必修五英语范文

必修五英语范文（精选6篇）

必修五英语 第1篇

从每题所给的A、B、C、D四个选项中，选出可以填入空白处的最佳选项，并在答题卡上将该项涂黑。

21.He got so angry that he seized the thief by_______collar and hit him in _______face.A.the,theB.a, aC.a, theD.the, a

22.__________ I am concerned, the idea is wholly crazy.A.As long asB.As far asC.As soon asD.As well as

23.It was not until mid-night __________ he went back home after the experiment.A.whenB./C.thatD.before

24.My idea is __________ we should go to help him out at once.A.whatB.itC.whichD.that

25.It’s said that women are more easily to be __________ by the sales promotions(促销活动)in big stores.A.relied onB.taken advantage ofC.reminded ofD.honored for

26.Men and adults under 30 are more __________ to have digital music players.A.probableB.possibleC.likelyD.possibly

27.__________ he said at the conference astonished everybody present.A.WhatB.ThatC.ItD.Which

28.The police came in __________ the thief attempted to rush out of the store.A.at the momentB.the momentC.for the momentD.at any moment

29.---Where did you see Bob yesterday?

---It was in the street__________he lived.A.thatB.whatC.whichD.where

30.The Mongolian people __________ ten percent of the population here.A.make inB.make ofC.make forD.make up

31.No sooner____________to the office than the boss told me that I was fired.A.have I comeB.I have comeC.had I comeD.I came

32.The book Been There, Done That _______ a real story was written by a Chinese American graduate.A.is based onB.based onC.was based onD.known for

33.---I’m afraid I don’t quite understand.---Okay.Let’s _______it this way, “the sooner, the better.”

A.makeB.meanC.putD.get

34.It seems to me __________he cheated in the English contest.A.thatB.whatC.whetherD.which

35.Only when he failed __________.A.he knew his mistakesB.was he knowing is mistakes

C.he has known his mistakesD.did he know his mistakes

第二节 完形填空(共20小题；每小题1.5分，共30分)

阅读下面短文，掌握其大意，从每题所给的A、B、C、D四个选项中，选出最佳选项，并在答题卡上将该项涂黑。

Many American presidents in the 19th century were born in poor families.They36their childhood in little wooden rooms.They got little37.Washington and Lincoln,38, never wentto39and they taught40.Lincoln41did jobs of a worker, shopkeeper and post officer42his early years.A large43U.S.presidents had experiences in the 44.The two best45were Ulysses

Grant and Dwight D.Eisenhower.Grant was a general in the American Civil War and Eisenhower was a hero in the Second World War.The jobs of the U.S.presidents are tiring.He must46an eye on47

important48happens49at home and abroad.Everyday, a lot of50waits for him to do51he has to make many important52.When Franklin Roosevelt was a child, he was once brought to visit President Taft.The old president said to him, “When you53,you should not be 54.It’s55job.”

36.A.spentB.tookC.paidD.were

37.A.workB.jobC.educationD.praise

38.A.such asB.asC.and so onD.for example

39.A.farmB.schoolC.workD.office

40.A.themB.themselves C.their parentsD.each other

41.A.sometimesB.oftenC.seldomD.once

42.A.atB.inC.forD.since

43.A.number ofB.many ofC.deal ofD.amount of

44.A.farmB.frontC.armyD.office

45.A.knowingB.knownC.to knowD.know

46.A.useB.keepC.lieD.protect

47.A.somethingB.anythingC.thingsD.nothing

48.A.whatB.thatC.itD.those

49.A.not onlyB.as well asC.bothD.either

50.A.thingsB.workC.jobsD.countries

51.A.soB.butC.andD.then

52.A.decisionsB.mistakesC.problemsD.trades

53.A.grow intoB.grow upC.come upD.go up

54.A.the presidentB.a president C.presidentD.presidents

55.A.a necessaryB.a tiringC.an important D.an interesting

第三部分：阅读理解（共15题，满分30分）

A

In the water around New York City is a very small island called Liberty Island.On Liberty Island there is a very special statue(塑像)called the Statue of Liberty.It is one of the most famous sights in the world.The Statue of Liberty was a gift from the people of France to the people of the United States.The statue was made by a French man named Frederic Auguste Bartholdi.The inner support system was designed by Gustave Eiffel, the same man who made the famous Eiffel Tower in Paris.Liberty, of course, means freedom, and the Statue of Liberty was given to the United States to celebrate the one － hundredth year of U.S.independence(独立)from England.The

statue was built in France, taken apart piece by piece, and then rebuilt in the United States.It was opened for the public on October 28, 1886.As you might expect, the statue is very big.Visitors can ride an elevator from the ground to the bottom of the statue.If they want to, they can then walk up the 168 steps to reach the head of the statue where they can look out and enjoy the beautiful sight of the city of New York.56.A good title for this selection is__________.A.Famous Sights in the WorldB.Liberty Island

C.The Statue of LibertyD.A Gift from France

57.The world “sights”, in the first paragraph means__________.A.a small present or gift.B.a kind of postcard.C.the power of seeing.D.something that you can see.58.We may conclude that the elevator does not__________

A.go fast enough.B.cost a lot of money.C.go to the top.D.both A and B

59.The man who made the part of the statue that we can see on the outside was________.A.an unknown architect.B.Bartholdi.C.Eiffel.D.both B and C.B

Traveling without a map in different countries, I find out about different “styles” of directions every time I ask “How can I get to the post office?”

Foreign tourists are often confused in Japan because most streets there don’t have name signs;in Japan, people use landmarks in their directions instead of street names.For

example, the Japanese will say to travelers, “Go straight down to the corner.Turn left at the big hotel and go past a fruit market.The post office is across from the bus stop.”

People in Los Angeles, the US, have no idea of distance on the map: they measure distance by time, not miles.“How far away is the post office?” you ask.“Oh,” they answer, “it’s about five minutes from here.” You don’t understand completely, “Yes, but how many miles away is it, please?” To this question you won’t get an answer, because most probably they don’t know it themselves.People in Greece sometimes do not even try to give directions because tourists seldom

understand the Greek language.Instead, a Greek will often say, “Follow me.” Then he’ll lead you through the streets of the city to the post office.Sometimes a person doesn’t know the answer to your question.What happens in the

situation? A New Yorker might say, “Sorry, I have no idea.” But in Yucatan, Mexico, no one answers “I don’t know.” People there believe that “I don’t” is impolite.They usually give an answer, but often a wrong one.So a tourist can get lost very easily in Yucatan!

However, one thing will help you everywhere in the world.It’s body language.60.Which one of the followings is probably an example of Japanese directions?

A.“Go south two miles.Turn west and then go another mile.”

B.“Turn right at the hospital and go past a school.The library is right in front of you.”

C.“The post office is about five minutes from here”

D.“The post office is at Street Kamira.”

61.People in Los Angeles don’t give directions in miles because _________.A.they use landmarks in their directions instead of distance

B.they prefer to lead you the way

C.they often have no idea of distance measured by miles

D.they prefer to use body language

62.Greeks give directions by __________.A.using street names

B.using landmarks

C.leading people the way

D.giving people a wrong direction

63.Where is Yucatan?

A.In the USA.B.In Japan.C.In Greece.D.In Mexico.C

How much rain has fallen on the earth in the past? Man has not always kept weather records.Because scientists need a way to learn about past rainfall, they study tree rings.A tree’s trunk grows bigger each year.Beneath its bark(树皮), a tree adds a layer of new wood each year it lives.If you look at a tree stump, you can see the layers.They are called annual rings(年轮)On some trees, all of the rings are he same width.But the ponderosa pines(松)that grow in the American southwest have rings of different width.The soil in the southwest is dry.The pines depended on rainfall for water.In a year of good rainfall, they form wide rings.In a dry year, they form narrow ones.Scientists do not have to cut down a pine to study its rings.With a special tool, they can remove a narrow piece of wood from the trunk without harming the tree.Then they look at the width of each ring to see how much rain fell in the year it formed.Some pines are hundreds of years old and have hundreds of rings.These rings form an annual record of past rainfall in the Southwest.64.The story does not say so, but it makes you think that_________.A.a tree grows faster when it has a lot of water.B.scientists cut down trees to study tree rings.C.pine trees form wide rings every year.D.the ponderosa pine grows in the Southwest

65.A tree rows a new layer of wood__________.A.each weekB.whenever it rains

C.every yearD.every season

66.On the whole, this story is about_________.A.why tree trunks grow bigger.B.why scientists study tree rings.C.trees that lived hundreds of years ago.D.the ponderosa pines in the American Southwest.67.Why did the scientists study the width of the tree rings?

A.They want to know how big the tree will grow.B.Scientists want to move the pine trees.C.The trees depend on rainfall for water.D.The rings tell them how much rain has fallen.D

A young officer was teaching some old soldiers.They had been in the army for many years and did not like officers, young or old.They did not think this young officer could tell them anything about how to fight in a war.Private Jones was nearly sixty years old and had fought in many wars.He had a row of medals

on his chest.“Imagine you are in a battle,” the young officer said to him.“You see seven hundred enemy soldiers coming towards you.What do you do?”

Private Jones thought for a few moments, and then he said, “I shoot them all with my rifle.” “Now imagine there are seven hundred enemy soldiers coming towards you from the left,” the young officer said, “and seven hundred enemy soldiers coming to you from the right.What do you do?”

“I shoot them with my rifle,” Private Jones answered.“OK,” the young officer went on, trying to get the answer he wanted, “but what if there are a thousand enemy soldiers coming at you from the right, a thousand coming at you from the left, and another thousand coming straight towards you.What do you do now?”

“I shoot them with my rifle,” Private Jones replied.“But where are you getting all the bullets from?” the young officer demanded.Private Jones smiled.“From the same place you are getting all those enemy soldiers.”

68.The old soldiers___________.A.didn’t like Private Jones

B.didn’t like any officers

C.wanted to fight in a war

D.wanted to become officers

69.The young officer kept asking him questions because Private Jones ________.A.didn’t speakB.was rude to him

C.was older than he wasD.didn’t give him the answer he wanted

70.At the end of the story the young officer was probably__________.A.pleased with Private Jones

B.annoyed with Private Jones

C.delighted with Private Jones

D.frightening Private Jones

One day, a old lady was walking slowly in76.________

the street with handbag in her hand.A young man77.________

riding a bike came up and seize her bag.The old78.________

lady shouted “help” and ran for him.However, she79.________

can’t catch up with the bike.Just then, a boy came out of80.________

school and saw what happened.Immediate, he took out81.________

a box of push-pins and threw it on the road.82.________

Just as the boy expected, the tyres were83.________

destroying and the young man had to stop, finally84.________

they caught the young man and sent her to the police.85.________

单项选择：1-5 ABCDB 6-10 CABDD 11-15 CBCAD

完形填空：1-5 ACDBB 6-10 DBACB 11-15 BBBCB 16-20 CABCB

阅读理解：56-59 CDCB 60-63 BCCD 64-67 ACBD 68-70 BDB

必修五英语 第2篇

1. Target language 目标语言

重点词汇与短语

suggest, persuade, observation, contributions, achieve, devote ... to

2. Ability goals 能力目标

Enable the students to learn the way of persuasive writing and descriptive writing.

3. Learning ability goals 学能目标

Learn how to write a persuasive writing and a descriptive writing.

Teaching important points教学重点

Help the students to learn to write a persuasive writing and a report.

Teaching difficult points教学难点

How to write a report about a scientist and his / her job.

Teaching methods 教学方法

Task-based activities.

Teaching aids 教具准备

A computer and a projector.

Teaching procedures & ways 教学过程与方式

Step Ⅰ Presentation

Task 1: Summarize the way of writing a report.

T: Now class, if we want to write a report about a scientist, what contents should we include?

S1: The life of the scientist, such as his birth and death dates, his family, his education, his personality, his achievements and contributions, his key factors to his success.

T: Yes. You are right. And how do we make an outline about it?

S2: We should put the collected information under three headlines: life, achievements and key to success.

Task 2: Remind the students of the writing techniques and writing features of a report.

Show the following to the students.

Report

Formal language with few adjectives

No speech except quotations

Not emotional

Only one main character

Factual structured according to experimental method

Past tense and passive voice

Task 3: Summarize the way of persuasive writing.

