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人教版高中英语必修一Unit5教案

Unit 5 Nelson Mandela——a modern hero

教材分析：本单元以Nelson Mandela —— a modern hero为话题，目的在于使学

生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。

提示：

1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此，

教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。

2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫

和积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。

3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？

学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何

才能成为伟人。培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。

Teaching aims:

1. To arouse Ss’ interest in learning about heroes in history

2. To develop Ss’ listening and speaking ability.

Teaching procedures:

Step1 warming up

●Describe yourselves

First what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.)

●Discussion (Encourage students to give five or six qualities that they think great

persons have, and give their reasons.)提示：What kind of great persons? Politicians,

scientists, or? Different kinds of great persons, different qualities.

Question 1: Who do you think are the greatest men in your mind? Can you name some?

Question 2: In what way do you consider a man is a great? What is your standard?

●Look at page 33 and then ask the Ss if these famous people are great people.

●Conclusion:

A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.

A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person.

Step2 language points:

1．devote vt

oneself to 献身于、致力于。。。

devote one’s life/one’s time to….把生命、时间献给。。。

…to …把。。。用于。。。

E.g. He devoted his life to promoting world peace.

He devoted his life to the promotion of world peace.

devoted adj 忠实的, 深爱的

be devoted to 对…忠实, 对…深爱

a devoted friend

She is devoted to her husband.

即学即练

The manager devotes all his spare time ______ the violin. B

A. to practise

B. to practising

C. in practising

D. for practising

2. fight for 为……而战

fight against 与……作斗争；与…作战

fight with 同…并肩作战; 与… 作战

E.g. We will have to fight against difficulties.

I’ll fight with you, in other words, I’ll support you.

Slaves were fighting for freedom.

3. give up 表示主动放弃或屈服

e.g. He has decided to give up smoking.

give in 表示被动屈服或认输，后面不带宾语。如果接宾语用give in to

e.g. You can’t win the game, so you may as well give in.

The second period-----extensive reading

Teaching aims:

1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.

2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.

Teaching procedures:

Step1 make prediction:

Read the title of the text and guess what kind of writing the text is. (Narrative writing) Step2 scanning: read the text quickly and then decide how many parts this text can be divided into and then give the main ideas of each part.

Part 1(Para. 1---2) The life of Elias’ before he met Nelson Mandela

Part 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did.

Step 3 skimming:

Scan the test specific information to finish comprehending part.

Step 4

Let’s go over the text once more to make a diagram of it with key words of each

Homework

1. Go over the “Reading” and find out the useful expressions in it.

The third period----intensive reading

Language points:

1. The time when I first met Nelson Mandela was a very difficult period of my life.

when在句子中引导的是时间定语从句。when指时间，在定语从句中做时间状语：e.g. I still remember the day when I first came to the school.

The time when we got together finally came.

2. It was in 1952 and Mandela was the black lawyer to whom I went for advice. advice n. a piece of advice 一条建议ask for advice征求意见

give sb. advice on…关于…给某人建议

advise v.

1) advise sb. on/ about sth. 就……给某人出主意

e.g. I have advised you on that subject.

2) advise sb. to do sth. 建议某人干……

e.g. Our monitor advises me to practice more spoken English.

3)advise doing sth建议做某事

e.g. I advise waiting until tomorrow.

4) advise that + (should) do

e.g. I advise that you (should) not eat fruit that isn’t ripe.

即学即练I ____ my father to give up smoking, but he didn’t think it was necessary. A A. advised B. hoped C. persuaded D. suggested

提示：

这种“即学即练”对于学生来说能锻炼什么呢？我觉得还是练习阅读理解的，不是练习词义选择的。另外，这部分刚刚讲解的advice，学生从最普通的逻辑推理也会知道此练习题是要训练advice的。再者，从词义和语境的搭配角度来看，hoped、persuaded和suggested都可以的，只是语法不对而已，这种单纯的考查词汇搭配记忆的题目，在目前的高考试题中，以及将来的高考试题中，都已经和应该被抛弃的。

3. …and I worried about whether I would become out of work.

out of work 失业(做表语或后置定语)

e.g. Jim has been out of work for months.

