人教版高二unit5
“小花鱼”通过精心收集，向本站投稿了11篇人教版高二unit5，以下是小编帮大家整理后的人教版高二unit5，仅供参考，大家一起来看看吧。
篇1：人教版高二unit5
The First Period Listening Teaching time : 10.18
Teaching goals教学目标
1. Target language目标语言
重点词汇和短语 consist, powerful, state, confusing, mistaken
2. Ability goal能力目标
Listen to a dialogue and from the dialogue the students should have an opinion that people will have different reports about the same event.
3. Learning ability goal学能目标
Listen to a dialogue and be able to express one’s opinion in a positive or negative way.
Teaching important points教学重点
Talk about news and media
Teaching difficult points 教学难点
How to improve students’ listening ability and teach them
to express opinions.
Teaching methods 教学方法
1. Listening to the tape (individuals).
2. Discussion after listening to the materials.
Teaching aids 教具准备
1. A recorder
2. A projector
3. A computer
Teaching procedures & ways 教学过程与方式
Step I Leading in
T: Good morning, boys and girls! Look, what is in my hand?
Ss: A newspaper.
T: What can we get from a newspaper?
Ss: We can learn what has happened or is happening home and abroad.
T: Good. Do you read newspapers every day?
S1: No, I surf on the internet. In my opinion, the most popular and convenient way is to surf on the internet.
S2: I would like to listen to radio.
S3: I watch TV every day.
S4: I prefer to read magazines. There are photos in magazines. They are pleasing to the eyes. And photos help us to understand the articles.
T: Quite good. I’m very glad you know many kinds of news media. Now let’s talk more about these news media.
Step Ⅱ Warming up
First the teacher will show students different news media. Then talk about them and compare these news media.
T: Boys and girls, please look at the questions on the PowerPoint. I’d like you to discuss them with your partner for 3 minutes. Then I will ask you to speak out your
opinions.
After students express their opinions, show the possible answers on the PowerPoint.
Possible answers:
1. I think TV is the most reliable news media. Because we can see who is responsible for the news.
2. Websites keep on updating the news. So on websites you can always learn the latest news, sometimes even with audio and video.
From TV you can see both the broadcaster and videos. From radio you can only hear the voice without seeing the scenes. You can read newspaper everywhere. It is easy to get magazines and we can take longer time to read them.
3. I trust TV, leading papers and important radio stations.
4. No.
5. magazine, newspaper, radio, TV, website, broadcast, editor, edit, editorials, facts, headline, interview, journalist, opinions, reliable, reporter, true and so on.
Step Ⅲ Pre-listening
Ask students to look at the two pictures on Page 10. Talk about the two pictures first. Ask students to use their imagination and describe the scenes. Try to think of as many words as possible to describe people.
Step Ⅳ Listening
Play the tape for the students. After listening for the first time, the students should tick the information they can hear in each part. Then play the tape again. This time students will answer the second question on Page 10. After checking the answers, do the rest of the exercises.
Step Ⅴ Describing people
Show the following passages to the students. Ask them to read the passages and speak out what impression the people give them. Are they described in a positive way or a negative way?
T: Ok. Boys and girls. Look at the two short passages. Try to judge whether they are described in a positive way or not.
John Trussell
My little brother. (I don’t care that he’s four years older than me.) I never had a brother before, but he’s the best one I think I may ever have who brings me the pleasure of adopting (收养). In spite of all the pain that he occasionally goes through, I have seen him bear it with patience and calm, and do his best to make certain that no one else was hurt before coping with his own pain. It is my only hope that I will never lose this little brother.
Chuck Tetzlaff
He is very funny, overworked, and is the third man I’ve ever met who can consistently make me unable to stop laughing. At the same point, I will get to see him more often, but that will probably be after he finishes working for his Chemistry Professor.
Ss: They are described in a positive way.
T: Read the following passage. Try to judge the man’s attitude towards life.
I was on my way down an elevator at the Hilton in Arlington, Texas, ready to begin a seminar on how to develop more positive team relationships. I shared that ride with a man whose face bore the frown lines that evidenced a less-than-positive attitude.
He commented, “I’m not so sure about this elevator.”
“Oh? Why not?” I asked.
“It was slow getting to us, and it sounds funny.”
“I’m sure we’ll make it,” I encouraged him.
“I don’t know. You never can tell about these things.”
When we arrived at the first floor, I said, “Well, we made it!”
Unimpressed, he answered, “Yeah, but the door’s not open yet.”
Ss: The man’s attitude is negative.
T: Yes, you are quite right. Being positive makes life enjoyable.
Read the following. It will help you to become positive.
Changing negative thoughts
Situation Negative
thoughts Other explanations
Getting critical
feedback for
an essay I am stupid. I didn’t have much time to do this essay the workload has been very heavy recently. I chose to do other things as well. The work is supposed to be challenging. Constructive criticism helps me to improve. I’ve done well in the past, which shows I can do well.
My friend does
not want to see
me tonight. They don’t
care about
me any more. They said they had to work tonight - this is most likely true. We saw each other at the weekend and had a good time. They said some nice things to me lately and seemed to care the last time we met.
T: After we learn so much about negative and positive description. I’m sure you can describe people in both ways. Today’s homework is to describe someone that you
are familiar with in a negative way and then in a positive way.
Step Ⅵ Homework
1. Finish the listening exercises on Page88.
2. Try to describe someone that you are familiar with in a negative way first and then in a positive way.
Record after teaching:
For listening part, it’s difficult for the Ss to write the words in the last step.
The Second Period Speaking Teaching time : Oct. 19
Teaching goals 教学目标
1. Target Language目标语言
Talk about news and the media
Practice expressing opinions
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
2. Ability goals能力目标
Students will act the role of editors. As editors, the students will decide which events to put in the newspaper.
3. Learning ability goals学能目标
By comparing different news media, students will learn to be editors. By speaking out their own opinions, students will learn to express their opinions.
Teaching important points教学重点
Practice expressing opinions.
Teaching difficult points教学难点
How to express one’s opinion clearly and make oneself understood.
Teaching methods教学方法
Discussing and speaking
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step I Revision
Check homework. Pick out some students’ homework to show to the whole class.
T: So much for your homework. As we know，things described in different ways have quite different effect. Being a reporter, one should observe the professional moral. Now let’s look at what some reporters have written.
Step Ⅱ Leading in
After checking homework, divide the students into different groups and hand out some newspapers to them. Ask them to find out the different events on different pages. Then discuss why these events are put in the newspaper. Students are given five minutes. Five minutes later, students are asked to speak out their opinions. During this activity, make sure each member is involved. When expressing their opinions, they should remember to use the following expressions.
I think ..., In my opinion ..., I think the reason why ... is that ...
T: Look at the newspapers in your hand. Please discuss why these events are put in the newspaper. Please speak out your opinions using the following expressions.
Show the expressions on the PowerPoint.
Five minutes later, students are asked to perform their discussion. They are encouraged to have different opinions.
T: OK. Boys and girls. Stop discussing please. I’d like each group to speak out your opinion. Don’t forget to use the expressions.
Eight minutes later, go on with the speaking part on Page10.
Step Ⅲ Speaking
T: Would you like to be an editor?
Ss: Yes.
T: If you are an editor, what events will you put in your newspaper?
Students may give various answers.
T: Good. Now suppose you are editors of a newspaper. Here are ten things that happened today. You may only report five of them (ON PAGE 10). Decide which events you are going to put in your newspaper and give reasons for your choices. Discuss with your group members. When you express your opinion, please use the following expressions. Show the expressions on the PowerPoint.
What do you think of ...?
What’s your opinion?
Why do you choose ...?
Perhaps ... is more important.
I would rather choose ...
I don’t think we should choose ...
Maybe it would be better to choose ...
Our readers want to know about ...
Students are given 8 minutes to discuss. 8 minutes later, they will be asked to act out
their discussion in front of the class.
Step Ⅳ Role play
Pair works on Page 88.
T: Boys and girls! Great news for you. A film star, a sports star and a fireman/firewoman are here. You have the golden opportunity to choose what you would like to be. And you will be interviewed by a very famous reporter. Complete the role cards on Page 88 and prepare your interview. You are given 8 minutes to do the interview. Then I will ask some pairs to perform.
Eight minutes later, ask some groups to present the interview.
Step Ⅴ Report
There are several different newspapers edited by students in our school. Teacher may
ask the student editors to introduce what work an editor does.
T: Student1, I was told you are an editor of the Students Union Paper. Would you please tell us what work an editor does?
S1: First I discuss the events with other editors and decide what to report. I also help writers to correct their writing.
T：How is your paper made?
S1: After having decided what to report, we will ask reporters to cover the events and write articles.
S2: After the stories being written, they will be handed to editors.
S1: Then we choose some good ones to put on different pages. Editors also write headlines for stories and make some necessary changes. Then the time for printing the newspaper comes.
T: Thank you very much. Now we are clear about an editor’s job and how the newspaper is made. If you want to learn more, please surf on the Internet and find how the newspaper is made. You can also find some information from the text on Page 11.
Step Ⅵ Homework
Surf on the Internet to find some information about news and news stories.
Read the text to find some information about how the news paper is made.
Record after teaching: Most of the students can only speak a little. Try to lead the students to speak more .
The Third Period Reading Teaching time : Oct. 20
Teaching goals 教学目标
1. Target Language目标语言
a. 重点词汇和短语
headline, inform, informed, relate, talented, switch, present, reflect, effort, spiritual, AIDS, seldom, addict, social, ignore, attention, view, tolerate, affair, for once, be addicted to, suffer from, even if, draw attention to,
on all sides, change one’s mind, current affairs
b. 重点句型
The editor’s job is to keep the newspaper balanced and interesting to the readers.
2. Ability goal 能力目标
Enable students to talk about news and the media and learn how the news is made.