T: You know if we want to persuade sb, we always want to reason with him or her. We must develop our own ideas and provide some evidence to support our ideas so there are always three steps to persuade somebody else to change his or her point of view. Can you point out what the three steps are?

S1: I think the first is to give your opinion and idea.

S2: The second is to give the reasons and evidence to support your idea.

S3: The third is to make a conclusion.

Show the following to the students.

A persuasive writing

Formal or informal, vivid use of language

Speech to show feelings, reactions, etc

Emotional or not emotional to describe feelings and facts

Only two main characters

Factual or imaginative based on fact

Reason and persuade step by step

Present tense

Then ask the students to write a short letter as required in Exercise 3.

A sample version:

Dear Nicolaus Copernicus,

I am a student studying history and I would very much like to read your new theory about the solar system. I hope you will publish it for several reasons. I understand the problems with the present theory. The way the planets move is not what you would expect if the earth was the centre of the universe. It is also odd that the brightness of some stars seems to change. So I agree with you that we need new theory.

I know your observations have been very carefully carried out over many years. Now you must have the courage to publish them. Science can never advance unless people have the courage of their beliefs. I know you worry about what will happen if you publish your new theory. No matter how people oppose it, time will show if your ideas are right or wrong.

So I hope you can publish your new theory.

Step Ⅱ Writing

Ask the students to write a report about a scientist.

Sample versions (见附件3, 4, 5)

Step Ⅲ Homework

Ask the students to do the Project on page 47.

附 件

1. How to do a science research

A science project is an investigation using the scientific method to discover the answer to a scientific problem. Before starting your project, you need to un derstand the scientific method. This section uses examples to illustrate and explain the basic steps of the scientific method. The scientific method is the “tool” that scientists use to find the answers to questions. It is the process of thinking through the possible solutions to a problem and testing each possibility to find the best solution. The scientific method involves the following steps: doing research, identifying the problem, stating a hypothesis, con-ducting project experimentation, and reaching a conclusion.

Research

Research is the process of collecting information from your own experiences, knowledgeable sources, and data from exploratory experiments. Your first research is used to select a project topic. This is called topic research. For example, you observe a black growth on bread slices and wonder how it got there. Because of this experience, you decide to learn more about mold growth. Your topic will be about fungal reproduction. (Fungal refers to plant-like organisms called fungi, which cannot make their own food, and reproduction is the making of a new offspring.) CAUTION: If you are allergic to mold, this is not a topic you would investigate. Choose a topic that is safe for you to do.

After you have selected a topic, you begin what is called project research. This research is to help you understand the topic, express a problem, propose a hypothesis, and design one or more project experiments — experiments designed to test the hypothesis. An example of project research would be to place a fresh loaf of white bread in a bread box and observe the bread over a period of time as an exploratory experiment. The result of this experiment and other research give you the needed information for the next step — identifying the problem.

Problem

The problem is the scientific question to be solved. It is best expressed as an “open-ended” question, which is a question that is answered with a statement, not just a yes or a no.

Hypothesis

A hypothesis is an idea about the solution to a problem, based on knowledge and research. While the hypothesis is a single statement, it is the key to a successful project.

All of your project research is done with the goal of expressing a problem, proposing an answer to it (the hypothesis), and designing project experimentation. Then all of your project experimenting will be performed to test the hypothesis.

Do state facts from past experiences or observations on which you base your hypothesis.

Do write down your hypothesis before beginning the project experimentation.

Don’t change your hypothesis even if experimentation does not support it. If time permits, repeat or redesign the experiment to confirm your results.

Project Experimentation

Project experimentation is the process of testing a hypothesis. The things that have an effect on the experiment are called variables. There are three kinds of variables that you need to identify in your experiments: independent, dependent, and controlled variables.

The independent variable is the variable you purposely manipulate (change). The dependent variable is the variable that is being observed, which changes in response to the independent variable. The variables that are not changed are called controlled variables.

Do have only one independent variable during an experiment.

Do repeat the experiment more than once to verify your results.

Do have a control.

Do have more than one control, with each being identical.

Do organize data.

Project Conclusion

The project conclusion is a summary of the results of the project experimentation and a statement of how the results relate to the hypothesis.

If your results do not support your hypothesis:

DON’T change your hypothesis.

DON’T leave out experimental results that do not support your hypothesis.

DO give possible reasons for the difference between your hypothesis and the experimental results.

DO give ways that you can experiment further to find a solution.

If your results support your hypothesis:

You might say, for example, “As stated in my hypothesis, I believe that light is not necessary during the germination of bean seeds. My experimentation supports the idea that bean seeds will germinate without light. After seven days, the seeds tested were seen growing in full light and in no light. It is possible that some light reached the ‘no light’ containers that were placed in a dark closet. If I were to improve on this experiment, I would place the ‘no light’ containers in a light-proof box and / or wrap them in light-proof material, such as aluminum foil.”

2. On women scientists : A speech in the International Women’s Day

Women thou hast encircled the world’s heart with the depth of thy tears as the sea has the earth.

Women in your laughter you have the music of the fountain of life.

The message is clear; it is inspiring and presents a deep philosophy. Women would be the change agent in this fast moving world’s socio-economic scenario.

We have assembled here today to celebrate the International Women’s Day and also the Year of Empowerment of Women.

...

Madam Curie who got the Nobel Prize just after two years of establishment of the Nobel Foundation — first in 1903 in Physics when she shared it and then the second one in 1911 in Chemistry, created a history by winning two Nobel Prizes in a span of 8 years. I am sure, the group here is aware of the difficult conditions and laboratory arrangements under which she worked and yet, she excelled.

Biotechnologists can never forget the work of Dorothy Crowfoot Hodgkin on Crystallography leading to the structure of the important biological crystals. She won the Nobel Prize in Chemistry in 1964. The work of Barbara McClintock, a geneticist won her the Nobel Prize in 1983.

Just as someone said: “Developing countries that have made remarkable social progress, have done so primarily through the empowerment of women, which has had enormous impact in terms of literacy, health and economic well being of families.” What we need to do is to ensure the valuable contribution from 50% of our human resource.

...

It is a matter of great pleasure for all of us to see that the women are not only confined to biology, a subject in which they have been contributing significantly, they are also joining the areas of physical sciences and engineering and performing equally well.

