《高级日常英语》教学辅导(第5单元)

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高一英语unit5全单元的教案[原创]-人教版

高一英语unit5全单元的教案[原创]-人教版Unit 5 The silver screenPeriod 1 Warming-up and speakingTeaching Aims:Goal: 1.In this lesson, students will enhance their speaking abilities through talking about films.2. In this lesson, students will practice their skills of interviewing.Objectives:1. In this lesson, students will be able to describe the movie pictures.2. In this lesson, students will be able to act out an interview.Teaching Important Points:How to improve the students’ speaking ability.Teaching Aids:1.a computerTeaching Procedures:Step 1: Warming-upActivity1: GreetingsT: Class begins. Good morning, class!Ss: Good morning, Miss Yang!Activity 2: Talk about the types of filmT: Ok, class, do you like seeing films?Ss: Yes.T: Great minds think alike (英雄所见略同). I also like seeing films. What kind of film do you like? Let’s enjoy some film posters first.(Show the posters on the screen)T: Do you like these posters? Maybe except the last one. It isa bit terrible, right? Ok, the first poster tells a story of a lovely pig, and his name is “麦兜”. So, this kind of film is called cartoon film. Can you give any other examples? Such as “Finding Nemo” and Shrek. The second one is “E.T.”, so it’s science fiction film”. I think you’re very familiar with the third one, it’s “我的野蛮女友”, so it is a love story. The fourth one is “古墓丽影”, so it is adventure film. The fifth one is the latest Jackie Chan’s film, it’s “New Police Story”. We call it action film. Ok, now let’s come to the last one. It looks very terrible, right? So, it’s horrible film.T: Which kind do you like best? Maybe most of girls like love stories, such as “Titanic”, while boys like action films, such as “New Police Story”.T: Ok, ××, which film impressed you most? Why? Who is your favorite actor/actress? What do you think of him/her?(Ask 2-3 students to answer)Activity 3:Talk about the film postersT: Ok, class. Just now we’ve talked something about “The silver screen”, it means “银屏” in Chinese. You know I’m also a movie fan. I like collecting film posters. I want to share them with you. Do you want to have a look?(Show the film poster “Stuart Little”, and stick it on the blackboard)T: Who is he? In Chinese we call him “精灵鼠小弟”. Yes, he is Stuart Little. Do you like him? I think he is so lovely! What is he different from other mice? He can speak, think and do everything a person can do. He has fingers, legs and he wears clothes and a hat. What clothes does he wear?Ss: He wears a yellow T-shirt, a red sweater and blue trousers.T: Yes, and he wears a pair of sport shoes. Maybe they aremade in Wenzhou. He is so cool, right? What’s under his feet?Ss: It’s a beautiful skateboard.T: Ok, can you guess what is he going to do?Ss: ……T: Maybe he is going to rescue his friend, the little bird Margalo, from the mouth of Falco. Then what kind of film do you think this is?Ss: It’s a cartoon film.T: Very good. Now, I want to show you some other posters. Please open your books and turn to page 29. There are four film posters on the book. Please discuss them with your partner, asking as many questions as you can. You also can ask these questions on the screen.Q1: What can you see in the poster?Q2: What does he/she wear?Q3: What’s the color of his/her clothes?Q4: What is happening in this scene?Q5: What do you think happens before this scene?Q6: What do you think happens after this scene?Q7: What kind of film do you think this is?(Explain the first one to the students, then give students 3 minutes to prepare and ask 3 pairs to act them out)Step 2: SpeakingActivity 1: Enjoy the video of “The Matrix”T: Boys and girls, because all of you have done a good job, so I want to give you a reward. Now I will show you something interesting, please enjoy it.(Show the video of “The Matrix”, about 2 minutes)Activity 2: Introduce the two famous film stars to the studentsT: What’s the name of this film?Ss:……T: Yes, it’s “The Matrix”. Do you like “Neo”? (Show his photos on the screen) I think he is pretty handsome. Do you know the actor’s name? He is “Keanu Reeves”. Before this class, I’ve heard a wonderful news: Keanu Reeves will come to China today with another famous American actress Meryl Streep. They will take part in CCTV’s interview program---Life of Art. To your surprise, Zhujun will choose our classroom to interview them and he will give the chance to you. You’re so lucky, right? I think we must make full preparation of it. Ok, please turn to page 30, read the two biographies first, and find out the difficult points. I will explain to you later.(Give students 2 minutes to read, and then explain some language points)Language points:1.While still a student, ……= while she was still a student, ……2.Play roles in : act roles in …3.Meryl Streep made her first film, called Julia in 1977.Called = which was called JuliaActivity 3: Interview the two famous film starsT: Ok, now please read the two biographies again, and think out as many questions as you can. What you want to ask these two superstars? You can discuss with your partner and write the questions on the paper. If you like, you also can use the questions on the screen.Questions:Can you tell us something about the place where you grew up?Can you tell us something about the time where you wereyoung? What were your dreams? What made you decide to become an actor/actress?What did you do next? Were there any special reasons why you started working in film?What roles did you act?How long have you been working as an actor/actress?What do you like to do in your spare time?What will you do if you are not an actor/actress?When will you get married?(Give students enough time to prepare)T: Are you ready? Now I will act as Meryl Streep. You can ask any questions if you like. Hands up please!(Give students 3 minutes to ask questions)T: You have done a very good job. Let’s stop here. Now I’d like to choose a boy to act as Keanu Reeves. Who’d like to try?(Choose a boy to act as Keanu Reeves, and ask him to come to the blackboard)Step 3: SummaryT: Ok, Let’s stop here. In this class, we’ve talked about some famous films, actors and actresses. I’m very glad to see that all of you have done a good job. Ok, today’s homework:1. Talk about your favorite film with your partner in English by using the sentences we have learned today.2.Preview the reading part “Getting to know Steven Spielberg”.Period 2 ReadingGetting to know Steven SpielbergTeaching Aims:1. Train the students’ reading ability.2. Learn the following words and phrases: scene, script,academy, studio, take off, blockbuster, cut…into pieces, dinosaur, go wrong, follow-up, cruelty, in the endTeaching Important Points:1. How to make the students understand the reading text better.2. Learn and master the following phrases: work on, take off, cut…into pieces, hit, go wrong, in the end, owe…to…Teaching Different Points:1. The differences between the following pairs of words or phrases: be afraid of doing sth. /be afraid to do sth. , high/highly2. Learn the following sentence pattern: …love and friendship are the most important things in life.Teaching Methods:1. Fast reading to get a general idea of the text.2. Question-and-answer activity to get the detailed information in the text.3. Explanation for students to master some language points.Teaching Aids:1. A computerTeaching Procedures:Step 1: GreetingsGreet the whole class as usual.Step 2: Pre-readingT: In the last period, we learned something about the silver screen (write on the Bb). Now, let’s play a game. Please tell me something about the silver screen. I’ll divide you into 2 groups. These two are group A; these two are group B. Let’s have a competition. See, which group will win? Are you clear? Now I will give you an example first. For example: director. Let’s begin.Bb: G.B. G.A.director(make) film/movie actorscene actressscript Silver screen studio(win) award (play, take, act) roleOscar/Academy Award Hollywoodproducer music(Play the game and decide which group is the winner)T: Ok, just now we listed many things that are related to the Silver screen. Can you tell me which is the most important one?Ss: …T: In my opinion, I think director is the most important one. We can say director is the soul of a film. Do you know any Chinese director? Who are they?Ss: Zhang Yimou, Chen Kaige, Tian Zhangzhang, and Feng Xiaogang…T: Very good. Now I want to introduce an American director to you. Listen to me carefully and guess who he is? He is one of the top directors in the world. He is also a producer. He won 2 Oscar Awards for Best Director. Some of his films are very familiar to us, such as: Jurassic Park, E.T., Saving Private Ryan. And he found the Dream Work SKG. Who is he?Ss: He is “Steven Spielberg”.T: Very good. Do you like him? Now let’s learn something more about him. Please open your books and turn to page 31: “Getting to know Steven Spielberg”.Step 3: ReadingActivity 1: Fast-readingT: Please mark the paragraphs first. Now, please read the whole text as quickly as you can and answer the questions on thescreen.Questions:1. What was Spielberg’s dream?2. How many films are mentioned in the passage? What are they?(Teacher gives students 5 minutes to read the passage and then asks some students to answer the questions.)Suggested answers:1. His dream was to go the Film Academy.2. Five. They are “Jaws”, “E.T.”, “Jurassic Park”, “Schindler’s List” and “Saving Private Ryan”.Activity 2: Careful-readingT: Now we have a general idea of Steven Spielberg. Next, let’s learn more details about him. Please read the first 2 paragraphs slowly and carefully and fill in the table on the screen.Name Sex19461958(twelve)1959(thirteen)1962(sixteen)GradesJobs(Ask a group of students to answer)T: You’ve done a very good job. Now please think over this question: “Why did Spielberg study English instead of film?”(Ask one student to answer)Suggested answer:3. Because his grades were too low.T: In these two paragraphs, we should pay attention to the phrase “take off”, it has many meanings, such as “脱掉，（飞机）起飞”, here it means “success”, “成功”.e.g.: I hear the business is really taking off.T: Now please read the following 4 paragraphs carefully and finish the table on page 32, the second exercise. What are these films about? You can discuss with your partner.Jaws (1975)E.T. (1982)Jurassic Park (1993)Schindler’s List (1993)Saving Private Ryan (1998)(Teacher gives students 2 minutes to prepare, and then ask someone to answer)T: You have done a good job. Next, let’s think about this question: “Why were people who saw the film Jaws afraid to swim in the sea?”(Answer this question together)Suggested answer:4. Because they remembered the scenes in which people were eaten by the shark.(Teacher explains the language points of these 4 paragraphs to the students: be afraid to do sth/of doing sth, be afraid of doing sth/be afraid +that clause, cut…into pieces, do research, go wrong)T: Ok, class, by now we’ve already known something about Spielberg’s life and his films. There is a Chinese saying: “There is always a woman behind a successful man.” Right? Let’s see who is the woman behind Spielberg? Please read the last paragraph carefully and answer the q uestion: “How important is Spielberg’s family to his career?”(Teacher gives students 1 minute to prepare)T: Ok, what’s the name of Spielberg’s wife?Ss: She is Cate Capshaw.T: Then how important is his family to Spielberg’s career?