3. Learning ability goal 学能目标
Students are divided into different groups. Each groupmember will play a different role to talk about news and media. Each group member should be involved and knows his role very well. Through these activities students should learn to be involved, co-operate and solve problems.
Teaching important points教学重点
Talk about news and media.
Teaching difficult points教学难点
How to express oneself clearly and correctly.
Teaching methods教学方法
Listening, reading and discussing
Teaching aids 教具准备
A tape recorder, a projector and a computer
Teaching procedures && ways 教学过程与方式
Step Ⅰ Revision
Check the homework. Ask students to say something about newspaper.
T：Good morning/ afternoon, boys and girls!
Ss: Good morning Mr. /Ms …!
T: Yesterday I asked you to surf on the Internet to find some information about news and media. Have you found any?
S1: I’ve found the style of the news story. Most news stories have a very clear style. They give the main points at the top in the headline and the leading paragraph(s).
The body of the story then adds details, statements and comments from people involved in the story, and plus any background which the writer feels necessary.
S2: News stories are easy to understand. Most news stories have three distinct sections: the headline, lead and body. Since each of these sections repeat or expand upon the story’s main points, you get at least three chances to understand them. The opening paragraph of the news story is known as the lead. Usually, the
lead will tell you what the “something happened” is. That information is generally found in the subject and in main verb of the leading sentence, so a little knowledge of the grammar of the lead will be useful.
Something happened
● Something happened.
● Something is happening.
● Something is going to/is expected to/might happen.
● Someone said something happened.
● Someone said something was happening.
● Someone said something was going to happen.
● Someone said something should happen.
● Someone said something should not have happened.
S3: I have found something about headlines. From the internet I learned there are two types of headlines. Most news stories use sentence headlines although they may be shortened by omitting certain words as you will see later. Many feature stories and some very short news stories use phrase headlines or titles which leave out the verb. Here are some examples of them:
Sentence
headlines Green Party Refuses to Back Nader for President
Scientists Listen to Whale hearing Via’Third Ear’
Bush’s Strength Is Also His Weakness
Man Complains Bad Rope Spoiled His Suicide
Phrase
headlines Politician Killed in Pakistani City
Bush in T-shirt not for broadcast
Family Friendly Television Group Growing Face Transplant No Longer Science Fiction
Step Ⅱ Pre-reading
T: I’m very glad you have learned a lot about news and news stories. Les’s continue the headlines. In this class we are going to learn “Behind The Headlines”. First open your books and look at Page11. Look through the pre-reading. Look at the title and pictures. Try to guess which of the following questions the text will answer.
It doesn’t matter whether students answer the questions right or not. The text is easy to understand, so it is not necessary to spend much time on the text. After dealing with pre-reading, turn to the text.
Step Ⅲ Reading
First play the tape for students, and then students are asked to answer the following
questions:
1. Are the two reporters interviewing others or being interviewed?
2. How do reporters decide what they are going to write?
3. What is the editor’s job?
Show the questions on the PowerPoint.
T: OK, so much for the pre-reading. Let’s come to the text. First look at the questions on the screens. (Students read the questions together).I will play the tape of the text for you. When you listen to the tape, please try to find the answers to the three questions.
After listening to the tape, ask students to answer the questions. Then show the
suggested answers on the PowerPoint.
Suggested answers:
1. The two reporters are being interviewed. They are interviewees.
2. Editors and reporters will discuss what events to report, how to report them and why. Editors will listen to reporters’ ideas and give suggestions.
3. The editor’s job is to keep the newspaper balanced and interesting to readers.
T: Well done! Now read the text and discuss the questions with your partner. Why is media so important?
This time students are asked to read the text loudly. After reading the text, the students
should discuss the above questions with their partners. Several minutes later, ask
some students to give their answers. The teacher will sum up the answer.
Suggested answer:
The media can often help people to solve problems and draw their attention to situations where help is needed. Carefully written articles can help people become interested in important questions around the world. TV programmes and printed articles help people to learn about the other part of the world. They lead us to a better understanding of the world on all sides and to a future world where people from all countries are respected and different views and opinions are tolerated.
T: After you’ve learned a lot about the newspaper. I’d like you to complete the following diagram. Then try to explain how a newspaper is made according to the diagram.
Suggested answers:
After checking the answers, ask some students to explain how a newspaper is made.
Step Ⅳ Explanation
Deal with some difficult sentences.
T: Let’s come to some details of the text. Do you find any difficult sentences to understand?
S1: I cannot understand the title “Behind the Headlines”?
T: S2, how do you understand it?
S2: I think the text talks about news stories behind the headlines.
T: S3, what’s your opinion?
S3: I think the text tells how news stories are written.
S4: I think the text is about what an editor does, reporters’ work, how the news is made and written.
T: Quite right. The title tells us that the text is about editors and reporters’ work and how the news is made and written.
S1：Thanks. Could you explain this sentence to me? A reporter begins by contacting the people to be interviewed and then prepares questions.
T: Contacting the people that reporters are going to interview is reporters’ first step of work. That is to say, first they make an appointment with the people that they are going to interview, and then prepare the questions they are going to ask. After that they will write the news reports. Do you have any difficulty?
Ss: No more.
T: OK. Now let’s come to the post reading questions.
Step Ⅴ Post-reading
Look through the text again. Deal with the post-reading questions. Students are divided into groups and discuss the questions together. After several minutes, check the answers with the whole class.
T: Boys and girls! Now I’d like to have your answers. Group1, what is your answer to the first question?
Group1: How a reporter decides what to write, why people read newspapers, how newspapers report what happens and how newspapers help us understand the world are answered. The other two are not answered.
2-4 questions are open ending questions. Students are en couraged to give various
answers.
Step Ⅵ Homework
1. Here are the beginnings of two stories. Compare them and try to find out their differences.
Show the following pictures on the PowerPoint 4 on Page 90 in their exercise-books.
Record after teaching:
The Ss got familiar with the process of making a newspaper .
The Forth Period : language points Teaching time : Oct. 21
Teaching goals教学目标
1．Target language目标语言
rather than , switch, keep + O. + O.C , adapt to, even though ect.
2．Learning ability goals学能目标
Let Ss learn how to use the expressions
Teaching important points教学重点
The use of the expressions.
Teaching difficult points教学难点
How to teach Ss to master the usage of the expressions
Teaching methods教学方法
Explanation, Practice
Teaching aids教具准备 A computer A blackboard
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
T: Good morning, Students！
S: Good morning, sir/madam！
T: First let’s review what you learnt in the last class. Who can tell me the words that you learnt in relation to news media ?
Step Ⅱ Language points 课文注释与疑难解析
1． The two reporters agreed to switch roles for once and be the interviewees rather than the interviewers in order to let us know about their work and how the news we read is made.
为了让我们了解他们的工作及我们看的新闻是如何产生的，这两个记者这
次同意转换角色，来做一次被采访者而不是采访者。
a. switch改变，变化；交换
He switched the conversation from one subject to another.
他转变了话题。
I used to cook on electricity, but I’ve switched to gas.
我过去用电烧饭，但现已换成用煤气了。
Let’s switch the discussion to another topic.
让我们换一个讨论题目。
（与on, off连用）开关（电器等设备）
Shall I switch the TV on? 我可以打开电视吗？
Please switch the radio off.请关掉收音机。
b. rather than 胜于, 是…而不是…；与其说是…不如说是…
These shoes are comfortable rather than pretty.
这双鞋不好看，但是舒服。
I would like soda rather than cola.
我喜欢喝苏打水，而不是可乐。
American young people would rather get advice from strangers.
美国的年轻人宁可从陌生人那里获取建议。
We would rather receive money than the usual gifts.
我们宁可接受钱，而不希望收到通常的礼物。
2. The editor’s job is to keep the newspaper balanced and interesting to the readers.
编辑的任务是保持报纸的均衡和趣味性。
keep the newspaper balanced and interesting为keep + 宾语+宾补结构式 使人或物保持…状态
宾补可以由介词短语、形容词、副词和分词短语充当。
I always keep the key in my pocket.
我总是把钥匙放在口袋里。
I’m sorry to keep you waiting for so long.
真抱歉让你等了这么长时间。
Please keep the room clean.
请保持室内清洁。
Keep him out.别让他进来。
3. Even though I have interviewed famous people, the story I like best is about an ordinary young woman who tries to adapt to her new life after having studied abroad.
尽管我采访过名人,但是我最喜欢的还是关于一个从国外学习归来的普通女孩努力适应新生活的故事。
此句中含有两个定语从句。I like best 是the story 的定语从句, who tries to adapt to her new life after having studied abroad是the young woman 的定语从句
a. even though/if即使, 尽管用作连词，引导让步状语从句。
Even if I have to walk all the way, I will get there.
即使我的一路走着去，我也要走到那里。
I like her even though she can be annoying.
尽管她有时很恼人，我还是喜欢她。
b. adapt to适合
When he moved to Canada, the children adapted to the change very well.
他移居加拿大后孩子们很快适应了变化。
Record after teaching :
Some Ss felt confused about the differences among “ more than , no more than , not more than , other than”
The Fifth Period Grammar Teaching time : Oct. 22
Teaching goals 教学目标
1. Target language目标语言
Enable students to identify words with positive, negative or neutral meaning.
Learn about the Past Participle (1): used as Attribute and Predicative
2. Ability goals 能力目标
Learn about the Past Participle (1): used as Attribute and Predicative
3. Learning ability goals学能目标
By doing exercises of past participle students will have a good command of the grammar.
Teaching important points教学重点
The Past Participle (1): used as Attribute and Predicative
Teaching difficult points 教学难点
Use the correct form of verbs to fill in blanks.
Teaching methods教学方法
Explaining and practicing
Teaching aids教具准备
1. A projector 2. A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Revision
Ask some students to make a brief introduction of Yang Lan.
Go over the text and ask students to pick out the sentences containing past participles.