Somehow, in many parts of the world today, science and technology interventions have treated women primarily as recipient of knowledge and have under estimated their importance as generators of innovations and as a dynamic agent of economic and social change. In empowering the women with scientific and technological skills, women scientists and technologists have a major role. Biotechnology and biosciences including medical, agriculture and basic research have opened up new opportunities. The involvement of women scientists and technologists in physical sciences, especially in the National Aeronautics and Space Administration (NASA) dates back to 1903, they worked as explorers, pioneers and innovators. By the end of the 20th century, at least 25% of the astronauts at NASA were women, 16% scientists and engineers.

Of course, it is extremely important that women scientists and technologists are appreciated for their dual role in the society while pursuing scientific research as a career. They should also nurture and cherish their qualities of culture, compassion, courage and creativity. And above all, the cooperative spirit. The five ‘Cs’ are personified in women’s personality.

3. Charles Drawin Origin of Species

The English scientist, Charles Darwin was born on February 12, 1809, the same day that Abraham Lincoln was born. Darwin caused a change in thinking about evolution, whereas Lincoln caused a change in the role of the black slave, allowing the black man to be a free man in American society.

Darwin’s father tried to influence his son to become a worthy student in school. However, Charles did not like to study Latin or Greek, which was required for a classical education. Instead, he made a secret laboratory in his father’s garden where he could experiment in chemistry and physics.

His headmaster had a very low opinion of his scholarly abilities. So his father decided to send him to Edinburgh, Scotland, to medical school. However, Charles couldn’t bear the sight of surgical demonstrations. One time, a child was being operated on without any painkiller or anesthesia. The child began to scream in agony and Charles ran from the room. Those screams haunted his mind for many years.

Since he failed at medical school, his father sent him to study theology at Christ’s Church at Cambridge University. However, in his own words, he said his time was sadly wasted “in playing, drinking, singing, flirting and card playing.” But he found a science professor there who recommended he sail as a naturalist on the ship called hte Beagle. This ship would travel for 5 years exploring South America and the Galapagos Islands off the coast of Ecuador in the Pacific Ocean.

On these islands, he observed the world’s largest turtles, the iguana lizards, and finches, a type of bird. These birds were on different islands and varied from each other, especially in their beaks.

Darwin took many notes on this long adventure. When he returned to England, his body was broken and he was essentially ill for the rest of his life. However, he came to the interesting conclusion that certain finches adapted better to their environment in a process called natural selection. Those species more fitted to their environment would be the ones most likely to breed and succeed in producing the next generation.

In 1859, he wrote On the Origin of Species, which became the most significant book ever written on the theory of evolution. His ideas have had more influence than anyone concerning how living species developed over time.

必修五英语 第3篇

指导依据:在高中英语学习中, 词汇是一个不可忽视的重要元素。语言学家认为, “各种语言学习活动归根结底都是学习词汇的活动, 是词汇在听、说、读、写、译等形式中的练习和应用”。离开了词汇, 语言就失去了实际意义;离开词汇语言就无法表达思想。词汇学习直接影响英语语言学习的效果。在中学英语阅读教学中, 学生碰到的重要问题就是词汇阻碍, 不少学生因词汇量小, 看不懂句子或文章 , 而丧失了英语阅读的兴趣。学生的词汇量越大, 对词汇理解得越深刻, 其阅读也越广泛, 视野就越开阔。

目前的高中学生由于没有找到适合自己的词汇学习方法和策略, 在词汇学习方面存在诸多问题。有些词读不准, 有些词甚至根本不会读, 导致在拼写时错误百出, 遗忘率极高。更别说正确、熟练地运用了。这就造成了学生无法运用英语进行正确恰当的听说读写, 使他们感到英语学习困难重重。教师不仅有责任教授学生词汇知识, 而且应该研究探讨词汇教学的方法。

设计思路:阅读中词汇的学习是将词汇放在课文情景中去理解并获取信息的过程。吕叔湘先生曾说过:“词语要嵌在上下文里才有生命。”没有语境很难掌握一个单词的确切含义, 阅读中的词汇学习是培养学生在篇章语境中词义理解程度的最佳时机。结合学生目前学习词汇的实际情况, 本节课的教学过程中, 教师尝试充分利用课文所提供的丰富语言材料, 设计多种形式的词汇练习, 使学生教熟练掌握和运用所学新词汇。

二、教学背景分析

教材内容分析:本节阅读课是第四模块的第二课时, 主要向大家介绍一个很著名的外国节日——狂欢节。这个话题与我们的日常生活和学生们感兴趣的外国文化有着很大的联系, 对此话题的学习与讨论有益于提高学生学习英语的兴趣, 通过日常教学使学生们掌握有关节日的新词汇并使他们了解其它国家的文化背景和社会风貌, 为学生以后的阅读和学习做好知识储备。

学生情况分析:本节课的教学对象是高二年级的学生。他们在听、说、读、写和口语表达等方面都有了一定的基础。虽然课前已经让学生们通过各种渠道搜集了有关狂欢节的信息, 学生对本节课要讨论的话题也有了一定的了解, 但他们对与这一话题相关的英语词汇量不足, 要用英语进行思维和表达还是有一定难度的。因此, 这节阅读课中的词汇处理就显得格外重要。

三、 教学目标分析

(一) 语言技能目标

1. 提高提取和筛选信息并进行重组的能力。

2. 积极参与语言实践活动, 提高用英语进行思维和表达的能力。

(二) 知识能力目标

1. 学会用英语简单介绍西方的节假日;

2.准确理解文章内容, 并掌握文章中出现的新词汇。

四、教学重点、难点分析

教学重点:培养学生在阅读活动中获取信息, 理解全文的能力。

教学难点:通过阅读, 学生能够掌握本课的新词汇并能熟练应用。

五、教学过程设计

步骤1:导入 (3分钟)

图片展示:向学生展示一些与节日有关的图片。

设计意图:借助节日图片, 讨论相关话题, 引出、学习一类词, 因为有图片的直观呈现, 学生能很快的掌握词义。并让学生在复述图片和谈论话题的过程中巩固新词汇, 帮助学生降低词汇记忆和运用的难度, 有效激活学生已有的知识储备。如在猜测狂欢节的图片中, 就出现了“People love to dress up in costumes and wear masks for this festival.”其中, “dress up”, “costumes”和“masks”都是新单词, 图片的视觉冲击既激发了学生的兴趣, 吸引了他们的注意力, 又为学生呈现了直观的词义概念, 强化了其对词汇的理解和记忆, 从而让导入环节不再单纯地为阅读服务。

