humor.There is no sense in getting upset about it now.One day he will come to his senses and see what a fool he has been.This article does not make sense to me.2. He kept on saying really mean things to hurt me. (Line 44)Watch him. He can be really mean.Don’t be so mean about money.This word means a kind of meat in English.I didn’t mean to hurt you.3. I feel really guilty because I said some really cruel things too, but I can’t stand seeing our team lose. (Line 46)All the audience stood and clapped.He is too weak to stand.Stand the bedroom against the door.There is a fruit stand in the street.Ⅵ.Sturctures1.He said it wasn’t his fault if he couldn’t play as well as me and that I shouldn’t yell at him.If there are two object clauses in one sentence, that is used at the beginning of the second object clause andcannot be left out.eg.She said (that) she would fly to Paris and that she would bring me a present.2.Since the mach, he hasn’t spoken to me even though we sit next to each other in class.They decided to leave each other even though they loved each other.3. Various forms of a verb… how I was sure to get a good mark. (Line 9)I was determined to be cheerful. (Line 14) to infinitiveI made her promise not to tell anyone. (Line 16)---- bare infinitiveI was so upset that I felt like crying. (Line 20)My best friend Matthew has stopped talking to me. (Line 34) … as a result of his careless playing, we lost the game. (Line 39) V-ing form as a nounⅦ. Homework1. Review the useful phrases and important words in this text.2. Review the two sentence structures learnt above.3. Finish Parts A1 and A2 on Page 90 in workbook.Period Four Word PowerTeaching aims:To enlarge Ss’s vocabulary about personality.To help Ss recognize positive and negative adjectives about personality.To introduce synonyms and antonyms to Ss.Teaching procedures:Ⅰ.Lead-inQuestions:1. Think of one of your friends and make a description.2. What kind of person is easy to make friends with?3. What kind of person is hard to make friends with?Write down the adjectives on the blackboard.Ⅱ.Read the dialogueAsk Ss to pair work the dialogue and try to get the meaning of the adjectives.Go through the first table and figure out positive adjectives and negative adjectives to describe personality. Ⅲ. CompetitionEncourage Ss to come up with more adjectives to describe personality.Divide the Ss into two groups, the group which comes up with more groups will be the winner.Ⅳ. Synonyms and AntonymsIntroduce the definition of synonyms and antonyms to the Ss.Go through the second table and do some more exercises. Ⅴ. Consolidation1. Figure out the adjectives according to the meaning on the left.2. Finish the exercises on Page 7Ⅵ. Game --- Describe and GuessOne student is going to stand in front of the class and describe the personality of one of his/her friends, the others are going to guess out who the person is. The onewho guess it out can have a chance to go to the front.Ⅶ. Have a thinkingHave a summary of what we have learnt in this period of class.Ask Ss to think about two questions:Do you want to be popular?Do you want to make true friends?So we should build a positive personality.Ⅷ. HomeworkFinish the relevant exercises in the Unit Revision. Period Five Grammar (1)Teaching aims:To recognize the basic forms of the to-infinitive and the bare infinitive.To learn how to use to-infinitives and bare infinitives in different situations.Teaching procedures:Ⅰ.Lead-inLook at some proverbs about friendship and pay attention to the words in red.1) A faithful friend is hard to find.2) The only way to have a friend is to be one.3) It is better to be alone than in bad company.Ⅱ.Functions of to-infinitive1) subject of a sentence2) object3) object complement4) attribute5) predicative6) adverbialⅢ. Functions of bare infinitive1) We use the bare infinitive after:* let and make and sometimes have* verbs of perception: feel, hear, see and watch* Would rather, had better and why not2) When two infinitives are joined by and, or, expect, but, than, rather than, we normally use the bare infinitive for the second infinitive.Ⅵ. Consolidation1. Turn to page 9 and complete the letter.2. Retell the letter to your partner using your own language.Ⅶ. HomeworkFinish C1 on page 100 in Workbook and relevant exercises in Unit RevisionSome more exercises are prepared if time permits.Period Six Grammar (2)Teaching aims:To recognize the basic form of the verb-ing.To learn how to use the verb-ing form as a noun indifferent situations.Teaching procedures:Ⅰ.Lead-inShow Ss some proverbs and ask them to pay attention tothe words in red.Saying is one thing and doing another.Seeing is believing.Constant dripping wears away a stone.Reading enriches the mind.