人教新课标英语必修一第五单元课件
人教版高一英语必修1第五单元课件
Ch apter One Introduction1.1 The Rational for the ResearchThe development of student personalities and the ability to learn are important goals in education. However， these goals are often conspicuously absent in the language classroom. Learners may not always value these goals nor want to take more responsibility for their learning. Furthermore， students may not want the opportunity to develop themselves as independent learners， but may instead simply want the teacher to teach the subject matter. Learners may be quite content with a teacher responsible for the actual management of learning. Thus learners may react negatively in a course which promotes learner autonomy through a redefinition of roles that places greater responsibility on learners rather on teacher and requires more critical involvement of learners.In a course that promotes learner autonomy， students may have to think critically about their needs in order to make decisions about objectives、 resources、study strategies and evaluation. To be successful in such a course, students need to be willing and able to take on a greater role. If students are not willing, disharmony may result. So student attitudes and beliefs are important and need to be addressed. For English learning and teaching in EFL environment to be successful at promoting learner autonomy, teacher and student attitudes, belies and expectations need to be working in harmony. Past experiences、 values and role definitions shape expectations. Students and teachers must be ready and willing to take on different roles. Learning will have to become more involved in the management of their learning whereas a teacher may need to become more of a resource for learners.Current foreign and second language (L2) teaching methodologies suggest that there is a benefit in switching from the traditional teacher-centered class to a learner-centered classroom setting. One of the main differences between teacher-centered and student-centered class lies in the roles of teacher and learner. All these lead to a reexamination of traditional teacher roles .In a classroom context that is aiming to foster learner autonomy through interdependence, the roles and responsibilities of teachers and learners drastically change and need to be explicitly negotiated as a part of learner development. Teachers and students usually not have certain expectations about their roles, responsibilities and relationships toward each other. Autonomy clearly implies a challenge to social roles, stating with that of the teacher-expert due to the deeply ingrained nature of roles. Through explicit definition of roles, relationships and responsibilities combined with learner development comprising awareness、 involvement and intervention, learner evolution toward autonomy can take place.In terms of English Language Teaching in China, quality education, creativity and individuality have become the three priorities for education in general. While learner autonomy、 learning and creativity are about to replace teacher dominance、 teaching and rote learning respectively. New Curriculum Standardhas been designed and is trying out in overall country. It emphasizes that learners should not only become recipients of knowledge, but also be life-long autonomous learners, which help them be successful in an increasingly global society. Much attention has been paid to learner and learner autonomy. But this is not mean that teacher will not be important. Conversely, the teacher should still fully exert more roles effect in classroom interaction. Teacher should play some new roles in English Language leaching classroom. Such as: participant 、coordinator,、language learner、prompter assessor, resource and facilitator. These roles can help to foster learner autonomy. Teachers have a vital role launching learners into and helping learners in self-direction. Voller [1] states that the teacher’s ro le in autonomous learning can be characterized essentially as one of negotiation, both with learners and external authorities, about the syllabus and as a participant in and facilitator of the learning process . Breen and Mann [2] give the following attributes and actions required of a teacher of autonomous learners:to be self-aware as a learner in the learning processto have belief and trust in learners to self-directto desire to foster learner autonomyto be a resource for learners to use without teachingto share decision with learnersto facilitate collaborative evaluationto manage the risks that may materializeto be a patient opportunist to make the most of the learning experienceto get support from colleaguesPangWeiGuo[3] states that considering the reality of English teaching in China， the actual picture of most Chinese 1.2 classroom is that traditional teaching methodology is still being practiced. So that the teachers dominate class while students are “ignored audience”, waiting to be fed with word usage, grammar rulers and sentence structure analyses . No time and space is provided for students’ autonomous learning. In order to successfully teach a second or foreign language.