Step Ⅱ Grammar
There are eight sentences in the text. Then do Exercise 1. Students are asked to do the exercises individually. Then check the answers with the whole class. After checking the answers, ask students to sum up the usage.
T: Please read the 8 sentences and find out which past participles are used as attribute and which are predicative. Later we will check the answers together.
Suggested answers:
Attribute: experienced, informed, talented, organised, stolen, addicted and printed
Predicative：needed, respected and tolerated
Do Exercise 2. Ask students to write the sentences on a piece of paper, and then show
some on the projector. Through this activity, enable students to be careful about their
writings.
Suggested answers:
informed decisions= decisions that are informed
talented journalists= journalists who are talented
an organized way= a way that is organized
stolen culture relics= culture relics that had been stolen
people addicted to drugs= people who are addicted to drugs
printed articles= articles that are printed
Then deal with Exercise 3-5 in a similar way.
Step Ⅲ Explanation
To make sure students fully understand the grammar, explain and sum up in Chinese.
Step Ⅳ Consolidation
Choose some NMET exercises for students to practice. Show these exercises on the PowerPoint.
1. Prices of daily goods ____ through a computer can be lower than store prices.
A. are bought B. bought
C. been bought D. buying
2. With a lot of different problems ____, the newly-elected president is having a
hard time.
A. settled B. settling
C. to settle D. being settled
3. Don’t use words, expressions or phrases ____ only to people with specific knowledge.
A. being known B. having been known
C. to be known D. known
4. When I got back, I saw a message ____ to the door____ “Sorry to miss you; will call later.”
A. pin, read B. pinning, reading
C. pinned, reading D. pinned, read
Keys: B C D C
Word study exercises are assigned as homework. Students are asked to finish them
after class.
Step Ⅴ Homework
1. Finish the grammar exercises on Page91.
2. Finish Vocabulary Exercises 1-3 on Page89-90.:
Record after teaching :
Some Ss confused “v-ing” with “v-ed”/ “to do” used as attributive
Eg. an excited look
The Sixth Period Integrating Skills Teaching time :Oct. 23
Teaching goals教学目标
1. Target language目标语言
Talk about news. For a reporter, the basic task is to report an event truthfully.
2. Ability goals能力目标
Enable students to learn what facts are and what opinions are.
3. Learning ability goals学能目标
By comparing two passages about the same event, students will realizereporters should report events truthfully.
Teaching important points教学重点
Enable students to learn what facts are and what opinions are.
Teaching difficult points 教学难点
How to write news stories.
Teaching methods教学方法
Task- based teaching, comparing, and speaking
Teaching aids教具准备
1. A recorder 2. A projector 3. A computer
Teaching procedures && ways教学过程与方式
Step I Revision
Check the homework.
T: Boys and girls! Let’s look at the two stories.
Show the two pictures on the PowerPoint.
Who will say something about Picture1?
1: It is a fairy tale.The story will be described in the order in which they happened.
T: Quite good. What about Picture 2?
S2: Picture 2 is a news story. I don’t think it is described in the order of time.
T: Right. That’s the difference. News stories seldom describe events in the order in which they happened (chronological order). News writers know their readers have
limited time and they want the latest or most significant developments (the news) first. Thus, news stories are opposite to fairy tales.
Show these sentences on the PowerPoint.
Step Ⅱ Listening
T: So much for the homework. Open your books and look at Page 15.Look at the two pictures first. Please describe the first picture.
S1: There are a group of angry men armed with sticks outside a factory.
T: Right! What about Picture 2?
S2: Waste gasses from the factory are being sent into the air. Many people with slogans in hand are demonstrating against pollution.
T: Yes, you are quite right. But can you imagine the two pictures are about the same event? Now I will play the tape for you to listen. After listening to the two reports,
you will discuss the questions on Page15.
Step Ⅲ Discussion
After listening to the tape, students are given several minutes to discuss the questions
in groups. After several minutes, students are asked to give their answers.
Suggested answers:
1. The first report is in favor of the company, while the second supports the
demonstrators.
I think the first report was written by a worker. The second was written by one of
the activists.
Less than a hundred people or more than ninety citizens outside a factory is fact.
That the police came is a fact.
Fighting with each other is also a fact. “Cause trouble, most successful company,
rude and noisy, difficult to get into the factory, trouble-makers” are opinions in the
first report. In the second the following are opinions.
“Responsible and caring, the city’s worst polluter, brave and strong, sent out a
group of angry men armed with sticks to fight with the citizens.”
2. For the first report, I would like to use “Trouble-makers were taken to the police station” as the headline. I would choose the picture with a group of men with sticks. For the second report, I would like to use “Demonstration outside the city’s worst polluter”. I would like to use the picture with many people holding slogans.
Step Ⅳ Speaking
After students finishing the group work, go back to the speaking activity and decide
how to report the events they have chosen. Discuss what picture to use and tell the
reasons. Decide what headlines to use and tell the reasons. For this activity students
are given 10 minutes. Ten minutes later, students report their discussion to the whole
class. In this activity each group member should be involved.
Step Ⅴ Writing
After the discussion and demonstration of the speaking activity, students are asked to write a short newspaper article about it. They will write the article individually. Ten minutes later, check some of the articles on the projector with the whole class. Compare their articles about the same event.
Step Ⅵ Homework
1. Learn Integrating Skills on Page 92 IN THE PUBLIC EYE by themselves.
2. Students are asked to write a paragraph in which they compare two kinds of media: TV and newspaper or TV and websites referring to Page 16.
Postscripts:
. The Seventh Period Writing Teaching time : Oct.24
Teaching Goals教学目标
Enable Ss to write a review of compare two kinds of media & to write an article about a famous TV personality.
Teaching important points and difficult points教学重点和难点
How to write a better comparison paragraph
Teaching methods教学方法 Task-based method
Teaching aids教具准备 projector, A computer
Teaching procedures && ways教学过程与方式
Step Ⅰ Pre-writing
T: Now look at the tips which may be helpful for you on Page 16.
Tell Ss how to find the differences & similarities
Step Ⅱ Samples of the Writings
Writing on Page 16
Writing a paragraph in which you compare two kinds of media, for example websites
and newspapers.
The similarities and differences between
websites and newspapers
Newspapers and websites are both important news media. Newspapers are traditional and have a long history, while websites are new. But they are similar to each other. Both provide news stories and information for people. Both make money by selling ads. Both have different pages. Both have headlines and pictures. But there are great differences between newspapers and websites. The first major difference between newspapers and websites is that websites need a computer and the Internet, while you can read a newspaper everywhere. Another difference is their writers. Newspapers are written by reporters, but websites can be written by anyone. What’s more, many websites are free, while most newspapers cost money. And websites have not only pictures but also audios and videos, which makes stories more interesting. The final difference is that websites change all the time. Many websites are updated many times every day. The latest news is always available on websites. That’s why more people prefer websites to newspapers.
Writing on Page 93
Imagine that you are a reporter for your local newspaper. Your editor has asked you to write an article about a famous TV personality. The editor has given you a list of questions that the readers interested in. Think of more questions and use the answers to write your article.
Li Zhuang, a very young promising host!
Li Zhuang, though only 25, is one of the most popular TV personalities. He is famous for the programme “Music online”.
Li Zhuang has a gift for music. His mother is a music teacher. When he was a small kid, he could sing many songs. At the age of 5, his mother sent him to a music school and this provided him a lot of opportunities to perform on the stage. Perhaps that’s one of the reasons why he is so good at performance. He was very active on the stage. Two years ago, he graduated from a normal university and began his career as a host. Before he came, there wasn’t a music programme. This is a great challenge to him. He worked very hard and watched a lot of video tapes of world famous music hosts. He is full of energy. With his mellow voice he can sing songs very well. He often invites pop stars to his programme. He can build a bridge of understanding easily between the stars and the audience. His enthusiasm always inspires the viewers. When you watch his programme, you cannot help singing. He is very popular, especially among the young people.
Despite the success, Li Zhuang remains modest. He said,“I have a long way to go and should improve myself.” Perhaps he will leave the show for further study.
Such is Li Zhuang, a very young promising host!
Step Ⅲ Writing
Step Ⅳ Comments on the writing
The teacher shows a few copies of the students’ homework on the projector. The whole class will check the answers together and correct the mistakes if there are any.
How to describe a landscape
By: Bill Nelson
Thanks to the Scouters on Scouts-L who contributed to this page.
As you know, it is wonderful to watch our youth as they grow through the Scouting
program in character, citizenship and moral and physical fitness! Everyone in our community should know what we are doing and the great education our youth are obtaining through Scouting. Consider having a publicity person in your unit.
The local newspapers and TV stations are looking for community stories so we
have a great opportunity to tell our story.
News releases are easy to write up and many newspapers and TV stations now have
email addresses that you can send them to. Don’t forget to send releases to your local church, educational, community or corporate newsletters!
Every news release should be written to answer the essential questions of any news
item, commonly called the five Ws plus one:
Who will do it? What will they do?
When will they do it? Where will they do it?
Why will they do it? How will they do it?
The structure of the news release is important. It must be written so that the reader
has the essential information at the outset. The lead, usually the first paragraph or two, should summarize the “five Ws” to give the reader an overview. The rest of the paragraphs will answer the six questions. The longer the news release, the better the reader will understand the news. The news release should be typed double-spaced. The top of the page should include a title, contact name, and telephone number. ALWAYS include the Council Web site address, from there people can find out more about what we do and how to join. Note that if a paper prints your news release and needs to trim off for space, they will trim from the bottom.
News releases should be sent out for all sorts of activities, including, but not limited
to:
Special trips Parent’s Nights
Special events Social Activities
Service Projects Election of Offices
Pinewood Derbies Spring and Fall Recruiting
Photos catch the eye of the reader and make a story more interesting. News reporters know this and want a photo in the story as much as you do. If you have a photo, send it to them, but many newspapers would prefer to shoot their own. That means giving them plenty of notice of when your event will take place.