(Ask one student to answer this question)Suggested answer:5.He owes much of his success and happiness to his wife and children. That’s the secret of his success.T: Here “owe…to…” means “把…归功于某人”.Step 4: Post-readingT: Ok, by now we’ve learned the whole passage. We know Sp ielberg’s family, childhood, grades, jobs, dream and most important: his films. Now please think over the question: What have you learned from reading about Spielberg? Or what should you do if you want to be success? You can discuss it with your partner.(Teacher gives students enough time to prepare and ask some students to give their opinions.)Suggested answers:What we learn about Steven Spielberg is that his passion for film, hard work and perseverance have made him who he is.Remember: Working hard and believing in your dream will make your dream come true.Step 5: SummaryT: That’s all for today. At last, let’s enjoy a film, which was directed by Steven Spielberg.(Enjoy the video of “Minority Report”, about 2 minutes.)Step 6: Homework1.Finish the Word study on page 32.2.Finish Vocabulary 1 on page 110.3.Find out the Attributive Clauses in the text.Period 3 GrammarTeaching Aims:1. Review the text learned in the last period.2. Learn the Attributive Clause with prepositions.3. Learn the Attributive Clause introduced by relative adverbs “where, when and why”.Teaching Important Points:1. The usages of “prep. + the relative pronoun”.2. The usages and functions of the relative adverbs.Teaching Difficult Points:1. The choice of the prepositions in the Attributive Clause.2. The choice of the relative adverbs.Teaching Methods:1. Consolidate the words learnt using the review method.2. Learn some usages of Attributive Clause using explanation and inductive methods.3. Individual or pair works to make every student work in class.Teaching Aids:1. A computerTeaching Procedures:Step 1: GreetingsGreet the whole class as usual.Step 2: RetellT: In the last period, we’ve learned something about Steven Spielberg. Do you still remember him? No w, I’d like someone retell the text. You can use the information on the screen if you like.(Teacher asks a student to retell the text)Step 3: RevisionT: In the last unit, we have learned the usages of the relative pronouns. Can you tell me how many relative pronouns are there? What are they?Ss: Five. They are “who, whom, whose, that and which”.T: Right. Now let’s do an exercise to review them. Look at the screen please.Choose the proper relative pronouns to fill in the blanks.1. October 1, 1949 is the day______ we’ll never forget.A. whenB. whoseC. thatD. it2. Is this the shop_______ sells children’s clothing?A. whichB. whereC. in whichD. what3. His parents wouldn’t let him marry anyone______ family was poor.A. of whomB. whomC. of whoseD. whose4. Do you know the boy_______ is standing at the gate of our school?A. whoB. whichC. whomD. whose5. All_______ glitters is not gold.A. thatB. whichC. /D. what6. The woman_______ you saw just now is my aunt.A. whoB. whomC. whichD. whose(Teacher asks the students to give the answers. If they make mistakes, teacher points them out and corrects them.) Suggested answers:1.C2.A3.D4.A5.A6.BStep 4: Grammar StudyActivity 1: Learn “preposition + whom/which”T: The relative pronouns are used as objects either after verbs or after prepositions. When they are used as the objects of prepositions, the position of the prepositions must be paidattention to. The preposition usually follows the verb in spoken English. “Who” “whom” “that” or “which” can be used and they are usually omitted in spoke English. If the preposition is used before the relative pronoun, “which” or “whom” can only be used and they cannot be omitted. That is “preposition + whom/which”. Please look at the examples on the sc reen.e.g. 1. A. The woman who/whom Spielberg is married to is an actress.B. The woman to whom Spielberg is married is an actress.2.A. The person (who/that/whom) you should write to is Mr. Ball.]B. The person to whom you should write is Mr. Ball.T: Then, how can we choose the proper preposition? First, we can find out which verb the preposition is used with in the clause. Second, we can find out which noun or pronoun the clause modifies. Third, we can find out the meaning of the clause. Ok, I’ll show yo u some examples to make you clear. Please open your books and turn to page 33. Look at the examples of exercise3.e.g.: The painting at which I looked was painted by Vincent van Gogh.The girl with whom you talked at the meeting is a college student.(Explain the two examples to the students.)T: Are you clear? Now please finish exercise 3 within 2 minutes.(Ask a group of students to answer)Activity 2: Check the Attributive Clauses in the reading passage.T: Next, let’s check the Attributive Clauses in the text. See,who will do the best job? Have you finished?(Finds out the Attributive Clauses with the students and points out their mistakes.)Activity 3: Learn the relative adverbsT: We’ve mastered the us ages of relative pronouns. Next, we’ll learn the usages of the relative adverbs: “where, when and why”. “When” is used for time, “where” for place and “why” for reason.e.g.: Jurassic Park is about a park where a very rich man keeps different kinds of dinosaurs.1958 was the year when Spielberg made his first real film.The reason why Spielberg could not go to the Film Academy was that his grades were too low.(Explain these sentences to the students)T: Are you clear? Ok, now let’s do the first exercise on page 33.(Check the answers with the students)T: But we also should pay attention to some special cases. Look at the examples on the screen.e.g. 1. Hangzhou is the place _______ I visited last summer.2.Hangzhou is the place _______I went last summer.3.The reason_______ she gave for not coming to the party is that her mother wouldn’t let her.A. whatB. whyC. thatD. as(Explain these sentences to the students)Suggested answers:1. which/that 2 where 3. CActivity 4: Learn “relative adverbs = preposition+ which”T: The relative adverbs “when” “where” and “why” can be replaced by “preposition + which”.When = in /on/at/during whichWhere = in /at/on/ whichWhy = for whichT: Then, how can we choose the right preposition? It depends on the noun or pronoun that the Attributive Clause modifies. Are you clear? Let’s look at some examples on the screen.e.g. The reason ____________ Peter is so happy is that he passed the exam.I remember the day ___________ my father died. I was only ten years old at that time.I will go back to the place _____________ I grew up and live there forever.Suggested answers:1. why/for which2. when/on which3.where/in(at)whichT: Now let’s finish the second exercise on page33. Please do it carefully.(Check the answers one by one)Step 5: HomeworkT: That’s all for today. Your homework:1.Finish the Grammar parts of your workbook.2.Preview the Integrating Skills “Not One Less”.Period 4 Listening and Integrating SkillsTeaching Aims:1.Train the students’ listening ability.2.Train the students’ writing ability.Teaching Important Points:1.How to improve students’ listening ability.2.How to make comments and give opinions.3.How to train the students’ writing ability.Teaching Difficult Points:How to improve the students’ in tegrating skills.Teaching Methods:1.Listening and answer activity to help the students go through with the listening text.2.Asking –and-answer activity to go through the reading material.3.Individual or group work to train the students’ writing ability.Teaching Aids:1.a computerTeaching Procedures:Step 1: GreetingsGreet the whole class as usual.Step 2: ListeningActivity 1: Pre-listeningT: In this unit, we’ve learned many things about the Silver screen, the films, the actors/actresses and the director-Steven Spielberg. What we have learned from him is that working hard and believing in your dream will make your dream come true. Today, I want to introduce Mr. Malcolm Langland, a famous actor to you. He is also such kind of person. Let’s listen t o an interview of Mr. Langland. See, what had happened on him? And how he insisted on his dream?Activity 2: While-listeningT: When you listen for the first time, please finish the exercises on the screen. Remember to take notes when you listen to the tape.Choose the right answers:1. What was Mr. Malcolm’s dream when he was young? ( )A. He dreamt of being a teacher.B. He dreamt of being a lawyer.C. He dreamt of being a film star.2. Why didn’t ngland study art? ( )A. He had no chance.B. His father did not want him to study art.C. He liked law better than art.3. When did Mr. Langland decide to become an actor? ( )A. Before he joined the Student Club.B. When he met his wife at the Student Club.C. After he graduated from the school.(Check the answers with the students)T: Now let’s listen again. This time please finish filling in the blanks on the screen. Before you do it, please read these questions carefully.(Teacher gives students 1 minute to read)T: Now, let’s begin. I’ll pause after impo rtant sentences.Listen to the interview with Mr. Malcolm Langland and answer the following questions:1.What do we know about the city where Malcolm grew up?It was _______________ far from the _________.2. What did he want to be when he was a student?When Malcolm was young he wanted to be ___________.3. What was the reason why Malcolm studied law?The reason is ____________ wanted him to ___________.4. When did Malcolm really start his career in the theatre?When he met __________, he started his career in the theatre.5. Why was the film called The Dream Machine important to Malcolm?It was important because he did not have any _____________.(Check the answers with the students, and let them listen again if necessary.)Step 3: Integrating SkillsT: A re you tired or not? Anyway, let’s relax for a while. Let’s enjoy some beautiful film posters.(Show 4 film posters on the screen)T: What’s the name of them?Ss: They are “My father and Mother”, “Lover”, “Raise the Red Lanterns” and “Happy Time”.T: Do you know who is the director of these 4 films? He is Zhang Yimou. Do you like him?(Show some photos and biography of Zhang Yimou on the screen.)Ss: …T: Anyway, today I will introduce one of his films to you, that is “Not One Less”. Please open your books and turn to page 34. Read the whole passage by yourself. When you read, think out these 2 questions:1.What kind of story is it?2.Does it have a happy ending?(Teacher gives students 4 minutes to read and then ask two students to answers the questions)Suggested answers:1.A moving but simple story.2.Yes. The film has a happy ending.T: Now please read the whole passage again and finish the table on page 35. You can discuss it with your partner.Title: Director:What’s the film about? Tell the story in yo ur own words.Does the film have a happy ending? Why?What do you think about the story of the film? Why?How do you feel about the ending of the film? Why?(Ask some students to answer the questions first, and then give them the reference answer)T: Did you see the film “Trueman’s Show” this Tuesday night? Have you written a review about it? How do you write a review in Chinese?Ss: …T: Ok, now let’s see how shall we write a review in English? Let’s look at the tips on page35 first.(Explain the tips to the students)T: Are you clear about it? Ok, now let’s look at the table above again. If we combine the answers together, you will find that is a review of “Not One Less”. Have you found it? Now I want to show you a review of the film “The Princess Diaries” to give you a deep impression.(Show the film review on the screen)Step 4: HomeworkT: Ok, class over. Your homework: please write a review on the film you saw. You can use the structure on the screen.1.The story is about___________.2.I think the story is___________.The actors/actresses are__________.The ending of the film is__________.The plot（情节） is________________.The scenes（场景） are______________.3.In a word, I think it is a ________ film. I (don’t) think that it is worth seeing.。

