要想提升学生的学习成效，教案中需包含丰富的学习资源，预先制定教案让教师能够在课堂中更有效地整合各种教学资源，提升教学质量，以下是好学范文网小编精心为您推荐的必修5英语教案5篇，供大家参考。
必修5英语教案篇1
?词语】
1. first aid 的意思是“急救”，例如：first aid to the injured 给予伤员的急救。
短语联想
give/offer aid 援助 come to sb's aid 帮助某人
teaching aids 教具 medical aid 医疗救护
with the aid of 借助于
get injured 受伤，在现代英语中大量地出现了由“get + 及物动词不达意的过去分词”构成的被动语态，这叫 get - 型被动语态。又如：
the computer got (was)damaged when we were moving.
my bike is getting (is being)repaired row.
2. protect 动词，“保护、维护”，用于句式“protect + 名词 + against/from + 名词”。
e.g. he is wearing sunglasses to protect his eyes from the strong sunlight.
?短语联想】
Ø keep... from... 不让/避免
Ø stop... (from) ... 阻止
Ø prevent...(from) ... 妨碍/防止
Ødisable... from... 使……失去(能力/资格)
Øsave... from... 挽救、拯救
3.depend on 取决于。
e.g. the amount you pay depends on where you live.词义拓展
depend on 依靠，依赖：his family depends on him. 他的一家人全靠他养活。
依赖，信任：we are depending on you to finish the job by friday.
4. squeeze 动词，意思是“榨取”、“挤出”，例如：squeeze an orange 榨橘子
squeeze + 名词 + out(of/from) + 名词，
e.g. those blackmailers intended to squeeze more money out of him.
5. hurt 既可作及物动词，作“伤害”、“使受伤”解，也可作不及物动词，作“疼痛”、“感到疼痛”解。既可表达身体的受伤，也可以表达情感的伤害。例如：
e.g. the little boy has fallen off a ladder and hurt himself.
the driver hurt himself in the accident. 司机在事故中受了伤。
6. unless 除非……;如果不……。如：
7. icy adj. 冰凉的
-y 是个形容词后缀。如：
windy 有风的 hilly 多小山的 sleepy 困倦的
greeny 略呈绿色 spicy 辛辣的 woody 树木茂密的
thirsty 饥渴的 dirty 脏的 snowy 下雪的
8. in place 放在适当的地方。如：
e.g. the librarian put the returned books in place. 图书管理员把还回的图书放到原处。
yon'd better put things back in place.otherwise, it will be difficult to find things.
9. sense n. 感觉
Øsense of touch 触觉 sense of sight 视觉
Ø sense of hearing 听觉 sense of smell 嗅觉
Ø sense of humour 幽默感 sense of beauty 美感
Øense of hunger 饥饿感 the sixth sense 第六感
10. variety n. 多样, 种类,
★ a variety of… 各种各样……
?词语联想】
various a. 不同的, 各种的, 多方面的, 许多的
e.g. everyone arrived late at the party for various reasons.
?重点句型】
1. remove clothing using scissors if necessary unless it is stuck to the burn.
除非衣服粘贴在烧伤面上，否则都要把衣服脱掉。如果需要的话，可以使用剪刀。
unless是连词，意为“如果不，除非”。在真实条件句中，unless引导的肯定条件状语从句，可以和if...not...引导的否定状语从句互换。
unless you change your mind，i won，t be able to help you.
=if you don?t change your mind，i won ’t be able to help you.
除非你改变想法，否则我不能帮助你。
i want you to keep working unless i tell you to stop.
=i want you to keep working if i don’t tell you to stop.
如果我没说让你停，你就得继续干。
注意：unless 不可用于假想的事情，因此当if...not引导非真实条件状语从句时，一般不可改用unless。
例题：单项填空
①all the dishes in this menu, ______ otherwise stated, will serve two to three people.
a. as b. if c. though d. unless
②don’t promise anything ______ you are one hundred percent sure.
a. whether b. after c. how d. unless
解析: ①选d。考查状语从句的引导词。句意为：在这份菜单上的所有菜，除非另外说明，会给两到三个人食用。
②选d。句意为：除非你有完全的把握，否则不要做出承诺。unless除非。
2. john was studying in his room when he heard screaming.
约翰正在房里学习，突然听到一声尖叫。
此句型中when作并列连词,相当于and then,意为“正当……时，突然”。
常用结构：
be doing...when... 正在做……突然……
had done...when... 刚做了……突然……
be about to do...when... 刚要做……突然……
be on the point of doing sth. when... 刚要做……突然……
例题：单项填空
①she had just finished her homework _____ her mother asked her to practice playing the piano yesterday.
a. when b. while c. after d. since
②we were swimming in the lake ______ suddenly the storm started.
a. when b. while c. until d. before
③i ______ along the street looking for a place to park when the accident .
a. went; was occurring b. went; occurred
c. was going; occurred d. was going; had occurred
解析: ①选a。由句意可知此处when用作并列连词，意为“这时”。②选a。when作连词，表示“正在这时”。句意为：我们正在湖中游泳，突然暴风雨来了。③选c。主句要用过去进行时,表示当时正在路上走着;when引导的从句多用一般过去时。
?重点短语】
1. fall ill 生病
hearing the bad news, he fell ill. 听到坏消息后，他病了。
联想拓展
fall behind 落后
fall sick 生病
fall asleep 入睡
fall down 掉下;倒塌
fall in love with ... 爱上……
fall off 脱落;减少;从……上掉下
fall into the habit of ... 养成……的习惯
fall over 跌倒;翻倒;落到……上
fall silent 沉默
2. in place
在适当的位置;适当
i like everything to be in place.
我喜欢所有的东西都放在原来的地方。
with everything in place, she started the slide show.
一切就绪，她开始放幻灯片。
联想拓展
be in/out of order 有条理/无条理;坏了
be in/out of control 正常/失控
be in/out of danger 有危险/脱离危险
in place of...=take the place of... 代替;取代
give place to 被……取代;让位于……
out of place 不在适当的位置; 不合适
3. make a difference
有很大差别;有很大不同;有很大的关系/影响
whether he could get the support from his parents made a great difference to the plan.
他是否能得到父母的支持对这个计划的影响很大。
does it any difference whether he?ll attend the meeting?
他出不出席会议有什么区别吗?
联想拓展
make a difference between ...and ... 区别对待……
make some difference to对…… 有些关系
make no difference to 对……没有关系
make all the difference 关系重大;大不相同
必修5英语教案篇2
teaching aims and demands
words and phrases
four skills: stomach fever ought ought to examine plenty plenty of diet keep up with make a right choice short of fit gain now and then
three skills: energy soft bar fuel chemical balance tasty boil mixture
spoken english:
in the clinic / seeing a doctor:
what’s wrong with you?/what’s the matter with you?
lie down and let me examine you.
let me have a look.
where does it hurt?
drink plenty of water and get some rest.
i’ve got a pain here. this place hurts.
there’s something wrong with back/my knee/my arm.
i don’t feel well.
grammar:
use of language:
1. master the function use of language as defined above.
2. help the students to finish the tasks of listening, reading, writing, speaking presented in the book and the exercise book through using what the students have learned.
learn the text about healthy eating. get the students know about the basic knowledge of how to eat healthily.
important points:
1. talk about different kinds of food that one favorites.
2. learn the basic knowledge of healthy eating.
3. learn how to say in the clinic.
4. grasp the language points and grammar in the text.
difficult points: the use of modal verbs --- had better, should and ought to.
teaching aids: computer or slider-projector
way of teaching: communication way of teaching, discussion and group work.
lesson 1step 1 warming-up
first show the students some pictures of dishes and so to introduce the topic of this unit.
and then show the pictures on their text books and let them to decide what is junk food and what is not.
here the students may have a short ask and answer in pairs to themselves more engaged in the topic.
step 2 listening
let the students listen to the tape and be prepared to answer the questions below.
step 3 speaking
show the students the three situations as on p2. then ask the students to prepared a dialogue according to the examples in pairs. ask several pairs of students to present their dialogue
after that list the useful expressions in their dialogue.
step 4 homework
prepare for the next class.
collect some menus if possible for the next class.
lesson 2
step 1 introduction
using the questions on p3 to introduce the new text.
step 2 fast-reading
1.what does the “fuel ” mean in the first paragraph?
(it means different kinds of materials, such as protein, calcium that we need to keep healthy.)
2.what do we have to consider when we choose to buy or eat?
(what kinds of nutrients that the food contain.)
3.what made our eating habit changing?
(many things: what people believe, advice from companies and stores.)
4. how can we feel and look fine?
(we ought to learn about our body and the fuel it needs to keep fit.)
explain the language points if necessary.
step 3 carefully-reading
how many parts can be divided into?
(three parts.)
what’s the main idea of each part?
