必修1 unit5 教案
人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading
必修一Unit 5 Nelson Mandela—a modern heroReading一．Type 教学课型：Reading 阅读课本文以Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。
同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。
教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。
文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。
伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。
当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。
伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。
曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。
因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。
这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。
在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。
为熟悉本课的内容作了铺垫。
虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。
本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。
1. Teaching Aims教学目标1）Knowledge objectivesa.Students will be able to learn the useful new words and expressions in this part:Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote, guidance, blow up, in troubleb. Enable the students to read Elias’ storyc. Guide the students to know the qualities of Nelson Mandela as a great leader2) Ability objectivesa.Develop the students ’reading skills, such as fast reading ,careful reading and summarizingb.Improve the students’ comprehension ability3) Emotion objectivesa,Understand the qualities great person have in common and learn the fine qualities from themb.Develop the students’ moral quality2.Teaching important points教学重点a.Enable the students to read Elias’ story and Learn to grasp the main idea of the text.b.Enable students to talk about the fine qualities of great people,especially Nelson Mandelac.Improve the students’ reading ability3.Teaching difficult points 教学难点a.How to grasp the main idea of the text.b.How to help develop students’ reading abilityc.How to help students learn from Nelson Mandela4.Teaching methods 教学方法a.Student-centeredb.Task-based teaching method(任务型教学)c.Discussion5.Learning methods 学习方法Individual or pair work and group work6.Teaching Aids 教具准备The multimedia三．教学设计1. 总体思路本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论) and role play 。
Unit5-The-Monarch’s-Journey-教案-高中英语必修第一册
The Monarch’s Journey教学目标：1.Master the process of monarch’s journey and some new words eg. Migrate , caterpillars, crash et.2.Learn to retell the process of the journey and take actions to help protect the monarch’s butterfly.3.Have a wareness of protecting the rare creature.教学重难点：1.Learn the process of the monarch’s journey.2.Have a wareness of protecting the rare creature.教学过程：1.Lead-in （5 minutes）Share some pictures about the migratory animals.Play a video about animal migration, ask students how they feel and share. (Justification: Arouse students’ interest and enliven the classroom atmosphere )2.While- reading1)Go through the pasage quickly and answer the following questions: (5 minutes)●What’s the main idea of each paragraph?Para1：the definition of migrationPara2-3: introducation of monarch’s butterfly’ migrationPara4: the reasons of the migrationPara5: the measures of protecting butterfly●What type of writing styles does the passage belong to?Expostion●Where are you most likely to find the passage?A popular science article2)Read the passage again and think carefully and complete the following questions:(20 minutes)●Read the para1: what’s the migration? Why do they migrate?●Read the para2: answer the three questions: about monarch’s migration: whenwhere how long.●Read the para3: how did they migrate?●Read the para3 again, and complete the activity 4 on page52●Read the para4: what cuased they migrate? Human activities: destroy the natureenvironment;cut down trees; use chemical●And then complete the activity 4 on page52●Read the para5: conclude the measures to protect the monarch’s butterfly. (Justification: Students can master the details of knowledge, understand the migration process, causes and difficulties of butterflies, and stimulate students' awareness of protecting such creatures )3.Post-reading: further- thinking (15 minutes)●Show other creatures with difficulties in migration, in the form of pictures orvideos.●ask students to dicuss 5 minutes in their groups and share their viewsIf you are an expert of the biological protection association, you will act in a lecture at a university, mainly introducing the migration activities of monarch's butterfly, giving examples of protection measures, and calling on the public to participate in the action of protection.4.HomeworkWrite down your protective measures and view in the form of a composition.。
新人教版必修一Unit 5 Languages Around the World Grmmar教案
必修一Unit 5 Languages Around the World Grammar教案Learning aims:语言能力：主题：世界上的语言词汇：billion, native, attitude, reference, refer, system, despite, factor…语法：理解并运用关系副词when, where, why引导的定语从句；理解in/on/at which在定语从句中相当于when, where。
学习能力：运用寻读技巧快速找到阅读文本的相关信息；结合上下文理解词义。
文化意识：了解汉字的发展史，思考未来汉字的发展与使用；了解联合国的六种工作语言，从多角度思考外语学习的动机，积极探寻和思考语言学习的各种技巧和方法。
思维品质：通过观察语言和文化的发展，客观分析，辩证思考事物发展的因果关系；从多个视角认识世界，归纳与建构影响中国发展的多元因素。
Procedures:Step 1: lead-inOne language sets you in a corridor for life.Two languages open every door along the way.—— Frank Smith Step 2 Discovering Useful Structures of the Attributive Clauses定语从句Attributive Clause /Relative Clause1，定义：一个句子跟在一个名词或代词后进行修饰限定叫做定语从句。
按语法句式，定语从句在整个句子中做定语的成分。
被定语从句修饰的名词或代词叫先行词。
2，关系词分为：关系代词：who，whom，whose，which，that，as关系副词：when，where，why3，关系词的三大作用：连接作用；替代作用；成分作用。
It is the day when we went to school. 代替the day, 做时间状语。
Unit5+口语课教案 高中英语人教版(2019)必修第一册 (1)
Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。
高一英语必修一unit5教案模板
高一英语必修一unit5教案模板高一英语必修一unit5教案3Ⅰ. Teaching Basis (教学依据) ：《一般高中英语新课程标准》Ⅱ. The Type of the Text (课型) ：Revision (复习课)Ⅲ. Teaching Methods(教学方法): Question-based method(提问式)，Group discussionmethod(小组争论法)，Cooperative learning(合作探究)，Practicing(练习).Ⅳ. Teaching Aids (教学手段) ：Multimedia computer(多媒体电脑)，Learningpaper(导学案)，Blackboard(黑板).Ⅴ. Teaching Aims(教学目标) ：①Knowledgeaims(学问目标):words: achievement, specialist, organization, hard-working, confident.. phrases: put to death, mean doing, eitheror, the bond between, structure: only+., It is/was+.+that. grammar: Subject-verb agreement.②Ability aims(力量目标): Develop the students ability to use the importantlanguage points, enable students to describe people using the adjectives.③Emotional aims(情感目标): Encourage the students to think about what makes aperson great.Ⅵ. Teaching focuses(教学重点)：Get the students to review and consolidate what theyhave learned in this unit.Ⅶ. Teaching difficulties(教学难点)：Get the students to turn what they have learned into their ability.Ⅷ.Teaching procedure(教学过程)： Step 1 复习学案状况反馈(1分钟)Step 2 lead-in ：通过图片展现的方式，过渡到学问竞答类节目《一站究竟》，本节课也将仿照这种模式授课。
最新人教版高中英语必修一unit5《nelsonmandela》全单元教案.doc
