人教版高中英语必修5 Unit5 语言点优秀教学设计

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高中英语Unit5FirstaidUsinglanguage教案新人教版必修5

Unit5 Using languageTeaching material 教学材料Reading and discussingHeroic teenager receives awardTeaching goals教学目标1.Target language教学语言a. Key words and expressions:重点词汇和短语Present, Put their hands on, ceremony, bravery, towels, pressureA number ofAmbulanceeful sentences重点句型1.John was presented with his award at a ceremony which recognised thebravery of ten people who had saved the life of another.They discovered that Anne Slade, mother of three, had been stabled repeatedly with a knife.3. It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.2.Ability goals 能力目标Enable the students to know some knowledge about first aid after learning the text.3.Learning ability goals 学能目标Foster the students’ ability in skimming and look ing up information in references books and improve the students’ reading ability.Teaching important points教学重点Finish the exercises in post-reading by using the knowledge we have learned. Teaching methods教学方法Listening and fast readingTeaching aids教具准备A recorder, a projector, and a computerTeaching procedures and ways教学过程和方式Step One RevisionShow the students a slide with some new wordsWhat is the Chinese meaning of them? PresentPut their hands onceremonybraverytowelspressureA number ofAmbulanceStep Two Reading and listening1. S k i m m i n g t h e n e w s p a p e r a r t i c l e a n d t h e n p u t t h e s e e v e n t s i n t h e o r d e r t h a tt h e y h a p p e n e d._4_T h e a t t a c k e r r a n a w a y._1_A n n e w a s a t t a c k e d a n d s t a r t e d t o s c r e a m._6_J o h n p e r f o r m e d f i r s t a i d o n A n n e_2_J o h n w a s s t u d y i n g i n h i s h o u s e._7_T h e a m b u l a n c e a r r i v e d._3_J o h n r a n o u t s i d e w i t h h i s f a t h e r._5_J o h n f o u n d A n n e i n h e r g a r d e n w i t hterrible knife wounds.2. Listen to the tape and answer the questions1) What was John honoured for?2)W h a t d i d J o h n d o w h e n h e h e a r d t h e s c r e a m i n g?3)W h a t h a p p e n e d t o A n n e?W h a t s a v e d M s s l a d e’s l i f e?5)W h a t f i r s t a i d d i d J o h n p e r f o r m o n A n n e?W h a t a d j s w o u l d y o u u s e t o d e s c r i b e J o h n’s a c t i o n s?G i v e a t l e a s t t h r e e.S t e p T h r e e Discussion 1.Do you think John was silly or brave to get involved in the situation? Give reasons.2.Would you have done the same as John ? Give reasons3.Do you think it is worthwhile to take a course in first aid? Give reasons. Step Four Language studyDifficult sentences1.John was presented with his award at a ceremony which recognised the bravery of ten people who had saved the life of another.be presented with sth: be given withWhich 引导一个定语从句Who引导一个定语从句They discovered that Anne Slade, mother of three, hadbeen stabled repeatedly with a knife.Repeatedly 是由动词repeat的过去分词加-ly构成。

