人教版高中英语必修一unit5 Reading
——a modern hero
Nelson Mandela (1918-), South Africa He was the former president of South Africa who fought for black people and was in prison for almost thirty years. He helped the black people to get the same rights as white people.
——a modern hero
Norman Bethune (1890-1939) Canada
He was a Canadian who worked selflessly in China as a doctor and saved many Chinese people.
He fought against the German Nazis and Japanese invaders during World War II, and saved many Chinese soldiers.
——a modern hero
Neil Armstrong (1930-) USA
He was the first man to land on the moon in July 1969. He said,“ That’s one small step for ( a ) man, one giant leap for
1) They couldn’t vote or choose their leaders 2) They couldn’t get the jobs they wanted. 3) They lived in the poorest parts of South Africa.
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
3.How did Elias support Mandela?
1)He joined the ANC Youth League.
2)He helped Mandela blow up some government buildings.
4. Why did Elias support violence when he did not agree with it?
Part II the later paragraphs The change of Elias’ life after he met Nelson Mandela and what Mandela did.
The hard life of Elias before he met Mandela
lawyer . He was a black _______ guidance to poor He offered _______ Information black people on their about Mandela _______nerous with his He was ________ time.
——a modern hero
Sun Yat-sen (1866-1925) China
He is a Chinese who 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.
Because he knew it would help achieve (realize) their dream of making black and white people equal .
ELIAS’ STORY What’s the connection between them?
A.Strangers B.Helper and supporter
The hard life of Elias before he met Mandela He was a poor black worker in _____________. South Africa He had little education ________, so he could not read or write well gold mine He worked in a ___________.
Unit 5 Nelson Mandela----a modern hero
pre-reading and Reading
——a modern hero
William Tyndale (1494-1536) Britain He was a man who wrote the Bible in English so all could read it. He died for his ideas but his work is still used in the official Bible today.
6. Nelson Mandela thought violence was a good way to help black people.
Underline those you think are useful or difficult, then talk about them with your group members.
——a modern hero
Mohandas Gandhi (1869-1948) India
He was an Indian who gave up a rich life for his ideas. He fought for his country to be free from the UK in a peaceful way.
C.Father and son
D.Teacher and student
Detail Reading
T
1. Elias went to see Nelson Mandela when he was in trouble.
F
T T
2. Elias left school because the school was too far from his home.
mankind.
reading
How many parts can the text be divided into? Give the general idea of each part.
Part I Paragraph 1-2 The hard life of Elias’ life before he met Nelson Mandela.
3. Nelson Mandela helped him keep his job. 4. Elias trusted Nelson Mandela and he joined the ANC Youth League.
F
F
5. Elias was willing to blow up government buildings.
2.Who helps you most in your life? I think ……helps me most, because……
I think
In my opinion, To my understanding, I feel that
he is … because…
What can we learn from the text about Nelson Mandela?
bravery, persistence (坚韧不拔）, kindness, determination， belief… …
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?
lose heart in trouble worry about out of work Youth League as a matter of fact
blow up put…in prison come to power set up be sentenced to
What qualities does Mandela have? And why do you think so?
passbook so He needed to get a ________ he could live in Johannesburg.
Information about Elias
Elias’ problem
The change of Elias’ life after he met Nelson Mandela and what Mandela did.
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.