Unit 5 Nelson Mandelaa modern heroContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析 (Analysis of the teaching materials三、教学安NF (Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)、教学目标和要求(Teaching aims and demands)根据课程标准实验教材(英语必修)关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1.语言知识(Knowledge)词汇(Vocabulary ):能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold league , stage , vote , position , accept , violence , equal , blanket , degree, guard , educated , terror , fear , cruelty , reward , right (n. ), criminal , leader , president , sentence (v. ), sincerely短语(Phrases and expressions) : lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , setup , be sentenced to功能(Functions):学习掌握一些用于发表意见与评论的结构句式，如：1. 发表意见(Giving opinions )Why do you think so? What do you think of …？ What's you opinion?agree / don't agree. I think / don't think .... I prefer .... In myopinion ....I'm afraid ....2.评论(Making comments)Good idea! That's an excellent idea .语法(Grammar):定语从句(II )(由where, when, why, 介词+ which, 介词+ whom引导的定语从句)The school where I studied only two years was three kilometres awayThis was a time when you had got to have a passbook to live in JohannesburgThe reason why I got a job was because of my hard work .•••we were put in a position in which we had either to accept we were less important, or fight the Government .The person to whomyou should be grateful for a peaceful South Africa is Nelson Mandela.扩展词汇：negative（消极的），heroine（女主角，女主人公）,unwilling（不情愿的），nation（国家，民族）,sacrifice（牺牲），realize （认识到），give up （放弃）,riches （财富）,Bible （圣经）,revolution （革命）,career （职业）,equality （平等），fairness（公平）,conflict （冲突），biography （自传），beliefs （信仰），Christianity （基督教），religion （宗教），priests （牧师），version （翻译），readable （易读的），adventure （冒险）,scholar （学者）,sympathy （同情）,,campaign （从事活动）,communist （共产主义者）,injustice （不公平）,oppose （反对），pilot(飞行员) , boycott (联合抵制)2.语言技能(Skills)听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
英语人教版高中必修一 教案Unit 5 Discovering Useful Structures
Unit 5 Languages Around the WorldPeriod 3 Discovering Useful Structures教材分析本节课为语法课，主题为“描述你喜欢的事物”(Describe your favorite things)。
教学内容为限制性定语从句和关系副词when，where，why，介词+which的用法。
首先，通过观察上一课时“Reading and Thinking”课文中出现的句子，要求学生归纳限制性定语从句中关系副词的用法。
接着，通过完成单句填空、语篇填空等练习帮助学生更加熟练地掌握限制性定语从句中关系副词的用法。
最后，通过真实语境，进行语言输出。
利用定语从句准确表达自己的喜好，描述最喜欢的人、物、时间、地点、原因等。
教学目标在本课学习结束时，学生能够：1. 观察和归纳限制性定语从句中关系副词when，where，why，介词+which的用法。
2. 运用定语从句的语法知识，理解语境、语篇意义。
3. 运用定语从句表达看法和描述喜好。
教学重难点【教学重点】1. 掌握限制性定语从句中关系词的用法。
2. 理解含有限制性定语从句的语篇。
【教学难点】运用定语从句，准确描述喜好。
教学过程Step 1 Warming-up1. When does written Chinese language date back to?2. What is longgu?Step 2 ObservingRead the sentences from the passage and underline the restrictive clauses.设计意图：学生观察句子，复习限制性定语从句，找到由关系副词引导的限制性定语从句。
Step 3 Grammar SummaryRead the grammar notes on P110 and P111.设计意图：讲解课后P110-P111的语法要点，学习关系副词引导的限制性定语从句。
【教案】Unit+5Discovering+useful+structures教学设计人教必修第一册
主题单元分课时教学设计课题指向核心素养的高中英语主题教学（第4课时）课时类型Discovering usefulstructures学时40分钟教学素材PPT, 视频资料指导思想和理论依据1.主题为语言学习提供主题范围或主题语境。
学生对主题意义的探究应是学生学习语言的重要内容，直接影响学生语篇理解的程度、思维发展水平或语言学习的成效。
语言技能是语言运用能力的重要组成部分。
学生应通过大量的专项和综合性语言实践活动，发展语言技能，提升认知策略技能——在语境中学习词汇和语法。
2. 英语课程标准提出了指向学科核心素养的英语学习活动观，即学习活动的设计应以促进学生学科核心素养发展为目标，围绕主题语境，基于语篇，设计学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动。
使学生基于已有知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进自身语言知识学习、语言技能发展、文化涵养理解、多元思维发展、价值取向判断和学习策略运用。
内容分析/语篇研读/文本分析依托大单元主题的主题背景来引导学生自主探究语言结构和语法的学习。
该课是本单元的第四课时，其主题意义为“描述你喜欢的事物”。
在语言大观念构建方面，该课初步感知认识限制性定语从句，正确使用that、which、 who、whose、whom等连接词，能使用限制性定语从句描述自己喜欢的事物，在提高英语语言能力的同时发展逻辑思维能力。
What本课语篇是一篇记叙文，讲述了少年Jack在学习德语的经历。
文章先以“我”面对德语学习的畏难情绪开头，诉说了“我”在德语学习时对单词和语法的难以掌控感。
在这之后，“我”向妈妈诉苦，表示自己想要放弃德语的学习。
而妈妈为了鼓励“我”继续学习，劝导和启发我德语学习还有诸多益处，即便将来不在德语国家生活，也能增益智慧、锻炼大脑。
此后的一天，“我”在学习德语时，发现德语对他而言比从前简单了很多，并且，得益于他对德语的掌握，现在他也能从新的视角看世界了。
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Unit5 Nelson Mandela a modern hero-reading教案一、教学课型：阅读课本单元的中心话题是当代英雄曼德拉。
故事的主题内容分成三部分，本篇阅读文章是其中的一部分，由穷苦的黑人工人伊莱亚斯叙述的他眼中的曼德拉，从侧面向我们介绍1952~1963年期间的曼德拉。
通过本课教学，让学生了解是什么品质和才能使曼德拉成为一个伟人，他不仅在困境中仍然能够激励人们追随他的理想与事业，而且他已经成为了人们心中公平与正义的象征，鼓励学生向他学习，以提高自身素质。
二、教材分析1、教学内容：（见文末）2、教材处理：首先由一首真心英雄引出本文的话题—英雄。
学生思考自己心目中的英雄（开放性）。
通过幻灯片呈现7位伟人的图片，让学生猜出他的名字，区别伟人和名人。
引出本文的伟人---曼德拉，然后进入课文的阅读。
