高一必修一 Unit5 period4
新教材高一必修一英语u5知识点
新教材高一必修一英语u5知识点高一必修一英语 Unit 5 知识点Unit 5 of the new curriculum for English in high school is a crucial unit that covers various important aspects of language learning. In this article, we will explore some of the key knowledge points that are essential for high school students to understand in order to enhance their English language proficiency.Listening and Speaking Skills:One of the primary focuses of Unit 5 is on developing listening and speaking skills. Students are introduced to different types of spoken language, including formal and informal conversations, interviews, and discussions. They also learn how to express their opinions, thoughts, and ask questions in a coherent and effective manner. Group discussions and role-play activities are employed to enhance students' abilities to communicate in English confidently.Reading Comprehension:Another vital aspect covered in Unit 5 is reading comprehension. Students are exposed to a variety of reading materials, such as articles, essays, and literary works, which provide them with opportunities to improve their reading comprehension abilities. Through guided reading exercises, students learn to identify the main ideas, supporting details, and infer the author's viewpoint. They also become familiar with different reading strategies, such as skimming, scanning, and note-taking, which help them comprehend texts more efficiently.Vocabulary Expansion:Unit 5 also plays a crucial role in expanding students' vocabulary. This unit introduces them to a wide range of specialized vocabulary related to various topics, including education, learning styles, and school life. Students learn how to use context clues, word roots, and affixes to deduce the meanings of unfamiliar words. They also practice using new words in context through vocabulary exercises and writing assignments, thereby improving their overall lexical knowledge.Grammar and Sentence Structure:Grammar and sentence structure are fundamental components of language learning, and Unit 5 provides students with opportunities to enhance their understanding of these areas. The unit covers topics such as verb tenses, reported speech, conditional sentences, and adverbial clauses. Students learn how to construct grammatically correct sentences and understand the nuances of different grammatical structures, enabling them to express themselves more accurately and precisely.Writing Skills:Writing skills are of paramount importance, and Unit 5 helps students improve their writing abilities through various writing tasks. Students are taught how to compose formal letters, argumentative essays, and descriptive narratives. They are encouraged to develop their ideas coherently, use appropriate vocabulary and grammar, and produce well-structured and well-developed written texts. Peer feedback and revision exercises contribute to the refinement of students' writing skills.Cultural Understanding:Lastly, Unit 5 also aims to develop students' cultural understanding by introducing them to different perspectives and customs. Through various reading materials and discussions, students gain insights into different cultures and traditions, fostering their appreciation for diversity and broadening their horizons.In conclusion, Unit 5 of the new high school English curriculum covers a wide range of knowledge points necessary for students' language acquisition. From listening and speaking skills to reading comprehension, vocabulary expansion, grammar, sentence structure, writing skills, and cultural understanding, this unit provides students with a holistic learning experience, equipping them with the necessary tools to communicate effectively and confidently in English.。
人教版高中英语选择性必修第一册 UNIT 5 Section Ⅳ课件
Recently, citizens in our city have had/held a heated debate on whether we should exploit a cultural relic, which was discovered in our city. Different people have different opinions.
Section Ⅳ Reading for Writing 写一篇议论文
据报道,某历史文化名城为了修建公路,将该市建于唐代的古城墙拆毁了。某 班同学就此现象进行了辩论。请仔细阅读下面的这篇议论文,试着总结一下此类文 章的结构并欣赏其语言特点。
It is reported that to build a road, a well-known historical and cultural city has recently torn down one of its ancient city walls, which dates from/back to the Tang Dynasty. Our class have had a debate on whether cultural relics like ancient city walls should be torn down or not.
About 10% of the students, who said building a road was necessary for the development of society, supported this action. In their opinion, cultural relics should give way to the development of society if necessary. However, about 90% have the opposite opinion. They believe the ancient city walls are very valuable and that they are the symbols of the city. There is no doubt that cultural relics play an important part in communication between China and the rest of the world.