Unit5ReadingandThinking教学设计-高中英语人教版
必修一Unit5 Reading and Thinking【Teaching Objective:】1.Enable students to understand the history and significance of the Chinese writing system inconnecting the past and the present.2.Develop students' reading comprehension skills and critical thinking abilities while analyzingthe article.3.Introduce students to Chinese calligraphy as an art form and its importance in Chineseculture.4.Foster an appreciation for Chinese culture and history among students.【Teaching Key and Difficult Points:】Key Point: Understanding the development of the Chinese writing system from pictograms to modern characters.Difficult Point: Grasping the historical context and cultural significance of the Chinese writing system in uniting the Chinese people.【Teaching Procedure:】Step1：Warm-up:Start the class with a brief discussion about the importance of written language in different cultures. Ask students if they are familiar with ancient writing systems and if they can think of any examples.Step2：Pre-readingPresent a picture of Chinese calligraphy and the Chinese character for "eternity" (永). Ask students to share their thoughts on the artwork and discuss what they think the article might be about.Step3：While-ReadingActivity 1: Vocabulary ExplorationProvide a list of key vocabulary from the article and have students look up their meanings. Ask students to use the vocabulary in sentences to demonstrate their understanding.Activity 2: Reading and ComprehensionDivide the class into small groups and assign sections of the article to each group.Instruct each group to read their assigned section and identify the main points and supporting details. Have each group present their findings to the class, fostering discussion and addressing any questions.Activity 3: Timeline of the Chinese Writing SystemCreate a timeline on the board that shows the development of the Chinese writing system from pictograms to modern characters. Have students place important milestones on the timeline, such as the use of longgu, the Shang Dynasty, and the Qin Dynasty. Discuss the significance of each milestone in shaping the Chinese writing system.Activity 4: Chinese Calligraphy DemonstrationShow students a video or images of Chinese calligraphy being created. Explain the significance of calligraphy as an art form in Chinese culture and its connection to the writing system. Provide students with calligraphy brushes and paper and let them try writing simple Chinese characters themselves.Step4: Post-ReadingReflection and DiscussionLead a class discussion about the article's main points and the students' thoughts on the Chinese writing system. Encourage students to share their reflections on how the Chinese writing system has played a role in connecting the past and the present. Discuss the significance of language in preserving and passing on cultural heritage.Homework:Assign each student a Chinese character and ask them to research its origin, meaning, and historical context. Students should create a presentation or poster showcasing their findings, and they can also demonstrate their calligraphy skills by writing the character beautifully.。
人教版高一英语必修一unit5阅读
Unit5 Nelson Mandela---a modern heroWarming up & Reading学案【学习目标】1.深入理解课文，掌握课文中基础知识，培养快速阅读，整体理解的能力。
2.通过自主学习，合作共赢，达到对文章进行深层理解的目的。
3.了解曼德拉的传奇人生，学习他的优良品质。
【话题美文导读】曼德拉曾在牢中服役27年，在其40年的政治生涯中获得了超过一百项奖项，其中最显著的是1993年的诺贝尔和平奖。
他是南非首位黑人总统，被尊称为“南非国父”，而且是一位当代英雄。
让我们细读下文，了解他不平凡的一生吧。
Nelson Mandela was born in Transkei, South Africa on July 18, 1918. His father was chief of a tribe(部落首领). Mandela was educated at University of Witwatersrand and qualified (符合资格) in law in 1942. He joined the African National Congress(议会, 国会）in 1944.In June 1961, the ANC considered his proposal(建议)on the use of violent actions and agreed that those members who wished to involve(卷入,参与) themselves in Mandela's campaign would not be stopped from doing so by the ANC.Mandela was arrested(逮捕) i n 1962 and sentenced to five years’ imprisonment(关押,监禁) with hard labour. In 1963, Mandela was brought to stand trial with them for plotting(策划) to overthrow the government by violence. On June 12, 1964, Mandela was sentenced to life imprisonment. From 1964 to 1982, he was kept at Robben Island Prison, off Cape Town.During his years in prison, Nelson Mandela’s