The number of people out of work reached 300.

Out of …常有“出于，由于，缺乏，没有；放弃，丧失；越出。。。之外”等意义。即学即练

At the railway station, the mother waved goodbye to her daughter until the train was . (08高考) A

A. out of sight

B. out of reach

C. out of order

D. out of place

提示：

个人觉得这种给出高考真题的练习题的方式不是最好，建议给出更多的几句例句，通过学生阅读理解句子的方式来锻炼理解短语在新语境中意思的能力。

4. The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.

see 在此句意为“见证, 目睹”; (在某段时期)发生(某情况), 经历, 经受; 英语中有

些动词的主语有时不是人，而是物，而且经常是表时间和地点的名词。这是一种拟人的用法，可以使句子显得生动有趣。

e.g. The last few months has seen more and more traffic accidents.

The city has seen many changes.

5. We were put in a position in which we had either to accept we were less important, or fight the government.

accept “接受”, 指的是主观上接受了

receive “收到”, 指客观收到但不一定接受

提示：

上面的这个总结，应该是帮助学生通过理解不同的句子后自己总结的，而不该直接给出。

e.g. I accepted his invitation to the party．

译：我收到了他的邀请, 但我没有接受。I received his invitation, but I didn't accept. 6.…only then did we decide to answer violence with violence.

only then 此处引起倒装句, 当only修饰状语位于句首时, 句子采用部分倒装的结构。

e.g. Only by practicing a few hours every day will you be able to master English.

Only then did I realize that I was wrong．

Only in this way can you solve the problem.

Only when he came back did we know the secret．

You can leave only when he comes. = ______ ______ he comes _____ you leave.(Only when can)

注意1: 如果only所强调的为状语从句, 该状语从句不倒装, 只对主句进行倒装, 从句不倒装。

2: Only＋主语在句首时, 不用倒装

e.g. Only he knows the answer.

Only when a child grows up does he understand his parents’ intentions.

Only when the war was over in 1918 was he able to get happily back to work.

[即学即练] D A C A

1) Only when I left my parents for Italy ___ how much I loved them. (08重庆)

A. I realized

B. I had realized

C. had I realized

D. did I realize

2) ___ you eat the correct foods ___ be able to keep fit and stay healthy. (08江苏)

A. Only if; will you

B. Only if; you will

C. Unless; will you

D. Unless; you will

3) It was announced that only when the fire was under control ____ to return to their homes. (08江西)

A. the residents would be permitted

B. had the residents been permitted

C. would the residents be permitted

D. the residents had been permitted

4) ___ by keeping down costs will Power Data hold its advantage over other companies. (2006浙江)

A. Only

B. Just

C. Still

D. Yet

7. As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings.

1) as a matter of fact = in fact

e.g. As a matter of fact, I don’t know the truth.

--Have you always lived here?

--__________________(= The truth is) I've only lived here for the last three years.

2) blow (sb. / sth.) up 使充气, 爆炸, 炸毁

They threatened to __________ the plane if their demands were not met. (blow up)

He drove over a landmine and his jeep__________. (blew up)

8. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.

equal adj. 相等的; 平等的

equally adv.

e.g. Everyone is equal under the law.

Women demand equal pay for equal work.

All men are born equal.

be equal to 等于, 相当于; 能胜任，能应付

One li is equal to half a kilometer.

I’m not equal to the job.

I’m not e qual to the position.(=I’m not fit for the position.)

9. in trouble 有麻烦, 处于不幸中

e.g. He is willing to help me whenever I am in trouble.

Do as you're told, otherwise you'll be in trouble.

get into trouble 陷入困境、

make trouble 惹麻烦put sb. to trouble 给某人添麻烦have trouble (in) doing sth. 做某事有困难take trouble to do sth. 费心做某事

即学即练

1.Whenever we are in _______ , we must never lose ______ , but try to think of the way out. C

A. the trouble; our heart

B. troubles; hearts

C. trouble; heart

D. trouble; our heart

2. She _________________________ the reciting work on time. (has trouble in finishing)

按时完成背诵作业对她来说有困难。

提示：

上面第二句翻译题，如果在此基础上，增加其他短语或者词汇的表达法的翻译，就更好了，如：couldn’t等。

10 willing adj 乐意的, 自愿的

willingly adv

will n 意志, 意志力, 意愿

be willing to do sth 愿意做某事

I’m very willing to vote for the plan.