Ⅱ.1. Functions of verb-ing1) subject2) predicative3) object4) after possessive pronouns5) in compound nouns2. We use a verb-ing form, not an infinitive after these verbs: admit, dislike, imagine, delay, consider, mind, understand, avoid, enjoy, practise, miss, finish, keep, suggest.3. We can use a verb-ing form or an infinitive after the following verbs, with little difference in meaning: continue, prefer, begin, hate, like, start, love4. Some verbs can be followed by a verb-ing form or a to-infinitive , but with some different in meaning or usage: forget, regret, remember, mean, try, go onforget + to-infinitive (an activity that has not been done) forget + verb-ing form (an action that has been done)5. Some common phrases are used with verb-ing forms.Would you mind ……cannot help……look forward to……feel like……cannot stand……it is no use/ good……put off……keep on…Ⅲ. ConsolidationComplete the letter on page 11Ⅵ.Discussion:State your opinion on visiting Internet chat rooms.Ⅶ. More exercisesⅦ. HomeworkPeriod Seven Task (1)Teaching aims:To practice Ss’ listening ability by taking notes.To practice Ss’ oral ability by express agreement and disagreementTeaching procedures:1. Lead-in1) InterviewOne or two of our classmates has been abroad in this summer. Now you have a chance to interview him/her. Write down his/her answers.Give some hint about how to take notes.2) Watch a video about an interview, and try to take notes about the answers.Ⅱ.Skills building1: writing down the answersThink about what questions to ask and write them down in advance.Write brief notes only, not whole sentences.Make meaningful notes.Use contractions and abbreviations whenever possible. If you don’t hear or understand an answer, ask the other person to repeat it. You can use expressions such as: Could you say that again?Could you repeat that, please?Did you say… or…?Ⅲ.Listen to the tape and answer the questions on page 12. First read the instruction in the box and try to answer two easy questionsThen listen to the tape and answer the questions.Ⅵ.Step1 calling Teen Talk for adviceRead the leaflet about Teen Talk.Then complete the notes. Listen to the tape and finish part BⅦ. Discussion1.Interview the classmates and fill in the chart.2.According to the result of the interview, try to discuss some statements on friendship with classmates.3.Expressions of agreeing or disagreeing.Ⅶ. HomeworkReview what we have learnt today and write a letter to your friend about what his/her friendship means to you.Keep the ideas on Page 17 in mind when you write.your feelings about friendshipyour feelings about best friendsthe quantities of a good friendwhat makes a good friendship lastPeriod Eight Task (2)Teaching aims:To practice Ss’ listening ability by listening to others’ composition.To practice Ss’ proo freading ability by checking each other’s composition.Teaching procedures:1. Lead-inReview what we have learnt in Skills building 1 and Skills building 2Listen to the composition of one student and the others try to find out his mistakes.Ⅱ.Skills building 3 : proofreadingWhat careless mistakes do we often make in our compositions •facts•grammar•handwriting•punctuation•vocabulary•spelling•styleTip: instruct students of how to make corrections.Ⅲ.PracticeProofread the article on page 16Ⅵ.Further practiceProofread a few sentences and one more piece of writing. Ⅶ.Consolidation•proofread your composition by yourself.•Exchange your composition with your deskmate,proofread his/her composition.Ⅶ. PresentationPresent the article you have proofread to the class.Ⅷ. HomeworkProofread the composition you have written recently.Finish the relevant exercises in Unit Revision.Period Nine Project (1)Teaching aims:To practice Ss’ reading ability by reading the article from the school magazine.To get Ss’ know the differences between teenage boys’ and girls’ friendship.To instruct Ss on how to design and conduct a survey. Teaching procedures:1. Lead-in1. Ask Ss to finish a questionnaire on friendship.2. Analyze the result of the questionnaire and find out thedifference between boys’ and girls’ friendship.3. What’s your definition of friendship? (ask boys andgirls to answer separately)Do you think boys and girls have different attitudes towards friendship?Ⅱ. ReadingRead the school magazine article carefully and try to answer the following questions.•What puzzles Robert?