，teachers must constantly adjust their methods and materials on the basis of their identification of the local needs of their students. While the problems with us today are whether we English teachers know what roles they should play and how to change the roles playing in classroom to meet the needs of autonomous learning, which is stated in the New Curriculum Standard. Very few researches have been done in this field in senior High school in China.The thesis aims to, by way of reviewing theories and studies concerning teacher’ role and learner autonomy, find out learner attitudes and beliefs towards their learning in a course that places greater responsibility on learners.1.2 Research on teacher’s role in EFL of ChinaResearching on the history of English language teaching in China, we find that different teaching methods and teaching theories were adopted in different periods. With most of the teaching methods, the teacher dominates almost all the classroom interactions. All these teacher-dominated classes are generally described as teacher-oriented class in ELT literature.With the reform of English language teaching in China, much attention has been paid to the students. It is believed that the students should be the center of the classroom teaching and the teacher should be the leader of it. The teaching process is made up of interactions among the teacher, students and teaching materials. And LiJinYu [4] views that the three different relationships, between teacher and students, Students and teaching materials and teacher and teaching materials, promote the whole teaching process. Of the three, the relationship between teacher and student is the key one. And the different roles the teacher and the students play affect learning effects. Meanwhile different attitudes on the teacher and the students’ roles will affect teaching process. So it is n ecessary to discuss the roles the teacher and the students play in classroom.Concerned with teacher’s role, although there are very few theories to about it at present English language teaching in China,almost all the teachers and educators care much about the roles they play in class.LiJinYu[4] states that the students should not be the recipients of knowledge from the teacher any more. According to New Curriculum standard, the teacher should not only provide knowledge to the students but also construct good context which involves the students. It emphasizes the development of the students, who should not only become recipients of knowledge, but also be life-long autonomous learners. The teacher’s roles in classroom teaching need to be reexamined.1.3 Research on learner autonomy in EFL of ChinaAutonomous learning is a relatively new concept to EFL teachers and learners in China. Although there has always been the Chinese idea of zi xue (self-teaching), the idea is different from the concept of autonomous learning and is only peripheral in the Chinese educational culture. Confucius believed that it was important for students to learn of their own initiatives. As learning should be a process of independent exploring and understanding, but in reality greater importance has been attached to the teacher’s role as the only source of knowledge.、the instructor.、the authority and the judge. Formal classroom learning is always favored over self-teaching. With many misconceptions, students in China are generally very teacher-dependent and lack the initiative to implement learning on their own. To many of them, the classroom is the only place where they can learn English. This situation should be changed for EFL teaching at our schools to be more affective and successful.We believe that in the Chinese context self-access language learning (SALL) should be nurtured and encouraged because it contributes to learners, successful acquisition of English in many ways:1. Self-access learning provides learners with extra exposure to the target language. Our common sense as EFL teachers tells us that the more students are exposed to English, the faster they acquire. Extra exposure is especially beneficial and necessary in an input-poor environment like China, because the limited class hour (usually 6 lessons per week for Senior High School students) is far from enough for SLA to be successful. In the non-native environment self-access maximizes the opportunities to learn2. Self-access learning better caters to the individual needs of learners at all levels, which are so diverse that no formal classroom teaching can satisfy. SALL is very flexible. It can be conducted in a classroom, in a self-access center, in a library or in students’ residences, and at times convenient to the learner. It can function at all the four language skills and at all proficiency levels. It accommodates individual differences in learning styles and strategies. It allows freedom in selecting the content of learning materials. It supports individualism but does not exclude collaborative learning.3. Dickinson[5] views that Allowing students more freedom and autonomy will enhance the learner’s motivation and quality of learning. Formal classroom teaching deprives students the freedom to decide what to learn and how to learn. Self-access learning. on the other hand, returns them the long-lost right to exercise responsibility for their own learning. As a result of this freedom. Self-access learners usually are more motivated than students who are teacher-dependent, and are more efficient in learning. There is a convincing evidence that people who take the initiative in learning more things and learn better than people who sit at the feet of teachers, passively waiting to be taught.4. Once learners become autonomous. They have acquired a life-long learning skill and a habit of independent thinking which will benefit them long after leaving school.1.4 Organization of the ThesisThis thesis is divided into four chapters. The first chapter