高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)

高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计)（共4篇）

高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计) 篇1

Teaching Goals

1.Talk about water and the ocean.

2.Practise communicative skills.

3.Review Modal Verbs.

4.Write an explanation paragraph.

The First Period Warming up& Listening & Speaking

Teaching Aims:

1.Learn and master the new words and the useful expressions of this part.

Words: cube, sailor, disadvantages, entertainment

Phrases: come up with, happen to

Useful expressions: The water is being used to/for…

We should/could…

If we…we can…

It would be better…

2.Learn something about water by doing experiment.

3.Do some listening.

4.Improve the students’ speaking ability by talking.

Teaching Important Points:

1.Make the students be free to talk about water.

2.Improve the students’ listening ability by listening.

Teaching Difficult Points:

1.How to finish the task of speaking.

2.How to improve the students’ listening ability.

Teaching Methods:

1.Listening-and-answering activity to help the students go through with the listening material.

2.Individual, pair or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

3.an empty glass, a bottle of water and a bottle of vegetable oil

Teaching Procedures:

Step Ⅰ Greetings and Lead-in

T: Hello, everyone.

Ss :Hello, teacher.

T: Attention, please. As we all know, every year during the Spring Festival and Lantern Festival in our country, people like to see the lion dance and guess the riddles. Do you like to guess the riddle?

Ss: Yes.

T: OK. Now I have a riddle. Please guess it.

(Teacher uses the multimedia to show the riddle on the screen.)

It’s very important to all the animals and plants.

It’s also important to human beings.

It’s liquid at room temperature.

Every day you keep in touch with it.

You can’t live without it. (a thing)

T: What’s it?

Ss: It’s very easy. It’s water.

T: Yeah, today we will talk about water. Now please tell me what you know about water.

S1: Water is used to drink.

S2: Water can be used to water the flowers.

S3:I think water can be used to make electricity.

Step Ⅱ Warming up

T: Thank you for your ideas. Next we will look some interesting experiments. Maybe you can learn more about water from the following experiments.( experiments shown on the screen)

T: Pour some water and some vegetable oil into the empty glass. What will happen? Try to describe it in detail.

S: The part above is vegetable oil and the part below is water.

T: Good. Do you know why?

S: I think water is heavier than oil, so vegetable oil is on the top of the water.

T: Who has different ideas?

S:I think we should say that the density of water is higher than the density of vegetable oil, so the result formed.

T: Do you agree with the reason for it?

Ss: Yes. We agree with the idea.

T: As we know, if we pour milk and water into one glass, we can’t tell where water is and where milk is. But just now we poured oil and water into one glass. It is so different. Do you know why?

Ss :Because oil can’t dissolve in water, but milk can.

T: Very good. Would you like to watch another experiment?

Ss: I’d love to.

T: OK. Cover a glass of water with a piece of thick paper. Put one hand on the paper and turn the glass upside down. Slowly take your hand away from the paper. What happens? Why?

Ss: The piece of paper doesn’t fall and the water in the glass doesn’t flow.

T: Yes. You are right. Now you are given a few minutes to have a discussion about the reason for it.

T: Who can tell us the reason why the piece of paper doesn’t fall and the water doesn’t flow?

S: When the glass of water covered with a piece of paper is turned upside down, the pressure from air to the piece of paper is bigger than the pressure from the water in the glass to the piece of paper. So the paper won’t fall and the water won’t flow.

T: Excellent! Thank you for your explanation. I am very glad to see that you are all interested in making experiments. After class, you can carry out another two experiments on Page 17.When you perform them, try to describe what happens and why. OK?

Ss: OK.

T: Now, let’s look at a picture.

(Teacher shows a picture on the screen.)

T: What can you see?

Ss: There is a river in the picture, but it’s very dirty.

T: Anything else?

S: There are some plastic bags and empty tins on the surface of the river.

T: Yes. We all know water is important to human beings and all the animals and plants. Unfortunately water is being polluted now. What do you think we can do to protect the water on our planet?

(Teacher gives students enough time to prepare. When they prepare, teacher goes among the students to help them to express their ideas correctly.)

Sample answer:

To protect the water on our planet, I think we should save every drop of water and stop throwing rubbish into water. Besides, we should try our best to help the people around us realize the importance of using and protecting our water.

Step Ⅲ Listening

T: Next, let’s do some listening. Turn to Page 18 and look at the Listening part. You can listen to the famous poems about life on the ocean. Listen carefully and write down some key words when you listen. Before you listen, let’s learn two phrases first. Look at the blackboard.

1.happen to

e.g. What happened to you last week?

If anything happens to the machine, please tell me.

2.come up with

e.g. I hope you can come up with a better plan than this.

(Teacher writes them on the blackboard and begins to explain them.)

T: Now listen, please.

(Teacher plays the tape for the first time. Then play it for the second time. During this time, teacher may pause for students to write down the information. Play some parts of the tape one more time if necessary. Finally teacher checks the answers with the whole class.)

Step Ⅳ Speaking

T: In our daily life, water can be used in different ways. Now we’ll talk about the ways in which water can be used. Look at the pictures on Page 18.The six pictures mean six different ways to use water. You can choose one of the pictures to discuss the importance of using and protecting our water, and then try to use some sentences to describe the picture you choose. If you like, you can make a dialogue with your partner about the picture. When you discuss, you may use the questions on the screen to help you.

1.How is the water being used?

2.Is this a good way to use water?

3.Why do we use water in this way?

4.Who benefits from using water in this way?

5.What are some disadvantages of using water in this way?

(Teacher shows the questions on the screen by multimedia and gives students enough time to discuss and prepare.)

Suggested answers:

(Picture 1)We can use water to make electricity, which can give us light and make us feel warm .I think it is a good way to use water.

(Picture 3) Water has a lot of usages and home use is the commonest one. Every day we must drink enough water. In addition, we need a lot of water, just for cooking and keeping clean. Water can help us to keep healthy. But if the waste water from home use is poured into river and soil, it will be harmful for some animals and plants. So we must pay more attention to it.

(Picture 4) In Picture 4,water is being used in industry. Water is very important to industry. It can be used to make paper, cool machine and so on. But the disadvantage is that a lot of water mixed with some poisonous things being poured into the river and the sea. It is dangerous for the living things in the water.

(Picture 6)

A: Do you know how the water is being used in Picture 6?

B: Water is being used for entertainment.

A: Is it a good way to use water?

B: Yes, because it can help people keep fit and enjoy nature. But if people throw rubbish into the water, it will be bad for us.

A: Yes. It is the disadvantage of using water in this way. We must be careful.

Step Ⅴ Summary and Homework

T: Today, we’re mainly learned something about water by doing experiments, speaking and listening. Besides, we’ve learnt some new words and phrases, such as: happen to, come up with, density,…

After class, try to remember them and preview the next part-Reading part. That’s all for today. Goodbye, everyone.

Ss: Goodbye, teacher!

The Second Period Reading

The Properties of Water

Teaching Aims:

1.Learn and master the following words and phrases:

cube,property,range,medium,relatively,dissolve,pure,relationship,mass,float,absorb,bottom,all the way, that is, add…to, mix with, take advantage of, manage to do

2.Improve the students’ reading ability.

3.Enable the students to realize that it is important to protect the water on our planet.

Teaching Important Points:

1.Improve the students’ reading ability.

2.Master the following phrases:

all the way, that is, mix with, take advantage of, manage to do

Teaching Difficult Points:

How to make the students understand the reading passage better.

Teaching Methods:

1.Discussion before reading to make the students interested in what they will learn.

2.Fast reading to get a general idea of the text.

3.Discussion after reading to make students understand what they’ve learned better.

4.Careful reading to get the detailed information in the text.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

T: Yesterday we learnt something about water. Now who can tell me what you learned yesterday?

S1:I learned that water is very important to all the living things on the earth.

T: OK, can you give me the reason why it is important?