(1.our eating habits are changing. 2.why the eating habits are changing 3.the best way to develop healthy eating habits.)
step 4 talking
ask the students to take out their menus and read them carefully. then prepare a dialogue that may happen between a customer and a waiter/waitress.
step 5 homework
finish the exercise --- vocabulary on p5. and p72-73
lesson 3
step 1 revision
check the homework.
step 2 grammar
first present the students the modal sentences with modal verbs and ask the students to make some sentences with them.
step 3 consolidation
(1) finish the exercise on p5 and on p74
(2)take out a piece of paper with the column “ask ###” in order to make the students understand when you are giving advice it is better to use some sentences with had better (not), and ought(not) to, should(not). then read a passage as an example and afterwards list the points you have to pay attention to when you give advice.
1.give advice that will really help the person.
2. be polite and sincere
at last get the students to finish the following practice.
step 4 homework
finish the exercise 3 on p74 in the students’ workbook.
lesson 4
step 1 revision
let some students read their reply to the letters on p74.
step 2 reading
read the text on p6 and then get the students to find the main idea of it (snacks is also important . we need to learn something about snacks and the way to prepare it.)
step 3 writing
ask the students to work in pairs to write the recipe for their favourite dish.
we may first give the tips on p7 as a guide.
step 4 discussion
first ask the students to read the passage on p75 and then give the following questions as the topic for the students to talk: what is a couch potato?
what does one have to pay special attention to in order to keep healthy? (food and exercise etc.)
step 5 homework
do a general survey in order to learn about the differences between people’s eating habits and try to find which is healthier.
必修5英语教案篇3
Ⅰ、教材内容及教学目标
1、学习在澳大利亚乘火车旅游的.文章
2、训练速读、略读和查读技能，通过中心句掌握全文中心，学会分析文章结构，
学会运用想象、联想、逻辑分析和英语思维的能力
3、学会如何描述乘火车旅游的情形
Ⅱ、教学设计
task learn and retell the passage
pre-task content prediction(2m) according to the picture and the title, try to predict what we will be able to learn from the passage.
task-cycle reading(40m)
pre-reading map reading look at the map of the railways in australia, discuss which city you would like to travel and how to get there.
while-reading
activity 1 first ( fast ) reading
a. match: find out what main idea each paragraph is about. ( my first ride on a long-distance train, the food, the passenger, the ghan )
b. main sentence in each paragraph.
c. main idea
d. guide ss to find out the structure of the passage.
activity 2 second ( detailed ) reading deal with 6 questions in .
activity 3 third reading ( reading strategies applying )
a. find out appropriate information to fill in the form below:
part one (1)
who when where what why how
part two (2-3)
food scenery
first hundred kms after that suddenly
b. put me in the right order and form a passage, adding in the time signals.
camels were trained to carry supplies back from the central part.
camels were shot because of the new railway line built by the government.
they brought camels from afghanistan.
australians needed a way to the central country.
they tried riding horses, but failed.
c. word-guessing ( abandon, diamond, supplies)
post-task
activity 1 retelling retell the passage with the help of the form
activity 2 discussion p24 (5)
activity 3 small debate “they should shot the camels”
recalling(2m) recall what we learn today. & questions unsolved.
homework(1m) write a reading note
阅读格式卡
title__________________________ module _________ date___________
general idea：
words & phrases:
bs:
bs=beautiful sentence
必修5英语教案篇4
第五单元
1 ) confuse
表示“使糊涂，搞乱，混淆”。
confuse a and/with b 把 a 误认为是 b 。
形容词 confused 表示“糊涂的，混杂的”。
2 ) coast
表示“海岸，滑坡”。
the coast in clear 是一习惯用语，表示“没有被发现或者被捉住的危险”。
3 ) settle down
表示“定居，平静下来，专心于，舒适地躺着或者坐着”。
有关 settle 的词组：
settle on sth 决定做某事 settle sth on sb 将……转让给某人 settle for sth 勉强认可某事 settle one ’ s/an account ( with sb )为受到的伤害，侮辱等，复仇。
4 ) have a gift for
表示“对……有天赋”。
形容词 gifted 表示“有天赋的”。 be gifted at/in 表示“对……有天赋”。
gift 也可表示“礼物”。
5 ) border
作及物动词，表示“与……接壤，给……镶边”。
作不及物动词，后接介词 on 或 upon ，表示“邻近，接界，近似，近乎”。
作名词，表示“边界，国界”。指具体的边界线或边界线内的一带地方。
还表示“在……的边缘，正要，将要”。
6 ) official
official “官员，职员，公务员”通常指在政府部门工作的文职官员。
official 作形容词，表示“官方的，正式的，公务的”。
7 ) tour
作动词，表示“旅游，观光，巡回”。
作名词，表示“游历，巡行，参观”。
make/take/go on a tour ( of+ 地点名词)表示“在(某地)进行旅行”。
on tour 在巡回中。
8 ) distance
表示“距离”，也可以指长时间的久远。
in the distance 在远处。