reputation(名声) grew steadily. He was widely accepted as the most significant(重要的, 有意义的) black leader in South Africa. Nelson Mandela was released on February 18, 1990. After his release, he devoted himself wholeheartedly(全心全意地) into his life’s work, trying to achieve the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC Mandela was elected President of the ANC1918出生于南非特兰斯凯豪萨部落的酋长家庭1944参加主张非暴力斗争的非国大1961创建非国大军事组织“民族之矛”1962因“煽动”和“非法越境”罪名入狱1990南非当局迫于舆论无条件释放曼德拉1993曼德拉获诺贝尔和平奖1994曼德拉当选为南非第一位黑人总统1999成为首位访华的南非国家元首2009联大宣告7月18日为“曼德拉国际日”2010曼德拉因曾孙女车祸缺席世界杯开幕式1. Guessing game: Who is he/she? ( 7 great persons)2. Discussion: In your opinion, what qualities make a great person?3. What’s the connection between Elias and Mandela?A. StrangersB. FriendsC. Father and sonD. Teacher and studentStep2 Fast reading1. What kind of passage does it belong to?A. essayB. biographyC. reportD. reviewIt is written byThe events happened to Elias:1940 ：1946 ：1948 ：1952 ：1963 ：2. How many parts can the text be divided into? Give the general idea of each part.Step3 Careful Reading1. True or False(1). Elias met Nelson Mandela at school. ( )(2). Elias was unable to read or write because he was lazy. ( )(3). Nelson Mandela helped him keep his job. ( )(4). Elias was happy blowing up government buildings. ( )(5). Nelson Mandela thought violence was a good way to help black people. ( ) 2. Choose the best answer:(1). What disadvantages did Elias have in finding a job?A. He helped Nelson Mandela blow up the government building.B. He had poor education.C. He was very young.(3). Why did Elias help Mandela blow up some government building?A. Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.(4). From Mandela’s saying, we can get a conclusion thatA. Mandela wanted to break the law in a violent way in the beginning.B. black people had been given more rights.C. black people should rise up to fight for their own rights after years of being ruled.(5). This text is mainly aboutA. A black man named Elias and his hard life.B. Elias’ description of his contact with Mandela.C. the deep friendship between Elias and Mandela.Step4 Post reading1. Complete the sentences.(1). He offered (guide) to poor black people on their legal problems.(2). My family could not continue to pay the school and the bus (费用).(3). In the past 30 years we (see) the great changes in China.(4). 我担心我是否会失业。
人教必修一Unit5_Reading_for_Writing_名师教学设计
Unit5 Reading for Writing 名师教学设计●课时内容Write a blog about English study主题语境：人与自我主题群：生活与学习子主题：语言学习的规律方法语篇类型：网络日志文本分析：本节课提供一些中国学生学英语论坛里的帖子，里面给出了学习英语时遇到的问题及建议，学生在真实情境中用语言去交流，体会到学习英语的用途。
●课时目标1.学会写网络日志。
2.提高分析问题和解决问题的能力。
●重点难点重点：英语学习中遇到的问题及建议。
难点：用恰当的英语表达方式提出问题及给出合理的建议并学会评价、修改初稿。
●教学准备教师准备：可以搜集一些类似的网络日志。
学生准备：用英语思考、表达英语学习中遇到的问题。
●教学过程StepⅠ学习理解活动一：Read for Writing（SB，P66，Activity 1）Read these posts from an online for Chinese students who are learning English and fill in the table on page 67.【设计意图】在Read for Writing环节中，设计了一个活动，让学生上网查找一些中国学生学英语论坛里的帖子，从中获取ideas，本次写作的主要内容就是根据相应的问题提出建议。
Step Ⅱ应用实践活动二：Work in groups. List your problems in learning English and brainstorm some useful advice.（SB P67，Activity2）语言支架：I don't know how to…I have no idea how/what……is a big difficulty for me.My biggest problem is…I Cannot.I (also) have trouble with…You might try…It's very important to…This worked for me…Problem：e.g. I cannot understand the teacher's English in class. …Advice：…【设计意图】通过搭建语言支架，学生能用正确的句式将自己的想法表达出来，其中有表达问题的句式，也有给出建议的句式。
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
高中英语人教版必修一(2019)Unit 5 Reading and Thinking(课件)
Par agr aph 5: Written Chinese connects China’s present with its past, and has become an art form.
character and so on; 2. practice reading skills such as skimming and scanning to understand
the text better; 3. sort out the development of the Chinese writing system; 4. analyze the role the Chinese writing system plays in Chinese culture.
Detail
The Chinese writing system in the past how the Chinese writing system makes this connection
...
While-reading
THE CHINESE WRITING SYSTEM: CONNECTING THE PASTAND THE PRESENT China is widely known for its ancient civilisation which has continued all the way through into modern times, despite the many ups and downs in its history. There are many reasons why this has been possible, but one of the main factors has been the Chinese writing system.
