北师大版高中英语必修五Unit13Peopleword导学案4
Unit 13 People 导学案（4）
Lesson 3 Making Guesses about people
Tips: Eat to live, but not live to eat.
吃饭是为了生存，但生存不是为了吃饭。
Learning aims:1.Get the general ideas of the text
2.Grammar---Modals for guessing
Learning important point: Modals for guessing
情态动词猜测用法
Learning difficult point: Modals for guessing
Learning guides: 通过观察，归纳总结语法规律
Learning processes:
Step I 短语集结（在P12-13中划出下列词组）A级
1.run down ___________
2.give sb a hug ______________
3.since then ___________
4.have sth./sb. doing__________
5.get lost______________
6.separate from _____________
7.on one’s way _________ 8.at the moment ____________
9.lose one’s way _________10.at the top of the muntain _____________
11.go abroad______________ 12.tell sb. off____________
13.fail the exam____________
Step II 文句分析B级
1.I saw she had tears running down her cheeks at lunch today and one of the other teachers gave her a hug.
译文：__________________________________________
2.Their friends are really upset and have been waiting anxiously for more news.
译文：_________________________________________
have been waiting 是现在完成进行时，表示动作发生在过去并持续到现在。Eg:我一直在做饭。_________________________
3.They may have been separated from the other students and couldn’t hear anyone when the thunder started, or they might have fallen behind and taken the wrong path 译文:_____________________________________________________
__________________________________________________________
separate 指把原来结合在一起的或混合在一起的东西分开或隔开
divide 着重指整体分成若干部分
eg:The two dogs started to fight , so we tried to ___ them from each other.
A. spilt
B. separate
C.distinguish
D. divide
4. Or they could have gone exploring on their own and lost their way back to the group.
译文：____________________________________________________
__________________________________________________________
5.Imagine how hungry they are!
译文：
how 引导_______从句
imagine +doing/ to do / 宾从
6.It’ll be a real relief when they’re found.
relief n. 减轻，宽慰
to one’s relief 使某人放心的是
relief sb. of ……解除某人的负担
StepIII: Grammar C级
Discovery 1：Look at the dialogue and complete the gaps.
?I think my French tutor ______ know …
?They _____ be so frightened!
?They _____ have been separated from…
?Or they _____ have gone exploring…
?They ____ be there.
?… they ________ have any water.
思考：
上述句子所表达的意思是：______
a) decision? b) advice? c) guesses?
归纳总结：
Strong belief/true（一定）:
Strong belief/ not true（不可能）:
Possibility/ true（可能、也许）:
Possibility/ not true（可能不）:
Discovery 2.Decide what they are talking about.
1.I think my French tutor might know them.
2. They might be sheltering in a cave.
3. They might have fallen behind.
a) 过去情况b)现在情况c)正在发生的事情
归纳总结：
1.表示对现在情况的推测用：
2.表示对此时此刻正在发生的事情的推测用：
3.表示对过去情况的推测用：
找一找：
在文章中找出其他含有情态动词的句子，并说出它表示的用法：
语法练习：
1.there’s no light on—they______be at home.
A.can’t
B.mustn’t
C.needn’t
D.shouldn’t
2. Hurry up, our teacher _____for us at the school gate．
A. must be waiting
B. must wait
C. might waiting
D. can be waiting
3．—Someone is knocking at the door. Who it be?
—It be Tom. He is still in the school.
A. can, can't
B. can, mustn't
C. might, could
D. might, may
4. She doesn't answer the doorbell, she _____ be asleep．
A. might to
B. might
C. must have
D. should
5．You have done so much work, you __________ rather tired.
A. must be feeling
B. could be felt
C. may be feeling
D. would feel
6．.-- Is there a flight to Paris this evening?
--There _______be. I’ll phone the airport and find it out.
A. must
B. would
C. might
D. can
7. He left yesterday, so he __________ in Beijing.
A. may arrive
B. may have arrived
C. must arrive
D. arrives
8.--- When can I come for the photos? I need them tomorrow afternoon.
---They __________ be ready by 12：00.
A. can
B. should
C. might
D. need
9. Mr. Li _____be in Beijing because I saw him in town only a few minutes ago．
A. needn't
B. can't
C. shouldn't
D. mustn't
10．It _____be Li Ming who took my dictionary away．It be Zhang Hua who did it．
A. can't；must
B. mustn't；must
C. needn't；can
D. may not；can
1-5AAABA6-10CBBBA
Step IV 小结与反思
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Unit 1 achievement n. 成就；功绩 △Joan of Arc 圣女贞德 △Elizabeth Fry 伊丽莎白.弗赖伊 （英国慈善家） △Quaker n. 教友派信徒；贵格会会员welfare n. 福利；福利事业 project n. 项目；工程；规划 institute n. 学会；学院；协会 △China Welfare Institute 中国福利基金会specialist n. 专家；专业工作者specialize vi. 专攻；专门从事；专注于 △Jane Goodall 简.古道尔(英国动物学家) △chimp n. （非洲）黑猩猩 connection n. 连接；关系 human being 人类 △Jody Williams 乔迪.威廉斯 （美国诺贝尔和平奖得者）campaign n. 运动；战役 vi. 作战；参加运动 △landmine n. 地雷 organization n. 组织；机构；团体 △Gombe National Park 贡贝国家公园behave vt. & vi. 举动；（举止或行为）表现behaviour (=behavior) 行为；举止；习性shade n. 荫；阴凉处 vt. 遮住光线 move off 离开；起程；出发 worthwhile adj. 值得的；值得做的 nest n. 巢；窝 bond n. 联系；关系；结合；纽带observe vt. 观察；观测；遵守observation n. 观察；观测 childhood n. 童年；幼年时代 outspoken adj. 直言的；坦诚 respect vt. & n. 尊敬；尊重；敬意 argue vt. & vi. 讨论；辩论；争论 argument n. 争论；争辩；争吵 entertainment n. 款待；娱乐；娱乐表演 lead a … life 过着……的生活 crowd n. 人群；观众 vt. 挤满；使拥挤 crowd in （想法、问题等）涌上心头； 涌入脑海 inspire vt. 鼓舞；激发；启示 inspiration n. 灵感；鼓舞 support n. & vt. 支持；拥护 look down upon/on 蔑视；瞧不起 refer vi. 谈到；查阅；参考 refer to查阅；参考；谈到 audience n. 观众；听众；读者 by chance碰巧；凑巧 come across （偶然）遇见；碰见 △career n. 事业；生涯 rate n. 比率；速度 sickness n. 疾病；恶心 intend vt. 计划；打算 emergency n. 突发事件；紧急情况 generation n. 一代；一辈 △determination n. 决心；果断 kindness n. 仁慈；好意 considerate adj. 考虑周到的 consideration n. 考虑；体谅 deliver vt. 递送；生（小孩儿）；接生； 发表（演说等） carry on 继续；坚持 modest adj. 谦虚的；谦让的；适度的Unit 2 statistic n. （常用pl statistics）数据；统计； 统计数字；统计资料 sunburnt adj. 晒黑的 struggle vt. & vi. 斗争；拼搏；努力decade n. 十年；十年期 super adj. 特级的；超级的 △hybrid adj. 混合的；杂种的 n. 杂交种；混血儿output n. 产量；输出 △strain n.（植物的）品种；种类 crop n. 庄稼；农作物；产量 hunger n. 饥饿；欲望 vt. & vi. （使）饥饿 disturbing adj. 引起烦恼的；令人不安的expand vt. & vi. 使变大；伸展circulate vt. & vi. 循环；流传
人教版高中英语必修五电子课本
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY
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Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives