必修1Unit5Reading
Unit 5 Reading and thinking 知识点课件-高中英语人教版必修第一册
单句语法填空
(3) Despite what others say,he thinks it is worth reading.
(4) Although/Though what others say annoyed him, he
still carried out the plan.
2.【教材原文】It dates back several thousand years to the
business一般指公事、正事或商业事务。
考点二
appreciate vt.欣赏;重视;感激;领会 vi.增值
appreciate sb’s/one’s doing sth 感激/感谢某人做某事
I would appreciate it if... 假如……我将不胜感激。
学以致用
用affair,matter,event,business的适当形式填空
( 角色
(6)There is a serious side to her character.( 性格 )
(7)The whole character of the school has changed since a
new teaching method is introduced.( 特色 )
a variety of/varieties of 多种多样的;形形色色的
vary vi.变化;不同
various adj.各种不同的;各种各样的
考点二
character n.文字;符号;角色;品质;特点
语境领悟
(1)Mr Brown doesn’t know Chinese characters.
useful but inexpensive things.
人教课标版高中英语必修1 Unit5_Reading_长难句型精析
Unit5 Reading长难句型精析1. the+序数词（+名词）+to dothe+序数词或由the+序数词修饰的名词后要用不定式作定语。
the+序数词、the last、the only、the next等或被这些所修饰的名词或代词后常用不定式作定语。
教材原文He was the first man to land on the moon in July 1969.1969年7月他是第一个登上月球的人。
本句中的不定式短语to land on the moon 作后置定语，修饰the first man。
经典例句①He was the first guest to arrive.他是第一个到达的客人。
②She was the only one to survive the air crash.她是这次空难中唯一的幸存者。
③Miss Brown was the next to rise to speak.布朗小姐是下一个站起来发言的人。
即时训练1完成句子1. 他是第二个听到这个消息的人。
He was the second person_____________.2. 我们正在寻找一个住的地方。
We are looking for somewhere______________.3. 他能和别人友好相处是他主要的优点。
His ability others______________ is his chief advantage.参考答案：1. to hear the news2. to live3. to get along/on well with2. 无生命名词作主语的拟人用法表示时间、地点或其他无生命的名词作主语，谓语动词是see、find 或witness 等词时，是一种拟人手法，用来增加语言色彩，意为“（在某段时期或某地）发生（某情况）”。
教材原文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. 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，我们还处于几乎什么权利都没有的阶段。
高中英语必修一Unit 5 Reading(人教版)全面版
Paragraph 1:
1. How old was Elias when he first met Mandela? He was twelve.
2. What was Mandela at that time? He was a lawyer.
3.What did Mandela do to help black people?
Paragraph 4:
What was the situation of black people at that time?
3. Why didn’t Elias have a passbook? Because he wasn’t born there.
Paragraph 3:
How did Mandela help Elias?
Mandela told Elias how to get the correct papers so he could stay in Johannesburg.
Fast reading
How many parts can the text be divided into? Give the general idea of each part. Part 1 (para 1-2)
The life of Elias before he met Nelson Mandela.
vt. & vi. 投票; 选举 n. 投票; 选票; 表决 vt. 进攻; 攻击; 抨击 n. 暴力; 暴行 adj. 相等的; 平等的 adj. 反黑人的 vt. 判决;宣判 n. 民主主义;国家主义 n. 生计;谋生
Expressions Preview
1. 乐意做某事
基础课时分层-高一英语必修一_Unit5_Reading_教材基础巩固
基础课时分层-Unit5 Reading 教材基础巩固一、单词拼写1. ________ n. 质量;品质;性质→________ adj. 具备……的学历2. ________ adj. 积极的；活跃的→________ adv. 积极地→________n. 活动3. ________adj. 慷慨的；大方的→________adv. 慷慨地；不吝啬地→generosity n. ________4. ________n. 安静；平静；和平→________adj. 和平的；平静的；安宁的→a dv. 和平地;平静地5. ________vt. 献身；专心于—devoted adj. ________→________n. 奉献；忠诚6. ________adj. 公平的；公正的→________n. 公正，公平→________ adv. 公平合理地→________adj. 不公平的；不公正的→________ adv. 不公平地7. hope n. & v. ________→________adj. 有希望的；怀有希望的→________adv. 充满希望地，怀有希望地→________ adj. 无望的→ ________ adv. 完全地；8. ________adj. 法律的；依照法律的→________ adj. 违法的9. ________ 暴力；暴行→violent adj. ________→________adv. 强烈地10. ________ adj. 相等的；平等的→________ adv. 平等地→equality n. ________二、短语互译1. as a matter of fact ________2. be equal to ________3. out of work ________4. 使充气；爆炸________5. 与……作斗争________三、用适当的短语完成句子1. He is a selfless doctor and he ________ himself________ (致力于)his career.2. Who will you________ (投票赞成)in tomorrow’s election?3. I________(对……感激)my parents for all that they have done for me.4. Miss Zhou, a warm-hearted and helpful lady, always helps those who are________ (处于困境).5. Jack is quite stubborn and he ________ (从不乐意)change any of his opinions.6. The girl________ (在……方面积极的) organizing all kinds of activities.7. He________ (被投人监狱)because he had stolen someone’s expensive car in the parking lot.8. Whenever you meet trouble, don’t hesitate to ________ (求助于我).9. We have made great progress in our spoken English________(在……的指导下)our foreign English teacher.10. Our country is________ (受到攻击)and is facing the greatest challenge in its history.四、翻译句子1. 我们班长总是第一个来到学校。
人教版高中英语必修一Unit5Reading课件
（madeofdingshangtuwen）
Unit 5 Nelson Mandela
---- a modern hero
(reading)
Elias’ Story
What’s the relationship between them?
A.Strangers B.Helper and
some government buildings.
Divide the text into two parts
Part I before
Para. 1
Elias met Mandela
Para. 2 Para. 3
Part II after
Para. 4 Para. 5
The hard life of Elias before he met Mandela
1.How did Mandela help Elias?
He told Elias how to get the correct papers, so Elias could stay in Johannesburg.
2.What unfair situation did black people face in South Africa?
Because he knew it would helprealize their dream ofmaking black and white peopleequal .
the Main Idea of Each Part
Part 1 (Para1-2) A The hard life of Elias before he met Mandela. B The experience of Elias C The experience of Mandela.
人教版必修1Unit 5 Reading and Thinking P62-63
While-reading Read the text quickly.
Try to find the main idea of the passage.
The passage tells us:
The Chinese writing system
Development Functions Importance
developed as a form of art done with a brush. It is
believed that Chinese calligraphy d__a_t_e_s_b__a_c_k_ to at
3. Even today, no matter where people live or what dialect they speak, they can still communicate in writing. (Para. 4)
Para. 5… Para. 6…
Try to find the details of the passage.
接下页
1. China is widely known for its ancient civilisation which has continued all the way through into modern times, ... but one of the main factors has been the Chinese writing system. (Para. 1)
It allowed Chinese people, no matter where they lived or what dialect they had, to communicate with each other. 2. How does written Chinese connect
高中英语人教版(2019)必修第一册Unit 5 Reading for writing 教学设计
教学设计一、整体设计思路本课文符合教学对象的水平，课型为说明文的阅读课，教师根据文本特点，把课堂重点放在文本信息预测、解读和评价上，通过多元阅读目标相结合，实现对学生语言能力，文化品格，思维品质和学习能力的提升。
本人力求借助思维导图，重视阅读评价，打造一节“基于文本—深入—超越文本”的深度阅读理解教学课。
本节课主要设计了以下几个教学活动：1. 文本分析【What 】本文的主题是“中国语言文字书写体系”。
文本按时间顺序介绍了中国语言文字的发展历史，并强调了语言文字即是中国文化的重要组成部分，又对中国文化的传承起着重要作用。
【Why 】在阅读的过程中，要引导学生分析为什么每个阶段的中国文字会呈现出不同的特点。
【How 】语言文字本身就是文化，那么语言文字又是如何起到传承文化的作用的呢。
教师要引导学生深度阅读思考和分析。
2. 学生分析学生为高一年级普通班的学生，语言能力相对比较薄弱，依次教师只能从基本文本出发，从理解基本事实，到分析原因，及时反馈，到最后升华到探究式和开放式问题，用多元阅读目标相结合的方式，达到阅读目的，实现核心素养的培养。
二、教学目标通过这节课的学习，学生将能够:1. 借助Mind map 勾画出中国语言发展；2. 积极思考语言文字和文化之间的关系。
语言文字的重要性。
3. 对中国语言文字的发展方向有自己独立的思考和判断。
三、教学重难点教学重点：1. 指导学生了解中国语言文字发展的主线条。
2. 引导学生思考语言与文化的关系。
教学难点：引导学生开放思维，探究学习，总结现象背后的原因。
课文标题 The Chinese Writing System: Connecting the Past and the Present 单元名称 Languages around the world 教材版本 2019 人教版高中英语必修第一册 授课年级 高一Warming-up & Pre-reading PredictReading and thinkingPost-reading Read for facts: timeline and characteristics Think critically and discuss Read, analyze and summarize: reasons, significance and logic四、教学过程教学环节教学活动设计意图核心素养培养目标时间安排Warming up&Pre-reading 1. T shows pictures of theorigins of the human writtenlanguages.2. T asks the Ss what theyexpcect to know about theChinese writing system.1. 利用图片，创设情境，引入话题, 激活学生已有的认知和经验，并激发学生对于文本探索的愿望；2.词汇学习，为文本理解做铺垫。
2019年苏教版高中英语必修一课件：Unit5 Reading (共17张PPT)
Elias’ problem He needed to get a passbook so he could live in Johannesburg.