高二人教新课标英语必修五Unit5语法课教案

Period8. GrammarBy Yin ZhishiI.Content: B5U5 Grammar---Illipsis Time:20151110II.The course standards:1.Help the Ss to learn and grasp the knowledge about ellipsis.2.To educate the Ss’ ability of the reading and writing and their interesting in En glish.III.The aim of teaching1.Knowledge: The Ss learn and grasp the knowledge of ellipsis.2.Ability : Improve the Ss’ ability in learning reading and writing.3.Emotions: To educate the Ss’ love and interesting in learning .IV. The main points of teaching.To learn about and grasp basic rules of the ellipsis and to correctly use them in reading and writing..V.The difficult points of teaching.To correctly use ellipsis correctly in reading and writing..VI.The type : New The mode: first learn then teachVII.The way of teaching: Finding /Induction and practisingVIII.The teaching procedures:Step 1 Revision1.Greet the whole class as usual2.The teacher checks the students’homework.Step 2 Learn the new -----------GrammarT: Let’s look at the text, Grammar (page 91)Present some sentences and encourage the students to find out which words have been left out.T: Observe the following sentences and discuss with your partner to find out what have been left out. Let me show you an example. As we know, when people want the speaker to repeat what he said, they usually say “Beg your pardon.”Then it is called Ellipsis. The subject “I”has been left out, without changing the meaning of the sentence .OK, now it’s your turn to find out what have been left out.1.Haven’t seen you for ages.2.Some more tea?3.Sounds like a good idea.4.Doesn’t matter.5.Sorry to hear that.6.Pity you couldn’t come7.This way, please. 8.Terrible weather!9.Joining us for a drink? 10.Going to the supermarket?1.I haven’t seen you for ages.2.Would you like some more tea?3.That/It sounds like a good idea.4.It doesn’t matter.5.I’m sorry to hear that.6.It’s/ What pity you couldn’t come7.Step this way, please. 8.What terrible weather it is!9.Are you joining us for a drink? 10.Are you going to the supermarket?Step 3 PractisingDiscovering useful structures (page 37)1.In groups, look at these pairs of sentences. Discuss the difference between A and B in each pair. Also discuss which is the better sentence, A or B and Why.(page 37)2.Rewrite these sentences taking out the unnecessary parts.1)The burn that she got from the iron was red and ( it was )very painful2) A boy was on the left side of the sick woman, and a girl was on the right (side of the sick woman.)3)She has a daughter (who is) in hospital.4)He went to the doctor because he had to go to( the doctor).5)Did she pass the first aid test that she did yesterday (or didn’t she pass)?6)She could not decide whether to send him to hospital or not (to send him to hospital).7)When your nose is bleeding, you should bend forward so that the blood runs out of your nose and( the blood) doesn’t run down your throat.8)Only some of the students have done a first aid course but most of the students haven’t (done a first aid course).3.These sentences are correct. However, one or more words have been left out. Rewrite each sentence on the top of the next page to include the missing words.1)The cottage (that is) surrounded by a wall belongs to the local government.2)The first book I read this term was more interesting than the second (book I read this term).3)To her teacher’s surprise, she did better in her first aid exam than(it was) expected.4)I don’t think they have returned from the hospital, but they might have ( returned from the hospital).5)He wanted to help the accident victim but his friend didn’t (want to help the accident victim).6)You can borrow my first aid notes if you want to (borrow my first aid notes).4.Show the students the slides with some multiple choices exercises about the Ellipsis.(If possible )1)---- Tomorrow is a holiday. Why are you doing your homework?-----I am doing these exercises now so that I won’t have _____ on Sunday.A. itB. themC. forD. to2)----Shall I invite Ann to my birthday party tomorrow evening?----Yes. It’ll be fine if you______. A. are B. can C. invite D. do3)---- Aren’t you the manager?-----No, and I______A.don’t want to B. don’t want to be C. don’t want be D. don’t want4)---- I’ll be away on a business trip. Would you mind looking after my cat?-----Not at all______.A. not to B. not to do C. not do it D. do not to5)----- Won’t you have another try?------ ________.A.Yes, I will have B. Yes, I won’t have C. Yes, I won’t D. Yes, I will6)-----I won’t do it any more.-----_______?A. Why not B. Why don’t do any more C. Why not do D. Why don’t 7)-----Do you think it will snow tomorrow?------______?A.I don’t think B. No, I don’t think C. I don’t think so D. No, I don’t so 8)-----Have you fed the cat?------No, but______.A. I’m B. I am C. I’m just going D. I’m just going toStep4 Sum upStep5 Homework:1. Go over the usage of Ellipsis.2. Finish listing structures on Page 71 Ex 1 and Ex 23. Prepare Reading and discussing on Page 38Thinkback:。

人教版高中英语必修5Unit5语言点优秀教学设计

教学目标 1. Enable students to master the usage of such important words and expressions 覆 s aid, vital, injure, treat, fall ill, get + PP, in place, if necessary, stick to. And learn to express themselves by using them. 2. Enable students to learn the method of constructing knowledge trees through self-study and co-operative exploration. 3. Enable students to enjoy the fun of expressing themselves in English and participate in class with strong passions.
教学重点 Help ptudents master the usage of such important words and expressions as aid, treat, vital, injure, fall ill, get + PP, in o.
Step 3: Presentation and special attention (15 minutes later)T: Time is up. Let’s see how you learn the words and expressions one by one. 一、词汇精粹 1. aid n. ＆ vt. 帮助；援助；资助【教材原句】 First aid is a very important first step in the treatment of burns. 急救是治疗灼伤很重要的第一步。【观察思考】 (l) With the aid of the teacher, all of us in our class have made great progress. 在老师的帮助下，我们班所有的同学都取得了很大的进步。 (2) She came quickly to his aid. 她急忙来帮助他。 (3) They collected money in aid of the college students from Qinghai Province. 他们筹钱用来帮助来自青海省的大学生。 (4) The doctor gave first aid on the injured man. 医生为受伤的人实施了急救。 (5) We aided the poor girl in continuing her study. = We aided the poor girl with her study. 我们帮助了这个可怜的女孩继续她的学业。 (6) They aided the poor country with money. 他们用钱来帮助这个贫穷的国家。【归纳总结】 aid 作名词，常用短语有： (1) 在……的帮助下 with the aid of (2) 来帮助某人 come to one’s aid (3) 用来帮助…… in aid of …

人教版英语必修五Unit-5(Reading-First-Aid-For-Burns)教学设计

Unit 5 First Aid 教学设计教材分析本节课是人教版必修五第五单元的第一课时，文章以“急救”为中心话题，贴近日常生活，旨在通过阅读教学，使学生了解相关的急救知识，并能用所学的有关急救的知识，根据不同情况提出急救措施。