在本课中，除了遵循传统的“导入—快速阅读—判断正误—就课文内容回答问题—总结”阅读课教学模式之外，紧紧围绕阅读主题，利用课文提供的丰富语言材料，设计多种形式的词汇练习，以达到：（1）加强词汇学习，使学生熟练掌握、运用所学新知识；（2）帮助学生排除阅读障碍，更准确理解课文。
三、教学目标：1、介绍黑人工人伊莱亚斯的生活，理解课文大意。
2、使学生了解曼德拉的生平事迹，认识伟人所应具备的优秀品质并向他们学习。
3、训练学生的阅读方法和阅读技能，提高学生的阅读速度和理解的准确率。
教学重点和难点：（1）讨论伟人所具备的优秀品质，学会表达自己的观点并发表评论。
（2）培养学生良好的阅读习惯，使其形成有效的阅读策略。
四、学情分析根据新课程标准的理念，教师在教学中应树立以学生为中心的教学思想，设计以学生为中心的教学活动，让每一个学生都能体验和参与到学习活动中来。
教师所任教学校的学生整体处于中低挡水平，学生基础和学习习惯都有待提高，阅读习惯和策略方面也没有达到高中要求，再加上本班学生几乎都来自农村，语音语调不标准，给听力带来很大障碍。
此外，初高中英语教材和教学方法严重脱节。
所有这些原因促使高一英语教师在教学上应做好各方面的衔接教育工作。
在每个教学环节教师应充分考虑学生已掌握的知识情况，因材施教。
五、教学设计1、总体思路在设计本课教学时，采用了多种教学方式，比如在Listening中训练学生获取信息的能力，在Speakingtask中训练学生的口语表达能力，通过概括段落大意、以时间为线索重新整理课文培养学生的理解能力，通过完成Homework提高学生的写作能力，并能够用课文中的精彩语句表达自己的思想和感受。
2、Procedures(教学过程)Step 1.Lead-in(导入)Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, askthe Ss some questions in a moving atmosphere.Q: do you know what it is aboutS :HeroQ: Who is your hero/heroine/ Who do you admire in your heartMost great people are also famous people,but famous people may not be great people.(pictures introduction)Bethune诺曼白求恩Armstrong Yat-sen Mao Liwei7. Martin Luther King（I have a dream）(Show a picture of Nelson Mandela)Q: How much do you know about Nelson Mandela Is he a great man Why Introduce the background of Nelson Mandelawas the first black president in ___________.fought for the ___________ and was in prison for_____years.helped the black people to get the___________as white people.T: It seems you know Nelson Mandela a little. Do you want to know more about him Let’s readthe following story and see what Elias thinks of Nelson Mandela.Step2Skimming (First reading)---------Skimming to get the main idea Divided the text into two partsGive the general idea of each part.Part I (Para1-)The life of Elias’life______ he met Nelson Mandela.Part II (Para -5)The change of Elias’life _____he met Nelson Mandela and what Mandela didStep3 Scanning (Second-Reading)---------- Listen and answerTrue or Falsemet Nelson Mandela at school.left school because the school was too far from his home.Mandela was a black lawyer.had to get a passbook to keep his job.Mandela helped him keep his job.trusted Nelson Mandela and he joined the ANC Youth League.was willing to blow up government buildings.Mandela thought violence was a good way to help black people.Step4 Careful Reading(Third-Reading)Group Discussion:did Mandela help EliasMandela told him________ the correct papers so that he could keep his job 2.What unfair situation did black people face in South AfricaThey could not ____or choose their leadersThey couldn’t get_____ they wanted.They had to live in__________________.3.How did Elias support MandelaHe joined ___________________.He helped Mandela ________some government buildings.Make a timeline of Elias’ life.(match the right time with Elias' life)1940He was four years old .1944He was born.1946He left school.1948He met Nelson Mandela.1952He helped blow up some government building.1954He was 14 and encouraged by Mandela.1963He began school.Step5 Post-Reading(读后)1. Choose the best answer’s the relationship between Mandela and Eliasand son and studentis the text mainly aboutpoor life of black people in South Africa.life of Mandela.Mandela helped Elias.Elias met Mandela.can weinfer(推断)from this passagewas a black worker in Johannesburg.received little education when he was young.opened a law firm to help black to solve their problem.people in Johannesburg were not treated equally.was Elias' attitude to MandelaSummary:Mandeladidplayanimportantpartinmakingtheblackandwhite isman.Homework:the passage more and try to retellsome useful words and phrases.《光辉岁月》献给南非黑人人权精神领袖曼德拉的一首对自由的颂歌。
agreat。