justifies the reasons of selection of the research topic. Then some related theories and studies on teacher’s role and learner autonomy are reviewed in chapter two. After all these literature review, I describe my research design and analyze the collected data of the research in chapter three. The last chapter summarizes the study with its main findings and discusses the implementations for English language teaching and learning in China.Chapter 2 Literature review2.1 Definition of AutonomyIt is difficult to define and exemplify autonomy in language learning for three reasons. First, different writers have defined the concepts in different ways. Second, they are areas of ongoing debate and therefore definitions are continuing to mature as more discussion takes place. Third, these concepts have developed independently in different geographical areas and therefore they have been defined using different terminology.The concept of autonomous learning stemmed from debates about the development of life-long learning skills and the development of in dependent thinkers both of which originated in the 1960s By 1981 Holec[6] had defined Autonomy as “the ability to take charge of one’s own learning ” Holec has been a major influence in the debate about autonomy in language learning and his initial definition has been taken as a starting point in much subsequent work in the area. Dickinson [5] for example accepts the definition of autonomy as “a situation in which the learner is totally responsible for all of the decisions concerned withhis or her learning and the implementation of those decisions ”Little[7] notes that learner autonomy is a capacity for detachment critical reflection、decision making and independent action. Even in this simple definition it is clear that “autonomy ”is not any one specific thing — it is a capacity, and like any other capacity, it will grow with practice, or be lost through inactivity.The majority of students are still being taught in ways which promote dependence and leave them ill-equipped to apply their school learnt knowledge and skills to the world beyond the classroom and from this we may recognize that the role of the teacher in promoting autonomy may be central to its success. It is not true, however to say that the non-autonomous classroom is devoid of any relationship with the outside world: on the contrary, it is a place where skills and capacities may be developed and tried out before and during contact with the world beyond. Me Garry concisely sums up. Then essential arguments for autonomy:“Students who are encouraged to take responsibility for their own work, by being given some control over what, how and when they learn, are more likely to be able to set realistic goals, plan program of work, develop strategies for coping with new and unforeseen situations,evaluate and assess their own work and, generally to learn how to learn form their own successes and failures in ways which will help them to be more efficient learners in the future .”( Ibid)However, the fully autonomous learner is an ideal, rather than a reality . There are different degrees of autonomy Most researchers use the term“self-access” to refer to the approach that assists learners to move from teacher dependence to autonomy .On a general note, the term autonomy has come to be used in at least five ways .Benson & Voller [1] sum up as follows:for situation in which learners study entirely on their ownfor skills which can be learned and applied in self-directed learningfor an inborn capacity which is suppressed by institutional education;for the exercise of learners’ responsibility for their own learning;for the right of learners to determine the direction of their own learningFrom the descriptions above, learner autonomy can be seen to entail an empowered qualitative commitment and control over content and process of learning with an aware involvement, a feeling of responsibility toward learning and action in implementing the learning. Thus an autonomous learner is an enlightened, responsible action minded individual that critically appraises situation processes, actions and outcomes in order to reach obtainable aims and objectives.2.2 The Characteristics of AutonomyLearner autonomy places the learner at the center of focus, so it is important to identify the characteristics of an autonomous learner.Breen and Mann [2] def ined one as “an active participant in the socialprocessed of classroom learning …an active interpreter of new information in terms of what he/she already and uniquely knows… (someone who) knows how to learn and can use this knowledge in any learning situation he / she may encounter at any stage in his/her life”. In addition,Breen and Mann [2] characterize learner autonomy as “a readiness to take charge of one’s own learning”.Holec[6] define autonomous language learners as those who “initiate the pl anning and implementation of their own learning program” However as Benson and voller[1] points out “it may well be that the fully autonomous learner is an ideal rather than a reality”. He argues for degrees of autonomy and that learners potential for achieving different degrees depends on factors like their personality, their goals institutional philosophy and cultural context.Breen and Mann [2] combine eight qualities that characterize autonomous learners:the person’s stance towards the worldtheir desire for what it is they are learning。
人教新课标选择性必修一 UNIT 5 课文课件 a pioneer for all people
Para.4 D. Yuan decided to study agriculture.