S2:Water can be used to wash clothing, to made electricity, to water the farm and so on. Of course, every day we must drink enough water. So water is very important.

T: Anything else?

S3:I know something about water. For example, from the experiments we made yesterday, I know vegetable oil can’t be dissolved by water.

Step Ⅱ Pre-reading and Reading

T: OK. Thank you for your answers to my questions. As we all know, we can’t live without water. But do you know what makes water so important to all the living things?

Ss: No, we don’t know.

T: Maybe we can get the answer to the question after reading the article for today. Before you read, first let’s learn the new words and phrases in the passage.

(Teacher deals with the new words with the whole class.)

T: Now please read the passage quickly to get the general idea and try to use the following structures to make six questions.

(Teacher uses multimedia to show the structures on the screen.)

1.What is/are ______?

2.What does ______ look like?

3.What are different parts of ______?

4.What can ______ be compared to?

5.How does ______ work?

6.What are some examples of ______?

(Teacher gives students five minutes to finish the fast reading and making questions. Five minutes later, teacher asks some students to write their questions on the blackboard.)

1.What are the properties of water?

2.What does the earth look like?

3.What are different parts of the ocean?

4.What can the ocean be compared to?

5.How does the special air-conditioner-the ocean work?

6.What are some examples of species in the ocean?

T: Well done. Who can tell me the general idea of the text?

S4:The passage mainly tells us it is water that makes the ocean so important to all the living things in the world.

T: Good work. Next, let’s read the passage carefully to get more information about water. While you are reading, try to finish the chart in Post-reading on Page 21 and find out the answers to the questions on the blackboard.

(Teacher gives students enough time to read the text and collects their information for the chart.)

Suggested answers:

Property What is it? What is it good for?

Chemical structure Every water molecule is made up of two hydrogen atoms and one oxygen atom. It is good for the living things in the ocean to absorb the nutrients easily.

Density The density of pure water is 1 000 kg/m3,meaning that one cubic metre of water weighs one thousand kilogram. It is good for marine organisms to take advantage of the density of water.

Heat capacity Heat capacity is the amount of energy it takes to raise the temperature of a substance one degree centigrade. It is good for the earth to keep the temperature steady.

T: Very good. What about the questions on the blackboard?

S5:I think I can answer the first one. The answer is that the properties of water are chemical structure, salinity density, heat capacity and ocean motion.

S6:In my opinion, the answer to the fourth question is that the ocean can be compared to a great place to live in.

T: Do you agree with them?

Ss: Yes.

T: What about other questions?

S7:I think plankton, sharks and whales are examples of species in the ocean.

S8:The answer to the second one is that the earth looks like an ocean planet.

T: You are quite right. Any volunteers?

S9:Dear teacher. Can you tell us the meaning of the special air-conditioner-the ocean?

T: Maybe it means that there are some similarities between air-conditioner and the ocean.

S9:Thank you. I got it.

T: Then, who can answer the question?

S10:Because the ocean can keep the temperature of the earth steady, some students compare the ocean to a special air-conditioning. I think the ocean keeps the temperature of the earth steady by absorbing and releasing heat.

T: Well done. There is only one question left. Who wants to try?(Nobody answers the question.)

T: Do you think it is a question that the text can’t answer?

Ss: Yeah. We think so.

T: OK. Maybe you are right. But I want to know the reason why you think the passage can’t answer the third question.

Ss: Because there is not any information about the different parts of the ocean.

T: Then, are there any questions you would need to add to “cover” all the information in the text?

S11:I have a question. Why is the water in the ocean always moving?

S12:Since changes in salinity and temperature affect water’s density, the water in the ocean is always moving.

Step Ⅲ Further Understanding and Language Study

T: Well done. I think you are very familiar with the passage. In the passage there are some words and expressions we should master. Now let’s look at the screen. I will give you some explanations about the words and expressions.

1.incredibly adv. (extremely or unusually)

e.g. The water is incredibly hot.

2.available adj.(that can be used or obtained)

e.g. Tickets are available at the box office.

The book is available to all the students.

3.range vi.

range from A to B

e.g. Their ages range from 25 to 50.

His interests ranged from chess to canoeing.

4.But the way the water molecule…

e.g. I don’t like the way (in which/that) he looks at me.

They admired the way (in which/that) she dealt with the crisis.

5.that is (to say) (which means)

e.g. A week later, that is, May 1 is her birthday.

He is a local government administrator, that is, he is a Civil Servant.

6.take advantage of (make use of something well/make use of somebody unfairly)

e.g. They took full advantage of the hotel’s facilities.

She took advantage of my generosity.

7.be sensitive to something (affected easily by something)

e.g. She is very sensitive to other’s words.

(Teacher writes the words, phrases and sentences on the blackboard.)

Step Ⅳ Listening and Reading Aloud

T: Let’s listen to the tape. When I play it for the first time, just listen to it. When I play it for the second time, please listen and repeat. Then read the text aloud. Are you clear about that?

Ss: Yes.

(Te teacher plays the tape for the students to listen. After listening, the teacher goes among the students and corrects any mistake the students make in pronunciation, stress and intonation.)

Step Ⅴ Summary and Homework

T: Today, we have read a passage about water. As we know, it is very important to all the living things. So we should do all we can to protect water from being polluted. In addition, try your best to retell the passage in your own words. Is that clear?

Ss: Yes.

T: See you tomorrow!

Ss: See you tomorrow!

The Third Period Grammar

Teaching Aims:

1.Review Modal Verbs.

2.Do some exercises to review some important words learnt in the last period.

Teaching Important Point:

Review Modal Verbs.

Teaching Difficult Point:

How to help the students correctly use the Modal Verbs.

Teaching Methods:

1.Review method to help the students remember all the Modal Verbs they have learnt before and use them correctly.

2.Individual work or group work to make every student work in class.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings and Revision

Step Ⅱ Word Study

T: Now please turn to Page 21.Look at the first part of Word Study. There are some words learnt in the last period, but the letters of these words are in the wrong order. Now I will give you a few minutes to put the letters in the correct order.

(A few minutes later, teacher may ask some students to spell their answers and give the Chinese meaning of each word to all the students. Finally teacher writes the correct words on the blackboard.

T: Good work. Next look at the screen and try to complete the following sentences by filling in the blanks with the proper words. The first letter has been given and some words can be used more than once. If you need, you can have a discussion with your partner.

(Teacher uses the multimedia to show the following sentences on the screen.)

1.The water molecule is made up of two h_____ atoms and one o_____.

2.Water is a l_____ at room temperature, but it turns into a s_____ when the temperature drops below 0℃ and into a g_____ when heated above 100℃.

3.An a_____ is the smallest part of any living or nonliving thing.

4.Places by the sea often have a s_____ climate that is never too hot or too cold, because water can a_____ and release a lot of heat.

5.Soil can a______ water, so it helps keep water from flowing away.

6.Marine scientists study the r_____ between living creatures and their habitat in the ocean.

7.Salt water has a lower f______ point and is heavier than fresh water.

8. Oil has a density lower than 1000 kg/m3,so it will f______ on water.

(Teacher gives students enough time to prepare and then check their answers.)

Suggested answers: 1.hydrogen,oxygen 2.liquid,solid,gas 3.atom 4.steady,absorb

5.absorb 6.relationship 7.freezing 8.float

Step Ⅲ Grammar

T: Up to now we have learnt many modal verbs. Who can tell me what they are?

Ss: can/could, may/might, will/would, be able to, must, should, have to, need, shall, ought to, had better…

T: Very good. Then do you know how to use them?

S2:I know “should” can be used to give others some advice.

S3:I know when I want to borrow a book from my friend, I can use “may”.

…

T: Your answers are very good. There is a conclusion about modal verbs on the screen. Let’s look at it.

(Teacher uses the multimedia to show the conclusion on the screen.)

Modal Verbs:

Possibility: can/could, may/might

Ability: can/could, be able to

Requests: can/could, will/would, would like

Necessity: must, have to, have got to, need

Certainty: must, will, should

Permission: can/could, may/might

Suggestions: could may/might, shall

Advice: should, ought to, had better

T: From the chart we can see modal verbs can be classified into eight groups by their usages. Are you clear about the classification?

Ss: Yes.

T: OK. Now look at the first part in Grammar. Finish the exercises according to the class function of modal verbs. If you need, you can discuss with your partner. In addition you’d better make it clear why you choose A、B、C、or D. Are you clear about the requirements?

Ss: Yes.

(Teacher gives students enough time to finish the exercises. Then deals with them with the whole class.)

T: Are you ready?

Ss: Yes.

T: OK. Who’d like to tell me the answer to the first one?

S4:I think “A” is right.

T: Can you tell us the reason why you choose “A”?

S4:Because the speaker wants to express his/her request. Among A、B、C and D, only A can be used to express request.

T: Very good. What about the second one?

S5:“May” is right, I think, because the sentence is used to ask for permission.

T: Congratulations! Who can answer the third one?

S6:The phrase “wants to” express a state of being necessity. So I think “C” is right.

T: Well done. It’s turn to do the fourth one. Who can try?

S7:I’m not sure, but I want to have a try. Is “C” right?

T: Why did you choose “C”?

S8:I think the first sentence expresses some necessity and the second one expresses guess.

S9:I don’t think so. Because “must” can’t be used in negative sentences to express guess.

S8:Oh,I’m sorry. I forgot it. I see, the correct answer is “D”.

T: Excellent!

…

(Teacher encourages students to show their opinions about each one, and then teacher gives the correct answers and some necessary explanations.)

Suggested answers:

1.A 2.A 3.C 4.D 5.A 6.A 7.A 8.B 9.A

T: You have finished the first part successfully. Now let’s go on with the second part. Do you have confidence to finish it?

Ss: Yes. Of course we have.

T: OK. This is a letter from Mary to John.Maybe John met some problems, so Mary wants to write a letter to help him .But Mary doesn’t know how to use the modal verbs correctly. She wants you to help her finish the letter. Before you finish the letter, read it to get the general idea of it first and then answer the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Can you tell from the letter what John’s problem is?

2.Do you agree on the advice that Mary gives to him? Why? What would be your advice?

(Teacher gives students a few minutes to read the letter, and then checks their answers to the questions.)

T: Who’d like to answer the first question?

S10:I want to have a try. In my opinion, John’s problem is that his manager suspected him of stealing something at the meat factory.

T: Well done. Do you agree with him?

Ss: Yes.

T: What about the second one?

S11:I’d like to answer the question. I don’t agree to the advice that Mary gives to him. Because if he finds another job, maybe it means that he really stole something at the meat factory. I think he should tell the manager that he didn’t do it and advise the manager to call in the police to make it clear.

S12:In my opinion, he’d better try to find out who is the real thief to prove that he didn’t do anything wrong.

…

T:I think your suggestions are all very helpful to John and I hope he can find a good way to deal with the problem. Now you are clear about John’s problem. It’s your turn to help Mary finish the letter. Maybe there are more than one answer for some blanks. If you have some difficulties, you can discuss with your partner. Five minutes later, I will check your answers.

Suggested answers:

can/ will/ should, may not/ might not, must, could/ should, might/ would, will, might/ may/ could/ would, might, would/ could/ might, should, will

Step Ⅳ Summary and Homework

T: Today, we’ve reviewed some new words learnt in this unit. In particular, we have reviewed the usages of modal verbs. After class, do more exercises to master them better. Time is up. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

The Fourth Period Integrating skills

Teaching Aims:

1.Review the useful expressions learnt in this unit by practising.

2.Improve the students’ reading ability by reading the material.

3.Improve the students’ writing ability.

4.Enable the students to realize that it is important to protect the estuary.

Teaching Important Points:

1.Improve the students’ reading ability by reading the material.

2.Improve the students’ writing ability.

Teaching Difficult Point:

How to improve the students’ integrating skills-reading and writing.

Teaching Methods:

1.Fast reading to go through the reading material.

2.Inductive method to help students write a paragraph successfully.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: Yesterday we did some practice about modal verbs. Now let’s do some more exercises to see if you have mastered them. Please look at the screen.

(Teacher uses multimedia to show the exercises on the screen.)

Fill in the blanks using must/might/may/can/could and their negative forms.

1.-I saw Mary in the street yesterday.

-You ______ have seen her. She is still in Australia.

2.-Could I use your bike? -Yes, of course you ______.

3.The ground is wet. It ______ have rained last night.

4.A machine ______ think for itself. It ______ be told what to do.

5.Tom,don’t play with the valuable bottle. You ______ break it.

Suggested answers:

1.can’t 2.can 3.must 4.can’t,must 5.may/might

Step Ⅲ Fast Reading

T: Good work. But if we want to use the modal verbs correctly, we must practise them as often as possible. Today we will read another passage. The ocean is very important to all the living things, which is known to us, and I think we have also known about the reason why the ocean becomes so important-because of the properties of water, the ocean is very important. The passage we will read is also about water. It deals with “the body of water”.Are you interested in the topic?

S1:Yes.But what is the meaning of “the body of water”?I think water has no body.

T: Good question. I think you can get the answer to the question by yourself. Now let’s read the passage. While you are reading, try to make clear what is the main idea of each paragraph. Besides, try fast reading, it is helpful to improve your reading ability.

(Teacher gives students a few minutes to read the passage.)

T: Have you finished your reading?

Ss: Yes.

T: Wang Lin, are you clear about “the body of water”?

S2:Yes.I think “the body of water” means the main part of water.

T: You are great! Now who’d like to tell me the main idea of the first paragraph?

S3:An estuary is the body of water where a river meets the ocean.

T: Right, thank you for your answer. What about the second one?

S4:Let me try. The general idea is that estuaries are great places for nature’s young.

T: Wang Ping, tell me the main idea of the third paragraph, please!

S5:I’m not sure. I think the third paragraph tells us estuaries are important to animals and plants, so we should try our best to protect them from environmental pollution. Am I right?

T: Yes. Congratulations! There is only the last paragraph left. Who can try?

S6:I think the main idea of the last paragraph is that estuaries are also important to human beings because they not only provide recreation and education for us but also contribute to the economy.

Step Ⅳ Discussion and Explanation

T: The general idea of the passage is very clear to us now. Now let’s re-read the passage carefully. While you are reading, try to find out the answers to the questions on Page 23.If you need, you can have a discussion about them. Then I’ll check your answers.

(Teacher gives students enough time to read the passage. At the same time, teacher goes among them and helps them express their own opinions in English correctly.)

Suggested answers:

1.Tides provide energy for the ecosystem, and estuaries are protected from waves and storms by islands. In addition nutrients arrive in estuaries from both the land and the ocean. So estuaries are great places for nature’s young ones.

2.Density means the quality of being dense. In other words, there are more living creatures than any other habitat on earth.

3.Estuaries can make our water clean by absorbing nutrients and pollutants from water coming from inland sources.

4.The function that estuaries can absorb pollutants and nutrients makes estuaries very sensitive to environmental pollution.

5.Estuaries can provide recreation and education for human beings. Besides estuaries also contribute to the economy. So they are very important to human beings.

T: Well done. Now you are very familiar with the passage.

To understand the passage better, I will explain some important phrases. Please, look at the blackboard.

(Teacher writes the following phrases on the blackboard.)

1.provide…for

e.g. The company will provide food and drink for them.

2.have an opportunity to do something

e.g. I had no opportunity to discuss the problem with her yesterday.

3.a variety of

e.g. He left for a variety of reasons.

There are a variety of patterns for you to choose from.

4.contribute to

e.g. His work has contributed to our understanding of this difficult subject.

Step Ⅴ Writing

T: Up to now, we have learnt a lot about water and known the properties of water and importance of estuaries. Now you are given an opportunity to check if you know a lot about water. Look at the questions on the screen.

(Teacher uses multimedia to show the questions on the screen.)

1.Why does an ice cube float?

2.What will happen to a piece of metal if you put it in water?

3.Why do so many species live in estuaries?

4.Why have so many cities been built by estuaries?

T: Now imagine that your science teacher asks you to choose one of the questions and write a paragraph to explain it. Use what you learn from this unit and what you know about nature and science to write the paragraph. You must be careful to explain it to make your explanations easy to understand. You’d better look at the tips on Page 24 before you write. It’s of great help to your writing.

Possible samples:

(Question 3)

Salt water from the ocean and fresh water from the river mix together in an estuary. The mixing of fresh and salt water creates a unique environment filled with life of all kinds. Here, animals can enjoy all the benefits of the oceans without having to face many of its dangers and nutrients arrive in estuaries from both the land and the ocean. So there are so many species living in estuaries.

(Question 4)

Estuaries are great places for nature’s young. If many cities are built by estuaries, we can enjoy fishing, swimming and having fun on the beach and scientists and students have endless opportunities to study a variety of life in the habitat. What’s more, estuaries also contribute to the economy through tourism and fishing. So many cities have been built by estuaries.

Step Ⅵ Test

T: In this unit, we’ve learnt some important phrases. Now I’ll give you a test to check whether you’ve mastered them or not. Look at the screen, please.

(Teacher uses multimedia to show the test on the screen and gives students a few minutes to finish them. Then checks their answers.)

1.The children’s age ______(在5岁至15岁之间).

2.______(她处理这个问题的方法) is very good.

3.A week later,______(也就是),Oct 1 is National Day.

4.He ______(充分利用了) multimedia in the class.

5.The little girl ______(对温度很敏感).

6.His actions ______(使他受到尊敬).

7.He ______(设法完成了工作) with very little help.

Suggested answers:

1.range from 5 to 15 2.The way she deals with the problem

3.that is 4.took advantage of

5.is very sensitive to temperature 6.made him respected

7.managed to get the work done

Step Ⅶ Summary and Homework

T: Today, we’ve done some reading and writing. We’ve also reviewed some useful expressions in this unit. After class, go over all the important points we have learnt in this unit. That’s all for today. Class is over.

The Fifth Period Modal Verbs

Teaching Aims:

1.Review the important usages of modal verbs.

2.Sum up the different situations of modal verbs.

Teaching Important Point:

How to use modal verbs correctly.

Teaching Difficult Point:

How to choose modal verbs correctly.

Teaching Methods:

1.Review method to master the important usages of modal verbs.

2.Inductive method and comparative method to master the important and difficult points.

Teaching Aids:

1.the multimedia

2.the blackboard

Teaching Procedures:

Step Ⅰ Greetings

Greet the whole class as usual.

Step Ⅱ Revision

T: In this unit, we have done some practice about modal verbs. As we know, modal verbs have several points in common which make them quite different from other verbs. Now, please discuss the points in common among modal verbs in groups of four. After a while I will check your answers. (Teacher gives students enough time to discuss, and then collects their answers and sums them up.) Modal Verbs:

1.Modal verbs are used when we say that we expect things to happen or that things are possible, or necessary, or impossible, or improbable, or when we describe things that didn’t happen, or that we are not sure whether they happened.

2.Modal verbs have no -s on the third person singular. Questions and negatives are made without “do”.

3.Modal verbs have no infinitives.

4.Modal verbs have no past forms. “Could” and “would” are used with past meanings in some cases.

5.Modal verbs can be used with perfect infinitive to talk about things which didn’t happen, or which we’re not sure about.

Step Ⅲ Revision of the Important Usages of Modal Verbs

T: Good work. As we all know, modal verbs can be classified into eight groups according to their usages. Today we will review some important usages of modal verbs. Firstly, let’s review the modal verbs that can be used to express “possibility”.Please tell me which modal verbs can be used to express “possibility”.

Ss: Can/could/may/might all express “possibility”.

T: When they express “possibility”,they are not quite the same.“Can” is used to talk about theoretical possibility. If we want to talk about the actual chances of something happening, or being true, we use “could/may/might”.Besides,“can” is sometimes used to talk about present “possibility”,but only in questions and negative sentences. Is that clear?

Ss: Yes.

T: Now, let’s do some exercises to master them better. Look at the screen and try to finish the sentences as soon as possible.

(Teacher uses multimedia to show the sentences on the screen.)

Fill in the blanks using can/could/may/might.

1.Would you like to answer the phone? It ______ be your sister.

2.The part of the country ______ be very warm in September.

3.______ it be Lily?

4.It ______(not) be true.

5.You ______ be right.

Suggested answers:

1.could/may/might 2.can 3.Can 4.can’t 5.may/might/could

T: Besides “possibility”,can/could/may/might are also used to express “permission”.Yes?

Ss: Yes. But we are not sure about how to use them.

T: It doesn’t matter. I will give you some explanation.“Can” is the commonest one of the four, and “could” is rather more hesitant than “can”.“May” and “might” are used in a more formal style. They often suggest respect. “Might” is more hesitant and is not very common. Besides, when we give permission, we usually use “can” and “may”,but not “could” and “might”.When we report permission,“may” is not usually used. Are you clear about it?

Ss: Yes.

T: Then try to finish the following exercises, please.

(Teacher shows the exercises on the screen.)

1.-______I use your phone?

-Yes, of course. You ______.

2.______ you come into the meeting room without showing a passport?

3.Mary said that I ______ borrow her car.

Suggested answers:

1.Can/Could/May/Might;can/may

2.Can

3.might/could(“Might” and “could” can be used after a past verb.)

T: Next, which modal verbs do you think are necessary to review?

Ss: The modal verbs expressing “necessity”.They are very important.

T: Yes, I agree with you. We can use “must/have to/have got to/need” to express “necessity”.But about how to use them, I want you to review them by understanding the following sentences by yourselves. Look at the sentences on the screen.

(Teacher shows the sentences on the screen, and then asks some questions.)

1.I really must study hard.

2.You must be here by 3 o’clock.

3.You have (got) to go and see the manager.

4.You needn’t work on Sundays.

T: From the sentences, who can tell me the difference between “must” and “have to”?

S1:I want to have a try. When “must” is used, the necessity comes from the speaker. If the necessity comes from “outside”,“have (got) to” is more common.

T: Congratulations! Do you know how to use “need”?

S2:I think in negative sentences,“don’t need to”,“needn’t” or “don’t have to” is used to say that there is “no necessity”.

T: Please give me an example. OK?

S2:I know the reason why you were late. You needn’t try to explain.

T: Thank you. In addition, I want to tell you “have got to” is used instead of “have to” in informal English. Is that clear?

Ss: Yeah.

T: Now look at the blackboard.(Write the following on the blackboard.)

1.It must have rained last night, for the ground is wet.

2.You can’t have seen him yesterday, for he is still in Australia.

3.You could have told me he was coming.

4.She is very late. She may have missed the bus.

T: These sentences have something in common. Who can tell me what it is?

Ss: The modal verbs in these sentences are used together with perfect infinitives.

T: Very good. Then let’s review the modal verbs used together with perfect infinitives.

S3:When should we use modal verbs together with perfect infinitives?

T: When we talk about the past, we can use the structure, but it has a special meaning. It is used for speculating(thinking about what possibly happened) or guessing (thinking about how things could have been different).Have you got it?

Ss: Yes. Thank you.

T: Now let’s do some exercises to consolidate the usage of the structure.

1.I told Sally how to get there, but perhaps I ______for her.

A. had to write it out

B. must be have written it out

C. should have written it out

D. ought to write it out

2.You didn’t let me drive. If we ______ in turn, you ______ so tired.

A. drove; didn’t get

B. drove; wouldn’t get

C. were driving; wouldn’t get

D. had driven; wouldn’t have got

3.-I want to know why she is late.

-She ______ the early bus.

A. could miss

B. can have missed

C. may have missed

D. might miss

4.-I stayed at a hotel in New York.

-Oh, did you? You ______ with Barbara.

A. could have stayed

B. could stay

C. would stay

D. must have stayed

5.The light is still on. He ______ to turn it off when he ______ the room.

A. may forget; leave

B. must have forgotten; left

C. may forget; have left

D. could have forget; left

(Teacher shows the exercises on the screen and gives students enough time to finish them,and then checks their answers and gives them some necessary explanation.)

Suggested answers:

1.C 2.D 3.C 4.A 5.B

T: Now, it’s turn to review modal verbs expressing “advice”.Who’d like to tell me which modal verbs we can use to express “advice”?

S4:I think we usually use “should/ought to/had better” to give “advice”.

T: Yes. In most cases, both “should” and “ought to” can be used with more or less the same meaning. However, there is a very slight difference. When we use “should”,we give our own subjective opinion.“Ought to” had a rather more objective force, and is used when we are talking about laws, duties and regulations. Are you clear about that?

Ss: Yes.

T: Who wants to give us an example using “should” and “ought to” expressing “advice”?

S5:People ought to vote even though they don’t agree with any of the candidates.

T: Well done. What about “should”?

S6:Let me try. You should see “Hero”-it’s a great film.

T: Thank you for your good performance. Do you know how to use “had better”?

Ss: Yes. When we use “had better”,we don’t usually mean that the action recommended would be better than another one. We simply mean that he/she ought to do it.

T: Please make up a sentence using “had better”.

S7:You’d better hurry up, if you want to get to the factory on time.

T: Good example!

Step Ⅳ Summary and Homework

T: Up to now, we have reviewed modal verbs which express possibility, necessity, permission, advice and modal verbs used together with perfect infinitives. They are all very important. After class, try to do more exercises to master them better. That’s all for today. See you tomorrow.

Ss: See you tomorrow.

高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计) 篇2

Teaching Goals:

1. Enable the Ss 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 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.

2. Discussion methods to make the Ss understand what they’ve learned in class.

3. Pairwork of group to get every student to take part in the teaching-and-learning activities.

4. Competition and role-play method to arouse the Ss’ interest

Teaching aids

The multi-media

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 some butter or oil on burns.

2). Answer the questions

1.Why should you put cold water on a burn?

2.Why doesn’t a third degree burn hurt?

3.Why do you think clothes and jewellery near burns should be removed?

4.If someone has a third degree burn, why might you see tissue?

3). Read the text again and then find out how many parts there are and the main idea of each part:

Part1. The purpose / function of skin

Part2. Causes of burns hot liquids, steam, fire, radiation, the sun, electricity, chemicals

Part3. Types of burns: First degree burns, Second degree burns, Third degree burns

Part4. Characteristics of burns

Part5 First aid treatment

3). Finish off Comprehending Ex2&3

Step5. Words competition

Have a competition to check the Ss’ words spelling

Step6. Making a first-aid kit

An activity to let the Ss know what are included in a first-aid-kit

A well-stocked(存备得好的) first-aid kit, kept in easy reach, is necessary in every home. It should include: bandage, alcohol, flashlight, thermometer, soap, sharp scissors, plastic gloves (at least 2 pairs), your list of emergency phone numbers etc.

Step7. Role play

Work in pairs to act out how to place an emergency call for help

Step8. Summary

This passage doesn’t contain enough information for you to do first aid for others. Please learn more after class. Do remember: Life is precious, we should care about others and help people in an emergency and try our best to give them effective first aid if they are in danger.

Step9. Homework

Search as much information as you can about first aid

www. healthy. net/clinic/first aid/

kids health. org/parent/first aid_ safe/

高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计) 篇3

talk about volcanoes and the work of volcanologists

practise expressing fear and anxiety

learn the –ing form used as adverbial in a sentence

write about an experience in a nature disaster

II．目标语言

1． 功能句式: expressing fear and anxiety.

I was so excited about what I had done and where I was, I forgot my fear.

I was very worried that…

I was very relieved when…

I was trembling almost as much as the ground under my feet.

I was still terrified.

I was so nervous that my whole body was damp with sweat.

I was so anxious that I couldn’t move for a long time.

I had to force myself not to panic.

Then I got up the courage to …

2.词汇

四会词汇：volcano erupt eruption ash hurricane adventure bore excite evaluate unfortunate unfortunately fountain absolute absolutely fantastic crater potential impress precious novelist cancel effort relieve tremble sweat anxiety anxious panic courage typhoon heaven diverse diversity unique bathe swallow guarantee

词组：compare …with burn to the ground make an effort make one’s way

glance through vary from … to

3. 语法：the –ing form used as adverbial in a sentence

looking carefully at the ground , I made my way to the edge of the crater.

Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.

III．教材分析

本单元以the power of nature 为话题，旨在通过本单元教学使学生了解火山爆发，地震，台风，洪水，海啸等自然现象，认识到自然的伟大力量，并会用所学词汇描述在经历自然灾害时的感受，思考人类应对自然灾害的态度和方法，提高自我保护意识。

Warming up 通过对火山爆发示意图的探讨激活学生了解与本单元话题相关的背景知识，而后通过讨论人类应对自然灾害的措施引发学生对本单元话题的思考，激发学生的求知欲，为随后进行的听说读写打下基础。

Pre-reading 通过回答问题测试自己是否适合作火山学家，让学生了解这一陌生职业，为阅读做好准备。

Reading 部分一味火山学家以第一人称的形式讲述了自己的工作及第一次目睹火山爆发时的情景和心情，描写了人与自然的斗争与和谐相处的乐趣，使学生认识到火山是美丽的，

但同时极具破坏力，而火山学家的工作可以减少由火山引发的损失。

Comprehending 设计了两种题型：第一题要求学生在阅读后发表对火山学家这一职业的看法；第二题检测学生对文章细节的理解。

Learning about language 分为词汇和语法两部分。词汇部分着重从词的意义用法和表达方

面对学生学习词汇给予指导；语法部分学习ing形式在句子中作状语表原因，时间及结果。

Using language 以语言实践为目的，包括四个部分的内容。Listening 三位火山学家

讲述了他们各自最惊险的一次经历。学生在练习听力的同时学会描述害怕和紧张的词汇。

Speaking 是listening 的延续。要求学生讲述自己类似的经历，同时在运用中巩固单词。

Reading 介绍了旅游胜地the lake of heaven， 培养学生快速获取信息的能力。Reading

与writing 属于同一话题，要求根据所给信息写一篇介绍hot springs 的作文。

Sunning up部分要求学生就火山，火山学家，天池，本单元词语，-ing形式和表达情感的日常交际用语等方面进行自我评价，判定呢感学习情况。

learning tip 部分介绍单词记忆方法：利用构词法或话题分类记忆单词；利用图表，图片等记忆单词；随身携带生词本；多

说多写。

IV．分课时教案(多媒体教学)

The first period Warming up and pre-reading

1. Warming up

In order to talk about what volcanoes are and how they are formed, students need to learn

Some new words: lava erupt/eruption crater active/dormant/extinct volcanoes

1) Show some pictures of disasters

Ask student to name disasters as much as they know.

Sample answer: cyclone typhoon Hurricane tornado snowstorm landslide

Volcano tsunami earthquake flood hailstorm sandstorm

2) ask them What they feel when they see the power of nature showing in the pictures:

Have you ever experienced one ?

Share you experience and feelings ? (were you frightened and how frightened were you?)

Some expressions tips: scared to death frightened worried

unforgettable unbelievable

3) Have you ever seen a volcano ?

Ask Ss to complete exercise 1 in groups. Then check their answers orally as a whole class.

Ask students to help you make a list of words connected with volcanoes

Discuss with students where in the world active and extinct volcanoes occur.

2. pre-reading

1) Can you tell me who will climb into a live volcano in order to take the temperature

of the boiling rock inside ?

volcanologists--do they take up a crazy job?