人教版高中英语必修一unit5reading and thinking的说课稿
人教版高中英语必修一unit5reading andthinking的说课稿Reading and Thinking in the Required High School English Textbook, Edition 1":In the required high school English textbook, Edition 1, Unit 5 focuses on the theme of "Reading and Thinking." This unit aims to develop students' critical reading and analytical thinking skills, which are essential for academic success and lifelong learning. As an English teacher, I believe that the effective delivery of this unit's content can greatly contribute to the overall language proficiency and intellectual growth of my students.The primary goal of this unit is to equip students with the necessary strategies and tools to approach reading materials with a critical mindset. The unit begins by introducing the concept of critical reading, emphasizing the importance of actively engaging with the text, questioning the author's intentions, and analyzing the underlying assumptions and biases. Through a series of carefully selected reading passages, students will learn to identify the main ideas, recognize supporting details, and draw logical inferences.One of the key aspects of this unit is the emphasis on developing students' ability to think critically about the information they encounter. The unit encourages students to move beyond the surface-level understanding of the text and to delve deeper into the implicit meanings, underlying themes, and broader implications. By fostering critical thinking skills, students will be better equipped to evaluate the credibility of sources, identify logical fallacies, and formulate well-reasoned arguments.The unit's content is structured in a way that gradually builds upon the students' existing knowledge and skills. It starts with foundational strategies for active reading, such as previewing the text, making predictions, and annotating the passage. As students progress through the unit, they will be introduced to more advanced techniques, such as identifying the author's purpose, analyzing rhetorical devices, and evaluating the validity of the arguments presented.To facilitate the development of these critical reading and thinking skills, the unit incorporates a variety of instructional methods and learning activities. These may include close reading exercises, group discussions, analytical writing tasks, and problem-solving exercises. By engaging in these diverse learning experiences, students will have the opportunity to apply the strategies they have learned and toreceive feedback from their peers and the teacher.Moreover, the unit's reading materials are carefully selected to cover a range of topics and genres, from scientific articles and literary works to persuasive essays and informational texts. This diversity exposes students to a wide array of perspectives and writing styles, further enhancing their ability to critically analyze and interpret different types of texts.In addition to the core content, the unit also emphasizes the importance of metacognition, or the awareness and regulation of one's own thought processes. Students will be encouraged to reflect on their reading and thinking habits, to identify their strengths and weaknesses, and to develop personalized strategies for continuous improvement.Throughout the implementation of this unit, I will strive to create a learning environment that fosters intellectual curiosity and a love for reading. By modeling enthusiasm for the subject matter and providing constructive feedback, I aim to inspire my students to become active, engaged, and critical readers and thinkers.In conclusion, the "Reading and Thinking" unit in the required high school English textbook, Edition 1, is a crucial component in the development of students' language proficiency and critical thinkingskills. By delivering this unit effectively, I believe that I can empower my students to become more confident, discerning, and intellectually curious individuals, better equipped to navigate the complexities of the modern world.。
新人教版高中英语必修一Unit5 Reading and Thinking说课课件
Theoretical
design
Key points
Understand the development of the Chinese writing system and explore the importance of it.
06
Teaching procedures
03 Learning objectives 04 Key and difficult points
07
Teaching reflection
08
Blackboard design
Theoretical
Text and
Learning
Key and
Teaching and
Theoretical
Text and
Learning
Key and
Teaching and
Teaching
Teaching Blackboard
basis
learner analysis objectives difficult points learning methods procedures reflection
Teaching Teaching Blackboard
basis
learner analysis objectives difficult points learning methods procedures reflection
人教版高中英语课件 必修一第5单元M1 Unit 5 Reading and Thinking
who, what, etc dialect n. 地方话；方言 means n. 方式；方法；途径
classic adj. 传统的；最优秀的；典型的 n. 经典作品；名著
regard n. 尊重；关注 v. 把……视为；看待
system n. 体系；制度；系统 despite prep. 即使；尽管 ups and downs 浮沉；兴衰；荣辱
fbaaRcsteeodardnaad. f因jt. e以素r (t；某h事e要)为t素a基pe础的；以…… and s为p重ea要k o部u分t t(h或e特征)的
Cbhaisneesve. 以im…m…ed为ia据te点ly.;以……为基础
Chinese writing system was of great importance in uniting the Chinese people and culture.
Today, the Chinese language is helping to appreciate China's culture and history.
CE (Common Era) 公元
CATALOGUE
01 Lead-in 02 Fast-reading 03 Careful-reading 04 Post-reading
Where are the characters from? Can you guess?
Ancient India 印章文字
Structure
the Chinese Writing System
Para 1
Part 2 Para 2-4
2019人教版高中英语必修一Unit5 Reading for Writing 课件
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“•CoUusled aycotuivoepveonitchee window please?” or even
Why don’t you…?/ why not do…?
practical How about doing…?
3. Put yourself in the pBe.rson’s position
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4. Make a suggestion
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repeat what you hear, record your voice and compare to the radio host's
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