Para.5 E. Yuan's innovation has helped to feed more people.
Para.6 F. Yuan cares little for fame or wealth.
major contributions and dreams.
2. summarized Yuan Longping’ high qualities, formed a new understanding of him and his deeds by thinking critically.
3. Reflected on your own dreams to make them more meaningful by following Yuan’s example.
Yuan considers
1.Whaihmpyisoeinslefheeratcofaallsertdmudeayrp.hioy1nbereidr?rice
Yuan’s innovation
3.W eahchat4yiesatrhmhieanosorCuehhtipnepualept?oeopdfleht.yobrfideeridce
Activity 4: analyzing why Yuan is a pioneer for all people A pioneer for all people
Pioneer n. A person who is the first to study a new area of knowledge.
Unit 5 Working The Land
人教课标版必修一英语Unit5 听说课 课件 (共17张PPT)
The following points should be included in with
facts 1. The life story of Nelson Mandela.
2. His achievements.
3. Your opinions on him.
2. When he was elected as president, he devoted himself to developing economics and having good education.
7. Mandela show. (pair work)
➢ You are going to make a short video to talk about Nelson Mandela.
3. Why was his law office closed by government?
4. How long was he in prison in Robben island?
5. Did he give up his fighting for equal rights when in prison?
A:Good morning. I am the reporter from Wushan TV. What do you know about Mandela?
B:…
A: What great things has he done?
B:…
A: What is your opinion on him?
作健康有序开展,得到了镇委、镇府和 群众的 一致好 评。 一、深入调查摸底,摸清村情民意
驻村后,为了及时掌握第一手资料,摸清 村委会 的情况 ,本人 和工作 组成员 把调查 研 究作为一项工作制度来抓,采取多种形 式开展 调查研 究:一是 “请进 来”。 分别将 村 干部和村民小组长“请”到村委会,召 开村两 委班子 扩大会 议,详细 听取了 党员干 部 、群众对村班子评价,了解当地民情风 俗、经 济发展 情况、 村发展 计划、 村里急 需 解决的问题等,使工作组初步掌握了该 村的基 本情况 。二是 “走出 去”。 为进一 步 了解村民所关心的热点、难点问题,听 取群众 对发展 本村经 济的意 见和建 议,有选 择
新教材人教版高中英语必修一 Unit 5 Listening and Talking课件
2. How about English? Does it have the second largest number of native speakers in the world?
Martin: Pants? That’s funny. I don’t usually go shopping with my friends for pants.
第二十五页，共三十二页。
Zhou Wei: You don’t? Don’t you like to have
somebody tell you if the pants
So what you’re really saying is…
第三十一页，共三十二页。
1. Find more expressions that may make people feel puzzled.
2. Discuss these expressions with your classmates.
very different? Zhou Wei: Really? So what does it mean?
Martin: In British English, the word “pants” means underwear. …
第二十七页，共三十二页。
• What does Zhou Wei want to buy? • Why does Martin feel puzzled about what Zhou
Look at the video. What difference between British English and American English can you see from the video?
新教材人教版高中英语必修一 Unit 5 Project课件
Noah Webster was a truly remarkable man, passionate, learned and energetic. He was the
author of the first American Dictionary.
第六页，共十五页。
What are they?
第九页，共十五页。
Use a English-English dictionary or the
Inter . Put your words into your word bank.
第十页，共十五页。
Decide how to organise the words.
Байду номын сангаас
• in alphabetical order: A, B, C, etc.
第十四页，共十五页。
Choose five words that are difficult/useful to you in this unit and put them into your word bank.
第十五页，共十五页。
calligraphy n. the art of producing beautiful writing
using special pens or brushes
第十三页，共十五页。
Exchange ideas with each other about how you made your word bank. Then discuss how you are going to use it to help your English study.