即学即练

Kitty is a warm-hearted girl, and she is always ____ to help those who are in trouble. B

A. upset

B. concerned

C. willing

D. stubborn

11. turn to 求助于, 转向

e.g. You can turn to the people’s police for help, no matter what kind of trouble you are in.

I have turned to all the well-known reference books for help, but so far without success

I tried to stand on my own two feet rather than turned to my parents.

Homework: do learning about language.

The fourth period----- grammar

关系副词引导的定语从句:

1.When 指时间，在定语从句中作时间状语，相当于“介词+关系代词(which)”。

其先行词是表时间的名词（如：time, day, week, year, month, etc.）

e.g. My father was born in the year when/ in which the Second World War broke out.

★先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that 引导，which或that在从句中作主语或宾语。

比较: 1. I still remember the day when /on which my brother joined the army.（作状语）

2. I still remember the days which/that we spent together. （作宾语）

2. Where 指地点，在定语从句中作地点状语，相当于“介词+关系代词(which)”。其先行词是表示地点的名词，如：place, school, factory, room, etc. 如:

e.g. I live in the room where /in which he used to live.

★先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that 在从句中作主语或宾语。

比较: 1. This is the factory where /in which he worked last year. （作状语）

2. This is the park which/that they visited last year. （作宾语）

●当先行词为case, point, situation时，而且这些词在句中作状语，这时也用关系副词where.

3. Why 指原因，在定语从句中作原因状语。先行词为reason 时，可用for which 指代；当关系词在从句中作主语或宾语时，则用which或that 引导。如：

e.g. 1.The reason why / for which he didn't attend the meeting was that he was ill.（作状语）

2. I don't believe the reason (that/which) he gave me. （作宾语）

Have you asked him the reason that may explain his success? （作主语）

即学即练

1. October 1, 1949 is the day ___________we will never forget. （that / which）

2. Is this the shop ___________ sells children’s clothing（which / that）

3. This is the factory ___________ make toys. (which / that)

4. This is the factory _______________he worked ten years ago. (where / in which)

几种易混的情况

1. I’ll never forget the days______________ we worked together. (when / in which)

2. I’ll never forget the days________ we spent together. (Which/that)

3. I went to the place _______________ I worked ten years ago. (where / in which)

4. I went to the place ______________ I visited ten years ago. (which/that )

5. This is the reason _______________ he was late. (why / for which)

6. This is the reason ________ he gave. (that / which)

高考链接(ADDDAA)

1. He was educated at the local high school, ______ he went on to Beijing University. (2007 江苏)

A. after which

B. after that

C. in which

D. in that

2. it’s helpful to put children in a situation they can see themselves differently.（08福建）

A. that

B. when

C. which

D. where

3. Some pre-school children go to a day care center, _______they learn simple games and songs. （2007 全国卷I）

A. then

B. there

C. while

D. where

4. Today, we’ll discuss a number of cases beginners of English fail to use the language properly. （2007 陕西卷）

A. which

B. as

C. why

D. where

5. The Science Museum, ______ we visited during a recent trip to Britain, is one of London’s tourist attractions. （08江苏卷）

A. which

B. what

C. that

D. where

6. They will fly to Washington, ___ they plan to stay for two or three days. （08重庆卷）

A. where

B. there

C. which

D. when Homework:

Do the exercises in p37

The fifth period-----listening, speaking and writing

Teaching Aims:

●To help the students listen about the same topic as is read in the first period

●To help students read another passage about the same person covered in the first

period

●To help students write an imaginary letter making use of the learned words and

structures

Teaching procedures:

Step 1 Pre-listening

Group work: Ask Ss to discuss with their partners in groups of four according to the questions and try to predict the answers to the following questions

What is a passbook?

Why is it important?

What job did Elias want to do?

Who worked underground?

Who worked on the surface?

Where did Elias live?