2) get the students to answer the six questions in pre-reading to find out whether they will

enjoy working as a volcanologist.

Students could do this activity as a survey by asking others in their class these questions

Or they could do it individually.

3) after they have completed the task, survey the class to find out how many might enjoy

the work of a volcanologist.

their guesses were.

The second period Reading and comprehending

1.First reading

Skinning & skimming

1)Ask students to read through the passage quickly to get a main idea of

the whole passage. Give them a limited time to read the whole passage

in order to encourage them to practice reading for general ideas and to

discourage them from reading word by word

main idea: This passage is a first-person account of a volcanologist’s experiences. The volcanologist described his exciting job and wrote down his first sight of an eruption.

What does a volcanologist do ?( answer in the text )

Then let students do the multiple-choices (见课件)

2)Set Exercise 1 in “comprehending” either as a group or whole-class activity. Explain to students that the purpose of questions like these is to help them develop skills of evaluating a text.

2.Second reading (intensive reading)

Before reading, glance through Exercise 2 on Page35.

Choose some to ask them and check their answers:

1). Why is a volcanologist’s job important ?

Volcanologists study volcanoes so that they can warn people when the volcano

is going to erupt and so save many lives.

2). Why is the lava that flows on Mount Kilauea more dangerous than the actual

eruption ?

The lava flows down the mountain and can cover up or burn villages in its path. the rocks that erupt from the volcano usually don’t damage anything because no one lives the crater.

3). Why was it difficult for the writer to walk towards the edge of the crater ?

The author was wearing special protective clothing that made it difficult

to walk

4). What does the writer find impressive about volcanoes even after studying them for 20 years ?

The author is impressed by the beauty of the eruption and also by its potential to cause great destruction.

3.Third reading (Read again to find more details)

1).what made the author realize that an eruption occurred ?

answer: my bed began shaking

a strange sound

my bedroom became as bright as day

an abosolutely fantastic sight

red hot lava was fountaining hundreds of metres into the air

2).what did the scientists do after the eruption ?

answer: put on white protective suits, helmets, big boots

dropped as closed as possible to the crater

slowly make our way to the edge of the crater

looked down into the red boiling center

Homework

Spend some time researching one disaster. You can use books, magazines, newspapers

or the Internet. Collect pictures and diagram and look for information about:

what causes this kind of disaster

actrual events that happened in the past in china and/or the rest of the world

how people helped the victims

what is being done to prevent the disarster happening again or to lessen the damage

The third period Language Points

Explain language points in the reading passage.

1. have you ever considered how weak humans are compared with a volcano,

hurricane or earthquake ?

你是否想过， 和火山，飓风或地震相比人类是何等脆弱。

consider 思考, 主要用于：

consider +名词/-ing形式:

He is considering studying abroad.他正在考虑出国留学。

Consider + wh-:

We considered how we should help them.我们仔细考虑应该如何帮助他们。

Consider + 副词：

Consider carefully before you decide.要慎重考虑后再作决定。

2. Do you enjoy taking risks ?

risk n. 风险，危险：

he was taking a risk by overtaking on a bend. 他在转弯处超车是在冒险。

The house is a fire risk. 这房子有起火的危险

短语联想：

at risk 在危险中:

You are at risk if you don’t wear a seat belt. 不系安全带真的会有危险。

at the risk of 冒……危险：

At the risk of seeming rude, I must refused your request, I’m afraid.

尽管似乎无理，恐怕我还是必须拒绝你的要求。

3.Many houses have been covered with lava or burnt to the ground.

许多房屋被熔岩覆盖或烧毁。

burn to the ground 指楼等被烧毁。例如：

He has no place to live in because his house has been burnt to the ground. 他无处栖身因为他的房子被烧掉了。

短语联想：

burn away 烧掉：

The wood had burnt away to nothing. 木头已烧成灰烬。

burn down (建筑物) 烧毁：

The cinema burnt down last year.电影院去年被烧毁了。

The school was burnt down by vandals.学校被人纵火烧毁了。

Burn off 烧掉：

He was badly injured in the accident, and his hair was burnt off.

他在事故中严重受伤，头发也被烧掉了。

Burn out 烧坏:

The engine had burnt out. 引擎给烧坏了。

Burn up 烧毁，燃得更亮/旺：

The rocket burnt up when it reentered the earth’s atmosphere.

火箭重入地球大气层时烧毁。

He put more wood in the fire to make it burn up.

他往火上加木材想让他烧的更 旺。

4. We slowly made our way to the edge of the crater. 我们慢慢向走

火山口的边缘。

make one’s way （向某地）走（去）：

She hesitated, but made her way forward. 她犹豫了一下，但向前走去。

She hastily left the room, and made her way to her bed.

他迅速离开房间，朝她床边走去。

短语比较：

make one’s way 还表示“有出息” ：

If you want to make your way in the world, you must learn to work hard

while you are still young. 你若想要有出息，趁年轻的时候要学会发奋。

make way (for) 让路，让位：

All the traffic has to make way for a fire engine. 所有的车辆都得给救火车让道。

I shall make way for a younger man .我将把职位让给更年轻的人。

5. Today , I am just as enthusiastic about my job as the day I first started. 如今， 我和开始从事这项工作时一样满怀热情。

enthusiastic (about) 感兴趣的，热心的：

She seemed enthusiastic about the idea. 她好像对这个主意很感兴趣。

We got an enthusiastic response from our customers.

我们得到了顾客们的热情反应。

6. She made an effort to be nice to her boss.她努力对老板好些。

effort 可用做不可数名词，表“力气”：

It took a lot effort to lift the boxes. 抬起那些箱子要花很大的力气。

effort 可用做可数名词，表“费劲的事” “尝试”：

It was an effort to get up this morning.今天早晨起床很费劲。

Despite all our efforts, we failed. 尽管我们尽了力，我们还是失败了。

make an effort to do sth 努力做某事：

He made an effort to arrive on time. 他尽量准时到达。

Homework: finish exercises in “learning about language”

The forth period Grammar

Review the usage of –ing form:

1.Write the following pairs of sentences(or other similar ones)on the board.

I was feeling tired. I went to bed early→

feeling tired I went to bed early

I worked hard all day. I went to bed early→

Having worked hard all day, I went to bed early.

2. Ask student to consider when the action in each pair of sentences happened and

Lead them to understand that in the first pair of sentences, the feeling and the

action are happening at the same time; whereas in the second pair, the working all

day happened before he/she was tired

3.Examine the sentences below and discuss in what way the structures similar to each other and in what way they are different

Looking carefully at the ground, I made my way to the edge of the crater.

Having experienced quite a few earthquakes in Hawaii already, I didn’t take much notice.

Having + past participle (the perfect –ing form) to refer to an action that took place before the time expressed by main verb.

4. Read and discuss Exercise 1 in the SB

5. Set Exercise 2. check answers and discuss structures.

6. Set Exercise 3,4 and 5. check answers after each exercise and discuss reasons for

the structures used.

7. 小结-ing 形式的用法

1) –ing 形式作状语

用法 例句

时间 Walking along the street, I met Mary. (= While I was walking along the street….)在街上走的时候，我遇到了玛丽。

条件 Turning to the left, you will find the school. (= If you turn to the left, ….)向左走，你就会找到那个学校

让步 Knowing where I live, he never come to see me .(= Though he knows where I

live, ….)尽管他知道我的住处，但从不来看我。

伴随 I stood there, waiting for her. (= …, and waited for her.)我站在那儿等她

原因 Being tired , I stopped to take a rest. (= Because I was tired, ….)因为疲倦，我停下来休息。

结果 It rained heavily, causing severe flooding in the area.(= It rained heavily so that it caused severe flooding in the area.)在这个地方雨下的如此大，以至引发了洪灾。

2) –ing形式的完成式

2) . 使用-ing形式需注意的几个问题:

.①分词(短语)作状语时，其逻辑主语必须与句子的主语一致。如果不一致，必须

用独立主格结构来表示，也就是在分词前面加上它的逻辑主语。

My wife had a long talk with Sally, explaining why she didn’t want the

children to play together我妻子与莎莉谈了很长时间，解释她为什么不想让

孩子们在一起玩。(现在分词explaining是句子主语my wife做的动作，它

们之间是主动关系,即explaining的逻辑主语，就是句子的主语my wife 。)

The train having gone, we had to wait another day.（the train逻辑主语 +

having gone 既为独立主格结构）

②分词短语做状语时，前面可以加上连词或 介词，但是分词短语和句子之间不能用并列连词(如but，and)，因为并列连词接的是两个并列成分，而分词短语只是全句的一个状语部分。分词和主句之间可用逗号。

例如:

误: Having been told many times，but he still couldn’t understand it.

正: He was told many times, but he still couldn’t understand it.或

Having been told many times， he still couldn’t understand it.

③-ing的一般式和完成式现在分词都可以表示先后接连发生的动作。在可能引起误解的场合应该用完成式现在分词表示先发生的动作。

例如:

Opening the drawer，he took out his wallet. (=He opened the drawer and took

out his wallet.)他打开抽屉，拿出钱包。

Coming into the room，he put down his bag. (=he came into the room and put

down his bag.)他走进房间，放下提包。

Having brushed his teeth，Mr. Brown came downstairs for breakfast.

布朗先生刷过牙，就下楼来吃早饭。 (此句如写成:Brushing his teeth,

Mr. Brown came downstairs for breakfast.可能指“边刷牙，边下楼’。

④分词的否定形式是在分词短语前面加上 not, never等否定词构成。

例如:

Not fearing the fire, the child touched and got a finger burnt.

小孩儿不知道怕火，用手去摸，把手指烫了。

Not knowing how to find the subway, I asked a policeman for help. 我不知道怎

样找到地铁，就去找警察帮忙。

The fifth period Listening

Listen to three volcanologists talking about frightening experience in their work life. The texts model ways to express feelings of anxiety and fear.

1. First listening

1) Set Exercise 1. Remind students that they are required only to listen to names

of the three scientists and to try to understand the gist of each recount.

2) check answers. Ask students to recall what happened to each speaker, in

general terms only, they are not expected to remember details at this stage.

2.Second listening

1) This time students will be listening for details. Stop the tape after each speaker

and give students time to write their answers. Check answers before moving to

the next speaker.

2) At this point, you could ask students work in groups of three, each taking the role of one of the volcanologists and recounting the story to others in the group. Before

they start, ask them for some useful expressions to talk about fear and anxiety. Write these

on the board and suggest students use these in their recounts.

Eg: I was very worried that…

I was trembling …

I was still terrified.

I was so nervous that …

I was so anxious that…

3.Third listening

This time the students are listening for a different kind of detail. They must listen

for the expressions listed in Exercise 3 in order to identify who said what. These

sentences model ways of expressing fear and anxiety.

1) Having individual students read the sentences aloud to the class. Ask them to try to recall who said each one. Ask them to write their guesses in their books in

the left-hand margin beside the expressions.

2) Play the tape for students to identify the expressions and record the name of the

speaker in the SB. It may be necessary to play the tape more than once. Check

answers by playing the tape and stopping when one of the expression is heard.

3. Ask students to check how many of their guesses were correct. The aim of this is to build students confidence by showing them how much they had understood even before they consciously listened for these expressions.

4. Ex: speaking

Think of a powerful natural force (such as an earthquake, flood, typhoon, storm) that you have experienced. You can use your imagination if you have not experienced any of these things. Tell your partner about your experience and how you felt. Use expressions from Exercise 3 in listening as well as other words and expressions you and your partner have thought of..

The sixth period Using language

This reading passage is written as though it is from a tour guide. It describes some of

the tourist attractions in Changbaishan in Jilin provinc.

1. Ask students to read the title of the passage and then ask whether they have heard of this lake. Spend a few minutes eliciting students’ prior knowledge about

Changbaishan.

2. Read the questions before reading passage and ask students to read through the passage as quickly as possible.

Changbaishan is the second largest nature reserve in China. (F)

The peak of Changbaishan can reach as high as 2,000 meters. (T)

You can see a lot of black bears, leopards or cranes in Changbaishan. (F)

Tianchi is a lake in the crater of an extinct volcano. (T)

The ancestors of the Manchu people were believed to be good at language and persuasion. (F)

3. Read the questions that appear before the reading passage. As going through each

question discuss which key words are and have students underline them. Point out

that they do not need to understand every word in the passage in order to find the

answers. Instead, they should scan the text quickly looking for underlined keywords in the questions. Once they find a sentence containing a key word, they can read more slowly to see if that sentence contains the answer.

4. Check answers.

5. some explanations:

The height of the land varies from 700 metres above sea level to over 2,000 metres

and is home to a great diversity of plants and animals.

这里的地面高度从海拔700米到2，000多米不等， 是各种各样的动植物的生长地。

vary v. 呈现不同 ；改变，变化:

My husband varies the vegetables he plants each year.我的丈夫每年都种不同的蔬菜。

vary from…to… 由…到…不等； 从…变为… :

These fish vary in price from 3 to 5.

这些鱼的价格从3镑到5镑不等。

Her mood varied from optimism to extreme depression.

她的情绪由乐观一变而极为消沉。

variety

(质量，种类或特征的)变化：

You need a lot of variety in your diet.

你的膳食要多样化

种类，品种：

different varieties of bananas

不同品种的香蕉

高二 Unit 13 全单元教案(新课标版高二英语必修五教案教学设计) 篇4

1.practise vt.练习

He is practising the piano now.We often practise speaking English among ourselves.2.get along/ on 1).进展 get along with How are you getting along with your computer? We can’t get along well without courage.2).相处融洽 get along with My cat is getting along well with my dog.My family are getting along well with my neighbors.3.be worth 值得 1)Be worth+名词

I paid only 10 yuan for the book, but is worth much more.The book is worth 10 yuan.2)be worth + doing 表被动含义 The book is well worth reading.注意：be worthy of + 名词 或 being done be worthy to be done The experiment is worthy of careful try.The experiment is worthy of being tried.The experiment is worthy to be tried.4.What do you think are most important characteristics in a friend? Wh + do you think + 其他部分 用以征询对方的看法或推测等。Who do you think has got the first prize? Where do you think we will go for a picnic? Reading 1.betray 1)出卖，背叛

He who betrays his country will be punished.He betrayed his friends to the enemy.His friends were betrayed to the enemy by him.2)泄露（秘密）暴露

He betrayed the news to all his friends.2.We have been best friends since primary school.Since 1)连词

Unemployment in that country is now at its lowest level since World War II.She has been away from her hometown since five years ago.2)副词

She left her hometown five years ago.We haven’t seen her since.3)It is „ since „

It is just three days since they arrived at the mountain village.他们到达这个山村才三天时间。注意：

It is three years since I worked in the factory.我不在这个工厂工作已经三年了。3.I thought it would be quite easy and was not worried about the results.原以为 Here he comes.I thought he would be late.I didn’t think that he had done such a stupid thing.Worry about + sb./ sth./ doing sth 侧重于动作 be worried about 侧重于状态 He is worrying about getting a job after graduation.他正为毕业后找工作的事发愁。There is nothing to worry about.没什么可担心的。He is worried about his son’s safety.他担心儿子的安危。4.I must have sounded very proud of myself „ It must have rained yesterday, for the grand is wet.He has a good knowledge of Beijing very well.He must have been to Beijing before.注意：

Must be / must have done的否定式为 can’t

Mr.Smith cannot have left here for I say him just now.5.stupid with very slow thinking It was stupid of me to tell him the truth.我真傻告诉他真相。That is a stupid thing to do.6.I didn’t feel like I was overlooking my studies.Feel like +sth/ doing sth 想要；喜欢 I feel like going shopping.我想去买东西。She feels like eating ice-cream.她喜欢吃冰激凌。Overlook 1)forget;not see something important忽略；漏看 I overlooked the fact.我忽略了这个事实。