•What’s the difference between boys and girls in their attitudes towards friendship?•What are boys’ and girls’ friendships each based on?Ⅲ. Language points1. They’re still sitting on the sofa, absorbed in conversation! (Line, 6)be lost in2. What in the world do they have to talk about? (Line, 6) on earth, used to emphasize a statement3. Girls who have been asked can usually answer the question without hesitation. (Line 18)without pausing before doing something4. On the other hand, a girl’s closest friend might be the first to tell her about something good or bad that has happened in her life. (Line 24)used when comparing different facts or ideas在另一方面，从另一方面来说5. Regardless of what these friendships are based upon, shared feelings or activities, the important thing to remember is that both of them are friendships. (Line 28) without being affected by different situations, problems, etc. 不管，不顾Ⅵ. Assignment of the project1. Planning•form a group of 6•choose your topic•get the topic approved by your teacher2. Preparing•discuss the purpose and design of the survey•clear assignmentsdesign the survey ______conduct the survey ______calculate the result ______write the report ______present the oral report ______3. Producing•make a questionnaire•give out and collect the questionnaires•record and analyze the statistics•write the report4. Presenting•present your findings to the class in an oral report •answer any questions raised by your classmatesⅦ. HomeworkFinish the projectPeriod Ten Project (2)Teaching aims:To p ractice Ss’ oral ability by anticipating in the oral report.To improve Ss’ team work spirit by finishing and presenting the project..To improve Ss’ emotional sense of friendship.Teaching procedures:Ⅰ. Lead-inRevisionRetell the magazine article and summarize the difference between boys’ and girls’ attitude on friendship.Ⅱ. Presentation on how attitudes between boys and girls differ on a certain topic.Ⅲ. Presentation.Ⅵ. SummaryWe should cherish our friendshipⅦ. HomeworkB1,B2 on page 91 in WorkbookD1,D2on page 93 in WorkbookRelevant exercises in Unit RevisionPeriod Eleven Self-assessmentTeaching aims:To check Ss’ understanding of the two letters and the reading strategy of the two lettersTo check Ss’ master of the adjectives to descri be personality.To consulate Ss’ understanding of the infinitives and Verb-ings.Teaching procedures:Ⅰ.RevisionAsk students to retell the two letters in the reading part. Share what he/she has learnt with the others.Ⅱ. Exercises.1. Fill in the blanks with correct wordsThough he is a popular student, he is not veryacademic .I don’t know what to do. Actually I am in a dilemma .After saying sorry to her, I didn’t feel guilty any longer.He is quite outgoing and has lots of friends.Don’t get upset I was only teasing .He is so brilliant that he can always think of new ideas.It is impolite to yell at the old.I don’t think the young boy run into the old woman deliberately .I was determined to be cheerful, but Hannah sensed something was wrong.He kept on saying really mean things to hurt me.I cannot help wondering if he wants Peter to be his best friend instead of me.But I can’t stand seeing out team lose.When asked they usually hesitate before responding.Girls who have been asked can usually answer the question without hesitation .Friendships between girls are usually based on shared feelings and supportThere are some things about Amanda and her friends that puzzle Robert.2. Write down the synonyms and antonyms.SynonymsBrave---courageousLoyal---faithfulPassionate---enthusiasticSmart---cleverDiligent---hardworkingAntonymsOpen-minded---narrow-mindedIntrovert---extrovertSelfish---selflessGenerous---meanTalkative---quite3. Fill in he blanks with correct words, the first letter is given to you.In China, most people think that the student who can get high marks in exams is a good student. However, will this kind of thought bring benefit to our Chinese education?This mark-oriented education system even worrys some educators. They have a different attitude. It is true that a student should be absorbed in his studies. But besidesin-class study, he has to develop in an all-round way.Sport and after-school activities also play an important role in the development of a student. Most teenagers are suffering from the pressure of exams.In addition, a good adolescent should be honest and kind to others. In other words, he never betrays his friends, if he does something wrong, he admits his mistakes and apologize without hesitation.To sum up, a student should be brilliant in his study and have a good personality.4. 根据中文补全句子。