步骤2:词汇处理 (4分钟)

1. Read the new words.

2. Practice: Put the words into the sentences intheir proper forms.

memory revive extend magic

pretend wander book hide

1. As time passed, however, the carnival periodwas _________ from one day to fi ve days.

2. Look at the little boy ______ about – perhapshe can’t fi nd his mother.

3. Dalian is a city full of _____, and attracts manytourists all over the country.

…

设计意图:此部分只是读前的词汇处理, 目的是帮助学生掌握课文大意, 因此不可占用过多时间, 影响阅读课其它环节的安排。

步骤3:快速阅读 (4分钟)

Read the passage and check the topics itmentions.

1. Different carnivals

2. The origins of carnival

3. Special food

4. Carnival in Venice

设计意图 : 培养学生归纳和概括的能力, 为下一步确定阅读的框架作好铺垫。学生在快速读一篇文章时, 要善于发现“提示词”以及与“提示词”有联系的关键词, 这其实也是学习词汇的过程。因为在查找关键信息求其大意时, 学生可以根据提示词猜出一些单词近似原文的词义, 如“revive”一词, 上一段结束时学生根据“memory”得知狂欢节停止了, 可接下来一段开头作者给出了“but”一词, 学生一定可以猜出“revive”的大概含义。这一环节让学生在自觉或不自觉间又学到了一些新的词汇, 为进一步仔细阅读创造了条件。

步骤4:仔细阅读 (10分钟 )

再读一遍文章, 回答相应问题。

1. When and how did people in Europe celebratecarnival?

It was celebrated between Christmas and Easter.

People ate, drank and dressed up.

2. What was carnival in Venice like at thebeginning?

It lasted for just one day. People ate, drank andwore masks.

3. What did different people do at carnival?

Ordinary people could pretend to be rich and important.

Famous people could have romantic adventures in secret.

Crimes went unpunished.

4. What changes happened to the tradition ofwearing masks?

At the beginning - wearing masks was allowed.

In the 14th century-wearing masks was limited.

At the end of the 18th century-wearing maskswas banned.

In the late 1970s-wearing masks was revived.

Today-wearing masks is the key.

5. Who played the most important role in revivingthe carnival?

The students and the town council.

(They realized that carnival was good forbusiness.)

6. What makes carnival in Venice different?

(The mystery of the masks.)

设计意图 : 让学生在课堂上通读课文, 并进行课堂讨论, 找出文中的关键词语进行回答。这样既能把学生的思路引到文章的脉络上 , 使学生对整篇文章的内容有总体的了解, 又能为他们学习新单词提供具体的语境, 有助于学生全面领会新词的含义。

步骤5: 巩固 (10分钟)

让学生假设自己是威尼斯的导游和游客, 由导游向游客介绍这一节日, 并让学生分组表演。活动开始前, 教师要明确要求学生用到本节课所学的词汇。

(小组活动, 课堂展示)

The following words may help you:

The most famous carnival…

At the beginning…last

As time passed…extend

The 14th century- the 18th century … limit/ban

In the late 1970s …revive

Today …celebrate

Sample dialogue:

Guide: Hello, everyone. Welcome to Venice!Here we see crowds of people wandering aroundwearing masks on their heads.

Tourist A: They are also wearing costumesinstead of their ordinary clothes!

Guide: Yes! They are celebrating the mostfamous carnival in Europe.

Tourist B: How long did it last?

Guide: It lasted only one day at the beginning, but over time, it extended to weeks after Christmas.Though it was banned by the government in the 18thcentury, it was revived by students in the 1970s.

Tourist C: Why do people wear masks?

Guide: With costumes, people can pretend to beanyone else. With costumes, they hide their faces aswell as their ideas. That’s the magic of masks! Comeon and join us. You can’t afford to miss it!

设计意图 : 通过角色表演, 学生可以巩固所学内容并提升学生英语的应用能力。真实、有趣的语言情境能充分调动学生学习的主动性, 使学生自觉投入到情境之中, 主动参与活动, 在话语中感知新词并在交际的过程中进行多种练习。这样做有助于学生全面领会新词的含义, 并在使用的过程中帮助学生加深对词汇的理解和识记, 提高运用能力, 达到内化的目的。

步骤6:应用 (8分钟)

让学生根据所学有关节日的词汇和表达方式设计一个节日, 要求学生落实到纸上。

If you are given a chance to design a festival, what do you want it to be like?

It will be celebrated on… / It will last …

Will people dress up in costumes?

By celebrating it, people may feel…

…

设计意图 : 鼓励学生积极运用所学词汇, 培养产出意识, 从而加深学生对节日内涵的理解及相关词汇的应用。

步骤7:课堂小结, 布置作业 (1分钟)

教师对学生的展示进行点评, 并提出本节课主要侧重阅读课中的词汇教学, 布置作业——介绍自己喜欢的中国节日, 并比较中西方节日的差异。

设计意图:培养学生的跨文化意识, 并巩固阅读中所学词汇, 提升学生的英语语言应用能力。

六、教学评价设计

(一) 评价内容

1. 理解主旨大意;

2. 提取和筛选具体信息;

3. 理解文章内容, 运用相关词汇。

(二) 评价方法

1. 单词填空;

2. 选择话题 (多选) ;

3. 回答问题;

4. 角色表演与课文内容巩固相结合;

必修五英语 第4篇

[关键词]教学设计 翻转课堂 导学案 自主学习

[中图分类号] G633.41[文献标识码] A[文章编号] 16746058（2016）310053

一、教材分析

（一）教材的地位和作用

教学内容为人教版高中英语必修五Module 5 Unit 3 Life in the future的Reading部分。本单元的中心话题是“未来生活”，教材内容为学生提供了想象的空间，也激发了学生的学习热情，学生们带着极大的兴趣走进了这单元的学习。这是本单元的第二课时。在第一课时中，笔者对教材进行了整合，完成了Warming-up，Listening in the workbook以及Speaking的内容。本篇Reading“First Impressions”是一封电子邮件，文章主要讲述主人公Li Qiang乘坐时间胶囊来到公元3008年的见闻，着重介绍了未来的环境、交通和房屋三方面内容。通过学习，学生们能够受到启发而畅想未来，关注未来，意识到要适应社会发展就必须努力学习，用知识武装自己，这样才能创造更加美好的未来。

（二）教学目标

1.知识目标。

①帮助学生理解、掌握、运用如下词汇：impress， constant， previous， lack， optimistic， tablet， opening， aspect， surroundings， capsule， uncertain， take up， tolerate， sweep up， lose sight of， remind sb of sth， suffer from， slide into， be back on ones feet.