I overlooked this mistake in your paper the first time I read it.我第一次看你的试卷时没有看出这个错误。

2)look down at sth from above 俯瞰 My room overlooks the sea.7.I was determined to be cheerful.Be determined + to do / that clause 决心； 决定 He was determined.= He has made up his mind.He was determined that he would try his best to finish the work.He was determined to try his best to finish the work.注意：

determine to do侧重动作 切是终止性动词

He has been determined to work in Xinjiang for a long time.但不能用 He has determined to work in Xinjiang for a long time.8.admit Admit+ sth/ doing sth / that 承认； 供认 admit sth to be The thief admitted his crime.I admit that I was rude and I am very sorry.He admitted having stolen sth from the bank.I admit it to be true.9.How they must have laughed behind my back.How + adj/ adv +主谓 构成感叹句。但有： How time flies!How I regret I wasted the time when I was at school.10.swear swore sworn make a strong promise 发誓 宣誓

I believe that it is true but I cannot swear it.我认为这是真的，但我不能保证一定这样。He swore to speak the truth.他宣誓要说实话。

11.forgive not to punish someone who has done something wrong 宽恕 Forgive me for coming so late.We forgave him his mistakes.12.tease 挪揄； 戏弄 逗弄 取笑 The naughty boy teased the dog.The other boy teased John about his carelessness.13.dilemma a position requiring a choice between two evils.左右为难的状况 Don’t put me into a dilemma.不要使我左右为难。14.brilliant 1)very bright耀眼的 辉煌的 She is wearing brilliant jewels.2)very clever才华横溢的 非常聪明的 She had a brilliant idea.She is a brilliant student.15.focus focus on focus sth on 聚焦 对焦 He focused the camera and took a photo.He focused his mind on his lessons when studying.16.badly 1)非常 I miss you badly.He needs the dictionary badly.2)very seriously You mustn’t move someone if they are badly hurt.He was badly hurt.17.absent-minded 合成词 adj-n+ed Blue-eyed 蓝眼睛的 warm-hearted 热心肠的 four-legged 四条腿的 18.keep on doing 与 keep doing The baby kept crying all night.这婴儿哭了一夜。He kept on learning Russian.他不断地学习俄语。19.kind of This kind of tree is nice.These kinds of tree(s)are easy to grow.20.blame blame sb / sth blame sth on sb be to blame Bad workmen blame their tools.He blamed his failure on the teacher.You are to blame in this.Word power 1.even though/ if Even though /if you failed in an exam, you still couldn’t give it up.Even though it is raining, we have to go to school.2.as;when;while As 用来强调主句和从句中动作和事情同时发生“一边„一边„” He looked behind as he was running.As time went by, the tree grew taller and taller.When 1)当什么时候 从句中的时间既可以是一段，也可以是一点。When you telephoned me, I was drawing a picture.When I was watering the garden, it began to rain.2)这时突然

I was doing my homework when he called me.While 1)从句中用延续性动词，常用进行时态

While they were having a party, the light went out.2)然而

The husband was looking after the baby while his wife was cooking in the kitchen.Grammar and usage 1.We had nothing to do but watch TV.But to do/ do They had no choice but to lie down He can do nothing but wait.2.rather than I’d like soda rather than water.He is a pianist rather than a musician.3.persuade Persuade 说服 指劝说成功 try to persuade 尽力说服 不强调劝说的结果 Persuade sb to do sth/ persuade sb into doing sth I have persuaded him to give up smoking.I persuaded him into doing it.He was persuaded to study harder.He tried to persuade her but failed.Advise 建议 有劝说的意思但不指劝说的结果 advise sb to do sth 4.note Take notes of sth 记笔记 compare notes 对笔记 5.discourage The difficult work discouraged Alan and he left school.The village was hit by a big flood but all the villagers were not discouraged.Discourage sb from doing sth 劝阻某人干某事。They discouraged me from taking that step.6.absurd 1)荒唐的 荒谬的 不合理的

It is absurd to argue with him without any reason.2)愚蠢的，可笑的

It is absurd to ask him such easy questions.An absurd man 愚蠢的人 7.daily 1)adj everyday There is a daily train service.2)adv every day The milkman comes daily to our house.I clean my teeth twice daily.3)n 日报 China Daily 8.come over 1）来访 过来 来玩 I’ll come over and see you.She wants to come over to visit his teacher.2)突然掠过 产生

A strange idea came over his mind.A soft smile came over her face.9.had better 表示建议 had better do sth had better not do sth You’d better go to school at once.You’d better not run after dinner.Had better put on more clothes.It is cold outside.Better follow the teacher’s construction.10.I would rather go swimming.1)would rather do sth.would rather not do sth I would rather stay here.2)would rather sb did I would rather you came tomorrow.3)Would rather„than„平行结构

I would rather go to the concert than stay at home.11.Why not visit your cousin in Japan? 表示建议 Why not do ? 也可以说 Why don’t you do? Why not go to see a film with us? Why don’t you go to see a film with us? 12.Isn’t it wonderful to have good friends? 否定疑问句表示说话者的批评，责备，惊讶等感情色彩。

Look!What a long cut!Haven’t I told you not to climb the tree? Aren’t you my teacher? I have the right to ask you questions.Task 1.anxious 1)worried and afraid be anxious about We are all anxious about him because he hasn’t come back yet.Don’t be anxious if I am late.2)wanting sth very much be anxious to do be anxious for He is anxious for his wife’s news.He is anxious to get a job.I am anxious to see what the new neighbour are like.2.suffer 1)suffer from/ for 遭受

Do you often suffer from headaches? They were ready to suffer death for the sake of their country.2）遭受不幸，痛苦 We all have to suffer at some time in our lives.在人生的道路上我们都要随时受苦的。She has learnt to suffer without complaining.她已经学会了吃苦的时候不抱怨。3.I am of the same opinion Be of +noun(1)表特征，性质，质量，色泽，状况等

Of+ use, importance, help, effect, value, interest, quality, benefit, courage, character, necessity, Computers are of great help to the technicians.You have got an A, butg I don’t think there is anything of interest in your composition.(2)表共同特征，种类，数量，度量等

Of a/ the same+ weight, age, size, kind, piece, type, height, depth, shape, color, width, length All the houses in this street are of a piece in construction.Project 1.Puzzle(1)problem, something that is difficult to understand.His wife has disappeared;it’s a puzzle.(2)谜

It is a puzzle to me how he could come here.He has found out the puzzle.(3)v 困惑；苦思 make you think a lot because you don’t understand it I am puzzled by the difficult question.This mystery puzzles me.It’s all very puzzling.2.absorb(1)take in water, heat, light,etc The heat is absorbed by the water.(2)吸引注意力 His task absorbs him.3.attitude 看法；态度

What’s your attitude to this idea? I don’t like his unfriendly attitude.4.consistent一致的，调和的，无矛盾的 be consistent with The president has no consistent policy.Your conduct is not consistent with what you say.5.hesitate(1)犹豫，踌躇

Andrew hesitated before he took the last cake.If you hesitate too much, you’ll lose the game.(2)不愿，hesitate to do I always to advise my friends on what to read.I hesitate to take the risk.6.respond respond to The wireless calls were soon respond to.对无线电的呼叫不久有了回答。Bob responded to his insult with a blow.对于他的侮辱鲍勃回敬以一拳。Nerves respond to a stimulus.神经对刺激有反应。

The disease responds to the new drug.这个病对新药表现出良好的反应。7.regardless不注意的，不关心的，不留心的 regardless of The boy went swimming in the deep lake regardless of his mother’s fears for his safety.那个男孩不顾母亲对他安全的担忧，跑到深湖中游泳。