Unit5+口语课教案高中英语人教版(2019)必修第一册 (1)

Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。

人教高中英语必修5 Unit5 Warming up and reading课件 (1)

What happened in the picture? What kind of first aid should you give?
a snake bite
first aid for a snake bite
• The person bitten must get a doctor or go to hospital at once.
second degree burns
dry, red and B mildly swollen …
third degree burns
black and white C and charred …
Part 5 ➢First aid treatment
Dos
1. _T_a_k_e_o_f_f_ clothing and jewellery near the burn.
_m_u_c_h__w_a_t_e_r_; 4) Give you your _se_n_s_e__o_f _to_u_c_h__.
Part 2 ➢Causes of burns
hot liquids
steam
fire radiation
the sun
electricity chemicals
Part 3 ➢Types of burns
Part 1 ➢The functions of the skin:
1) Protect you against _d_i_se_a_s_e_, _p_o_is_o_n_s_ and _th_e__s_u_n_’s__h_a_r_m_f_u_l_r_a_y_s_;
2) Keep you __w_a_r_m__ or _c_o_o_l_; 3) Prevent your body from _l_o_si_n_g__to_o__

新生代英语高级教程2+Unit+5_电子教案

我不喜欢生气或者压力很大的感觉因为一旦那样我就会一直吃东西当我生气的时候我冲每个人都大喊大叫
教案
课程名称
新生代英语高级教程 2课时ຫໍສະໝຸດ 班级专业教师
系部
教研室
教材《新生代英语高级教程 2》
1
教学计划
教学单元
Unit 5 “Exercise is good for you.”
单元主题
Staying healthy
A and B
To teach students new vocabulary related to exercises
C
To improve students’
listening and
comprehension skills
D
To improve students’
speaking and
comprehension skills
For Exercise D, have students read through each sentence and then put the events in the correct order.
Check the answers for Exercises B, C, and D. Students can exchange books and listen as you go through the answers.
Show Time
“Exercise is good for you.”
Reading
教
The dangers of exercising too much
Chat Time 学
Are you ready to pump some iron?