②学生能够通过本课的学习对未来展开想象，并对未来生活进行一定预测，在预测中尝试使用有关表示预测的功能结构，如：It is likely/unlikely that...； It is possible that...； Im sure...； Its certain that...； I wonder if...； I imagine that...； Suppose that...； Perhaps/Maybe/Possibly/Probably/Most likely...等。

③学生能够发现过去分词作状语的基本用法。

2.能力和技能目标。

①学生能通过自主学习导学案和课堂再现强化的方式理解文章文体和大意，理清文章的基本结构。

②学生能够通过细读得到作者在未来世界旅行所见、所想的事实信息，从事实信息中去把握作者思想态度和观点，如第一段中的worried， unsettled， nervous， uncertain等，以及“What would I find？” 承上启下的过渡句等。

③学生能够学会在整合信息的基础上使用话题阅读中所学到的相关文体知识、语言知识进行口头和书面表达。

（三）重点与难点

1.以导学案的内容为线索从词、句、语法、阅读理解四方面来梳理文章。

2.了解记叙文体特征，由物寄情，以及学会使用过渡句、表因果关系的表达方式。

3.培养创新性思维能力和批判性思维能力。

4.了解过去分词作状语的用法。

二、教法分析

这节阅读课尝试使用“翻转课堂”教学模式，即先学后教，以学定教。传统阅读课的授课模式使得教师成为课堂的主导，学生被引领着从导入到略读、精读，再到讨论。在这一过程中，学生也仅限于完成教师所布置的几个阅读理解问题，和所谓的泛泛的小组讨论，课堂效率并不高。在本节课中，教师设计符合学生语言水平的导学案，即需要学生课前自主学习的学习提纲，其中共包括词汇、句子、语法和阅读问答四方面。学生根据导学案上的内容进行独立思考、小组探究，完成所有任务。教师集中收阅所有导学案，归类整理，根据学生自主学习情况的反馈去设计最终本节课的课堂教学重难点， 有的放矢，各个突破，帮助学生在课堂上完成知识内化，从而提高课堂效率。

三、学法分析

学生一改往日与教师课堂共同完成阅读任务的习惯模式，而是先通过教师设置的导学案内容自己课前去熟悉文本，从词、句、目标语法句型和阅读问答四个方面梳理文章内容并总结出记叙文以时间和空间顺序展开叙述的方式，再通过教师对全班学生导学案典型错误和出彩回答的展示型回馈，形成课堂上的师生互动和生生互动。

四、教学过程

（一）复习导入

简单回顾前一节课对于过去的生活和现在生活的对比，并简述听力材料中的两项新发明，完成从过去到现在再到未来的逻辑衔接，顺利导入到本节课的话题中。

（二）课文串讲

以导学案为线索，展开阅读课的串讲。通过词、句、语法、阅读问答四方面内容考查学生对于文章主旨大意的理解，重点词汇、句子和语法的掌握。由于学生们准确无误地完成了对于重点词汇的汉英互译练习，教师只要求全班朗读再次强化记忆。对于重点句子改述的练习，教师挑出一些典型错误和出彩答案通过幻灯片展示给全班学生，供大家讨论修正。这样做既解决了问题，又激发了学生的学习热情。在目标语法句式学习环节，大部分学生仅能挑出3到4個句子，教师通过解析引导学生再次发现并补全修正自己的答案。本节课最难的部分就是让学生通过判断文章的文体来划分文章结构。在这一环节，教师将不同小组的不同划分方法展示在幻灯片上，让学生再次讨论，形成一致意见，教师再次带着大家一起思考总结，最终得出最符合文体的文章结构划分，同时也完成了对文章主干内容的课堂梳理。最后一个重点内容就是考查学生提炼处理文本细节性信息的能力，总结出未来生活三个方面的优点以及局限性。

（三）预测讨论

学生在充分理解文章内容的基础上，小组讨论除了课文中讲到的三方面未来生活，大家还期待未来生活中的哪些变化，包括教育、环境、交流方式、交通工具等方面。以此激发学生对未来生活的无限想象，增强学生互助合作学习的意识，并能够使学生口语和书面表达能力得到训练。

五、课后反思

利用导学案尝试“翻转课堂”的教学模式还需要更多的思考。首先，要督促并帮助学生树立自主学习、独立探究的意识，要求学生在课堂学习之前必须自觉地进行课前自学，然后带着问题走进课堂，在老师的指导下解决问题。其次，在导学案内容的设置上还有许多可挖掘的空间。由于不同的文章题材不同，阅读理解的切入点也不同，因此如何科学地设置导学案，从不同的侧面去考查学生对文章内容和语言表达的理解，是需要认真思考的问题。如何不使这样的课堂演变成简单的习题课堂，如何有效调动学生更加细致用心地去完成导学案，由被动学习转为主动学习，进而过渡到愿意学、善于学、乐于学，是笔者需要不断思考解决的问题。