文章首先介绍了皮肤对人体的重要性,然后介绍了烧伤的各种起因,三种不同的烧伤程度以及他们的症状和应该采取的急救措施。

文章用了小标题,使文章脉络明晰。

通过阅读本文, 对如何处理烧伤的知识就一目了然,并会在遇到紧急情况时镇定自若地进行急救。

结合本文的文体特点，适合设计略读和精读的阅读训练，增加小组活动，以读促说，培养学生的语言综合运用能力。

学情分析经过高一英语课程的学习，高二的学生具备了一定的英语语言基础，初步掌握了高中英语学习的方法，养成了良好的学习习惯，但是英语口语表达能力有待加强和提高。

本节课的话题贴近生活，实用性强，学生在阅读本文前已具备一定的急救常识，对这一话题充满了浓厚的兴趣，因此在课前预习部分设计了急救知识小测试，和思维导图引导他们预习课文主要内容。

学生有丰富的想象力和活跃的思维，可通过参与急救处理方法的课堂活动，培养学生分析和解决问题的能力，在轻松的氛围中，激发学生开口讲英语的兴趣。

教学目标1. Knowledge aims:1) Get students to learn the useful new words and expressions in this part.2) Have students read the passage and know about burns and first aids treatment for burns.2. Ability aim:Develop students’ reading ability a nd let them learn different reading skills.3. Emotional aims:Stimulate students’ interest in first aid and learn to protect themselves or help others in the emergency.教学重难点1.How to enable students to apply what they’ve learnt to perform first aidtreatment for burns correctly.2.How to improve the Student s’ reading and speaking ability.3.How to grasp the main idea and key information quickly.教学方法Cooperative learning, Competition, Task-based reading教学过程Part1 自主探究Step1 Warming up: What is first aid1. Read the concept of first aid on Page 33 and fill in the blanks:First aid is a __________ form of help given to someone who suddenly ______ or __________ before a doctor can be found. Often the ______ or ______ is not_______, but there are other times when giving ______________ can save _____.2. Answer three more questions based on the concept. 1) Who need first aid 2) When do people need first aid 3) Why do people need first aidWatch three video clips about first aid filmed by students from our class.1. If a friend has a nosebleed, what should she doA. pinch(捏) her nose and jump up and downB. lie down and pinch her noseC. sit down, bend her head forward and pinch her noseD. sit down, bend her head backward and pinch her noseKey: C (To stop the bleeding she should sit down, bend her head forward slightly and gently pinch the soft part of the nose below the bridge. If she bent her head backwards, the blood would run down her throat and possibly make her sick. )2. Your friend was drown ed in the lake. What should be the first step when you carry out recue breathingA. clear the airwayB. blow into the victim’s mouthC. check the pulseD. check for breathingKey: A (Before doing anything else, you need to make sure that the airway is open by clearing away anything in the mouth. If you check to see whether the person was breathing first, you may be wasting time when the person cannot breathe.)3. If one of your friends gets burned when holding a hot pan with his bare hands, what kind of first aid would you perform on him Make a list of your ideas.1) _____________________________________2) ___________________________________ 3) _____________________________________4) ___________________________________ Key: Cool the area of skin; Wash it under the cold running water;Cover the wound with bandage/clean cloth;See a doctor if necessary, etc.1. Skimming: Skim through the text quickly and find out how the text is organized.Part1 The _________ of the skinPart2 _________ of burnsPart3 _________ of burnsPart4 _________ of burnsPart5 First aid _________ for burns2. Scanning: Part 1 The functions of skin1) How many layers of skin are there2) What can skin do for our bodyAn essential part of body and largest organ•It keeps you or•It your body losing water.•It is where you feel _____, _____or _____.•It gives you your .3. Scanning: Part2 The causes of burnsFind the causes of burns with the given pictures.4. Scanning: Part3&4 The types of burns and their characteristics Match the types of burns with their characteristics and pictures of description.Answer two more questions:1)Can you give some examples of first degree burns2)Which layers does third degree burns affect5. Scanning: Part 5 The treatments of skinCompetition: Put the following steps of treatment in the correct order on the blackboard.① Remove clothing using scissors if necessary.② Cool burns with cool but not icy water for 10 minutes.③ Place cool, clean, wet cloths on burns.④ Dry the burned area gently.⑤ Cover the burned area with a dry, clean bandage.⑥ Keep the burned area higher than the heart.⑦ Get the victim to the hospital if possible.设计思路：本文由5个部分组成，分别讨论了皮肤的功能，烧伤的原因、类型、特征以及治疗方法，各部分结构层次分明，细节信息较多。