五年级上册英语第5单元单词讲解

一、Introduction五年级上册英语第5单元主要介绍了一些基础的英语单词和短语，包括日常生活中常用的动词、名词和形容词等。

这些单词和短语在日常交流和学习中都是非常重要的，因此我们有必要对这些单词和短语进行深入的讲解，以帮助学生更好地掌握英语词汇。

二、动词1. playplay 是一个常用的动词，表示“玩耍”或“演奏”。

在句子中常与各种名词搭配使用，例如 play football（踢足球）、play the piano （弹钢琴）等。

学生们在学习 play 这个单词时，可以通过实际动作或图片来加深理解，以便更好地记忆和运用该单词。

2. helphelp 也是一个常见的动词，表示“帮助”。

在句子中可以作为及物动词，后面接名词或代词作宾语，表示帮助某人做某事。

I can help you with your English homework.（我可以帮助你做英语作业。

）在教学中，可以通过情境教学或小组活动来引导学生使用 help 这个单词进行交流和表达。

三、名词1. teacherteacher 是一个表示“老师”的名词，是学生们最熟悉的单词之一。

通过图片或生动的角色扮演，可以帮助学生更加深入地了解 teacher 这个词的含义，同时还可以通过问答方式进行互动，巩固学生的学习成果。

2. bookbook 是一个表示“书”的名词，在学生们日常的学习生活中经常会用到。

通过展示各种不同类型的书籍、介绍书的特点和用途，可以帮助学生更好地认识和运用 book 这个词。

四、形容词1. happyhappy 是一个表示“快乐的”形容词，常用于描述人的情绪和心情。

在教学中可以通过图片展示和情境表演等形式，帮助学生了解 happy 这个词的含义，并引导他们用英语描述自己或他人的快乐情绪。

2. sadsad 是一个表示“悲伤的”形容词，与 happy 相反。

通过比较 happy 和 sad 这两个形容词，可以帮助学生更好地理解它们的对立关系，从而准确运用这两个词来描述人的不同情绪和状态。

shsh10

《高级时事英语》第5、6单元辅导材料（4）More Practice with the VideoUnit 5 deals with a very important issue, our environment. The present situation is very worrying. Do you remember the listening passage in which the speaker talks about her personal experience of watching one place change from what was really a beauty spot to something that resembled a rubbish dump? As an individual, what do you think you can contribute to the environmental protection in everyday life? Always remember the quotation starting off this unit: We should be good guests on earth, neither too demanding nor disturbing its delicate balance. We should allow it to renew itself for those who are to follow.1.What are the “greenhouse gases”?2.How does the “greenhouse effect” operate?∙What do the greenhouse gases absorb?∙What does this do to the temperature?3.Is the “greenhouse effect” a natural phenomenon or a man-made phenomenon?TextWe are quite concerned… it’s spoiling the atmosphere, isn’t it? It’s very bad.Basically it’s a lot of polluting of the atmosphere…Many things that have happened … wars … I think these things are having an influence. Something to do with the earth’s weather… the bad weather … the ozone layer.… the burning of fossil fuels like oil and coal.Do you know what the greenhouse effect is? No, not really!It’s the er … introduction of pollutants into the atmosphere which traps the CO2 and the sun’s rays, building up heat, mel ting the ice caps - supposedly - they don’t have any real scientific proof…Pollution forms a kind of layer which prevents the carbon diox ide, or the sun’s rays which enter, from escaping. And this means that in the future it’ll get very hot on earth.The sun is our only external source of heat and energy. The earth’s temperature is maintained by a balanc e between heating from the sun’s rays and cooling caused by energy escaping to space from the earth’s warm surface and atmosphere. This natural balance between incoming and outgoing energy is essential to life on earth.On a clear day most of the energy arriving from the sun in the form of short-wavelength radiation passes through the atmos phere to warm the earth’s surface. This energy must be got rid of to maintain the energy balance. It escapes in the form of longer-wavelength, infra-red radiation.But if infra-red radiation could escape directly into space, then the earth would be thirty degrees colder than it is today - it would be uninhabitable. Fortunately much of this radiation is absorbed in the atmosphere by the so-called “greenhouse gases”, makin g the world much warmer than it would be without them. These gases act rather like the glass in a greenhouse which allows sunlight to enter, provides shelter from the wind, and prevents most of the infra-red energy from escaping, keeping the temperature warm.So the Greenhouse Effect is not a man-made phenomenon - in fact it is perfectly natural! It has influenced the development of all our eco-systems by stabilising atmospheric temperatures at levels conducive to plant, animal, and human life.But for this kind of life to survive on earth it is essential that the right balance be maintained between incoming and outgoing energy. By increasing greenhouse gas emissions we are disturbing this age-old balance. Many of us think of greenhouse gases as being only the dirty emissions of car exhausts and industrial smoke stacks, but in fact there are six important gases occurring randomly in the atmosphere in small quantities. These gases are water vapour, carbon dioxide, methane, ozone, nitrous oxide and, more recently, chlorofluorocarbons or CFCs. Apart from CFCs, all of these gases occur naturally, but human activity is increasing their concentrations. This increase is causing the “enhanced greenhouse effect”, a man-made and potentially dangerous phenomenon. Carbon dioxide is by far the most significant of the man-made greenhouse gases. Although it occurs naturally, it is also the one we produce in the greatest quantity. Industrialisation has meant a greater use of fuels extracted from the ground, such as coal, gas, and oil - these are known as “fossil fuels”, and, when burned, they produce large amounts of CO2.Transport and the generating of electricity alone account for about 45 per cent of fossil fuel CO2 emissions. It is estimated that during the last two hundred years the concentration of carbon dioxide in the atmosphere has risen by twenty-six percent. Levels have never been this high since humans inhabited the planet. Carbon dioxide now accounts for about fifty-five percent of the enhanced greenhouse effect. Ice core samples have provided accurate data on the atmosphere going back thousands of years. This data, together with modern observations, shows a clear rise, not only in carbon dioxide levels, but also in those of methane and other greenhouse gases.The rising levels of methane are at least partly due to increased rice production, waste disposal, mining, cattle ranching, and the large scale extraction and transportation of natural gas. All of them produce significant quantities of methane, and all of them are on the increase.Ozone is familiar to all of us by now as the substance which protects us from the sun’s harmful ultra-violet rays. The highest concentrations exist in the upper atmosphere and form what is know as “the ozone layer”. It is damage to this protective layer that has caused so much concern in recent years. But ozone also plays a significant role as agreenhouse gas. Due to a complex chemical reaction in the lower atmosphere a number of substances (most of them man-made) come together and ozone is formed. The amount of ozone produced depends largely on weather conditions and sunlight, but it is on the increase.Natural vegetation emits large quantities of nitrous oxide, but the increased concentrations of this gas are thought to come mainly from agriculture and the burning of “biomass” such as wood and other vegetation.Chlorofluorocarbons are the only greenhouse gases to be exclusively man-made. They are non-toxic and inert which makes them safe and useful as aerosol propellants, refrigerants and insulators. They are also used in the manufacture of foam rubber and for cleaning electronic components. CFCs are well known to most of us as the gases blamed for depleting the ozone layer. But they are also a powerful greenhouse agent contributing to the enhanced greenhouse effect. They are particularly significant because they absorb infra-red radiation not absorbed by the other gases.Water vapour is undoubtedly the most important greenhouse gas, but it is also perhaps the least well understood. It occurs naturally, is invisible, and is not directly affected by human ac tivity. However, it is affected indirectly through an important “feedback mechanism”: warming brought about by other gree nhouse gases increases evaporation