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
The hard life of Elias before he met Mandela
Information about Elias
He was a poor black worker in South Africa. He had little education, so he could not read or write well
determination，
belief… …
2.Who helps you most in your life?
I think ……helps me most, because……
Homework
Surf the Internet to find more information about Nelson Mandela and you are expected to present it to your peer in the next class.
Unit 5 Nelson Mandela----a modern hero
Reading
ELIAS’ STORY
What’s the connection between them?
A.Strangers B.Helper and
supporter C.Father and
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Unit 5 Nelson Mandela--a modern hero（二）阅读课一、教学内容： Reading; Comprehending二、教学目标：1． 能力目标在本节课结束后，学生能够● 借助上下文情景推测新词汇的词义。
● 根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介绍。
● 在教师的引导下完成课文内容的简单复述。
2．目标语言● 重点单词和短语lawyer, guidance, legal, fee, out of work, hopeful, vote, attack, violence, as a matter of fact, blow up, equal, in trouble, unfair, turn to● 掌握征求意见和表达意见的基本功能语句（详见课本39页Speaking and writing 部分提供的功能语句。
）3．文化目标了解关于南非人权斗争的历史背景以及纳尔逊٠曼德拉早期的政治生涯，体会种族歧视给黑人带来的不公平的命运。
三、教学步骤：步骤一 复习和引入1．教师就前一节课学过的内容提出一些问题，要求学生回答问题时使用所学的新词汇。
2．教师向学生明确本节课任务：读故事，了解Nelson Mandela 。
设计意图：复习的环节起着承上启下的作用，帮助学生温故而知新；明确学习任务使学生在一开始就非常清楚自己的任务，对教学的顺利开展是必要的铺垫。
步骤二 读前1． 给学生播放香港乐队Beyond 为纪念Nelson Mandela而创作的歌曲“光辉岁月”的MV ，让学生根据MV 中的片断、歌词以及已有的知识谈论对曼德拉的认识。
教师提出问题：How much do you know about Nelson Mandela?2． 根据学生的回答，在黑板上列举曼德拉的相关信息。
如果学生对该人物并不熟悉，教师可以简单介绍曼德拉的一生，通过板书呈现关键信息和部分新词汇。
1.What qualities does a great person have? Use some adjectives you have already learned.2.What did Sun Yat-sen do for Chinese people?3.Who wrote the bible in English?4.Who freed his country from the UK? How?5.Who fought for the rights of black people inSouth Africa all his life?Can you answer these questions?I RevisionToday ’s task:Read and learn about Nelson Mandela.Q: How much do you knowabout Nelson Mandela?II Pre-readingNelson Mandela is:•a famous leader in South Africa •former president of South Africa •founded the ANC Youth League •selfless fighter设计意图：Nelson Mandela 虽然是当代著名人物，但毕竟离学生的现实生活有一定距离。
通过一首耳熟能详的流行歌来了解这一人物，使学生感到亲切，对Mandela 产生兴趣，并能从歌词和画面中感受到世界人民对Nelson Mandela 的敬意。
教师在介绍人物的过程中不断复现或呈现部分新词汇，不仅减少了学生阅读过程中的障碍，还可以加深学生的词汇记忆，并为后面的复述环节埋下伏笔。
步骤三 阅读 1．教师提出几个问题，引导学生读文章标题，看插图，预测故事中的人物和背景。
2．让学生快速阅读首段和末段，对前一活动中的第二、第三个问题进行验证。
3．仔细阅读课文，了解文章主要内容，通过上下文猜测新词汇含义。
1）阅读前，学生先浏览第35页的练习1，做好读的准备。
教师针对文中新词汇给出鼓励和指引：阅读的过程不查词汇表，通过构词法、上下文和常识大胆猜测，猜不出来就先跳过。
2）让学生仔细阅读课文，完成练习1，判断句子正误，并更正错误信息。
3）将学生分成小组，让他们讨论阅读中的生词含义，并按猜词策略进行分类。