高中英语人教新课标必修五Unit5 Using language 教学设计

Unit5 听说课公开课教学设计（一）Book5 Unit5 Period 4 Using languageTeaching Goals:1. To develop the Ss’ ability in reading, speaking, listening and writing.2. To get Ss to know more about first aid.Teaching Procedures:Step 1.Reading and comprehending1.WarmingUpPurpose: To lead Ss to the topic.Ask Ss to answer the following question. Let Ss speak their own mind and lead them to the reading passage.Question: if you happen to find a person who is bleeding badly, what will you do? 2. SkimmingPurpose: To make Ss have a brief understanding of this passage.Read the newspaper article by yourselves and then put the following events in the order that they happened._____ The attacker ran away._____ Anne was attacked and started to scream._____ John performed first aid on Anne._____ John was studying in his house._____ The ambulance arrived._____ John ran outside with his father._____ John found Anne in her garden with terrible knife wounds.Suggested Answers:4. 2. 6. 1. 7. 3. 53. Scanning and discussing.Purpose: To make the students find something in details. In groups discuss and answer the following questions.(1) What first aid did John perform on Anne?(2) What adjectives would you use to describe John’s actions? Give at least three.(3) Do you think John was silly or brave to get involved in the situation? Give your1 / 5。

高二英语必修五_Unit5_语言点课名师教学设计

Unit5 语言点课名师教学设计Section 2 语言点课框架单1/ 112/ 113/ 11Section 2语法课教学设计步骤过程措施（教师活动与学生活动）目的持续性评价DELC 1预备与激活先期知识Step 1Leadingin（导入活动）(2 mins )T: Greetings……T: Today we will learn some words concerned with the topic of this unitfirst aid. At first, please underline the key words of this unit in the textFirst Aid for Burns and try to guess the meaning of each word in the textthrough context.1.Ask Ss to do exercise 1 to assist students understand the meaning ofeach words.Exercise One1.通过阅读课文，让学生在文中勾画出重点单词和词组。

然后让学生尝试根据上下文猜测词义。

2..通过单词和英文词义的配对，帮助同学们进行词义猜测与学习。

Key:HGBCAEDFJI1.学生是否能根据上下文猜测词义。

2.学生是否能通过上下文猜测词义。

4/ 113.通过在语境中的使用，加深学生对单词词义的理解。

Key:Vital/squeeze/unbearable/swell/electric/was affected/ essential/injuries/temporary/aids 3.学生是在不同语境是使用新单词。

DELC 2获取新知识Step 2Introduction andpresentation(引入和呈现)1.injury n. 损伤，受伤处injury-Injure v. ________-injured ___. _________He injured his left arm in a car accident.The doctor operated on the injured man at once.Man common ________ happen every day at home.injury/ wound/ hurt/ harmsThere were no injuries in the crash.The soldier received a bad leg wound in the war.It was a hurt that made me heartbroken.Studies show that smoking does harm to people.[Conclusion]1.injury 指的身体上的损伤，多指______ 中的受伤。

高中英语_人教版必修五 Unit 5 Using language教学设计学情分析教材分析课后反思

人教版必修五Unit5Using Language教学设计【Teaching methods 教学方法】1. 情境教学法2. 任务教学法3. 交际教学法【Teaching aids教学手段】1. A blackboard (黑板)2. A projector and a computer for multimedia (投影仪、多媒体)【Teaching procedures 教学程序】Step1 Lead inAsk the students “what need you know in an emergency?”Of course, they answer “First aid”. Now that we have learned first aid for burns, do you know any other first aid? After that, let individual Ss voice their opinion. At last, tell Ss that today we will learn a text about a heroic teenager who saved a woman’s life with first aid.【设计意图】通过联系上节课所学内容，可以让学生回忆烧伤的急救知识，从而引出本课话题.Step 2 Fast reading1.Let the students read the title and look at the picture to indicate the main idea of the text and answer the question: where can you most probably read this passage?A.In a novelB. In a guide bookC. In a newspaper2.Read the first paragraph, complete the form【设计意图】让学生读题目看插图预测课文的中心思想及文章出处，与考题接轨。