Some Tips:
1. Local weekly and semi-weekly newspapers are much more likely to publish your story. Look on the Editorial pages of those newspapers for a list of phone numbers
and email addresses.
2. Watch, listen, read your local media and start a list of media outlets that reports on these types of local events.
3. Read the paper and get a feel for the writing style. Write a news story not an advertisement. Your article may be cut so put the most important items up front.
4. Write to each company and ask for their Guidelines for Submissions. This should outline exactly how they wish to be notified about your event. Some request snail mail (not too many now) some will provide a special fax number, others may have a hotline, and still others may offer email. They may also request a certain format.
Ask about any special issues. They may have a neighborhood section that comes out a specific day of the week, there may be an annual issue with community
groups. Ask about deadlines they may have for those issues.
5. Keep holidays in mind. It’s a cliché, but helping the needy at Christmas, helping with a 4th of July event, etc. is classic Scouting and a standard for many papers.
6. Submit, submit, and submit. They will not yell at you for overloading their mailbox. They receive dozens to hundreds of them each day/week. The best ones or ones
that catch the editor’s attention get published.
7. It may help if you can make friends with the editor.
8. For pictures, action shots are generally better than lineups but in any case be sure the people in the picture are identifiable. Think about a sports picture and how it
usually focuses on one or two people--the other six or twenty people who were around the action got cut out by the photo editor. The focus is now on the action and the attention grabber isn’t lost in a crowd of people. It helps to provide larger pictures, i.e., 8x10, when available. Providing negatives helps with some papers.
9. Sometimes all that will be published is the picture with a caption. Clearly identify everyone in the picture and you may wish to secure releases from the parents of the
kids. Some parent may not want a child’s picture in the paper.
10. Think of how your event is unusual, i.e., the man bites dog story rather than the dog bites man. Special awards, big numbers, etc. should start your story. Avoid beginning “At Troop 0s monthly court of honor ...” What is different about your court of honor or event. One unit got some great coverage for their Court of Honor (COH) when the bat lady was the program - “Bat Lady Gives Life to Two Scouts”. A professor who studies bats showed some slides at the COH in anticipation on an upcoming outing to a bat cave. They had her present the Life Scout badges to two boys. Meanwhile, the story included all the other recognitions
that evening. Another local troop sent in their list of awards from a COH the same night and got no story.
11. News comes from NEW, not old. Get your stories in right away. If you take a week getting the info to the media, it is less likely to be used--history doesn’t
sell many newspapers.
12. If your story doesn’t get into the paper, don’t give up. Keep at it, you may have just hit a big news day and there wasn’t room. If several stories don’t make it,
give the editor a call and find out what you could do to improve your chances of getting published.
Finally, don’t forget to thank the reporter after the article is published for doing a good job in reporting the event!
What Does An Editor Do?
www.persuasivepen.com
by Holmberg, Janis
An editor corrects and prepares writing for publication. Three kinds of editing many editorial services offer are proofreading, content editing, and consulting and creative editing, or rewriting.
Proofreading marks the document for types, spelling, capitalization, punctuation, subject-verb agreement, and errors in word usage.
Content editing includes proofreading notations, and also analyzes reports and makes suggestions for word choice, figures of speech, sentence and paragraph structure and style, and overall readability.
Consulting and creative editing includes proofreading and content editing, and also works with the writer to determine the target audience, define and project an identity, and design or redesign the document to connect with and convince the target audience.
Here are some examples of proofreading, content editing and consulting and creative editing:
The original paragraph:
It is my painful duty to inform you that circumstances forced me to request the Finance Manager to relinquish his position. This action was not taken lightly and without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22 .
The proofread paragraph:
It is my painful duty to inform you that circumstances forced me to request the finance manager to relinquish his position. This action was not taken lightly or without incontrovertible evidence. Information received last Friday confirmed suspicions rose after taking the position concerning the misrepresentation of facts both before and after his appointment as to the holding of a doctorate. He has submitted his resignation effective January 22, 1999.
The edited paragraph:
I am sorry to inform you that I have asked the finance manager to resign his position. I took this action because the company has evidence that this employee misrepresented his educational qualifications. The resignation is effective January 22, 1999.
The recreated paragraph:
Effective January 22, 1999, the finance manager has resigned his position with XXX Company.
Each revision reflects a decision about what and how much to change. A good editor works with the client to communicate clearly and concisely.
Some practical things
1. Brainstorming meetings.
Have them, but you’ll need a few rules to make them work. Sometimes I schedule them and make attendance mandatory. These meetings always have a topic, announced in advance. It might be something as simple as, “How can we come up with a great story for Mother’s Day” or it might be to explore some broader topic in the news, such as, “What can we do that no one else is doing on how DNA evidence is affecting the criminal justice system.”
Keep the meeting on the subject and never have one without a topic or it will turn into a useless bull session or maybe even a gripe session.
More often, the brainstorming sessions are held standing up, in the middle of our newsroom, over some story that is in the news or some issue that is suddenly on our
minds.
It is vital to foster an environment in which these discussions happen spontaneously, and anyone in the room feels free to start them.
Whether the meetings happen spontaneously or are scheduled, there is one golden rule. No one is allowed to say something is a bad idea. It kills discussion. And a lot of the best ideas are the ones that may sound stupid at first because they are different. The obligation of everyone in the brainstorming session should be to run with the idea and see where it leads. The prevailing ethic of these meetings should be this thought: If we were to proceed with this idea, what would we do?
2. Go for walks outside.
Get out of the office as much as you can, especially if you are a manager and actually have an office. In the office, it is hard for an editor to shed the illusion that
he has power, and this can make it difficult for folks to talk freely in front of you. The worst place you can be if you want your staff’s best thinking is on your throne
behind your desk. It’s not that getting out of the office fools anybody. They still understand the power relationships. But when you are outside, walking together, the symbols of editor power are absent and both you and your staffer can be more relaxed. The conversation changes from underling-boss to two folks who care about journalism having a chat. This more than a good way to talk to staff about story ideas or about their work. I think it is THE way to conduct job interviews. I always
take job candidates out of the office for a stroll to Central Park. On these jaunts, the candidate’s personality true personality is likely to come out, and since you will be
spending more time with your staff than with your spouse, you don’t want to hire any assholes. Added benefit: I get to smoke a good cigar when I walk.
3. Mentoring as part of the job.
Almost every newspaper has a few privileged writers. They have the best jobs, cover the biggest stories, and do the least amount of routine. (Here at AP, the writers in my department are particularly privileged. Their job is to do the great stories. They can go anywhere, write about anything, and take all the time that they need, as long as they produce first-class work.) With such privilege there should also be responsibility. So, I have made mentoring a category-along with such things as writing quality, productivity, creativity, etc. - in the annual appraisal form for my writers. There is no formal mentoring program. Rather, I make it clear to my writers that they have a responsibility to share what they know and that they had better find a way to do it. Some of them have taken several inexperienced bureau reporters under their wings. Others make it a point of stopping in at local AP bureaus on their travels and conducting writing or reporting workshops. And, oh yeah. No mentoring, no merit raise.
4. Where do ideas come from?
Make sure that everyone in the newsroom understands that at least 90 percent of the story ideas come from writers. Writers who sit around waiting for assignments
are not doing their jobs and need to be told as much. Editors who dream up most of the ideas for their staffs and then assign them are an even bigger problem and should be reeducated or fired. It’s not that editors can’t have ideas. Of course they can. But there is no way they can have anywhere enough good ones to keep a staff busy. I work in an office overlooking Rockefeller Plaza. If I lean out my window, I can see the famous skating rink, but that’s all I can see of the world from the place I spend most of my time. If, from here, I already know something is a story, how likely it is to be news. The writers must be the eyes and ears of the newspaper. The best ideas are the ones they come back to the office with and astonish us. Make idea generation the most heavily weighted category in annual evaluations of reporters.
5. First person stories.
Encourage them - especially in writers who write in journalese or with stiff, institutional voices. There is something about writing in first-person, about personal
experiences, that loosens writers up. It helps them overcome wrong-headed ideas about what journalism writing is supposed to be like and find their own natural
voices as writers.
6. Big ideas Movie reviews.
Encourage staffers all over the newspaper to write them -once again, especially those writers mired in journalese or institutional writing voices. Reviews, too, can loosen these writers up and help them discover their own voices. One AP writer, for example, has become a much different and much better writer since taking a regular turn reviewing children’s movies. (He always takes his kids along for their expert opinions.)
Big ideas
Beware of the boxes.
Newsroom structures put our staffs, and often our thinking, inside boxes. Usually they have labels such as “sports,” “business,” “arts && entertainment,” etc. The world, however, is not organized that way. We must not let the boxes we are in define how we see the world or how we write our stories. But often we do. Suppose, for example, we learn that a new restaurant near the State House is the new hot place for legislators to have their power lunches. If the business department does the story, it will be a business story. If the politics desk does it, it will be a political story. If the city desk does it, it may be a city life story. It could also be a restaurant review. But what is the BEST story? Meanwhile, some of the very best stories may not get done at all because they don’t fall into any of the boxes we have created. We must let the world as it is -- not our organizational structures -- define our work. And if you’ve moved to a team structure, don’t make the mistake of thinking you have solved this problem. What you have done is create a different set of boxes.
篇2：unit5 whole unit(人教版高二英语上册教案教学设计)
The British Isles
(Designed to the periods)
Teaching aims and demands
1. Topic: Talk about British Isles---- the UK and Ireland.
2. Vocabulary and useful expressions:
Consist, state, powerful, advantage, narrow, republic, form, mild, influence, basis, mountainous, union, strength, generation, generally, belief, cigarette, proof, own, production, produce, research, coast, foot, employ, bear, grain, wild, westwards, approach;
Consist of, be made up of, make the most of, hold together, lie off, at one point, the Atlantic Ocean, run over.