4）教师通过简单的词语释义配对练习，检查学生是否正确理解新词汇的含义。
4．学生再次阅读课文，两人小组合作回答问题，教师宣布答案供查对。
5． 教师引导学生再次阅读并思考故事中引用的Mandela 所说的话，更深刻地体会当时黑人的生存状况和Mandela 事业的意义所在（课本第35页练习4），理解后朗读这两句话。
设计意图：整个阅读过程的设计体现了预测——求证的思路，目的在于激发学生读的欲望；阅读的任务训练了学生在细节的获取和整理及猜测词义方面的微技能，培养他们的阅读策略和词汇学习策略。
最后一步对文中重要句子的理解，有助于学生更深刻的理解单元主题。
•What should you read first to find out whatthe story is about? (The title)•Who ’s Elias? Is it a nick name for Nelson Mandela or for another great person? (A black worker.)•Where does the story happen? (In SouthAfrica)1 Think about the questions before youread:III Reading2 Read quickly and check whether yougot the answers right.Word study: Guessing the new wordsGuess by the formation of words:Guess by the context:Guess by common sense:votelawyer guidance hopefulequalattack fee out of work blow uplegal violence Tips: We usually combine these ways together to understand a reading passage.________help and advice given to someone ________not have a job ________money paid for going to school ______relating to law________someone whose job is to advise people about laws ________point in the development of something________ the same in size, number, degree, status, etcFind the words that mean the same from the text.5. Think and discuss the quotes from Mandela! (Ex. 4, Page 35)•In Quote 1, what does the word “see ”imply?•In Quote 2, what does the word “only ”imply?Imagine you are Nelson Mandela or one of his men. Read the quotes and tell the whole world in your own words how you feel about all the unfair situation.•What was Elias ’attitude towards the unfairsituation black people faced? How do you know?•Why did Nelson Mandela turn to violence to make black and white people equal?•What was Elias ’feelings towards Nelson Mandela and using violence?4. Group work: discuss the following questions步骤四 复述Elias 的故事1．教师提供以下引导性问题以及可供表达的词汇或句型，学生两人之间进行故事接龙游戏。
2．给予学生一定的活动时间，然后请几组同学向全班展示。
设计意图：这一步骤是对阅读文章的信息和语言进行复习整理的过程，使学生得以及时回顾课堂学习的内容，也可算是课堂小结的一个部分。
双人轮流说的形式使每个人在有限的时间内都能有说的机会。
步骤五 小结和家庭作业1．小结今天学习和探讨的内容，包括对文章主题的理解，如何根据语境猜词等。
2．布置课后任务，包括： 1）复述故事，叙述中尽量使用本课中出现的新词汇。
2）复习本节课出现的词汇，要求掌握读音和意义，并完成课本第36页练习1和2。
设计意图：最后的小结帮助学生回顾梳理整节课的思路，把握重点，为课后复习提供指引；课后作业中的词汇练习帮助学生复习巩固词汇；缩写练习是课堂活动的延续，经常性的写小段的文章，使学生在写的技能上得到更多锻炼。
Pair work:Retell the story of Elias using the thirdperson.Tips:•Who was Elias?•How did he meet Nelson Mandela?•What did he do later? •Why did he do that?IV Retelling1.Retell Elias ’story, using as many as you canthe new words and phrases.2.Review the words you have learned from thislesson.3.Do Ex. 1 & 2 on Page 36.V Homework。