人教课标版英语必修五Unit5 Using Language Reading 课程教学设计

Unit5 Using Language Reading 公开课教学设计（二）Teaching DesignTeaching content: Using language: Heroic teenager receives awardBrief introduction of the teaching design:The passage is a reading material introducing what a teenager has done to save the woma n’s life. After reading, the importance of the first aid and the good qualities of the teenager are clearly presented to the students.In this design, I attach importance to the following three aspects.The first aspect is focusing on reading and discussing; through which students have a clear picture of the heroic deeds.The second one lies in showing a kind of similar situation in our daily life (whose topic is closely related to our own experience) to better understand the importance of the first aid. They are required to be equipped with the knowledge of first aid based on the reading text.The third one is to have a good understanding of the good qualities a citizen shouldhave and realize the deeper meaning of the social responsibility.Teaching aims:1. To guide the students to learn about basic knowledge on how to do first aid through reading and summarizing2. To cultivate students’ abilities in speaking by applying new words and phrases in the text3. To raise students’awareness of the importance of how to do first aid and being equipped with many good characteristics to take social responsibility Teaching important and difficult points:1. Learn the process of the heroic deeds. According to the text, try to understand the key words and phrases, such as bravery, put one’s hands on, apply, scream, perform first aid, and make a real difference.2. have a general understanding of how to do first aid in the special situation3. Through the reading material, students are to be aware of the importance of the firstaid and good qualities a qualified person should have.Teaching methods: task-oriented reading Teaching aids: multi-media and blackboard Teaching procedures: Greetings.This step is to shorten the distance with students and wish students were happy everyday. Finally, it is used to lead to the topic.Step1: Lead-inHave a talk with students about daily emergency and lead to the main character—a teenager. Invite students to enjoy a short video about a wonderful first aid performed by a professional doctor and ask them the following questions:Q1: What different kinds of emergency we may suffer in our daily life?A snake bite; bleeding; a sprained ankle; choking; a broken arm…Q2: At that time, what do we need?First aidQ3: Who can do the first aid well?A doctorQ4: Is he a good doctor? What kinds of qualities should a good doctor have? Yes; calm, patient, professional, experience, skilled, knowledgeable…The questions set are to lead to the leading character named John JansonT: Of course, a professional doctor can perform the first aid well. In fact, common people even a teenager can still do the first aid well.Step2: While-reading1. Ask students to listen to the record and find the answers to the following question. Q1: Where can you most probably read this passage?A. a novelB. a research paperC. a newspaper reportT: There is special structure in a piece of news.Paragraph 1 is the most important one which contains much important information. The step is set to help students better understand the structure of the news and get the important elements of the news.2. Ask students to read the text:1) Make a list of the elements contained in the news timelast night place In Rivertoncharacter A 17-year-old teenager, John Jansonevent He was honored at the Lifesaver Awards, for carrying out first aid on a neighbor named Anne Slade2). ①What happened to Anne?She was stabbed repeatedly…Her hands were almost cut off…T: We all know that Anne was saved by John finally.②What saved Anne’s life ?It was John’s quick action and knowledge of first aid that saved Ms Slade’s life.③Who also made their contributions to the rescue ?A number of nearby people his father④What first aid did John perform on Anne ?He slowed the bleeding by applying pressure to the wounds until the police and ambulance arrived.The design of this step is aimed at raising students’ awareness of the importance of the first aid in dangerous situation.3) Put the sentences into correct order__4__ The attacker ran away.__2__ Anne was attacked and started to scream.__6__ John performed first aid on Anne.__1__ John was studying in his house.__7__ The ambulance arrived.__3__ John ran outside with his father.__5__ John found Anne in her garden with terrible knife wounds.T: Though John has done the heroic deeds, he was still not so arrogant. What about his own feeling?We can learn it from his words. How to understand his words (para5)From his words, we can conclude that he is confident, modest, diligent, hard-working, serious-minded, and attentive.Official’s assessment: it shows that knowledge of first aid can make a real difference.Step 3. Post-reading1) Ask students to look back on the content and imagine:Q1: What impressed you most in the piece of news?The importance of first aid…His good qualities…T: This is a good result. Suppose the rescue is not so smooth…Some unexpected things:① The attacker was still at the scene of stabbing.② The attacker left but returned later.③ The woman had AIDS.④ John had performed first aid on the woman but she died anyway.Q2: Do you think John was silly or brave to get involved in the situation? Give reasons.This is designed to help students have a good imagination of the potential danger, in order to improve the figure of the teenager..Step 4. Group WorkPresent a similar situation in our daily life to the studentsHave a debate. Ask students to discuss what they will do in the following situation. The first purpose of the activity is to encourage students to be aware of the importance of saving others’ lives.Step 5. HomeworkChoose one of the ways of first aid to describeThis step aims to encourage students to gain the knowledge of first aid .The more, the better.。

人教课标版高中英语必修5 Unit5_Grammar名师教学设计

在时间、条件状语从句中，如从句主语与主句主语_____或从句主语为it，且从句有____动词时，可将从句____与______一起省略。
(1)He said (that) the text was very important and that we should learn it by heart.
②Often the illness or injury is not serious, but there are other times when giving first aid quickly can save lives.
2.①Burns are called first degree burns, second degree burns or third degree burns.
(3) –Are you an engineer? --No, but I want to be.
(4) –He hasn’t finished the task yet. --Well, he ought to have.
Conclusion
有to do不定式重复时，重复内容可省略，省略到___或to后___动词或____动词为止。
在一些习惯表达中会发生省略
How beautiful the flower (is)!
What a wide river (it is)!
Conclusion
在what和how引导的_____句中，常可省略主语___和___动词
1)My father is a doctor and my mother (is) a nurse.
[conclusion]
There are ___________ words and phrases in Sentence 1.