高一必修一unit 5教案(完整资料)
此文档下载后即可编辑Unit5 Nelson Mandela--- a modern heroⅠ.Teaching aimsⅰ. Language aims1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active,devote, beg, sentence, out of work, blow up, turn to come to power and so on)2.Get Ss to learn to ask for opinions and give opinions.3.Get Ss to learn attributive clauses based on the former study of unit4.ⅱ. Skill aims1.Get Ss to improve their skills of skimming and scanning.2.Get Ss to use the attributive clauses correctly.3.Get Ss to express their ideas clearly.ⅲ. Affective aims1.Get Ss to learn to recognize the correct value2.Get Ss to set up the awareness of great people and learn some good qualities of thegreat people.Ⅱ.The key points and the difficult pointsⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on)ⅱ. The usage of attributive clauseⅲ.The cultivation of Ss’ fast reading skillsⅢ. Teaching methodsⅰ. Task- based teaching methodⅣ. Teaching procedurePeriod 1 words and expressionsStep1 . Explain the new words and expressions1.quality (n)品质,质量in quality 在质量上in quantity 在数量上2.active(adj)积极的,活跃的(反义词passive)actively(adv), activity(n)3.self(n) 自我,自身selfish (adj)selfless(adj)selflessly(adv)4.devote(Vt) 献身,专心于devoted(adj) 忠实的,深爱的be devoted to doing sth.献身于…….be devoted to sth. 献身于……e.g. He devoted himself to his research for his whole life.5.out of work 失业out短语out of order 混乱,发生故障out of control 失去控制out of date 过时out of mind 心不在焉e.g. 1. She has been out of work since last month.2. The horse was out of control and ran away.6. vote.(Vt, Vi) 投票,选举vote for 投票赞成vote against 投票反对vote on 投票表决e.g. Most of us voted for her, so she was elected as chairman of Students’ Union.7. equal (adj) 相等的,平等的be equal with sb. 与某人平等be equal in sth. 在某方面平等8. turn to 求助于,致力于turn to sb. for help 向某人求助9. opinion (n)意见,看法,主张in one’s opinion/ view 在某人看来as far as I am concerned 就我而言step 2 HomeworkSs make sentences with the following phrases1.be devoted to doing sth.2.out of order3.be equal with sb.4.turn toPeriod 2 Warming up and pre-readingStep 1. Warming up1.Ss read and explain the Chinese meaning of the adjectives on page 33 by turn2.Ss discuss with their desk mates about the qualities that a great people has, andthen to stand up and give their own ideas.3.The T gives some comments on their performanceStep 2. Pre-readingThe T introduces the six famous people to Ss, and then Ss decide whether they are great people or not.Period 3 ReadingStep 1. Fast reading1.Ss read the passage and divide then whole passage into two parts(the T providesthem two choices and they match them ) in 15 minutes. After that, the whole class checks the answers together.Part1. Before Elias met Nelson MandelaPart 2. After Elias met Nelson Mandela2.Ss read the whole passage again and complete the multiple choice on theirworkbooks in 10 minutes and then ask 5 students to give their answers.Step 2. Language points1.1).Ss read the first paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points2. 1).Ss read the second paragraph together, and then the T explains the key language points to Ss. After that, ask some students to translate some key sentences.2) key points2.1).Ss read the third paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points3.1).Ss read the fourth paragraph together, and then the T explains the keylanguage points to Ss. After that, ask some students to translate some key sentences.2) key points4.1).Ss read the fifth paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) key pointsStep 3 Post-readingSs complete the true or false exercise on page 35, then ask six students to give their own answers.Period 4 Using languageStep1. Lead inAsk Ss that do they want to know about the rest life of Elias and Nelson Mandela? Then bring out the topic of the reading passageStep 2. Pre-readingAsk Ss the following questions:1.Why could Elias get a job after get out of the prison?2.Why did Elias lose his job later?Ss read the passage and find the answers in 10 minutes.Step 2. Language points1.It was a prison from which no one escaped.escape( vi).escape与介词 from连用表示①逃脱;逃走:Eg.The soldier escaped from the enemy's prison.②(液体等)漏出E.g. Gas is escaping from the pipe. (Attention to the usage of prep.)cate (vt). 教育,培养,训练-----education n. 教育, 培养, 训练 educational adj. 教育的,受教育的3.reward n. 报酬;奖金vt. 给 ... 报酬,奖赏e.g.He got a reward for helping them.Step 3. ComprehensionSs complete the chart on page 39 in 5 minutes.Step 4. Conclusion and homework1.Ss retell the life of Elias according to the time line of this passage.2.Ss finish the exercise in the workbooks.Period 5 Grammar attributive clauseⅡStep 1. 关系副词when/where/why引导的定语从句-----当定语从句所修饰的先行词逻辑上在定语从句中做状语(表地点、时间、原因、方式等)时1.when 表示时间,做时间状语e.g. I’ll never forget the time when we worked on the farm.2.where表地点,引导地点状语从句e.g. The hotel where we stayed was very clean.3.why 表原因,其先行词一般是reason,在从句中在原因状语从句e.g. The reason why he was late was that he missed his train.4.关系副词通常可以用介词+ which替换when= at/ in / during/ on…+whichwhere= in/ at/ on…+whichwhy=for+whicheg. 1. the date when/on which we attended the meeting was June 18.2.Great changes are taking place in the city where/ in which we live.3.Is that the reason why / for which he was late for school?Step 2. 关系副词和关系代词的判断方法做状语,用关系副词或介词+ which做主语或宾语,用关系代词Eg. 1.I’ll never forgot the days when I played with you.3.The factory(that/ which) we visited yesterday was built last year.Step 3. 介词+which/whom引导的定语从句修饰物时--- which修饰人时---whomEg. 1.This is the room in which we lived last year.3.This is the person from whomn I borrowed the English novel.注意:1.含有介词的动词短语不能拆开,介词扔放在动词的后面。
新外研版高一英语必修1:Unit5 Into the wild Period4 Developing ideas 教案
教学设计课题Unit5 Into the wild--Developing ideas学科英语班级Class授课教师教学目标1 引导学生读懂课文内容,准确把握课文结构,理清故事发展的脉络;2 引导学生通过完成阅读任务,了解如何介绍一种动物,能够理解与动物有关的文章内容的写作特点;3 引导学生联系自身实际,进一步理解人与动物之间的关系,认识到爱护动物、尊重动物、尊重自然的重要性,树立人与动物和谐相处的价值观。
重点掌握动物介绍类文章的写作特点和常见的阅读方法。
难点能够运用所学内容用写文章的形式向别人介绍一种动物,并能够给动物创建档案。
教学方法Task-based Approach.Group Work.教学内容与过程Step1 Leading-in: predicting看图片,描述图片内容,并基于图片与词云预测课文的内容。
Look at the word cloud and the pictures. Predict what happens in the story.Step2 Fast-reading学生带着问题快速阅读课文,把握记叙文的内容和结构特点,并检验自己的预测是否准确。
Read the passage and check your prediction.备注a surprising way.2 “Reflected”means that images can be seen on the surface of the mirror, glass or water.3 “Frightening”means that something is making people feel afraid, anxious or nervous.Step4 Group Work教师利用此活动,结合文本内容,引导学生了解其他与动物相关的职业,感知人与动物的和谐相处,帮助学生树立关爱动物、尊重动物的意识。
新人教版必修1高中英语Unit5NelsonMandelaamodernheroSectionⅣGrammar
关系副词引导的定语从句
关系副词 when where why
关系副词的指代及功能 先行词
表示时间的名词 表示地点的名词
reason
功能 时间状语 地点状语 原因状语
1.关系副词 when 引导定语从句时,先行词应是表示时间的名词, 关系词在从句中作时间状语。 ◆I still remember the time when I first travelled by plane. 我仍 然记得我第一次坐飞机旅行的时候。 ◆We will never forget the year when the 29th Olympic Games were held in Beijing. 我们将永远不会忘记第 29 届奥运会在北 京举办的那一年。
“介词+关系代词”引导的定语从句
当关系代词在定语从句中作介词的宾语时,我们通常用“介 词+关系代词”引导定语从句。如果指“人”,用“介词+whom”; 如果指“物”,用“介词+which”;关系代词有时也用 whose(作 定语)。
选用介词的依据: 1.根据定语从句中谓语动词的搭配习惯(即固定短语)。 ◆Yesterday we visited the West Lake for which Hangzhou is famous. 昨天我们参观了西湖,杭州因其而出名。(be famous for 因……而出名)
【即时演练 2】——关系词或介词填空 ①Maria has written two novels, both of _w_h__ic_h_ have been made into television series. ②The girl to w__h_o_m_ you spoke just now is our English teacher. ③The day will come _o_n_ which we will win the final victory. ④The woman _w_i_th__ whom you shook hands just now is head of our company. ⑤The death of his son was an experience _f_ro_m__ which he never fully recovered.