3. Function:
Practise expressing agreement and disagreement
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
4. Grammar:
Noun Clauses (1)---- subject/ object/ predicative/ appositive
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
5. Using the language:
Write a description of a town and the countryside
Teaching procedure:
Period 1.
Step 1.Warming up
1. Brainstorming:
a. Work in groups to find out as much as you can about the geography, history, language, culture, famous people, buildings and other things in the UK and Ireland.
b. Use a map to let the Ss know the location of the British Isles.
2. Following the steps of the warming-up on page 33.
Step 2. Pre-reading
1. Show some pictures of famous architecture and famous scenery pictures of the UK and Ireland.
2. group work: describe the pictures.
Step 3. While-reading
1. Scanning: Ss read quickly and answer:
What are the most important facts about the United Kingdom?
How many countries make up the British Isles?
What are the most important facts about Ireland?
2. Ss read and get the main ideas of each paragraph.
Step 4. Post-reading:
Finish the three questions on P 36.
Step 5. Assignment
surf the internet and get more information about the topic.
Period 2.
Step 1. Warming up
Divide the Ss into a few groups to do group work.:
Choose one of the following topic to discuss: history / geography /culture / language
(after the discussion each group elect a speaker to report their result to the whole class.)
Step 2. Learning about the language
Teacher explain some language points in the text on page 19--20.
1. The idea that English stands for fish & chips, the Speaker Corner and the Tower of London is past.
That 引导同位语从句。More examples:
I made a promise that if anyone sent the bag back to me, I would share the money with him or her.
比较同位语从句和定语从句：
Mother made a promise that excited all her children.
2. Within the UK for many years now, there have been a growing movement to make the most of its cultural diversity.
Make the most of 充分利用
You have only a short holiday, so make the most of it.
3. Between Britain and Ireland , in the Irish Sea, lies the small isle of Man. To the southeast of Britain lie the Channel Islands.
介绍或复习倒装句。
Step 3. Practice
1. Ss finish the Word Study by themselves.
2. check the answer.
3. Teacher gives Ss suggested answer and tell them why if the Ss have any problem.
Step 4. Assignment
1. Learn the useful expressions by heart.
2. Read the passage on P113-114, and finish the related exercises..
Period 3
Step 1. Revision
Check the comprehending Ex on P114
Step 2. Discoverig useful structures
1. Ss look at the following sentences and underline the Noun Clauses.
Let Ss themselves find the functions of the Noun Clauses.
2.Ss study more examples .
3.More exercises to consolidate the Grammar.
What life will be like is the topic for today’s class discussion.
Can you imagine that what man will look like in 1000 years?
The reason why he didn’t come to school is that he was ill.
The news that our football team was defeated is known to all.
4. finish EX1-4 on p38 for consolidation.
Step 3. Talking
1. Ss four in one group and have a discussion about the topic on page 110
2. Ss make notes during the discussion, and try to reach an agreement that is acceptable to all.
3. Ss show their result to the class.
Step 4. Assignment
Finish Wb Ex 1and 2 on page 112.
Period 4. (Listening & speaking)
Step 1. Listening
1. Ss finish the listening task on page 33.
2. Ss listen to the tape again and check the answers.
Step 2 Speaking
Do the speaking practice as ususal, focusing the following expressions:
A. agreement:
I believe that you have got it right.
Surely it must be….
Yes, you are right, but ….
Yes, I agree with you.
B. disagreement:
Don’t you think that…..?
Aren’t you confusing …..?
I don’t think that’s right ….
I don’t think so.
You must be mistaken……
No, you are wrong thinking that …….
I’m afraid you’re wrong …..
Step 2. dealing with the Ex 1-2 on p 109 of Workbook.
Step 3. Listening skills
Give the students some tips on how to improve listening while checking the Ex.
a. make notes while listening;
b. grasp the most important information
Period 5 (Writing )
Step 1. Pre-writing
1. Ss read the passage and get the general idea about it.
2. Explain the skills on how to organize a paragraph.
Step 2. While-writing
1. Ss write a paragraph to introduce your town , including the landscape, culture relics, the most important features of your town, the people, their life, trade and culture.
2. Ss exchange their writing and correct the mistakes.
3. Ss rewrite the letter again.
Step 3. After-writing
Choose some samples and show them in class.
Step 4. assignment
Ss in group 3-5, make an plan to travel around the British Isles.
Period 6.
Teachers can use this period freely.
Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish Assessing on page 115. It is very important to improve their learning and let them have a sense of achieving gradually.
篇3：人教版 高二英语Unit5知识
知识归纳（BII，U5）
1．consist vi. 由……组成；由……构成
常构成短语：consist of"由… ，组成；由……构成”。
The United Kingdom consists of Great Britain and Northern Ireland．
联合王国是由大不列颠和北爱尔兰组成的。
This club consists O{more than 200 members．
这个俱乐部由200位以上的会员所组成。
Her diet consisted mainly of bread and vegetables．
她的日常食物主要由面包和蔬菜构成。
比较：consist in“在于；存在于”
The beauty Of this picture consists in its balance of colors．
这幅画的美在于其色彩的协调。
2．advantage n．有利条件；优点；长处；优势
It is an advantage if you know how to type． 如果你会打字，对你将有利。
There’re several advantage in city life．都市生活有几个优点。
She’s got the job because she had the advantages over others of knowing many languages. 因为她有(别人所无的)懂多种语言的长处，所以获得这项工作。
In the first half, we had the advantage over the opposing team.
前半场．我们比对手占有优势。
take advantage of利用
We took advantage of the fine weather to go on a hike.
我们利用晴朗的天气去远足．
I hope that this library is fully taken advantage of．
我希望这座图书馆能被允分利用．
He takes advantage of her kindness and borrows money too often．
他利用她人好心软．三番五次向她借钱。
3. make the most of充分利用；充分展示
We should make the most of our opportunities.我们应该充分利用我们的机会，
You should try 10 make the most of your time.你应尽量利用你的时间．
注：亦可写成make the best of
4. influence n. 影响；作用；势力
have (an) influence on / upon / over “对…有影响”
The book had a great influence on his life.这本书对他的人生影响很大。
A teacher has great influence over his pupils．老师对他的学生很有影响力．
Environment is a great influence on character．环境对性格有很大的影响，
His new girlfriend has been a bad influence on him.他的新女友一直对他影响不好．
vt. 影响,对……有作用
The weather in summer influences the rice crops．
夏天的天气影响稻谷的收成：
What influenced you to do it? 你受了什么影响去做那件事？
5. basis n．基础；根据；基本原则
His theory has a solid basis in fact．他的理论确实有坚实的基础．
What is your basis of / for your idea? 你这个想法的根据是什么?
on a …basis 或on the basis of “以……为基础”
They reached the agreement on an equal basis.
他们在平等的基础上达成了这顶协议。
All customers will be attended on a first-come-served basis.
所有顾客将按先来先办的原则接受服务．
On the basis of those facts，we can reach the following conclusion.
根据那些事实，我们可得出以下结论．
6．run over
(车辆)从……上驶过；碾压
The train ran over the man as he waa crossing the 1ine.
那人在过铁路时被火车轧死了。
The car ran over a dog. 那辆汽车从一只狗身±轧了过去．
匆匆看过一遍；复习一遍
Run over this letter for me, please．请帮我看看这封信。
The speaker ran over his notes before the lecture．
演讲人在开讲前匆匆看了一遍讲演稿．
溢出
The cup was full and the water in it was running over.那杯子已满．水正溢出．
The teapot began to run over.那个茶壶的水开始溢出来．
7．strength n. 力量；力气；体力
He is a man of great strength. 他是个力气很大的人。
He got his strength back slowly after his illness．他病后慢慢恢复了体力．
She doesn’t have enough strength to walk up stairs. 她没有足够的力气走上楼梯．
It will be some time before I recover my full strength．
一段时间后我才能完全恢复体力。
Her strength of will is extraordinary．她的意志力特别坚强．
8. belief n.相信；信任；信念；看法
It is my belief that he will win. 我相信他会胜出．
It was once a common belie that the earth was flat．从前一般人相信地球是平的。
Her belief in God is very firm．她对上帝的信仰很坚定，
He has great belief in the lawyer．他非常信任那位律师．
beyond belief “难以置信，不可信”
The rumour is beyond belief．此谣言不可信．
She was intelligent beyond belief.．她的聪明令人难以置信。
9. approach l向……靠近；接近
We approached the birds quietly and watched them．我们悄悄上前观察那些小鸟。
The old man is approaching ninety. 那位老人年近九十．
My work is approaching completion．我的工作接近完成．
The time for graduation is approaching．毕业的日子近了。
vt. 与……接洽，着手处理（问题等)
Did he approach you about borrowing money? 他有设有跟你接洽借款的事？
We should approach this problem with great care.我们应该非常慎重地处理这个问髓．
n. 接近；入门，途径；方法
With the approach of winter the weather came coder.
随着冬天的接近．天气变得更冷了。
All the approaches to the airport were blocked by the police．
所有通往机场的路都被警察封锁了．
This book provides a good approach to the 1earning of foreign languages．
这本书提供了一个学习外语的好方法。
10。as it is事实上；实际上；实际情况是；按原来的样子；照现在的样子
I thought conditions would get better，but as it is they are getting worse．
我以为情况会好转，但事实上反而更糟了。
If he were not ill，he would go to see the play。As it is，he has to stay at home．
如果他不生病的话，他是要去看戏的。实际上，他只好呆在家里了。
I like the house better as it is . 我更喜欢这所房子现在的这个样子。
They agreed to buy the house as it is．他们同意照房子原样把它买下来。
11．hold together使结合在一起；使团结
Their mutual interest held them together。他们的共同利益使他们团结。
Hold your things together．把你的东西收拾在一起。
The sheets are held together by paper clips．那些纸用纸夹夹在一起了。
12.make up
①构成；组成；凑足；常用被动语态形式：be made up of “由 ……组成”。
We need one more player to make up a team．
我们再需要一名队员就能凑足一个球队。
The committee is made up of seven members． 这个委员会由七个成员组成。
②编造；捏造；虚构
She made up stories to amuse her little brother． 她编故事哄她弟弟开心。
Is she telling the truth，or making it a11 up? 她说的是真话还是全属虚构?