人教版高中英语必修5 Unit5_Using_Language_优教教学设计_

Unit5 Using Language 优教教学设计设计意图This is the third teaching period of this unit. The first task is to ask students to comprehend a passage in the textbook about a heroic teenager saving his neighbor using first aid knowledge. In this passage, students get to know more about the significance of first aid and thus become eager to acquire first aid knowledge, which may help themselves or somebody else one day in real life. The second part is writing. Students apply what they have learned in the reading part to practical use: writing a passage about small matters making a difference in daily life. Here in this class, small matters should be related to first aid. At the end of this class, students can be equipped with first aid knowledge and be better at expressing themselves in English.教学目标1. Students learn a passage about a heroic teenager John Janson saving his neighbor using first aid knowledge.2. Students accumulate common knowledge about first aid through self-directed study and cooperation.3. Students get better at writing English articles and expressing themselves in English.教学重点To help students understand the text and the significance of first aid knowledge, and to help learn to write a passage according to the requirements.教学难点To get students to achieve the aim of writing a passage by applying what they have learned.教学过程Step 1: Scanning ＆Skimming（设计意图：学生快速阅读课文，通过标题和导语这些特点，锁定新闻类文章的特点；通过几个疑问词，将文章的大意理清；通过关键事件，了解整个文章的结构。

人教版高中英语必修5 Unit5 语言点课名师教学设计

2.学生能形成通过文本学习主动归纳语言现象的意识。
学习策略：
1.通过分析对比，发现语言使用方法；
2.通过语境设计灵活运用词汇和词组；
3.小组合作和jig saw的形式，在学习中增强小组合作团队精神，以及解决问题的能力。
教
学
重
难
点
教学重点：
1.学生能正确理解重点单词和词组的词义；
2.学生能掌握部分重点单词词组的用法和搭配。
It was ahurtthat made meheartbroken.
Studies show that smokingdoes harm topeople.
[Conclusion]
1.injury指的身体上的损伤，多指______中的受伤。
2._______多指在战斗中的打斗中受到的刀枪剑伤。
3.hurt多指________（感情/身体）上的伤害。
教学难点：
1.学生能通过上下文进行词义猜测，理解单词在不同语境中的含义；
2.学生能通过对语言材料的分析总结语言使用规律的能力提升。
建
议
教
法
（一）任务型教学法
学生通过大量阅读分析含有重点单词词组的句子，总结归纳重点单词词组的用法。
（二）情景交际法
通过创设不同情境，在课堂中将学习的单词进行运用，让学生在语境中理解单词学会单词。
Unit5语言点课名师教学设计
Section2语言点课框架单
教材版本：人教版册数：Book 5单元：Unit 5课型（课时）：语言点课-Section2
教
材
分
析
本单元的中心话题是“急救”，内容主要涉及在日常生活中的紧急情况的处理。语言技能和语言知识主要围绕“急救”这一中心话题来设计。“语言学习”部分突出了本单元一些重点词汇和语法，本单元学生应学会并识记与急救相关的词汇，同时学会使用生活中常使用的高频词的用法。本部分主要是为了提高学生运用本单元部分词汇的能力，也要求学生通过小组合作学习单词用法，然后加以应用。本课分为四个部分，第一部分为预习部分，此部分为自学部分，同学们通过在文中勾画，根据上下文进行猜测词义，并在不同语境中加以练习巩固。第二部分为课上合作学习部分，同学们通过合作完成部分知识点的学习。第三部分为展示互学部分，同学们在课堂上对本组学习内容进行讲解。在此环节，学生和老师可提出问题，对知识点进行完善扩充与提升。最后一部分为课后过关部分，本部分，通过课后习题，检验学生是否掌握已学知识。

人教版高中英语必修5 Unit5 Grammar名师教学设计

②Often the illness or injury is not serious, but there are other times when giving first aid quickly can save lives.
2.①Burns are called first degree burns, second degree burns or third degree burns.
目的
持续性评价
DELC1
预备与激活先期知识
Step 1
Leading in（导入活动）(2 mins )
T: Greetings……
T: Today we will learn something about how to use the ellipsis. Please read the following groups of sentences, and try to tell the difference between the sentences in one group. Which one is better? Why?
Unit5 Grammar名师教学设计
Section 3语法课框架单
教材版本：人教版册数：Book 5单元：Unit 5课型（课时）：语法课-Section3
教
材
分
析
本单元的话题为“急救”，围绕着急救这一话题，增加学生急救知识，提高急救意识，增强同学们处理问题的能力，敢于承担的责任感。上一课时针对文中重点单词和词组进行了学习，这一课时主要解决文中出现的语法现象，省略。这一课通过让同学们自己对比，分析，感知，对省略的意义，省略的功能性分类进行学习，从而学会正确理解省略，运用省略。同时通过对省略歧义句的分析得出省略存在歧义的现象。本堂课分为个步骤。第一部分通过对比，发现句中省略现象，并感知省略句的特点。第二部分，尝试给省略句进行功能性分类。第三部分，系统学习在不同句型中的省略现象。最后一部分，通过练习巩固同学对省略的运用，尝试学以致用。同时列举省略歧义句子引发学生思考，增加学生语用思维。