牛津译林版高二英语必修五 Unit 1 Reading 教学设计

M5U1 Reading主题语境：人与社会——人际关系：友谊与信任危机语篇类型：书信授课时长：一课时（45分钟）文本分析：【WHAT】本课包含两篇书信，是一位青春期男孩和一位青春期女孩分别写给专栏作家（Agony Aunt）Annie的书信，主题内容是“人际关系：友谊与信任危机”，文中描述了最近经历的和好朋友之间出现的误解和矛盾，表达了自身困惑和寻求处理建议的诉求。

【HOW】第一篇书信标题是Secrets and lies，作者是Sarah，全文共六小节，分文三部分。

第一部分是第一小节，介绍了Sarah和她最好的朋友Hannah的基本信息和特点；第二部分为二至五小节描述了Sarah考试失利，Hannah细心地发现了Sarah异常并得知实情，最后Sarah发现秘密暴露的事件经过和此过程中Sarah 的内心感受；第三部分为第六小节，以一个问句表达求助。

第二篇书信标题是A friendship in trouble，作者是Andrew，全文共三小节。

第一小节介绍了Andrew和他最好的朋友Mathew的基本信息和目前的友谊危机状态和原因；第二小节叙述了好友间发生矛盾后的处理方式：争吵并闹掰；第三小节提供了作者哥哥的建议，也表达了作者困惑和求助。

两篇书信结构完整，语体正式内容贴近学生生活，语言平实流畅，可读性高，结构清楚，条理清晰，男女生表述事件和情绪的方式又有不同，具有一定启发性。

【WHY】本板块通过从青春期少年的角度描述朋友间相处的危机使学生对人际相处产生进一步认知与思考，并对书信的形式和语用特征进行深入了解。

学情分析本班学生处于高二年级，已掌握初中阶段和高一阶段的词汇（2500左右），大多数学生具有课标要求的6级阅读能力（阅读中的预测、略读、扫读、根据上下文猜测词义等技能），也有基本的英语口语表达能力，可用常用1000-2000词传递信息、表达观点。

大部分学生英语基础较好，学习态度较认真，学习热情高。

牛津高二英语模块五Unit1教案

Unit 1 Getting along with others 高二英语第一课Welcome to the unit & Reading1. practise / practice vt. 练习BE; practice v. practice n.AE; practice v. practice n.He is practising the piano now.We often practise speaking English among ourselves.along/ on1). 进展get along withHow are you getting along with your computer?We can’t get along well without courage.2). 相处融洽get along withMy cat is getting along well with my dog.My family are getting along well with my neighbors.3. be worth 值得1) be worth+名词I paid only 10 yuan for the book, but is worth much more.The book is worth 10 yuan.2) be worth + doing 表被动含义The book is well worth reading.注意：be worthy of + 名词/ being done或be worthy to be doneThe experiment is worthy of careful try.The experiment is worthy of being tried.The experiment is worthy to be tried.4. What do you think are most important characteristics in a friend?Wh + do you think + 其他部分用以征询对方的看法或推测等。

高中英语模块五unit 1教案牛津版

高中英语模块五unit 1教案牛津版一、高考考点考例点拨1. I must have sounded very proud of myself after the test, saying loudly how easy it was and how I was sure to get a good mark.（P2，line8）[考点] must + have done意思是：一定已经做了某事，表示对过去发生的事情的肯定猜测。

[考例] ----The woman biologist stayed in Africa studying wild animals for 13 years before she returned. （NMET 05，江苏）----oh, dear! She ______ a lot of difficulties!A. may go throughB. might go throughC. ought to have gone throughD. must have gone through2. We went to wash our hands in the girls’ toilets before lunch and I admitted how badly I had done…（P2，line 16）[考点] admit 表示承认,接纳。

常用以下搭配：admit sb. into/ to sth. /admit doing sth./.that- clause[考例] They were clearly long-standing customers, and I suppose they must have stayed faithful to him because he had promised to sell good quality fruit. He had a way with them----I had to ____that. （NMET 05，江西完型填空）A. admitB. expectC. announceD. promise3. He seemed absent-minded and as a result of his careless playing, we lost the game.（P3，line38）[考点] as a result of 表示由于,后常接名词代词，或动名词及其名词从句，而as a result 表示结果，后常接表示结果的句子。