She is very good at making up excuses．她很会找借口。
③弥补，把……补上
I must make up the loss somehow．我必须设法弥补损失。
John must make up the work he missed． 约翰必须把错过的工作补上。
④和解；和好
They quarrelled but soon made up．他们吵了一架，但很快就言归于好。
You don't really hate each other，so why don't you make up?
你们又不是真的恨对方，所以还是和好吧。
⑤化装；打扮
She took over 30 minutes to make up。 她化装花了30多分钟。
13．bear vt. 结(果实)；生育
Can older woman bear healthy babies? 较老的妇女能生下健康的婴儿吗?
She has borne a son．她生了个儿子。
This tree bears no fruit．这棵树不结果。
vt．负担；支撑
The ice on the lake will not bear your weight． 这湖上的冰无法承受你的体重。
Who will bear the expense? 谁要负担这费用呢?
vt. 忍耐；忍受；通常与can ／could连用，用于疑问句或否定句中。
I can't bear the pain any more．我痛得再也忍不住了。
I couldn't bear the thought of being parted with her.想到要与她分手我就受不了，
此时bear后常接动名词或不定式作宾语。
I cannot hear being ignored／to be ignored． 我受不了被人忽视。
I can't bear living／to live a lone．一个人独居我受不了。 vt．耐得住；经得起；常用物作主语，后接动名词作宾语。
That story doesn't bear repeating．那个故事不值得重述。
Will the suit bear washing? 这套西装耐洗吗?
篇4：人教版高二Unit5 First Aid for Burns（Reading）
Lesson Plan Interpretation
The status and the function
The New Course focuses on the Ss’ abilities to gather information; deal with information; solve problems and the abilities to think and express in English. The passage is the third period of the unit. In my opinion, it is very important for the Ss to learn because it helps Ss a lot in getting the abilities mentioned above. It first introduces the importance of the skin to our body, then introduces types of burns, characteristics of burns and certain steps of first aid treatments. It is hoped that through the passage, the Ss will know how to perform first aid procedures for burns and do first aid calmly during an emergency.
About the Ss
As Senior2 Ss, they are at different levels of English fluency, some of them have lost interest in English. So during the lesson, I arrange a variety of activities to let all of them join in to attract their interest and let them be confident and taste the joy of success.
Teaching goals
一. Knowledge goals
To master the important words and sentences patterns of this unit through this period: injury, bleed, organ, poison, swell, damage, wound, mild, squeeze, symptom, etc.
二. Ability goals
1. Enable the Ss to have the ability to use what they’ve learnt to do first aid treatment for burns correctly and make a first-aid-kit.
2. Let the Ss learn the reading skill of getting the main idea of each part and each passage
三．Moral goals
Increase the Ss’ awareness of the importance of knowing about first aid.
Key teaching points and difficult points
1. How to help the Ss have the ability to use what they’ve learnt to do first aid treatment for burns correctly.
2. How to improve the Ss’ reading ability.
3. How to grasp the main idea of each paragraph / part & each passage.
Teaching methods
Task-based method, brainstorming, skimming, scanning, competition, discussion, role-play, class work, etc.
Teaching aids
Multi-media, a first-aid-kit, the contents of a first-aid-kit
Teaching procedures
Step1. Lead-in
Step2. Pre-reading
Step3. Fast reading
Step4. Detailed reading
Step5. Words competition
Step6. Making a first-aid-kit
Step7. Role play
Step8. Summary
Step9. Homework
Step1. Lead-in
I’ll lead-in the passage by telling the Ss a story to attract their interest first, meanwhile, teach them the new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid by using brainstorming to check their vocabulary
Step2. Pre-reading
The pre-reading prepares Ss for the passage and relates the subjects of their own experience. They are encouraged to speak out their answer. Different answers are available.
Step3. Fast reading
This task is to check the Ss’ skimming ability. The purpose is to let the Ss get the main idea of the passage and what the text is about.
Step4. Detailed reading
Ask the Ss to finish the following 5 Exx. by using competitions. I’ll divide the Ss into 4 groups. If a student can answer the question correctly, then his/ her group can get one point. And the group which gets the most points is the winner. Only through co-operation can the Ss taste the joy of success. If the Ss know their answer is right, he’ll be confident and they’ll surely become more enthusiasm in learning English. These Exx are designed from the easiest one to the most difficult one for different levels’ Ss. The purpose is to the Ss’ reading comprehension.
Step5. Words competition
This is a task-based activity by continuing the competition to check the Ss’ words spelling. The task is so easy that all of the Ss will show interested in it. So they can learn the words easily.
Step6. Making a first-aid-kit
This is also a task-based activity. It is to let the Ss know what is included in a first-aid-kit. I’ll ask them to make a first-aid –kit after class and show me theirs the next day. The activity not only let the Ss learn knowledge but also develop their abilities. That is, when dealing with an emergency, the Ss can use the contents in the first-aid-kit, they can also have the abilities to act, learn to survive, and be self-preservation.
Step7. Role play
This is an interesting task-based activity. The task is to develop the Ss’ abilities to speak and express in English and their reaction. The purpose is to train the Ss to prepare for an emergency before it happens.
Step8. Summary
From the passage, the Ss will have a clear idea about First Aid for Burns and they can do first aid treatment for burns correctly. They also learn to make a first-aid-kit and place an emergency call for help. Through the passage, the Ss’ thinking ability and acting ability are improved. At last, they will be told to remember the following:
While making the summary, I’ll play a background music to match it. The purpose of the step is to increase the Ss’ awareness of the importance of knowing about first aid.
Step9. Homework
The passage doesn’t contain enough information for the Ss to do first aid for others, so they are asked to search as much information as they can about first aid on the Internet.
After class, I’ll also ask the Ss to think of the following:
The passage is a medical science and language. The Ss not only learn language in it, but they also learn some abilities. So we can’t only consider a passage a language passage. We can’t only learn a passage by learning it.
Blackboard design
At last, let me show you my blackboard design: The title is in the middle, on the left side is some important words and expressions, and then on the left of it is the result of the competition.
The Blackboard Design is to let the Ss have a clear idea to get the vocabulary of accidents and first aid and what kinds of headings are also the main idea of each part.
篇5：人教版六年级上册unit5教案
一、教学目标与要求
1.能够听说读写五个情绪单词：tired, angry, excited, happy, sad ,bored.
2.能够听说读句型：How does Amy feel? She’s tired.并进行关键词的替换操练。
3.能够完成Task time的任务。
二、教学重点与难点
重点是使学生熟练掌握五个四会单词，并能替换句型“How does she/he feel? She’s/he tired.进行回答。
难点是学生熟练掌握五个四会单词。
三、课前准备
1.教师准备本课时所需的词卡。
2.教师准备录音机和录音带。
3.教师准备本单元的挂图。
四、教学过程
1、Warm-up
(1)教师放歌曲“The way I feel”，学生跟唱。
(2)学生朗读A-Let’s read，教师提问：How do you feel if you have the flu/a toothache/a headache等，学生做简要回答。
2、Presentation and practice
(1)播放歌曲 ( If you are happy.)用歌曲来引出新授单词happy的教学。边唱边做
动作。教师做出“开心”的样子对学生说：You are happy. I am happy, too. Look at my
face. This is a happy face. 然后在黑板上画“happy face”和“sad face”。教师指着
sad face问学生：Is it a happy face?以此教学单词sad。教师可让学生同桌之间一人
做表情，另一人画脸，再描述如：He/She is happy/sad.用简笔画的形式教授其他单
词：excited, tired, angry, bored.
(2)教师做出各种表情，请学生猜：Are you happy/tired/bored…? 然后两人一组
一个做表情另一个猜，以此复习巩固所学的形容词。
(3)教师播放B-Let’s learn的录音，学生跟读单词。然后出示教学挂图，请学生
仔细看图片。教师提问：How does Amy feel? How does John feel? 此活动也可在小
组之间进行，鼓励学生人人参与。活动之后，请几组学生来做回答，检测活动的
效果。
活动名称：Read a feeling book
活动目的:文字、图片、声音相结合，通过观看，加深学生对几个表情单词的理解。
活动过程：
Feelings are inside of me and my face shows how I feel. these are the ways I feel sometimes:
I look like this when I feel happy. When my birthday comes near and when I eat my favourite pizza, I feel very happy.
I look like this when I fell sad. When I’m sick in bed, and when I can’t play football because of rain, I feel very sad.
I look like this when I feel proud, when I get a good grade in school, and when I ride the bike without falling, I feel very proud.
I look like this when I feel scared, when the light goes suddenly, and when I read stories about ghosts, I feel very scared.
I look like this when I feel angry, when my toy gets broken, and when someone says bad words to me, I feel very angry.
I feel lots of feelings everyday.
(4)Pair work。教师给学生半分钟的时间看Pair work部分的图画，提示学生尽量
记住图中的人物及其表情，比一比谁能猜的又快又对。Task time,引导学生仔细看
图，猜测每幅图中发生的事，教师适当讲解故事内容，接着领读图中的提示句子。
(5)活动名称：What is missing?
活动准备: 单词卡片
活动目的：提高学生的注意力和观察力，并达到熟练记忆单词的目的.