and allows the atmosphere to hold more water vapour. This may, in turn, enhance the warming.Some gases are more stable in the atmosphere than others. So it’s not just the amount we pump out that’s important. The quantity of any gas in the atmosphere is determined by a balan ce between its emissions and the size and strength of its available “sinks”. Sinks are processes which remove substances from the atmosphere by absorbing them. In the case of carbon dioxide, for example, the main natural sinks are absorption by the oceans and photosynthesis, occurring both on land and at sea. The sun’s rays strike green plants, driving a process in which carbon from the atmosphere is captured and fixed in the plant itself whilst oxygen is emitted. But often, even this carbon is not removed from the atmosphere for long. Only plant and marine life which dies and becomes fixed in the earth or sea bed to eventually fossilise removes carbon permanently from the climate system. If it is not subsequently burned as fuel. Although we increase CO2 levels by burning ever greater quantities of fossil fuels, the effect of the increase is further exacerbated by the fact that we are also reducing the size of the world’s natural sinks such as forest cover. In fact,deforestation usually adds to both sides of the equation. The world’s climate is a complex system governed by an inte raction between the atmosphere, the ocean, land, ice caps, glaciers, and sea ice. These elements form a carefully balanced equilibrium into which we have introduced a new and potentially destabilising element.The excess energy trapped by man-made greenhouse gases will cause our climate to change, although we don’t know exactly how. The social and political consequences of climate change will be especially acute for people whose lives depend most critically on the present climate patterns. Human hunger and poverty are already on the increase. If food supplies fail, migrants from degraded areas, in search of arable land and fresh water, could aggravate social and political conflict.Details are often disputed, but the fundamental problem is clear: our current rates of greenhouse gas emissions amount to nothing less than a world-wide, uncontrolled, and potentially cata strophic experiment with the earth’s climate.The dangers are prov en. We know that it’s disastrous - we can fight against it. Each of us can do something, regardless of who creates the most pollution… that’s what I think! Words & Expressionsinfra-red radiation visible light is simply that part of the electro-magnetic spectrumthat the human eye can detect; ultra-violet(outer blue) and infra-red (below red) are on either side of the visible spectrumsmoke-stacks chimneys, especially in factories and furnaces chlorofluorocarbons any of a group of exceptionally stable compounds containingchlorine, fluorine, and chlorinefossil fuels any fuel, as coal or petroleum, formed below ground from theremains of plants and animals during the geological pastice core samples For exploration of the earth’s interior, scientists use a long,hollow drill which drills out a long column of earth (or ice) calleda core. This core has layers or strata whose depth indicate theirage.cattle ranching the breeding of cows on large open farms, called ranches, in theAmericas (methane is produced by cattle dung)biomass a technical word used in biology and agriculture - it refers to thetotal amount of organic material in any given areanon-toxic non-poisonousinert without active properties (ie they don’t react with other chemicalsor gases)aerosol propellants the gases that carry the perfume or insecticide from a spray can refrigerants the gases that make your refrigerator coldinsulators materials that prevent the transfer of heat or cold or electricity foam rubber light sponge-like rubberexacerbate to make things worsephotosynthesis the photochemical process in which the energy of sunlight is usedby green plants to synthesise carbohydrates (eg starch, sugar)from carbon dioxide and waterequation a mathematical or chemical formula eg x + y = zglaciers huge sheets of ice covering many high mountainsequilibrium a state of equal balancedestabilising element any factor which unbalances a situationmigrants people who move from one place to another (nomads are migrants- many birds migrate in the winter)aggravate like exacerbate - to increase the gravity of a situation or a sickness DrillTable 1.Table 2.Answers to Focus Questions1.There are six important gases occurring randomly in the atmosphere in smallquantities. These gases are water vapour(H2O) carbon dioxide (CO2), methane (CH4), ozone (O3), nitrous oxide(NO2)and, more recently, chlorofluorocarbons or CFCs. (you can fill in table 1 from this answer)2.The greenhouse gases absorb the infra-red radiation, thus preventing it from escapingand keeping the temperature warm.3.We human beings didn’t cause the greenhouse effect, but we have increased theconcentrations of greenhouse gases, thus causing an enhanced greenhouse effect. Answers to drill (fill in Table 2 from this answer)1.OK, let’s fill in the first box level: The gas is carbon dioxide. It is produced largely byburning fossil fuels, and its significance is that it causes about 55% of the enhanced greenhouse effect. Now for the next one, CFCs:2.So CFCs are used as aerosol propellants –that’s the gas that carries the substance youwant to spray, like mosquito killer and so on, as refrigerants, that’s the gas that makesyour refrigerator cold, and in insulation. The significance of CFCs in the atmosphere is twofold - firstly they deplete the ozone layer, and secondly they absorb infra-red radiation, thus keeping in a lot more heat than before.Some other possible comprehension questions1.How is the earth’s temperature maintained?2.What would happen if infra-red radiation escaped easily?3.Do CFCs occur naturally?4.What is the most common greenhouse gas?5.How do we know what atmospheric levels were like thousands of years ago?6.What are the causes and significance of increased methane?7.What are the causes and significance of increased ozone?8.what are the causes and significance of increased nitrous oxide?9.What is the effect of the feedback mechanism on water vapour?10.What determines the quantity of any gas in the system?11.Explain exactly how deforestation adds to both sides of the equation.12.What is the danger from land- and water-migrants?Answers to the extra questions1. a balance between heating from the sun and cooling by radiation2.Earth would cool by 30 degrees - become uninhabitable.3.No –they’re man-made as compounds (though the elements occur naturally, ofcourse).4.CO25.by drilling ice-core samples and analysing the layers6.rice production, waster disposal, mining, ranching, gas extraction - increasedgreenhouse effect7.formed by a combination of substances plus sunlight - increased greenhouse effect8.agriculture and burning of wood and crops - increased greenhouse effect9.Warming allows more water vapour to be carried in the atmosphere which leads tomore warming.10.the balance between gas emission and the natural sinks for the gas11.The trees are burned, which adds to the nitrous oxide/CO2, and their loss lessens thesize of the sink.12.social and political conflict (ie war)Topics for further discussion1.What are governments doing about global warming? Is it enough, and is it soonenough?2.What can individuals do about the greenhouse effect and excessive emissions ofharmful gases?3.How does China compare with the rest of the world in terms of pollution andgreenhouse effect?4.Can you think of any recent conflicts that have as their base the scarcity of water orother natural resources?5.What are the long-term solutions to these problems?。