牛津译林版高中英语必修五unit 1《getting along with others》reading优秀教案(重点资料).doc

Unit1 Getting along with others Reading教材：牛津高中英语(模块五)高二上学期文档内容：教学设计—教案单元：Unit 1 Getting along with others板块：ReadingThoughts on the design:本课为阅读教学。

教材中提供了两篇阅读文章，篇幅相当，文体相同，内容均涉及在交友过程中出现的问题与烦恼。

如果在教学中均匀分配时间，不免重复拖沓。

因此在教学中，把第一篇文章作为主阅读，并把阅读策略的指导融于其中。

在第二篇文章的处理上，教师指导学生将所学的阅读策略运用其中，快速分析掌握第二篇文章的主旨大意及写作特点。

此外，在导入部分教师引导学生以小组为单位写下自己在交友过程中碰到的问题和困惑，然后各小组交换问题。

等阅读任务全部完成后，教师指导学生利用所学，为自己的同学解决实际问题，这样整堂课对友谊的探讨就不再只是纸上谈兵，而是有了真正的实际意义。

Teaching aims:1.Students will understand the two passages well;2.Students will know the basic formation of a letter to a magazine advice columnist;3.Students will learn and use the reading strategy: reading to understand feelings;4.Students will learn how to mend a broken friendship and how to make their friendship lastlong.Teaching procedures:Step 1 lead in (PPT4-7)1.Students do self-reflection: Think of the most recent fight with your friend. What caused it?2.Group discussion:(1)Students work in a group of four and discuss all the possible reasons leading to a brokenfriendship.(2)Students think about their puzzles in getting along with friends and write all of them downon a piece of paper. Then different groups exchange the pieces.3.Brainstorming:Who can we turn to for help when we have problems with our friends?Students express their ideas freely.parents, teachers, …magazine advice columnistsIn this way, the topic of the lesson is introduced.[Explanation]本环节引导学生通过自我反思和小组探讨的形式来思考朋友间产生矛盾的各种原因以及矛盾产生后的求助途径，以学生的真实经历和体会导入阅读课，使学生对即将进行的阅读产生兴趣。