新教材人教版高中英语必修一 Unit 5 Project课件
人教版高中英语必修一第五单元.ppt
Sun Yat-sen founded the first Republic in China in 1911 after many years’ fighting. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
➢ It was in 52 and he had opened a black law firm to advise poor black people on their problems.
➢ After trying hard, I got a job in a gold mine.
➢ The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.
❖worry about/ be worried about
❖out of work ❖Youth League ❖as a matter of fact ❖blow up ❖be in prison/put…in
prison
Language points-2----Sentences (3m)
➢ The time when I first met Nelson Mandela was a very difficult period of my life.
Unit 5 Nelson Mandela---a modern hero
新课标人教版 必修一 Unit5 全单元课件(108ppt)
6
Sun Yat-sen founded the first Republic in China in 1911 after many years’ fighting. He strongly believed in the three principles: nationalism; people’s rights; people’s livelihood.
1948
1952
Elias left school.
Elias was 12 and met Mandela, who opened his law firm Elias blew up some government buildings.
1963
14
1. Elias met Nelson Mandela at school.
What’s the connection between them?
12
Structure of the Passage
How many parts can the text be divided into? Give the general idea of each part.
Part I Paragraph 1-2 The life of Elias’ life before
17
Possible answers 3. Why did he support violence when he did not agree with it?
Because he wanted to realize their dream of making black and white people equal.
2
Warming up-I----sharing (1m)
新人教英语必修一第五单元-PPT课件
1.Who is your hero ? 2.Why do you like him / her so much?
Evaluation only. ted with Aspose.Slides for .NET 3.5 Client Profile 5.2 Copyright 2019-2019 Aspose Pty Ltd.
What personal qualities do these people have? Are these famous people also great people?
Evaluation only. ted with Aspose.Slides for .NET 3.5 Client Profile 5.2 Copyright 2019-2019 Aspose Pty Ltd.
He was the first person who formulated(提出) “one country ,two Evaluation only. systems (一国两制 ) 5.2 ted with Aspose.Slides for .NET ” 3.5 Client Profile He has made Pty great Copyright 2019-2019 Aspose Ltd. contribution to China in recent thirty years.
Deng Xiaoping
Gandhi ( 1869 - 1948), Evaluation only. India
tireless 孜孜不倦的 calm镇静的 lovely 可爱的 handsome 帅气的
hard-working 勤劳的 honest 诚实的 intelligent 理解力强的 wise 明智的 warm-hearted Evaluation 热心的 brave 勇敢的 only.
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成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
(5)Which of the following is NOT the situation of the black in the early 1960s?
A．They had no rights to vote or choose who would rule them. B．They could not get any jobs. C．They lived in the poorest places in South Africa. D．They could not grow food in the places where they lived. 答 案 ： 1.(1)helped the black people (2)The life (3)The change (4)did 2．(1)～(5) ABCCB
Ⅳ.课文理解 1．Skim the passage and fill in the main idea of the whole passage and each part.