高二英语必修五单词词汇 第5篇

△involve vt. 牵涉;涉及;包括;使参与(卷入)……

editor n. 编辑

photograph n. 照片

vt. 给……照相

photographer n. 摄影师

△photography n. 摄影

△unforgettable abj. 难忘的;永远记得的

△assignment n. 任务;分配

delighted adj 快乐的;欣喜的

admirable adj. 值得赞扬的;令人钦佩的

unusual adj. 不同寻常的;独特的

assist vt. 帮助;协助;援助

assistant n. 助手;助理;售货员

submit vt. 递交;呈递(文件等)

profession n. 职业;专业

professional adj. 专业的;职业的n. 专业人员

colleague n. 同事

eager adj. 渴望的;热切的

concentrate vt. 集中;聚集

concentrate on 集中;全神贯注于

amateur n. 业余爱好者

update vt. 更新;使现代化

acquire vt. 获得;取得;学到

assess vt. 评估;评定

inform vt. 告知;通知

deadline n. 最后期限

△interviewee n. 参加面试者;接受采访者

meanwhile adv. 其间;同时

depend on 依靠;依赖

case n. 情况;病例;案例

accuse vt. 指责;谴责;控告

accuse…of 因……指责或控告……

△accusation n. 指责;谴责;控告

deliberately adv. 故意地

so as to (do sth) 为了(做)……

△deny vt. 否认;拒绝

sceptical adj. 怀疑的(<美>skeptical)

guilty adj. 犯罪的;有罪的;内疚的

dilemma n. (进退两难的)困境;窘境

demand n. 需求;要求vt. 强烈要求

△demanding adj. 要求很高的;费力的

publish vt. 出版;发行;发表;公布

△scoop n. 抢先获得的新闻、利润等;勺子;铲子

section n. 部分;节

△concise adj. 简明的;简练的

△imaginative adj. 富于想象力的

technical adj. 技术(上)的;技巧方面的

technically adv. 技术上;工艺上

thorough adj. 彻底的;详尽的

gifted adj. 有天赋的

△idiomatic adj. 惯用的;合乎语言习惯的

housewife n. 家庭主妇

crime n. 罪行;犯罪

edition n. 版(本);版次

ahead of 在……前面

department n. 部门;部;处;系

accurate adj. 精确的;正确的

senior adj. 年长的;高年级的;高级的

polish vt. 擦亮;磨光;润色

chief adj. 主要的;首席的n. 首领;长官

approve vt. 赞成;认可;批准

process vt. 加工;处理n. 过程;程序;步骤

△negative n. 底片;否定

adj. 否定的;消极的

高二英语必修五课文翻译 第6篇

约翰 雪是伦敦的一位非常著名的医生,确实,他作为维多利亚女王的私人医生来照顾她,但是当他想到帮助暴露在霍乱王疾病下的普通人时,他变的很有灵感,在那时,这是一个致命 的疾病,不论他的感染方式还是治愈方法都无从知晓,所以每次爆发的时候都有数以千计的惊恐的人丧生.约翰 学想要面对这个挑战并且解决这个问题,他知道霍乱的起源如果无法找到,他将无法控制.他变的对可能解释霍乱如何杀人的两个学说感兴趣起来,第一个说明霍乱在空气中繁殖,一团危险的气体漂浮着直到找到他的感染者,第二个表明人们在吃饭时把疾病吸收入身体,从胃里,这病毒很快的攻击身体并且很快导致感染者死亡.约翰 雪怀疑第二个学说是正确的但他需要证据,所以当其他的霍乱在1854年的伦敦爆发时,他已经完成了他询问的准备工作,当这个疾病很快传播到穷邻居时,他开始去收集信息,在两个特别的街道,霍乱的爆发特别严重以致于有五百多人在十天内死亡,他下定了找出原因的决心.首先他在地图上标出了死去的人曾经居住过的确切地点,这给了他一个有价值的关于疾病起源的线索,在宽街上,多死去的人的居住地邻近水泵.他也注意到了一些房子没有人死去,他没有对此深究,所以,他作了一个进一步的调查,他发现这些人们工作在剑桥七街的酒吧里,他们被给予了免费的啤酒所以不需要去喝水泵里的水,看起来,应该责备的是水.接下来,约翰 雪调查这两条街的水的起源,他发现这水来自被伦敦来的污水污染过的河流,他立刻告诉宽街上惊恐的人们移开水泵的把手从而使他不能被使用,在这之后,很快这疾病就减缓了,他展示了霍乱是通过细菌来传播而不是一团气体.在伦敦的其他部分,他发现其他两个与宽街爆发有关的死亡病例来作为支持证据,一个从宽街搬走的女子,非常喜欢从那个水泵里打出的水,以致于每天她都让那水送到她家供他饮用,在喝过水后,她和她的女儿都死去了,用这个额外的证据,约翰 雪有能力确定地宣布是被污染的水带来了病毒.为了阻止霍乱的再次发生,约翰 雪建议所有的供水源头都应该被检查,卖水公司被命令不许再把人们暴露在污染的水之下,最终,”霍乱王”被击败了.第二单元 人们可能会奇怪为什么用不同的词语来描述英格兰、威尔士、苏格兰和北爱尔兰这四个国家。如果你研究英国的历史，你就能够弄明白这个问题。

首先是英格兰。威尔士于公元13世纪就同英格兰联合起来了。如今只要有人提起英格兰，你就会发现威尔士总是包括在内的。然后，于17世纪英格兰、威尔士同苏格兰联合起来，名字改为大不列颠。令人庆幸的是，当苏格兰的詹姆士国王成为英格兰和威尔士的国王时，这三个国家在无（军事）冲突的情况下实现了联合。最后在20世纪初通过同样的和平方式，英国政府尽力把爱尔兰也纳入进来，组成了联合王国。然而，爱尔兰的南部却不情愿这样并分离出去建立了自己的政府。因此只有北爱尔兰同英格兰、威尔士、苏格兰联合起来组成了联合王国，这一点从新的联合王国国旗（“联合杰克”）上就可以看得出来。

值得称赞的是：这四个国家在一些方面（比方说在货币和国际关系上），它们的确是共同合作的，但是有些制度仍然区别很大。例如，北爱尔兰、英格兰和苏格兰在教育体制和立法体制上都存在着差异，并且它们有着各自的足球队参加像世界杯之类的比赛！

在这四个国家中，英格兰是最大的。为了方便，它大致可以划分为三个地区。最靠近法国的那个地区叫做英格兰南部，中部地区叫英格兰中部，最靠近苏格兰的那个地区叫英格兰北部。你会发现大部分人口居住在南部，但是大部分工业城市在中部和北部。虽然就全国范围来说，这些城市都不像中国的城市那样大，但是它们都有着世界闻名的足球队，有的城市甚至还有两个队！令人遗憾的是这些建于19世纪的工业城市并不能吸引游客。要找历史性的建筑你得去罗马人建造的更古老的但是比较小的城镇。在那儿你能找到更多有关英国历史和文化的东西。第三单元 由于担心时间,张萍玉早就把的网站清单,她想看在伦敦。她第一次是去那座塔。它建于很久以前诺曼入侵者的统治者。哼!这种巨型石、广场城楼始终站在一千年虽然它周围的建筑物已经扩展的一部分,它保持皇宫和监狱的总和。让她大为吃惊的是,Pingyu发现女王的珠宝由特殊的皇室的士兵,在特殊的场合,还穿制服的时候,four-hundred-year-old女王伊丽莎白一世。