活动过程：教师出示几张表情图片，给学生看半分钟。然后随意拿出一张，让学生判断哪一张少了，将缺失的单词报出来并做出相应的表情。
(6)活动名称：Look for your friends
活动目的：操练、认读及拼写单词。
活动准备：单词和字母卡片
活动过程：将全班分成几大组，把所需操练的单词angry, sad, bored等拆分成字母，如grany, das, robde分发给组里成员或班里的同学。当教师或指定同学读到这个单词时，手上持有这个单词的同学必须在最短的时间内按照字母顺序报出该单词，反应最快的同学为胜。
3、Consolidation and extension
(1)学生听读P19五遍。
(2)学生背诵和抄写单词和短语4遍。
五、板书设计：
Unit 2 What’s the matter, Mike?
tired angry excited happy sad bored
篇6：人教版六年级上册unit5教案
一、教学目标与要求
1.能够掌握四会句子：How are you? You look so happy. You look sad today.
2.能够听懂Let’s try和Let’s check部分，并能根据录音内容正确标号。
二、教学重点与难点
重点是四会句型：How are you? You look so happy. You look sad today.
难点是学生能够陈述产生某种心情的原因。
三、课前准备
1.教师准备本课时所需的词卡。
2.教师准备录音机和录音带。
3.教师准备本单元的挂图。
四、教学过程
1、Warm-up
(1)播放If you are happy的歌曲。
(2)日常口语对话：
T: How are you today?
S: I’m fine.
T: I’m glad to hear that…
如学生回答说：“I am sad/bored.”教师可说：I’m sorry to hear that. Can you tell me why? 请学生尝试阐述原因。
2、Presentation and practice
(1)Let’s try.教师播放录音，学生看图，静听并标号。教师略做讲解，校对答案。
(2)教师出示Let’s start部分的教学挂图，说：Look at the picture. What are they
doing? What’s the matter with them? They look so tired. I’m sure they have had a hard
trip.教学新词trip。教师领读并板书，学生跟读，然后过度到学习短语：a hard trip,
a big trip。
(3)教师放Let’s talk部分的录音，学生听后回答问题：How is Liu Yun? Is she
happy? Is she excited? Why? 教师帮助学生回答：Yes, she’s excited. She is going on a
big trip.
教师继续提问：Is Sarah happy today? How does she feel? Why? 教师帮助学生
回答：She’s sad. She failed the math test.并板书：fail the math test。准备一张很糟的
数学试卷，是学生了解语意。进一步教学其他短语a Chinese test, a English test，并
让学生了解pass the Chinese test, pass the English test, pass the math test.
(4)教师请学生扮演Sarah，师生对话如下：
T: Hello! Sarah, how are you? You look sad today.
Sarah: Yes, I failed the math test.
教师接着说：I’m sorry to hear that.让学生理解意思。并引申出句子：I’m glad to hear that.让学生分角色朗读对话。
(5)Let’s check.让学生看Sarah的表情，并读两篇对话，选出正确的答案。
(6)活动名称：心理医生
活动目的：操练句型“How are you? You look…”.学生间自由组合编排对话.通过对话对学生展开情感教学，让学生理解健康的体魄和愉悦的心情的心情是一个人成功的重要因素，使学生形成良好的心理健康状态。
活动过程： A: How are you? You look bored today.
B: Yes. I failed my math test.
A: I’m sorry to hear that. Believe yourself. Work hard. You can pass the text next time.
(7)活动名称：难忘时刻
活动目的：围绕照片上的表情展开询问和讨论.操练句型 “How do you feel? How does she/he feel?How are you? You look…”
活动准备：学生自带日常生活照或家庭成员的照片。
活动过程：学生根据带又特殊表情的生活照片，同桌间相互讨论问答或者小组同学间相互询问。
A: How are you? You look so happy.
B: Yes. I am in Beijing. I visit the Great Wall. It’s very beautiful. How are you? You look bored.
A: Yes. I stay at home. It’s rainy. I can’t play.
3、Consolidation and extension
(1)学生听读P20五遍。
(2)学生背诵和抄写句子4遍。
五、板书设计：
Unit 2 What’s the matter, Mike?
You look happy.
I’m going on a big trip.
You look sad today.
I’m sorry to hear
篇7：人教版六年级上册unit5教案
一、教学目标与要求
1.能够听说认读Let’s read部分，并能回答短文后的问题。
2.能够理解story time的故事。
3.能完成Group work部分的小组活动。
二、教学重点与难点
重点是能听说认读Let’s read部分的故事并回答问题。
难点是能充分理解并大致讲述Let’s read的故事。
三、课前准备
1.教师准备本课时所需的词卡。
2.教师准备录音机和录音带。
3.教师准备本单元的挂图。
四、教学过程
1、Warm-up
(1)师生共唱歌曲“The way I feel”。
(2)日常对话：
How are you feeling?
Do you like sports/football?
What’s your favourite sports?
What class are you in?
2、Presentation and practice
(1)教师出示篮球，教学单词basketball及短语a basketball match，适当扩展a volleyball match, a football match。并让学生熟悉与球赛相关的动词，如：pass the ball, throw the ball, catch the ball等。然后将学生分成两队Team A 和 Team B，进行投球比赛，呈现单词：a ball match, between, goal, win the game.其中between…and…教师站在学生中间，I am between A and B.
(2)学生阅读短文，回答问题：
Which class won the game?
How many goals did they get?
Who got the first goal?
Who got the second goal?
(3)学生自由朗读1-2篇，然后完成短文后的问题，并与同桌互相讨论、交流。教师校对答案。
(4)Story time.教师向学生展示story time的教学挂图，指着图中的人物提问：How is Zoom? How is Zip? Why is Zip happy and Zoom unhappy? 播放录音，听录音跟读。
(5)解说员
活动过程：
①全班同学跟读录音，模仿课文中的语音、语调，感受当时比赛的气氛。
②将全班分成几大组，组员轮流朗读课文，选出朗读的同学代表该组参加小组间比赛后班级中评出解说员。
全班分成两大组——苹果队和香蕉队，部分学生到台前扮演球员，并给队员们佩带相应的队标志，其余的学生做拉拉队。为了安全起见，用橡皮球或沙包代替足球，活动场地也可转移到操场。
人教版六年级上册unit5教案
篇8：人教版九年级英语unit5知识点
单词
chopsticks [?t??pstiks] n. 筷子. coin [k?in] n. 硬币 fork [f?:k] n. 餐叉，叉子. blouse [blauz] n.(女士)短上衣;衬衫.sliver [silv?] n. 银，银器; adj.银色的 .glass [glas] n .玻璃 cotton ['k?tn] ['kɑ:tn] n. 棉;棉花.steel [sti:l] n. 钢;钢铁.fair [fe?(r)] [fer] n.展览会;交易会 adj.公平的environmental [?n?va?r?n?mentl] adj.自然环境的;有关环境的 grass [ɡrɑ:s] [ɡr?s] n. 草;草地 leaf [li:f] n.(pl. leaves [li:vz])叶，叶子 produce [pr?'dju:s] v. 生产;制造;出产 .widely [?waidli] adv. 广泛地;普遍地 .be known for 因……闻名;为人知晓 process [pr?uses] v. 加工;处理;过程.Park 包装;装箱 product [?pr?d?kt][?prɑ:d?kt] n. 产品;制品 France [fra:ns], [fr?ns] 法国 . no matter 不论;无论 .local [?l?ukl] adj. 当地的;本地的 . brand [br?nd] n. 品牌;牌子 avoid [??v?id] v. 避免;回避 . handbag [?h?ndb?g] n. 小手提包 mobile [?m?ubail] adj.可移动的;非固定的 everyday ['evride?] adj. 每天的;日常的boss [b?s] [b?:s] n. 老板;上司 Germany [?d??:(r)m?ni] n. 德国 . surface [s?:(r)fis] n. 表面;表层.material [m??ti?ri?l] n. 材料;原料 .traffic [?tr?f?k] n. 交通;路上行驶的车辆 postman [?p?ustm?n] n. 邮递员 . cap [k?p] n(尤指有帽舌的)帽子 glove [gl?v] n(分手指的)手套 .international [?int?(r) ?n??n?l] adj. 国际的 competitor [k?m?petit?(r)] n. 参赛者;竞争者 its [its] adj. 它的 form [f?:(r)m] n. 形式;类型 clay [klei] n. 黏土;陶土 celebration [?sel??bre??n] n. 庆典;庆祝活动 balloon [b??lu:n] n. 气球 . paper cutting 剪纸 scissors [?siz?(r)z] n. (pl.) 剪刀 lively [?laivli] adj. 生气勃勃的;(色彩)鲜艳的 fairy [?fe?ri] [?feri] tale [teil] n 童话故事 historical [h??st?r?kl] adj.(有关)历史的 heat [hi:t] n. 热;高温 v. 加热，变热 polish [?p?l??][?pɑ:l??] v. 磨光;修改;润色 complete [k?m?pli:t] v. 完成 Korea [k??ri:?] 朝鲜;韩国 Switzerland [swits?(r)l?nd] 瑞士 San Francisco [?s?n fr?n?sisk?u] 圣弗朗西斯科(旧金山，美国城市) Marcus [?mɑ:k?s] n. 马库斯(男子名) Pam [p?m] 帕姆(女名)
篇9：人教版九年级英语unit5知识点
知识梳理
【重点短语】1.be made of 由...制成的(表示制成成品后，仍可看出原材料是什么)2.be made from 由...制成的(在成品中已无法辨认原材料)3.be known for 以......闻名4.be used for 被用于......5.no matter 不论;无论6.be covered with 用...覆盖7.as far as I know 据我所知8.by hand 用手9.be good for 对……有益10.on the last friday of each month最后一个星期五11.be good at 擅长12.make high-technology products 制造高科技产品13.the earth’s surface 地球表面14.many different kinds of 许多不同种类的15.fly a kite 放风筝16.such as 例如17.according to 根据 按照18.ask for help 请求帮助19.a symbol of ……的象征20.put…on… 把……放在……上21.be used for 被用于做……22.good luck 好运23.at a very high heat 在高温下24.be made in 在……制造的25.be famous for 以……著名26.on the sides of mountains 在山腰上27.traffic accident 交通事故28.a kite festival 风筝节29.be from 来自30.turn ……into ……把……变成……
【重点句型】1. What are the shirts made of?衬衫是由什么制成的?