人教高中英语必修5Unit5 单元教学设计课件

We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals.
Reading --- While-reading
Careful reading: Part 3&4 --- types & characteristics of burns
Reading --- While-reading
Careful reading: Part 2 --- cause of burns
1.Ss answers questions. Q1: How can we get burnt? (show the pictures and tell the cause) --- We can get burnt by: hot liquids, steam, fire, radiation, the sun, electricity and chemicals. Q2: How many things cause burns? --- A variety of things.
1. General information. Q1: How many types of burns,
and what are they? ---Three. They are first degree burns,
second degree burns and third degree burns. 2. Detailed information. Ss label the pictures and tell the characteristics of different types of burns.

人教版英语必修五Unit 5(第一课时)教学设计

Unit 5 First Aid （教学设计）科目：高中英语教学对象：高二课时：第一课时一、教学内容分析本单元以“急救”为中心话题。

本案例把教材的Warming up 和Reading部分结合起来，旨在通过教学，使学生了解相关的急救知识，并能用所学的有关first aid的知识，根据不同情况提出急救措施。

同时通过教学激发学生进一步学习急救知识的兴趣和树立安全意识，意义重大。

二、教学目标1、语言目标：学习掌握教学内容中的重点字、词、句；2、能力目标：阅读速度和技巧的训练；3、情感目标：教育学生帮助他人于危急时的良好情操；通过讨论等小组活动培养协作精神；通过课堂教学活动激发学生英语学习兴趣。

三、学习者特征分析所执教的班级学生是我从高一开始教的，到了高二已经有了一定的英语基础。

该班学生的主要特点是能讲敢讲（我在这方面一直鼓励学生），课堂气氛活跃。

本单元的教学内容与生活实际相结合，学生比较熟悉这个主题内容，也能引起他们的表达欲望和学习兴趣。

四、教学策略选择与设计教学策略主要以任务型教学(Task-based Teaching)为主，通过多媒体课件以及安排多个课堂教学活动贯穿整个课时，侧重培养学生的阅读能力。

五、教学重点及难点教学重点：帮助学生使用不同的阅读技巧完成阅读目标教学难点：1.学生阅读能力的培养，运用文中信息解决问题的能力；2.掌握急救知识和根据不同情况提出急救措施；3.能学会急救知识和相关急救措施的英语表达。

六、教学过程教师活动学生活动设计意图Step 1. Leading-in1. Greetings2. What words can you think of when talking about home accidents and first aid？3. First aid quiz (according to the pictures shown on Page 33)4. Definition of first aid: a temporary form of help given to someone who suddenly falls ill or gets injured before a doctor can be found.GreetingsBrainstorming(cut, nosebleed, choking, burn...)Watch, read and think, then work in groups to make the choicesRead aloud and understand the definition通过问题自然引入本课内容日常急救知识小测试，使学生自然顺利进入新课学习让学生朗读理解定义Step 2. Pre-readingPresent the picture on Page 33 and ask the students to answer the questions of Pre-reading.Ask the students to look at the title and subtitle, and predict: What may be written in the text? Look at the picture carefully and discuss in groups. Choose one student to give the answers. (Answers can vary)Students look at the title and subtitle and give their prediction. 利用课文图片导入主题：FIRST AID FOR BURNS培养学生通过标题和小标题预测阅读内容的能力，也激发学生进一步阅读以验证预测。

人教课标版英语必修五Unit5 语言点课教学设计

Unit5 语言点公开课教学设计教学设计内容设计者：福建省南平市高级中学林晓兰设计主题：整合复习必修五Unit 5 First aid词汇，培养学生语法填空能力整体设计思路、指导依据说明：2014年教育部考试中心启用了语篇型语法填空题来替代单项填空题，以测试考生运用语言进行交际的语用能力。

本题型语篇长度大约为200词左右，要求考生根据语境提示填写正确的词汇形式，考查考生领悟词汇和语法在不同语境中的运用与衔接。

通过对2014～2016年全国高考英语（课标卷Ⅰ）的研究，我们可以看出语篇型语法填空题一般以考查实词为主（大都给提示词），虚词为辅，比例大概在7:3左右。

该题型有以下特点：1)在语境中考查学生对语法基础知识的综合运用能力；2)体现功能语法的思想；3)关注语言结构与社会语境的关系；4)突出在具体的语言情景中通过语篇来实现语言的交际功能；5)实现语言知识、语言结构与语言意义的整合。