高级日常英语辅导

高级日常英语辅导task 1read the following sentences and judge where it is most probably said. why do you think so? which word gives you the clue?could you tell me my balance?do you want it short or just trimmed?do you have difficulty breathing?can I borrow these magazines?can I have a double room for tonight, please?say “cheese”!are postcards cheaper to send than a letter?a table for four, please.can you make me a suit from this length of cloth?may I have one of these bookcases?what are the other facilities that you can find in your neighbourhood besides those mentioned above?task 2read the following housing ads and finish the following tasks:extend the following ads into a complete version.imagine yourself as a would-be tenant. Ask about the details of the house. ask as many questions as possible.ad 1to let” exc. 1st flat; conv. For buses, shops etc., dbl.B, fitted k & b, gar., gas c. h. Unfurn., prof. person/couple preferred. No pets. $100 p.W. tel: happy flats agency, 303 5847ad 2for rent: part-furn. Modern flat, of a high standard, avail. Now in new city centre bl.. Would suit single prof. Person. $80 pw. tel: 342 4673the following is taken from online information.task 3read the following leaflet and try to find answers to the following questions:what is this leaflet about?if you are not able to get a good night’s sleep, what may be the most possible reason?what kind of advice can you get from the free consumer leaflets?what are the responsibilities of the sleep council? list all those you can find in the passage.from where does the sleep council get its funding?the sleep council promotes the benefits to health and wellbeing of a good night’s sleep and the importance of buying a good bed.the basic message is, if you’re not feeling o r looking your best, you may not be getting a good night’s sleep and, if it’s 10 years old or more, that could be your bed’s fault.we have a number of helpful free consumer leaflets offering advice on buying a new bed; how to get a good night’s sleep; and a good night guide for children. order your copies here.we also work hard to expand our knowledge, carrying out or sponsoring research or surveys into people’s sleeping habits or attitudes.as part of bed month 2000 (see this site for further information), we asked a cross section of experts to forecast the ways in which our sleeping habits might change over the next decade, the next century and the next millennium.but we also want your views. What changes do you think will occur in the third millennium. Email your comments through our on-line bed month forum.the sleep council gets its funding from the uk bed industry - some 35 manufacturers, 20 plus component suppliers and over 5,000 retailers. Because such a large proportion of the industry supports our work, we show no favouritism at all. All our advice is completely independent - but based on an extensive knowledge of what’s going on in the market.the following is taken from person to person.task 4gossiping is a very important part of our daily life, though not everybody seems to likeit. read the following dialogue very carefully and try to find the sentences that you might need in the following situations:when you want to start gossiping;when you want to react to the bad news that you’ve just he ard; (list all the sentences that you’ve found in the dialogue.)when you want to give suggestions on how something probably occurred;when you want to say what someone should have done;when you want to suggest a course of actiondid you hear what happened?。

人教版高一英语优秀教案Unit5Module2全面版

人教版高一英语Unit 5 Module 2Period 1&2Warming up & ReadingFocus: ReadingTeaching Goals1.To activate the Ss in learning “music ”.2.To develop the Ss’ability of reading.3.To help the Ss know something about the different styles of music.Important points1.Enable the Ss to understand the details about the passageThe Band that Wasn’t.2.Help the Ss to sum up the main idea of each paragraph.Teaching ProceduresStep 1Warming up1) Lead inBefore class, T plays a song I’m a believer whichwas sung by The Monkees, with the words ofthe song printed on the screen.Then tell them: This is one of my favorite music. The music is a little show. When I listen to it, itwill remind of many old things. So I like it very much. What is your favorite music? And why doyou like it?So your favorite music belongs to pop music/rock ⋯ What other kinds of music do you know? (classical music, pop, folk, jazz, dance, rock and roll, hip-hop, rap etc.)2)Task: Brain-stormingAsk the students to name different music styles. Show some styles of music that they are notfamiliar with.Classical rapRock and rollfolkMusic stylespopJazzHip — hop⋯Step 2Listening and Matching1)Tell Ss: we are going to listen to eight kinds of music. Here are the pictures for them. Listento them carefully and choose the proper picture for each of them.2) Guide the Ss to sum up the Characteristics for each music style.Information Box: Knowledge about musicPunk Rock 这类音乐较另类，比较迷幻，也很吵，歌词一般都很颓废，很低迷，好多地下乐队都是这类风格，所以才不被认可，可是要表达的内涵仍是很丰富的。

高一英语上册Unit5基础巩固讲解6

高一英语上册 Unit 5 基础巩固讲解(6)一、课时概述本文是高一英语上册 Unit 5 基础巩固讲解系列的第六篇，本节课的主要内容是对 Unit 5 中的知识点进行复习和巩固。

我们将通过学习篇章中的重点词汇、短语和语法知识，加强对 Unit 5 的理解和掌握。

二、重点词汇本单元中，我们学习了许多重要的词汇，现在我们来复习一下其中的一些重点词汇。

1.emphasize：强调，重点强调2.generation：一代人，一辈人3.anxiety：焦虑，担忧4.cope with：应付，处理5.distract：分散注意力，使分心6.recommend：推荐，建议7.resource：资源，物资三、重点短语除了重点词汇外，我们还学习了一些重要的短语，下面是其中的几个：1.be obsessed with：痴迷于2.be addicted to：对…上瘾3.be exposed to：接触到，暴露于4.be overwhelmed with：被…压倒，被…淹没5.deal with：处理，应付四、语法知识巩固在本单元中，我们学习了一些重要的语法知识，下面我们来进行复习和巩固。