Step2 Listening

Listen to the tape and finish off the exercise in the text book.

Step 3 reading Group Work:Scan the text in two minutes and ask the Ss to discuss the questions, and then answer them in pairs.

(1)What did Elias do when he was in prison?

(2) Finally, what did Elias take as his job? Did he enjoy it?

外研版高中英语必修五Module1教案

1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。

【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?

高中人教版英语必修五课本答案

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1.Suggested teaching notes 1). Analyses of the teaching contents This unit is about friendship, and nearly all the teaching materials center on it. Warming up---The questionnaire leads students to think and talk about friendship, get to know the problems between friends and seek solutions, which makes preparations for the further teaching in topics, background and vocabulary. Pre-reading---The questions prompt students to think critically about friends and friendship in reality, alerting them to the fact that besides people, a diary can be a friend, too. Reading--- The diary by theJewish girl Anne gave a glimpse of her life during her family’s shelter in Amsterdam from the German Nazis’ killing in world war 2. she treats the diary as her best friend, and in it reveals her longing for a normal life and close contact with nature, which helps her get through the days. Comprehending---It helps students further understand the text by doing multiple choices, questions and answers, and matching. Learning about language---It teaches the important expressions and structures and grammar: direct and indirect speeches. Using language---The two letters, listening, questionnaire design, letter writing and fun writing prepares students to further talk about friendship, especially the problems with misunderstanding, and unfriendliness, thus strengthening students’ abilities to practice language, discover, and solve problems. Summing up---It summarizes the whole contents of this unit from the aspects of topics, vocabulary and grammar. Learning tip--- This part encourages students to form the habit of writing a diary. Integrating skills--- The text introduces the way Hawaiians express friendship, to get students to realize the cultural differences in the values of friendship in addition

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人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?

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.wendangku.net/doc/5012001733.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?

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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全册教案

Unit 1 Friendship Ｉ．单元教学目标 II．目标语言

III. 教材分析和教材重组 1. 教材分析本单元以Friend和Friendship为话题，旨在通过单元教学使学生通过讨论什么是好朋友，什么是真正的友谊，如何交友和保持友谊等问题，使学生树立正确的交友观。并针对日常交友过程中经常遇到的实际问题，指导学生发表自己的见解和看法，通过进一步讨论提供有效的解决方案。并能就此以编辑的身份写出指导信，对相关谚语写出观点明确、论证有力的短文。 1.1 Warming Up以调查问卷的形式，通过对学生在日常交友过程中所遇到的五个问题，展开调查，使学生对是否擅长交友做出评价，激发学生对本单元的中心话题产生兴趣；同时也使教师本单元的授课更具有针对性，从而有效地帮助学生树立正确的交友观。 1.2 Pre-Reading通过四个问题引导学生讨论交友的重要性以及自己心目中好朋友的概念和标准，并使学生认识到不仅人与人，人与物（如日记）也可以成为好朋友。继续探究并树立正确交友观，并为阅读作好了准备。 1.3 Reading讲述第二次世界大战的纳粹统治时期，犹太人Anne一家过着滇沛流漓，与世隔绝的生活。Anne在孤独中只能以日记Kitty 为友，倾诉衷肠，伴其渡过两年的逃亡生涯。控诉了纳粹党的残暴统治给犹太人民带来了深重的灾难，并以日记的形式表达了以主人公Anne为代表的全世界人民憎恨战争渴望和平的共同心愿。学生学习了新的词汇、句型，提高了阅读水平。文中选用了主人公的一篇日记，使学生进一步感受到了挚友的可贵，对主人公内心世界的描写有了更深刻的理解。 1.4 Comprehension 设计了三种题型。其中前两个是考查学生对READING文章细节内容的理解，最后一题是开放性问题，学生可以在更深入理解主人公内心世界的基础上各抒己见，使学生养成勤于思考勇于探究的良好的学习习惯，现时也培养了学生的想象力，进一步提高了阅读水平。 1.5 Learning About Language分词汇和语法两部分。其中，Word study是根据英文释意或在语境中掌握和运用词汇。Grammar是关于直接引语和间接引语的用法训练，包括单句的练习和情景语法练习。

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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 ...

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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