人教新课标人教版高中英语教案-必修五(Unit 3 Life in the future Period 5)

Period 5 Grammar

The General Idea of This Period

This is the fifth period, which will center on the grammar: using the past participle as the adverbial and attribute.At the beginning of the period, the teacher should offer some time to go over what the stu

Later the teacher had better present some sentences containing the past participle used as the adverbial and attribute on purpose by asking the students to do some exercises.Get the students to find all the sentences containing the past participle in the two passages.After finding them, the teacher can ask the students to analyze them and understand the function of the past participle in those sentences.While doing it, the students should be given some explanation about how to use

The following step is to practise more about the grammar.The teacher should arrange some activities carefully and creatively.First let them do some simple exercises.For example, combine the two sentences using the past participle as the adverbial and attribute.Then ask them students to

Besides that, the teacher should help the students to review the other usages of the past participle.In the end, let them write a passage using th

Apart from the usage of the past participle, the teacher had better make the students understand the difference between the past participle and the present participle.In order to have the students master it, the teacher should choose some exercises to supply the students with some

Teaching Important Points

Teaching Difficulties

Teaching Aids

Multi-

Three Dimensional Teaching Aims

Knowledge Aims

To learn about the past participle used as t

Ability Aims

To use the past participle used as the adverbial and the attribute freely and properly in

Emotional Aims

Make them know only by doing more

Teaching Procedure

T: Do you still remember what you learned in this unit?Please say something about the life in the future.

S: Th

S: People in the future will travel b

S: People wil l suffer from the lack of fresh air, but they will wear masks to feel much better.

T: Good.Now please answer some questions according to the passage: I Have Seen Amazing Things.

S: His first visit was to a space station considered the most modern in this part of space.It is an enormous round plate, which spins slowly in space to imitate the pull of the earth’s gravity. Inside, it is divided into zones with extraordinarily different atmospheres and gravities. There the

T: Excellent.Would you please describe the friendliest cr

S: The friendliest creatures are the mu-mu, a family from the Pleiades group of stars.They can see in the dark so they live in an area without light of any kind.They have assisted in the discovery of planets round the fourth star in the Pleiades system.They speak in whispers and eat food that contains carbon.They have six arms and one shell-covered leg.They moved forward by

S: The most interesting creatures are the tiny dimpods from a galaxy near NGC6240.They skip around the pipes and between the wooden walls of the space station.They require the same atmosphere as humans and are great engineers.They will be able to travel many light years away from the earth.They also can produce a special liquid from their bodies.They are not easy to talk to, because you have to use a language-changer to help and they shout loudly in your ear.They are very small with many arms and legs.They a re purple or blue and the color changes depending on the

Step 3 Presentation

Worried

T: In this sentence the past participle is used as an adverbial phrase.It is a way of joining two clauses together: As I was worried about the journey, I was unsettled for the first few days.Now please pick out three more sentences from the reading passages with past participles used as the adverbial.You are allowed to find as many sentences as possib

S: Well-known for their expertise, his parents’ company named“Future Tours”transported me

S: Confused by the new surroundi

S: Exhausted

S: Described as an enormous round plate, it spins slowly in space to imitate the pull of the

T: Good.You just found all the sentences containing the past participles used as the

attributes.Can you find the sentences with past participles used as attributes?Finish it in two

(Two minutes later, let the students read these sentences with past participles as the

attributes.)

S: My first visit was to a space station considered

S: Well-known for their expertise, his parents’ company named“Future Tours”transported me

S: Soon I was back on my feet again and followed him to collect a hovering carriage driven

S: Tomorrow you will be ready for some visits organized

S: The mu-mu drink a strange mixture of carrot juice and cocoa, while the dimpods drink lemonade m ixed

S: They move forward by slowly shaking from side to side on a shell-

Step 4 Practising

T: From the sentences mentioned just now, what do you know about the usage of past

S: We use past participles as attributes when we want to join two clauses together, which is

T: Yes.过去分词作定语, 在语态上, 表被动; 在时间上, 表示动作已经发生或完成, 与它所修饰的名词有逻辑上的动宾关系。过去分词作定语时, 所修饰的名词在逻辑上相当于被动句中的主语, 过去分词相当于谓语。

过去分词作定语表示动作在谓语动作之前发生, 已经完成并具有被动意义。有时也不表示时间性。作定语的过去分词一般由及物动词变来, 因为只有及物动词才有被动意义。例如: He is a teacher loved by his students.他是个很受学生爱戴的老师。

也有用不及物动词的过去分词作定语的情况, 一般作前置定语, 它不表示被动意义, 只表示主动意义, 强调动作完成。不能像及物动词的过去分词那样放在名词后面作定语。例如:

fallen leaves 落叶

retired workers 退休工人

the risen sun 升起的太阳

S: Soon we lost sight of that famous astronomer called

S: I like that old private house built of wood an

T: The room is completely empty.The room is connected to the rest of the house by a long passage.