from a distance 从远处。
keep sb at a distance 对某人疏远，冷淡地对待某人。
9 ) flow
作名词，表示“流程，流量，涨潮”。
作动词，表示“流动，畅通无阻，(讲话或写作)流畅”。
flow in/into 不断涌入。
10 ) as far as
表示“远到，直到，就……而言”，也可用 so far as 。
有关 far 的词组：
by far 很，甚，极 far and away 远远，远远超过 far and near 远近，到处 far and wide 广泛，到处普遍 far away 遥远的 far from 远非，决不，完全不 so far as 到……程度，远到，就……而论 go too far 做得太过分
11 ) speed
作动词，表示“迅速前进，快行”。
speed up (使)加快，(使)加速，其过去式和过去分词多用 speeded 。
作名词，表示“速度，速率”时是不可数名词;但当表示具体的某种速度时，是可数名词。
at speed 高速地，迅速地。
at full/top speed 全速，以最快的速度。
12 ) rather
rather … than do … 是……而不是…… 相当于 more … than… or rather 更确切地说
would rather do … than do … 宁愿做……而不愿做…… would rather+ 从句(从句谓语用虚拟语气)宁愿某人…… prefer to do … rather than… 宁愿做……而不愿意做…… would tather have done …宁愿已经做了……
13 ) measure
①量尺寸，面积，与表示数量的词(短语)连用，其主语是表示物的名词。
② take sb ’ s measure 或 take the measure of sb 给某人量尺寸。
③ take measures 采取措施，这时 measure 通常用复数形式。
14 ) manage
区别 manage to do 和 try to do ：
manage to do 表示“设法成功完成(了)较困难的事情“，强调结果，相当于 be able to do sth 或 succeed in doing sth ; try to do 表示”尽力，设法去做某事“，强调目的，结果如何，不得而知。
manage 与 can 或 could 连用，表示“能办好某件难事“，口语中还可以作“吃，渡过”; manage 还可表示“经营，管理”的意思。
必修5英语教案篇5
教学目标
to help students learn to express attitudes, agreement & disagreement and certainty
to help students learn to read the text and learn to write diaries in english
to help students better understand “friendship”
to help students learn to understand and use some important words and expressions
to help students identify examples of direct speech & indirect speech (i): statements and questions in the text
教学重难点
words
upset, ignore, calm, concern, settle, suffer, recover, pack
expressions
add up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in
patterns
“i don’t want to set down a series of facts in a diary as most people do,” said anne. →anne said that she didn’t want to set down a series of facts in a diary as most people do.
i stayed awake on purpose until half past eleven…
…it was the first time in a year and a half that i’d seen the night face to face…
教学工具
ppt
教学过程
hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?
1. warming up
⑴ warming up by defining friendship
hello, everyone. i’m so glad to be your teacher of english. i’d like to make friends with you, to build up a close friendship with you. today we shall take unit 1. the topic of this unit is friendship. what do you think friendship is?
yeah, there are many explanations about friendship. however, friendship is a relationship that can’t be restricted(限制)by definition(定义). it can only be experienced. true friendship can exist between any two souls, be it between people or animals. it can happen at any moment, to anyone. even to lifeless things, like a diary, a ball, a friendship can happen.
then what is your opinion about friendship?
do you think that friendship is important to our life? why?
⑵warming up by learning to solve problems
nice to meet you, class. we shall be friends from now on. for everybody needs friends. but being a good friend can sometimes be hard work. learning how to solve problems in a friendship can make you a better friend and a happier person. discuss the situation below and try to solve the problems wisely.
common problems among teenagers
solution
some of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.
maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.
situation 1: friends get angry with each other when they try to talk about something difficult.
try to understand your friend/ try to talk about the problem in a different way.
situation 2: friends don’t know how to apologize
start by telling each other that you are sorry. a simple apology is often enough and is a good starting point.
situation 3: some friends don’t know how to keep secrets.
keep your secrets to yourself
tips on being a good friend
treat your friends the way you want to be treated. keep secrets that are told to you.
pay attention when your friend is talking. keep your promises. share things with your friend. tell your friend the truth. stick up for your friend.
⑶warming up by doing a survey
good morning, class. i am your teacher of english. glad to be here with you. today we shall take unit 1 friendship.
to be frankly, i’d like very much to keep a close friendship with you, my dear students, in the following years. how about you then? ok, thanks. i do hope to be your good teacher as well as your helpful friend (良师益友).
now please do the survey on page one.
add up your score according to the scoring sheet on page 8. you don’t have to tell your results. you can just keep it a secret.
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