2. It was made in Thailand.它是在泰国制造的。
3. No matter what you made buy,you might think those products were made in those countries.
无论你买什么，你会认为那些产品是在那些国家制造的。
4. The international kite festival is held in April every year.
国际风筝节是在每年的四月举行。5. Laura didn’t know that kite flying could be so exciting.劳拉不知道放飞风筝可能会如此令人兴奋。
篇10：人教版九年级英语unit5知识点
词汇精讲
1. everyday; every day(1)everyday作形容词，意为“每天的，日常的，平日的”。仅用在名词之前做定语，不能单独使用。例如：everyday life 日常生活 everyday English 日常英语everyday activities 日常活动 everyday clothes平日里穿的服装(2)every day 是副词短语，意为“每天”，相当于each day, 通常用作句子的时间状语从句。例如：We should eat vegetables and fruits every day.我们应该每天都吃蔬菜和水果。 My parents ask me to go to bed before 11:00 every day.我的父母要求我每天11：00之前睡觉。
2. fair(1)fair作形容词，意为“公平的，合理的”。There must be fair play whatever the competition is.不管是什么样的竞赛都必须公平合理。(2)fair作形容词，意为“自然的,理所当然的”。It’s fair enough to ask your close friends to help.向你的好朋友求助,这是很自然的/理所当然的。(3)fair作形容词，还意为“相当大(多、远)的”。They’ve made a fair amount of money.他们赚了相当大的一笔钱。(4)fair作形容词，也意为“(肤色)浅的，(头发)金色的”。Her daughter has big eyes and fair hair.她的女儿长着大大的眼睛，金色的头发。
【拓展】fair作名词，意为“(定期)集市、庙会;商品展览会、博览会”。He brought his piglets to the fair.他把小猪带到集市去卖。A book fair is to be held next month.下个月将举行书展。
3. avoid(1)从意思上看，可表示“避开”或“躲避”(keep oneself from)某人或某物;也可表示“防止”(prevent)某事的发生。例如 ：Try to avoid accidents.尽量防止发生事故。I avoided him as much as possible.我尽量避开他。You should avoid such mistakes.你应当避免这样的错误。
(2)从用法上看，其后可接名词或代词作宾语，也可接动名词作宾语，但是不能接不定式作宾语。例如：
他避而不答我的问题。正：He avoided answering my questions.误：He avoided to answer my questions.要想不受影响是不可能的。正：It was impossible to avoid being affected.误：It was impossible to avoid to be affected
4. be famous for(1)be famous for表示人以某种知识技能，作品或特征而出名;表示某地以某种特产或特征出名;或表示某事以其内容、特征、价值等而被人所知。例如：He is famous for his skill in playing football. 他因球艺而出名。The area is famous for its green tea. 这个地区以产绿茶而著称。
【拓展】be famous as 表示“以……而出名”的意思，或确切地说是“作为……而出名”的意思，主要是表示人以某种身份或职业而出名，或表示某地方作为什么产地或地方而出名，或表示某事物以某种形式而出名。例如：Mark Twin was famous as a children-story writer.马克·吐温作为儿童故事作家而著称。This book is famous as a reference book. 这本书作为参考书而出名。
5. produce; product; production(1)produce 作动词，表示“生产，制造，出产”的意思;例如：Tea is produced in many different areas in China.中国很多地方都出产茶叶。produce作名词，主要指农产品，是一个不可数的集合名词。例如：the agricultural produce农产品the native produce土特产品 We need some fresh produce. 我们需要一些新鲜的农产品。(2)product 主要指工业产品，也可指农产品，是可数名词。例如： farm product农产品Petrol is the most important product of many Middle-East countries.石油是许多中东国家最重要的产品。
【注意】有时用于引申义。例如： He saw man as the product of society. 他把人看作是社会的产物。 (3)production 通常不表示具体的产品，它主要指生产这一动作或过程，制作，摄制(电影、戏剧等),是不可数名词;例如： The company is famous for the production of small cars.这家公司以生产小型汽车闻名。 【注意】production 除表示“生产”外，还可指艺术作品，此时为可数名词。例如： The theme of his late productions was life and death.他晚期作品的主题是生与死。 production 还可以表示产量，是不可数名词。the production of wheat小麦生产产量The production has increased.产量已增加。
6. be good forbe good for意为“对……有好处，对……有益处”，介词for后接名词或代词。其反义词为be bad for，意为“对……有害处”。例如：Junk food is not good for our health. 垃圾食品对我们的健康没有好处。Smoking is bad for you. 吸烟对你有害。
【拓展】(1) be good to“对……好”，其反义短语为be bad to“对……不好”。介词to之后一般接表示人的名词或代词。例如：She is very good to us. 她对我们很好。The boss is bad to his workers.那个老板对他的工人不好。(2) be good at“在……方面擅长”，介词at后面常接名词、代词或动词-ing形式，同义短语为do well in。例如：She is good at English and Chinese. = She does well in English and Chinese.她擅长英语和汉语。(3)be good with“和……相处得好;擅于和……相处”。例如：Are you good with children? 你和孩子们相处得好吗?
7. turn … into ….(1) turn … into…表示“把……变成…… ; 使……变成……”。例如：Can you turn this piece of paper into a flower?你能够把这张纸变成一朵花吗?Please tell me how to turn the water into ice.请告诉我怎么把水变成冰。
【拓展】turn into表示“转变;变成;成为”。例如：We think he’ll turn into a top-class player.我们认为他会成为一流的选手。I think I have got to stop or I might turn into a machine.我想我得停下来了，否则我就会变成一台机器。
8. special(1)special作形容词，意为“特殊的，特别的，专门的(反义词：ordinary)”，强调事物特有的性质、性格或专门的目的、用途。You must have special permission to enter this room.你必须得到特许才能进这个房间。(2)especial 作形容词，意为“特别的，主要的，突出的(反义词：common)”，强调的是重要性，有“尤其、特别”之意。He solved the problem of especial importance.他解决了非常重要的问题。
9. both … and …(1)both...and...意为“……和……都……”; “不仅……而且……”，连接两个并列的词或短语，不能用来连接句子。作主语时，谓语动词用复数形式，不受“就近原则”的限制。例如：
Both Li Ming and Wei Hua are good at English.
【拓展】both...and...相对应的连词结构式neither…nor…表示“既不……也不……”。作主语时，谓语动词受“就近原则”的限制。例如：Neither you nor I am a student.你和我都不是学生。
篇11：人教版5年级英语unit5知识点
人教版5年级英语unit5知识1
重点单词
clock 时钟，钟
photo 照片，相片
plant 植物
waterbottle 水瓶
bike 自行车，脚踏车
infront of
在……前面
beside
在旁边(附近)
between
在……中间
behind
在(或向)……后面
above
在(或向)……上面
somany 许多
their 他们的
lotsof 许多
dirty 肮脏的
near 在附近
house
房屋，房子，住宅
人教版5年级英语unit5知识2
重点句子
1.Your room is really nice!
你的房间真漂亮!
2. There is a big bed.
有一张床。
3.My computer is here on the desk.
我的电脑在书桌这里。
4.This is my room.
这是我的房间。
5.There are so many pictures here.
这有许多照片。
6.My father can draw very well.
我父亲画的很好。
7 .—Where is the ball?
球在哪里?
—It’s in front of the dog.
在狗的前面。
8.There is a tree in front of the house.
在房子前有棵树。
9.I livenear the nature park.
我住在自然公园附近。
人教版5年级英语unit5知识3
语 音
字母组合ai,ay在单词中的发音：[ei ]
例：rainy 下雨的 rainbow彩虹 paint涂色 wait等待
say 说 way路，方法 birthday生日 Monday周一 day天，日子 today今天 may可以
课外补充
元音字母a在开音节中也发[ei ]
例：cake 蛋糕 face 脸 name名字
人教版5年级英语unit5知识4
课外补充
(1)There be句型的动词就近原则：
例：Thereis a bed, a desk, two photos in my room.
There are two photos, a bedand a desk in my room.
(2)therebe与have/has的异同：
相同之处：都有“有”的含义
不同之处：therebe表示“某地有……”(无生命的)，主语放在句末;
例：There is a book on the desk. 书桌上有一本书。
have/has表示“某人有……”(有生命的)，放在主语(人)的后面。
例：I have a book. 我有一本书。
2、询问方位或地点：—Where is the ball? —It’s infront of the dog.
3、lots of + 可数/不可数名词= a lot of + 可数/不可数名词 “许多……”
比较：many + 可数名词复数 “许多……”
例：Thereare many trees in the forest.
much + 不可数名词 “许多…....”
例：Idrink much water every day. 我每天喝很多水。
4、动词+very well 例：Myfather can draw very well 我爸爸画的很好
比较：be(am/is/are)+very good
例：Thebook is very good. 这本书非常好。
人教版5年级英语unit5知识5
重点作文
1、描写房间、卧室，如：Myroom / bedroom;
思路导引
(1)开头：总体概括自己卧室的特征 I have a nice/big/clean/…room.
(2)中间：描述卧室里的物品、摆设 There is/are….on/beside/…Mycomputer/… is on the desk/….
(3)结尾：抒发对卧室的情感 I like/love my bedroom (very much)! Can youtell me yours?
2、范文：(1)课本P53 Read and write
(2)
My bedroom
I have a nice bedroom. It’s not big butclean.
There is a blue bed in it. Beside the bed,there is a desk and a chair. There are many books and a computer on the desk.There is a water bottle, too. There are many pictures on the wall. Two plantsare near the window.I like my bedroom. Can you tell me yours?
【人教版高二unit5】相关文章：
6.人教版高二unit7 living with disease
10.人教版高二不定式语法教案
文档为doc格式