英语译林牛津版必修5Unit1精品教案(2)Period2Reading.docx

英语译林牛津版必修5Uiiitl精品教案（2）Period 2 ReadingTeaching goals:1 • Target languagea.重点词汇和短语betray, absent—minded,outgoing,academic, overlook, deliberately, tease, yell, mean, awkward, apologize, guilty, be determined to do, as a result, feel ashamed(of sth), feel like doing, keep oneM word, carft help doingb.重点句子I must have sounded very proud of myself after the test^aying loudly how easy it was and how 1 was sure to get a good mark. I found a piece of paper on my desk that said 'Stupid Sarah got a D!，1 was so upset that I felt like crying.I feel really guilty because I said some really cruel things too, but I Canl stand seeing our team lose.Yesterday, I saw him talking to another boy Peter, and I cannot help wondering if he want Peter to be his best friend instead of me・2.Ability goalsEnable the students to learn how to get along with friends, especially when somethingunpleasant happens between two good friends.3 ・ Learning ability goalsHelp the students learn how to understand emotion of the writer.Teaching important and difficult points1.Guide the students to find out ways to solve the problem when something unpleasant happens between two good friends and understand emotion of the writer ・2・ Analyze the structure of some sentences ・Teaching methodsFast reading and careful reading;discussing and summarizing.Teaching aidsA recorder> a computer and a projector.Teaching procedures and waysStep 1 Revision and lead-inT: Good morning / afternoon, boys and girds!S: Good morning / afternoon. Mr. , Ms ................... !T： What did we learn yesterday?Ss： We talked about friends. H Friends are very importanee to any persoWe know how to make friends from our talk ....................T： You are very good. Everyone has his own personality and it is not always that friends have the same thought at every thing. Sometimes good friends may quarrel or misunderstand each other That is to say, something unpleasant between two good friends is likely to happen. Do you know what would lead to a broken friendship?Ss： Yes. Having little in common; lacking trust; there being conflict of interest; being jealous of each other; being indifferent to each other; being hostile to each other .....................T： You are so clever.Today we're going to read two letters about the broken friendship of Sarah and Andrew・ Do you want to know what problems they have in their friendship?Ss: Yes.T: Please open your books and turn to page 2 and 3.Step 2 ReadingAsk the students to read the two letters written to magazine agony aunt on Pages 2 and 3 to know what Sarah's and Andrewt problems are.L Fast readingGet the students to read the following two letters quickly to get the general idea of the two letters and answer these questions.(1)Are the writers of the two letters feelings happy or sad ?(They are feeling sad.)(2)What did Sara get for the surprise Maths test?(She got a D.)(3)Is Matthew usually a quiet boy?(No, he is usually cheerful and outgoing.)2.Careful reading. Listening and answer.Read the first letter carefully and answer the following questions.(1)What did Sarah think about the surprise Maths test?(She thought it was quite easy.)(2)What did Sarah tell Hannah in the girls9 toilets?(She told Hannah how badly she had done in the test.)(3)Why did Sarah tell Hannah that they weren't going to be friends any more?(Because she thought that Hannah had told everyone how badly she had done in the Maths test.) Read the second letter carefully and answer the following questions.(4)Why did Andrew shout at Mathew after the match?(He thought Matthew played badly and did not try hard enough, as a result they lost the game.)(5)What did Matthew think about losing the match?(He thought it wasn't his fault.)(6)What kind boy is Matthew?(He is usually cheerful and outgoing.)3・Reading strategy. Get the Ss to read the reading strategy to know how to understand emotion. In the letters to an agony aunt, the writer tell what he/she thinks and how he/ she feels. Read the two letters again and fill in the table on page4,C2. The first one has been done for you. Letters How Sarah/ An drew felt Why she/ he felt soSarah's letter She felt1 betrayed 1 She thought her best trie nd Hannah didrft keep her secret>2 ashamed 2 She scored the lowest mark in her class・3 upset3 She found a piece of paper on her desk that said"stupidSarah got a D".An drew"s letter 4 He had a dilemma. 4 His best friend Matthew has stopped talking to him.5 He felt really guilty. 5 He said some really cruel things to Matthew.6 He was angry withMatthew ・6They lost the game because of Matthew's careless ness.1.Analyse and the understand the following sentences・a.I must have sounded very proud of myself after the test, saying loudly how easy it was and how1 was sure to get a good mark.b.I found a piece of paper on my desk that said 'Stupid Sarah got a D!5c.He said it wasn't his fault if he couldn't play as well as me and that I shouldn't yell at him.d.I feel really guilty because I said some really cruel things too, but I carft stand seeing our team lose.e.Yesterday J saw him talking to another boy Peter, and I cannot help wondering if he want Peter to be his best friend instead of me.2.Develop students' ability to guess the meanings of words from the context. Ask students not to refer to the dictionary of ask for explanation eveiy time they come across a new word. Tell them that it is very inporta nt to read the serHen ces before and after the sentence which con tains the unknown wont From the information before and after, they should be able to guess the meaning of the word. Ask students to go over Part D. afterwards, check the answers as a class・ Answers to D: le 2c 3a 4b 5g 6h 7d 8f3.To help students become more familiar with the two letters, ask them to finish Part E. they can first read the two letters again and then do the exercise by themselves.then ask several students to read their answers to the class. Check for mistakes and mispronunciation.Answers to E: 1 betrayed 2 apologize 3 mark 4 proud 5 secrets 6 match7 guilty 8 mean 9 friendship 10 determinedStep4 DiscussionL If you found out that your best friend had made friends with another person, what would you think about this and what would you do?2. Do you think good friends should have the same interests? Why or why not?Step5 Summary& HomeworkT: We have read the two letters and the replies from Agony Aunt Annie. How do you read with problems between two good friends?Write a short passage to describe one of the problems between friends and how it is solved.Record after Teaching:【作业设计】完形填空阅读下面短文，从短文后各题所给的四个选项（A 、B 、C 和D ）中，选出可以填入空白处的最佳选项。

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