基于以上特点考虑，应对该题型应该从以下三个层面考虑。

首先，应该树立基于语篇的教学观，语言教学应该从关注语言结构上升为关注语篇的层面。

其次，在教学中应对基础的语法知识进行更加全面且有针对性的传授，开展语篇层面的微技能训练，引导考生将语法及词汇基础知识与语篇所产生的语境和语篇的交际目的结合起来，努力提高学生在语篇中运用语法的能力。

再者，教师可以将阅读教学与语法知识教学相结合；可利用课内外阅读文本，鼓励学生自主挖空、设题。

因此，本节课以必修五Unit 5 First aid为话题线索, 通过整合课文的语篇文本，复习单元重点词汇及内容，由点及面，由句到篇，层层递进；同时，以语法填空的考点为另一条线索，引导学生在观看视频和听力理解的过程中关注语言知识，培养语法意识，逐渐培养并提高语法填空能力。

教学内容和学生情况分析：本节课的复习载体是必修五Unit 5 First aid。

本单元话题为学生所熟知，学生对本单元词汇也有了一定的了解，因此复习起来难度不大。

人教版高中英语必修5 Unit5 Grammar 优秀教学设计

Unit5 Grammar 优教教学设计设计意图This is the last period of this unit, aiming to help students get a basic knowledge of the grammar “ellipsis” in this unit. The emphasis of this period is mainly placed on the understanding and the usage of the grammar. Therefore, teachers should create a relatively real context to present enough sentences to students to draw a conclusion about the rule of ellipsis. In the meantime teachers should offer more opportunities to students to practice using the grammar. Ellipsis is used in English to make our conversation simplified and neat, thus the learning of this grammar should not be too complex. Exercises designed for this purpose ought to be simple and easy to operate, which is connected with their daily life to make it easy to understand.教学目标1. Help students master the basic usage of ellipsis and know which parts of the sentences can be omitted.2. Students learn to use ellipsis in real situation through self-study and practice.3. Students get absorbed in English study and enjoy the beauty of English.教学重点The usage of ellipsis in English sentences.教学难点How to guide students to use ellipsis appropriately in real situations.教学过程Step 1: Lead-in（设计意图：学生观察句子，思考有哪些成分被省略，导入本课语法省略。

高中英语人教版必修5Unit5 Grammar 教学设计

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Unit5 语言点优教教学设计
设计意图
This is the second period of this unit: language points. The teacher can offer chances to students to review the vocabulary. The emphasis of this period will be placed on the important words, expressions and sentence patterns and grammatical knowledge in the reading text. In order to make students understand these points, we can first get students to study their usages by themselves and try to make a summary according to the examples. And then try to put them into use to improve the ability of using them in real situations. In this way, students can learn and use these important language points and grammar well.
教学目标
1. Enable students to master the usage of such important words and expressions 覆s aid, vital, injure, treat, fall ill, get + PP, in place, if necessary, stick to. And learn to express themselves by using them.
2. Enable students to learn the method of constructing knowledge trees through self-study and co-operative exploration.
3. Enable students to enjoy the fun of expressing themselves in English and participate in class with strong passions.
教学重点
Help ptudents master the usage of such important words and expressions as aid, treat, vital, injure, fall ill, get + PP, in place, if necessary, stick to.
教学难点
Put the language points into practice to express themselves in English.
教学过程
Step 1: Revision
Review the vocabulary part in this unit.
Step 2: Self-directed study
（设计意图：学生自主学习，理解导学案上的例句，并根据例句，构建词汇的知识树，总结词汇用法，争取新旧知识联系，培养自主学习能力。

）T: In this class we will learn the important words and expressions and their
usages in this unit. First, it’s self-study time. Please observe the example sentences in the sheet and try to summarize their usages by referring to your dictionaries or reference books. Make a mark where you have problems. Then, 15 minutes later, we’ll see who the best self-learner is. Please begin now.
Step 3: Presentation and special attention
(15 minutes later)T: Time is up. Let’s see how you learn the words and expressions one by one.
一、词汇精粹
1. aid n. ＆vt. 帮助；援助；资助
【教材原句】First aid is a very important first step in the treatment of burns.
急救是治疗灼伤很重要的第一步。

【观察思考】
(l) With the aid of the teacher, all of us in our class have made great progress.
在老师的帮助下，我们班所有的同学都取得了很大的进步。

(2) She came quickly to his aid. 她急忙来帮助他。

(3) They collected money in aid of the college students from Qinghai Province.
他们筹钱用来帮助来自青海省的大学生。

(4) The doctor gave first aid on the injured man.
医生为受伤的人实施了急救。

(5) We aided the poor girl in continuing her study.
= We aided the poor girl with her study.
我们帮助了这个可怜的女孩继续她的学业。

(6) They aided the poor country with money.
他们用钱来帮助这个贫穷的国家。

【归纳总结】
aid 作名词，常用短语有：
(1) 在……的帮助下with the aid of
(2) 来帮助某人come to one’s aid
(3) 用来帮助……in aid of…。