S: The room connected to the rest of the house by

T: The queen was sitting in a royal carriage.The carriage was

T: The castle is under repair.It was b

T: Just now we practiced past participles used as attributes.There are still some notes we

注意下面过去分词作定语的几种情况

1.单个的过去分词作定语一般放在被修饰的名词之前。例如

We needed much more qualified workers.我们需要更多的合格工人。

My friend is a returned student.我的朋友是个归国的留学生。

单个分词也可以作后置定语, 用以强调动作。例如

They decided to change the material used.他们决定更换使用的材料。

2.过去分词短语作定语要放在被修饰的名词后面, 作后置定语, 其作用相当于一个定语从句。例如

The student dressed in white is my daughter.(=The student who is dressed in white is my daughter.)穿白色衣服的学生是我的女儿。

3.如果被修饰的词是由every/some/any/no+thing/body/one所构成的复合代词或指示代词those等时, 即使一个单一的分词作形容词用, 也要放在被修饰词的后面。例如: Is there anything unsolved?还有没解决的问题吗？

自从我离开这个城镇以来, 几乎没有什么变化。

4.单个过去分词前加一个名词或副词, 常用连字符将它们连接起来构成一个复合形容词, 放在其修饰的名词前, 作前置定语。分词前加的名词表示分词的动作或行为主体, 所加的副词表示方式、时间、程度、性质等意义。例如

This is a state-owned factory.这是一家国有工厂。

This is our school-run factory.这是我们的校办工厂。

T: Now let’s learn past participles used a

分词作状语分词在句子中作状语, 可以表示时间、条件、原因、结果、让步、伴随等。分词作状语时, 它的逻辑主语与句子的主语一致。作状语的分词相当于一个状语从句。

例如

Accompanied by his friend, he went to the railway stat

He looked tired and depressed, visibly

分词在句子中作状语, 使用何种分词, 要取决于分词与句子主语的关系: 主谓关系用现在分词, 动宾或被动关系用过去分词。例如

2.Taught by mistakes and setbacks, we have become wiser and handled our affairs

3.Inspired by the International, the working people of all countries have been fighting for

4.No matter how frequently __________, the works of Beethoven always attract large audiences.(CET-4 1995, 6)

A.performing

B.performed

C.to be performed

本句中贝多芬的作品被反复表演, 可见分词与句子的主语之间是被动关系, 应该用过去

分词, 故答案为B。

5.__________as it was at such a time, his work attracted much attention.(CET-

A.Being published

B.Published

C.Publishing

D.To be published

本句中as引导的是让步状语从句, 意思为: 他的作品尽管在被这样的时候出版, 还是引起了关注, 可见分词与句子的主语之间是被动关系, 应该用过去分词, 故答案为B。

T: Now let’s combine the

T: He was hit by the lack of fresh air.He got a bad head

T: I felt very tired after the long journey.I still enjoyed meeting the aliens on the space station.

T: The little girl was frightened by the noise outside.The little girl d ared not sleep in her bedroom.

T: The museum was built in 1910.The museum is almost 100 years old

S: Given some advice by the famous scientist, the student was not worried about his

1.Once __________ (recover), he threw himself into his work and made every effort to do it well.

2.If__________ (transl

3.After a night __________ (spend) in excitement and sleeplessness, I forced myself to take a

(The teacher should let the st

【精品】外研版高中英语必修五：module 4 教案(单元全套)

外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?

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 dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous 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 disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. 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 d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 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 made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from 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. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. 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 deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.

人教版高中英语必修一短语归纳(全)

Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;

人教版高中英语必修五：Unit+5教案+

Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.360docs.net/doc/a318641338.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?

高中英语必修五课文及翻译

高中英语必修五课文及翻译 Final approval draft on November 22, 2020

-必修 5 Unit 2 The United Kingdom Reading PUZZLES IN GEOGRAPHY People may wonder why different words are used to describe these four countries: England, Wales, Scotland and Northern Ireland. You can clarify this question if you study British history. First there was England. Wales was linked to it in the thirteenth century. Now when people refer to England you find Wales included as well. Next England and Wales were joined to Scotland in the seventeenth century and the name was changed to "Great Britain". Happily this was accomplished without conflict when King James of Scotland became King of England and Wales as well. Finally the English government tried in the early twentieth century to form the United Kingdom by getting Ireland connected in the same peaceful way. However, the southern part of Ireland was unwilling and broke away to form its own government. So only Northern Ireland joined with England, Wales and Scotland to become the United Kingdom and this was shown to the world in a new flag called the Union Jack. To their credit the four countries do work together in some areas (eg, the currency and international relations), but they still have very different institutions. For example, Northern Ireland, England and Scotland have different educational and legal systems as well as different football teams for competitions like the World Cup! England is the largest of the four countries, and for convenience it is divided roughly into three zones. The zone nearest France is called the South of England, the middle zone is called the Midlands and the one nearest to Scotland is known as the North. You find most of the population settled in the south, but most of the industrial cities in the Midlands and the North of England. Although, nationwide, these cities are not as large as those in China, they have world-famous football teams and some of them even have two! It is a pity that the industrial cities built in the nineteenth century do not attract visitors. For historical architecture you have to go to older but smaller towns built by the Romans. There you will find out more about British history and culture. The greatest historical treasure of all is London with its museums, art collections, theatres, parks and buildings. It is the centre of national

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Module 1 British and American English I. 模块教学目标技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...

人教版高中英语必修5课文原文

---------------------------------------------------------------最新资料推荐------------------------------------------------------ 人教版高中英语必修5课文原文 . 必修 5 Uni t 1 JOHH SHOW DEFEATS KING CHOLERA John Snow was a famous doctor in London - so expert, indeed, that he attended Queen Victoria as her personal physician. But he became inspired when he thought about helping ordinary people exposed to cholera. This was the deadly disease 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 controlled until its cause was found. He became interested in two theories that possibly explained how cholera killed people. The first suggested that cholera multiplied in the air. A cloud of dangerous 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 disease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evidence. So when another outbreak hit London in 1854, he was ready to begin his enquiry. As the disease spread quickly through poor neighbourhoods, he began to gather 1/ 2

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

完整word版,人教版高中英语必修一unit1教案最终版

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

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完整word版,人教版高中英语必修一unit1教案最终版

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