Paragraphs
Main ideas
Elias describes how Mandela (1)________ the whole text ________ ________ ________through his own
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
15．peaceful(adj.)和平的；平静的；安宁的→__p_e_ac_e___(n.) 和平
16．guidance(n.)指导；领导→__g_u_id_e___(vt.)引导 17．hopeful(adj.)怀有希望的；有希望的→_h_o_p_e_l_e_s_s (adj.)绝 望的 18 ． equal(adj.) 相 等 的 ； 平 等 的 → _e_q_u_a_l_ly__(adv.) 平 等 地 ； 相等地→equality(n.)平等；相等
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
课前新知预习
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Ⅰ.单词速记 1．_q_u_a_li_t_y__(n.)质量；品质；性质 2．__m_e_a_n___(adj.)吝啬的；自私的；卑鄙的 3．_g_en_e_r_o_u_s_(adj.)慷慨的；大方的 4．__f_o_u_n_d__(vt.)建立；建设 5．_m__an_k_i_n_d_(n.)人类 6．__le_g_a_l___(adj.)法律的；依照法律的 7．__s_t_a_g_e__(n.)舞台；阶段；时期 8．__v_o_t_e___(vt.& vi.)投票；选举(n.)投票；选票；表决
成才之路·英语
人教版 ·必修1
路漫漫其修远兮 吾将上下而求索
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Unit 5 Nelson Mandela—a modern hero
Unit 5 Nelson Mandela—a modern hero
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
4．我们被置于这样一个境地：要么被迫接受低人一等的现 实，要么跟政府作斗争。
We were put into a position _in__w_h_i_c_h_w__e_h_a_d_e_i_th_e_r_t_o_a_c_c_e_p_t _w__e_w__e_re__le_s_s_i_m_p_o_r_ta_n_t__， or fight the government. (介词 ＋ 关系 代词引导的定语从句)
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人ห้องสมุดไป่ตู้版 ·英语 ·必修1 ·十二省区
2.Choose the best answers according to the passage. (1)Why did Elias have to leave his education? A．Because his family didn't have enough money for him to continue his education. B．Because Mandela wanted him to work with him. C．Because he had to do more important work. D．Because he needed further education.
5．只有到这个时候，我们才决定用暴力反抗暴力。 _O_n_l_y_t_h_e_n_d_i_d_w__e_d_e_c_id_e__to__answer violence with violence. (only＋状语置于句首要倒装)
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
课堂要点探究
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
(2)How did Nelson Mandela help Elias keep his job? A．He talked with Elias' boss. B．He helped him get the correct papers. C．He lent him some money. D．He offered him a job.
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
(4)In Elias' eyes, Mandela was ________. A．silent and helpful B．rich but selfish C．kind and helpful D．poor but kind
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
9．__a_tt_a_c_k__(vt.)进攻；攻击；抨击 10．_w__il_l_in_g__(adj.)乐意的；自愿的 11．__u_n_f_a_i_r _(adj.)不公正的；不公平的 12．active(adj.)积极的；活跃的→_a_c_t_iv_i_ty__(n.)活动 13 ． self(n.) 自 我 ； 自 身 → __s_e_lf_i_sh__(adj.) 自 私 的 →_s_el_f_le_s_s__(反)无私的；忘我的→_s_el_f_le_s_s_ly_(adv.)无私地；忘我 地 14．devote(vt.)献身；专心于_d_e_v_o_t_e_d_(adj.)忠实的；深爱的 →_d_e_v_o_ti_o_n_(n.)忠实；献身
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
Ⅲ.完成句子 1．第一次见到纳尔逊·曼德拉的时候，是我一生中非常艰 难的时期。 The time _w_h_e_n_I__fi_rs_t_m__e_t _N_e_l_so_n__M__a_n_d_el_a_was a very difficult period of my life.(关系副词when引导的定语从句) 2．那是在1952年，曼德拉是我向其寻求帮助的一位黑人律 师。 It was in 1952 and Mandela was the black lawyer _t_o_w__h_o_m__I_w__en__t _fo_r_a_d_v_i_c_e_.(介词＋关系代词引导的定语从句)
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
3．过去30年来所出现的大量法律剥夺我们的权利，阻挡我 们的进步，一直到今天，我们还处在几乎什么权利都没有的阶 段。
The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage _w_h_e_r_e_w_e__h_a_v_e_a_l_m_o_s_t_n_o_r_i_g_h_ts_a_t_a_l_l. (where引导的定语从 句)
Unit 5 Section Ⅰ
成才之路 ·高中新课程 ·学习指导 ·人教版 ·英语 ·必修1 ·十二省区
(3)Which of the statements about Elias is WRONG? A．He had to leave school for poverty when he was 8. B．Lack of education, he was poor in reading and writing. C．He worried that he would lose his job because he had little education. D．It's hard for him to find a job in a gold mine so he values it much.