接着有圣保罗大教堂修建后的可怕的年的今天,伦敦大火1666年。刚建成的时候看起来辉煌!西敏寺,也很有趣。它包含雕像纪念死去的诗人和作家,如莎士比亚。就像她出来的Pingyu修道院,听到这个著名的钟的声音,大本钟,响起了一小时。她每天看着外面白金汉宫,在伦敦的女王。哦,她有这么多告诉她的朋友!第二天这个女孩,看到它,格林威治参观著名的时钟和旧船的世界。她最感兴趣的是那条经线。这是一个虚构的分界线东方与西方世界的一半,是非常有用的导航。它穿过格林威治,所以Pingyu有照相站线的两边。

最后一天,她参观了马克思的雕像在Highgate公墓。它似乎很奇怪的人应该生活和发展共产主义在伦敦去世。不仅如此,但是他曾在美国著名的图书阅览室大英博物馆。可悲的是图书馆从原处移动到另一个建筑和旧阅览室不见了。她很兴奋,但很多来自不同国家的珍贵文物陈列在博物馆。当她看到许多游客注视着古老漂亮的中国陶瓷和其他展品时，心里充满了对祖国的自豪感。

第二天，苹玉就要离开伦敦去温莎城堡了，她边睡觉便想也许我能梦见女王呢。第四单元

周阳永远不会忘记他在一家畅销英文报纸的第一项工作任务。他同新上司胡欣的讨论对他的记者生涯必将产生强烈的影响。

H：欢迎你，非常高兴你来参加我们的工作，你来这首先就是当助理记者。有什么问题吗？ Z：我可以马上去采访吗？

H：（笑）真是勇气可嘉！不过恐怕这不太合乎常规，还是等到你比较有经验以后吧。我们先要派你给有经验的记者当助理。以后，你才能独自进行新闻采访并提交自己的新闻稿。Z：太好了！我需要随身带些什么？我已经带了笔记本和相机。H：不需要照相机！你们将带上一名专业摄影师去拍照。你将发现你的同事们会很热情地帮助你。如果你对摄影有兴趣，以后你可以集中精力去钻研。

Z：谢谢你，对摄影我不仅仅是感兴趣，在大学我还专修过业余摄影课来更新我的技术。H：那很好嘛。

Z：我出去采访时还需要记住些什么事呢？

H：你需要有好奇心，你只有提出了许多不同的问题之后才有可能获得你需要知道的信息。我们说，一个好的记者必须有一个对新闻非常敏感的“嗅觉”。那就是说，在人们没有说出全部真相时，你必须能够判断出，并努力发现真理。记者必须通过调查研究，来使自己了解到被遗漏的那部分情况。Z：我应该注意些什么呢？

H：下面是我的行为准则：不要延误任务规定的期限，不可对人粗鲁，不可自己说的太多，务必认真倾听被采访人回答问题。

Z：为什么听人家讲话这么重要呢？

H：你得听清楚事实的细节，同时，你还要根据被采访人所说的话准备下一个问题。Z：在我记笔记的同时，怎么能仔细倾听对方的答语呢？

H：这就是我们职业的诀窍了。如果被采访人允许，你可以使用录音机录下全部的事实。如果有人提出质疑，这个也有用，你就有证据来支持自己的报道了。

Z：我明白了！你有没有过这样的情况：别人控告你的记者，说他的报道失实？

H：有的。不过这是很久以前的事了。事情是这样的：一位足球运动员被指控受贿，故意不进球，好让对方球队赢球。我们去采访他，他否认收了钱，但我们对此表示怀疑。于是我们安排这名球员和被认为行贿的人一起接受采访，而当我们看到他们在一起时，我们就从足球运动员的体态语上猜到他没有说真话。我们写了一篇文章，暗示足球运动员有罪。这事有些为难，因为如果我们错了，他就可以向我们所要赔偿。他竭力阻止我们发表这篇文章，但后来证实我们是正确的。Z：哇！那才是真正的独家新闻哩！我期盼着即将到来的首次任务。说不定我也会搞到独家新闻呢！H：也许你会的，谁知到呢。

第五单元

皮肤是身体的重要组成部分和最大的器官。每个人有三层皮肤作为防止疾病，有害物质和太阳的有害射线入侵的屏障。皮肤的功能也很复杂：让你保持合适的体温;阻止你失去过多的水份，皮肤提供给你触觉使你感知到冷,热或疼痛。所以，你可以想像，如果你的皮肤烧伤了,将是非常严重的。急救是非常重要的烧伤治疗的第一步。烧伤的原因

你可能因为各种事情而烧伤：滚烫的液体，蒸汽，火，热辐射（因为接近高温或火苗等），强烈的日光，电击或化学品。烧伤的种类

有三种类型的烧伤。分别称为一，二或三度烧伤，区别在于皮肤烧伤的深度。

◎一度烧伤，只损伤皮肤的表层。这些烧伤并不严重，一两天内便会好转。例子包括轻微的晒伤和因为触摸热锅，炉灶或铁导致的烫伤。

◎二度烧伤，损伤表皮和皮肤的第二层。这些烧伤严重，需要几个星期才能痊愈。例子包括严重晒伤和滚烫的液体引起的烧伤。

◎三度烧伤，损伤所有三层皮肤以及皮下组织和器官。例子包括电击，烧着的衣服，或严重的汽油火灾造成的烧伤。这些烧伤会引起非常严重的创伤，伤者必须马上送医院治疗。烧伤的特点 一度烧伤

◎干，红，轻度肿胀 ◎轻度疼痛 ◎按下时皮肤呈白色 二度烧伤

◎粗糙，红肿◎水泡◎表面有组织渗出液 ◎痛感强烈