1. 复习定语从句定语从句用于对主句中的名词进行修饰，从而丰富句子的信息。

定语从句通常由关系代词或关系副词引导，例如：•The book that I borrowed from the library is very interesting.•The girl who is wearing a red dress is my sister.定语从句的引导词有关系代词：that, which, who, whom, whose，和关系副词：where, when。

2. 复习条件句条件句用于表示某种条件下可能发生的情况，条件句通常由 if 引导。

条件句有三种类型：•第一型：表示可能情况，主句使用一般将来时，条件句使用一般现在时。

•第二型：表示不太可能情况，主句使用过去时，条件句使用过去时的虚拟语气。

高一英语上学期unit5教案.doc

Unit 5 Nelson Mandela—a modern hero教案安吉高级中学执笔人李铁红一、单元重点内容本单元以Nelson Mandela—a modern hero为话题，目的在于使学生了解一个伟人应具备怎样的品质，学会根据材料表达自己的观点，并用所学的句型来描写一个伟人。

本单元所有语言知识和语言技能主要围绕“Nelson Mandela”这一中心话题进行设计，听、说、读、写的练习也始终围绕这一主题展开。

课文讲述了南非黑人争取自由的历史，从而说明自由、平等的重要性，同时也表达了对那些为自由和平等权利而献身的勇士的敬仰。

Warming up利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质。

Pre-reading设计了一道题（How can we tell if an important person is a great person？），同时给学生提供了六个名人的图片，要求利用图片下面提供的人物事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人物。

(可以以四人小组的活动形式，组织学生谈论William Tyndale，Norman Bethune，Sun Yat-sen，Gandhi，Nelson Mandela和Neil Armstrong的主要事迹，引起学生对文章内容的思考，使学生能用英语阐述自己的意见，培养学生的观察能力和语言表达能力，为进入正文学习作好充分的准备。

从学生的生活经验和兴趣出发，在课堂教学中应设计任务型教学活动，以学生为主体开展教学活动，让学生在完成各项任务的过程中自主学习语言，这充分体现了新课程标准的教学理念，同时也提高了学生学习的自主性。

)Reading部分以Elias的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。

同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。

高三英语全套教案 Unit 5 (人教版)

Unit 5 Getting the message I. 单元教学目标II. 目标语言Does that surprise you?He shouldn’t have done it.6. The UN employs famous people to make its programmes known to the public.III. 教材分析和教材重组1. 教材分析本单元的主题是“advertising and advertisements”，功能项目是“表示抱怨”、“表达喜怒哀乐”以及“表达、评价不同观点”，写作要点是尝试写一则广告。

通过本单元的学习，要让学生了解广告的语言特点、广告的艺术以及消费者应对广告所持的理性态度。

教师要借助听说、讨论、阅读、写作等一系列行之有效的教学活动，进一步激发学生的学习兴趣，积极参与到课堂实践中，切实提升其综合运用语言的能力，让他们意识到现代社会广告无处不在，广告是生活中不可或缺的一部分。

理性地、科学地对待广告不仅有助于提高个人素养，增添生活的乐趣，还有益于整个社会素质的提高，营造一个诚信、发展、科学、和谐的社会。

1.1 W ARMING UP 提供三幅精美图片和相关广告信息，本部分可以作为下文“说”的铺垫，让学生分组讨论这些图片，唤起对“广告”这一主题的热忱和兴趣，使其有话可说，无话不说。

1.2 LISTENING有两大任务，一是根据特定的主题（选购电脑），组织学生讨论或思考，为进一步的“听”作铺垫；二是听录音，培养从听力材料中获取信息，并进行深入分析、推断、加工的能力。

1.3 SPEAKING要求把全班分成四个小组，每一组选择不同的身份和主题，结合本人的生活体验，表示抱怨、喜怒哀乐等。

作为报纸编辑，则应从全局出发，运用表示和评价不同观点的句型或结构。

这种开放式讨论有助于引导学生运用所学知识合作学习，指导他们全面地、辨证地看待问题。

1.4 PRE-READING是READING的热身活动。

UNIT5高一英语教学教案——增强写作表达的技能

UNIT5 高一英语教学教案——增强写作表达的技能从初中语文到高中英语，写作对于每个学生而言都是一项重要的技能。

随着进入高中阶段，学生们不仅需要掌握基础的写作技巧，更需要在这个基础上不断地加强自己的写作表达能力。

本文主要介绍UNIT5 高一英语教学教案，帮助学生们更好地增强自己的写作表达技能。

一、教学目标1.掌握 UNIT5 中的词汇、语法和句型结构；2.通过课堂练习和作业，提高学生的写作能力；3.激发学生的思维能力和创造力；4.培养学生的写作兴趣和写作能力。

二、教学内容1.词汇本单元的词汇主要围绕着“环境问题”展开，学生需要掌握与环境有关的一些词汇，如“climate change”（气候变化）、“global warming”（全球变暖）、“carbon dioxide”（二氧化碳）等。

2.语法本单元的语法主要涉及到复合句和非限制性定语从句，这些语法结构在写作中有着重要的作用，掌握它们能够充分地提高学生的写作能力。

3.写作本单元的写作主要是关于环境的议论文和应用文，学生需要掌握如何写好一篇议论文或应用文，以及如何在写作中使用所学的词汇和语法结构。

三、教学方法1.讲授老师可以通过讲解、示范和演示等方式来教授课文中的语法和写作技巧，让学生更好地掌握和理解。

2.互动式教学老师可以通过小组讨论、课堂演练等方式来鼓励学生积极参与课堂和互相交流，提高学生的语言表达能力。

3.作业辅助老师可以通过布置课后作业的方式来帮助学生更好地掌握和运用所学，同时也可以对学生进行辅导和指导。

四、教学策略1.多听、多说、多读、多写语言是通过不断使用和实践来掌握的，学生们需要多听、多说、多读、多写，提高语言表达能力。

2.激发学生的兴趣在教学中，老师应该根据学生的特点和兴趣来激发他们的学习兴趣，让学生感到有趣、有挑战性、有意义，从而更好地学习。

3.鼓励创造力写作本身就是一项创造性的工作，老师应该鼓励学生想象力和创造力，让他们在写作中能够有更多的自由和创意。

《高级日常英语》教学辅导(总)

《高级日常英语》教学辅导How to Study This CourseHello, I’m Professor Guide. We are friends now, aren’t we? I’d like to say a couple of things about how to study this course. I hope they will be of some help to you.Resources checklistFirst things first. Let’s m ake sure that you have everything you need.The materials you should have Have you got them?∙There is a audio cassette accompanying the book. It is for listeningtasks. And all the listening tasks are integrated with the other tasks ofthe book. It is therefore absolutely essential that you have it.∙For each unit there is a supplementary listening material. It isincluded in the Appendix. This extra listening material is alsorecorded, and is to be found in the supplementary listening cassette. Ifyou feel that your listening competence needs some more training,you are advised to listen to this supplementary material.∙There are also eight video programmes accompanying the book.They show some authentic clips of the daily life lived by British andAmerican people. You are not expected to study them intensively, ofcourse, but you should at least watch them in the tutorial centre.∙You should have a cassette recorder. It is useful for listening andself-recording.∙You should have at least one notebookYou have the resources now. They will remain wasted if you fail to use them wisely.Daily Life of British and American PeopleAs indicated by the course title, English in Daily Life is intended to get you involved in the daily life of British and American people. There are altogether 8 aspects of their daily life that are highlighted, namely the family, the home, daily routines, getting around, local community, life andrelationships, health and people. These aspects of life are filled with activities such as meeting with friends, commuting to work, talking to a doctor, getting to know neighbours, taking care of children, and of course many others. These activities are all carried out through language, viz. English. Such a variety of English is informal and colloquial. The best way to learn to use it is to take active part in the activities British and American people do themselves. There are altogether 56 activities in the course, and you are expected to do most, if not all, of them.As we all know, it may take a couple of hours to finish a daily life activity. It is unrealistic to expect you to have this long stretch of study time without interruption. In order to facilitate your study, we have broken activities into smaller tasks, each of which you can finish within a short period of time (varying from 5 to 20 minutes).Do you know how many tasks there are in the whole course? There are 260 tasks, plus 8 warm-ups and 8 supplementary tasks. If you want to do them all, you have to finish a total of 276 within 8 weeks’ time.Now let’s do a simple calculation. Suppose that you spend 10 hours a week on the course. So you have 80 hours which are equal to 4800 minutes, to be divided by 276 tasks. It takes an average of 17.39 minutes to finish a task.We can do another simple calculation. You have 56 days to finish 276 tasks. In average you have to finish 4.92 tasks a day. Since it takes 17.39 minutes to finish a task, you need 85.56 minutes, which are less than an hour and a half a day.Now can you spare 85.56 minutes a day? Don’t tell me that you cannot. But let’s take no chances. Let’s plan our study carefully.An 8 week planner(if you have already done so during your study of A Guide to Success 1: Orientation, skip this)I know you are very busy, like everybody else. It is essential that you prioritize your time very well. It takes 8 weeks to finish this course. The first step, therefore, is to draw an 8 week planner. Your planner may look like this:A weekly planner(if you have already done so during your study of A Guide to Success 1: Orientation, skip this)The next thing you should do is to draw a weekly planner. Your planner may look like this.Monday Thursday6:30 get up6:30 get up7:00 - 7:30 breakfast7:00 - 7:30 breakfast8:00 -12:008:00 -12:0012:00 - 2:00 lunch break12:00 - 2:00 lunch break2:00 - 6:002:00 - 6:006:00 - 7:30 dinner6:00 - 7:30 dinner7:30 -10:007:30 -10:0010:30 bed time10:30 bed timeAn hour a day on distance learning An hour a day on distance learning Tuesday Friday6:30 get up6:30 get up7:00 - 7:30 breakfast7:00 - 7:30 breakfast8:00 -12:008:00 -12:0012:00 - 2:00 lunch break12:00 - 2:00 lunch break2:00 - 6:002:00 - 6:006:00 - 7:30 dinner6:00 - 7:30 dinner7:30 -10:007:30 -10:0010:30 bed time10:30 bed timeAn hour a day on distance learning An hour a day on distance learning Wednesday Saturday:6:30 get up6:30 get up7:00 - 7:30 breakfast7:00 - 7:30 breakfast8:00 -12:008:00 -12:0012:00 - 2:00 lunch break12:00 - 2:00 lunch break2:00 - 6:002:00 - 6:006:00 - 7:30 dinner6:00 - 7:30 dinner7:30 -10:007:30 -10:0010:30 bed time10:30 bed timeAn hour a day on distance learning A distance learning day!!!Sunday6:30 get up7:00 - 7:30 breakfast8:00 -12:0012:00 - 2:00 lunch break2:00 - 6:006:00 - 7:30 dinner7:30 -10:0010:30 bed timeHalf a day on distance learningThe two planners are effective means for self-discipline and self-management.Emphasis on skills in using English, and listening and speaking in particularThe 276 tasks are not only daily life tasks, but also language learning tasks. Some are listening ones, some speaking ones, others reading ones, and so on. As you know now very well, the five skills you are familiar with are all integrated into one another in the series. In each unit you are expected to meet all of them. They do not carry the same weight, though. The emphasis of this course is on listening and speaking. In other words, you will do more listening and speaking tasks than the other kinds.Finally, this course is designed to enhance your skills in using English rather than to increase your knowledge about English. The Principle of Learning by Doing should be strictly observed.As for how to enhance listening and speaking skills, you are advised to consult the relevant sections in A Guide to Success 1: Orientation and A Guide to Success 2: Learning Strategies.。

高二英语第五单元

高二英语第五单元科目英语年级高二文件high2 unit5.doc标题 Mainly Revision章节第五单元关键词内容一、教学目的和要求1.单词和词组二会：L17 Charlie Chaplain Comedy intendL18 moustache swing contributionL19 California PianistL20 Syd Switzerland bring up三会：L17 direct director particular actress actL18 Lifetime silent add…to uncertain be uncertain about bury honor stageL19 Search in(one's) search for Wooden mouthful piano play the piano excite manager四会：L17 LineL18 Set off after a (short) while appearanceL19 set(νt.) storm as if in a burry have … onL20 film(νt.) pick out2.日常交际英语What do you plan to do next?We intend to… next JanuaryI hope it will be very successful.It will certainly be very…What are your plans for the future?3.语法：复习限制性和非限制性定语从句二、重点与难点分析Lesson 171.Some of us do not know much about the theatre.我们中有一些人还不太懂得戏剧。

1)句中的动词短语know much about意为“对…了解很多”，&127;其中much可用a little，little ,all , something , nothing 等词替换，&127;以表示不同程度上的了解。

统编高中英语人教版必修第二册学习助手 Unit 5 Period Five

Period Five Writing—A speech本单元的写作任务是写演讲稿。

英语演讲稿实际上是属于一种特殊的说明文或议论文，其基本组成部分是：1．开头称呼语。

最常用的是Ladies and gentlemen，也可以根据不同的情况，选用Fellow students，Distinguished guests，Mr chairman，Honorable judges(评委)等等。

2．开门见山，提出论题。

3．进行论证，讲清道理。

常见的论证方法有举例法、因果法、对比法等等。

4．简明扼要，做出结论。

5．结尾。

最普通的结尾就是：Thank you very much for your attention.注意事项：1．要注意演讲的对象，选用合适的称呼语。

2．提出论题，观点要鲜明。

3．结构要清晰，注意层次、节奏和衔接。

4．结束语结论言简意赅，简洁有力。

1．Ladies and gentlemen(Dear teachers and schoolmates)，I’m Li Ming.I’m greatly honored to speak here on behalf of my school.I’m going to talk about...2．Good morning/afternoon/evening everybody.Thank you for being on time/making the effort to come today...3．Today we are here to talk about...4．I’m going to talk about something that is vitally important to all of us.5．We are ought to be aware of the following points.6．I hope I have made myself understood.7．I believe the future of...is promising through the efforts of us all.8．Just as the saying goes，“Individuals together can make quite a difference”，I’m greatly convinced that the world will be a more harmonious one through the joint efforts of all of us. 9．That’s all.Thank you for your attention.你所在的学校将要举办一次主题为“What Can We Do for Our School”的英语演讲比赛。