2019_2020学年新教材高中英语Unit5IntothewildPeriod4课时作业(四)外研版必修第一册
Period 4 Developing ideas课时作业(四)[基础训练]Ⅰ单词拼写1.This tool can be used in a ________ (多样化) of ways.答案:variety2.His public ________ (形象) is different from the real person.答案:image3.They went out for a walk on the rough ________ (小径,小道).答案:path4.Fitness has now become an important ________ (要素) in our lives.答案:element5.The scientists will study the variety of trees in the wild and ________ (观察) which are fruiting.答案:observeⅡ单句语法填空1.She enjoys ________ (listen) to music in her spare time.答案:listening enjoy doing sth. “喜欢做某事”。
2.I decided to concentrate all my efforts ________ finding somewhere to live.答案:on concentrate ... on ... 为固定动词短语,意为“集中……于……”。
3.It is my deskmate ________ helped me with my English in time.答案:who/that 本句为强调句型,被强调的部分是主语my deskmate,故填who/that。
4.With prices ________ (go) up so fast, we can't afford luxuries.答案:going 在本句中的with复合结构中,prices和go之间存在主动关系,故填going。
【高中英语必修一WELCOME】unit Period 4 Reading for writing 课件(2)-人教版
Reading and thinking
1. What is Ann like? How do you know? 2. Among the following girls, who is likely to make friends with Ann? Sophia,10, from Africa Jenny, 16, loves dancing and singing Lily, 15, loves chemstry and physics and making building models
student?
网
• Are all the parts included and organised in a good
order?
科
• Are the sentences st学ructures correct?
• Do all the sentences begin with capital letters?
• 2. What aspects will be included when writing a profile?
post-reading
A. name, age, grade, school B. personality
C. favourite subject D. learning style
Ann, 15 Lakeside High School USA My name is Ann Wells and I 'm a Grade 10 student at Lakeside high school. I 'm an active person and I love sports. I'm curious about everything. I often ask questions, but I learn best by doing. My favourite subject is physics. Dancing and skating are my hobbies, and I also like to read short stories. I plan to become an engineer in the future.
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)
新教材高中人教版英语必修第一册课件UNIT5LANGUAGESAROUNDTHEWORLDPERIO
重点词汇
重点句式
高分写作
随堂练习
【词汇精讲】句中的equal意为“同等的人”,是可数名词。
Our teacher treats all the students as equals.
我们的老师平等对待所有的学生。
All people are equal, deserving the same rights as each other.
question,not a demand...
但是,如果我和一个和我不太亲近的人说话,我必须使用长一点
的请求——我必须用一个问句,而不是一个要求……
【词汇精讲】句中的demand是名词,意为“要求;需求”。
He refused my demand in the beginning,but he agreed the next day.
重点词汇
重点句式
高分写作
随堂练习
1.equal n. 同等的人;相等物 adj. 相同的;同样的
【课文原句】...I can use short requests,like “Open the window”—
our relationship is close and we are equals...……我可以使用简短的
第二部分:具体做法——参加英语角,写英语日记以及阅读英文
网站的收获。
第三部分:对全文做出总结。
重点词汇
重点句式
三、短文模板
高分写作
随堂练习
重点词汇
重点句式
高分写作
随堂练习
四、组织语言
1.常用语块
为了
除……之外
积极参加
高中英语(人教版,必修一)课时作业:Unit 5 第4课时
Period Four Grammar & WritingⅠ.用where,when,why,that,which, whether或whom填空1.Do you remember the scene ________ Cao Cao and Liu Bei were drinking?2.He didn’t know ________ to go on or stop.3.The house ________________ we once lived in is being repaired by some workers.4.I will never forget the days ________ I was taken good care of in that village.5.None of us know the reason ________ Tom was absent from the meeting.6.The reason ________________ he explained at the meeting for his absence didn’t make sense.7.I still remember the night ________ she left the house.8.The scientist about ________ we are talking has been abroad some times.Ⅱ.用适当的介词填空1.I went to the place ________ which I worked ten years ago.2.The date ________ which he joined the Party was July 1992.3.The number of the people ________ whom this happened is very large.4.The country ________ which the news is coming is very rich.5.The things ________ which they felt proud were Jim’s watch and Della’s hair.6.The girl ________ whom you bought the dress is in the hospital.7.The reason ________ which she was late was that she missed the bus.8.I don’t like the way ________ which he speaks.Ⅲ.翻译句子1.请告诉我你从谁那儿借的这本英文小说。
人教版高中英语必修一(Unit5 Nelson Mandela—a modern hero the 4th period)
The Fourth Period●从容说课This is the fourth period of this unit.In this period,students are expected to talk about some great persons.The purpose is to give students a chance to practice their oral English,at the same time,they can have a thorough idea about what are the qualities they should find in a great person.In this period,there is a part designed to practice listening.It is very important for the students to develop the listening ability.In this unit,this is prediction the contents of listening,so it is important to make good use of the questions or multiple choices before listening.●三维目标1.Knowledge:Learn and master the new words and expressions in this period.Good idea!I think/don’t think....That’s an excellent idea!I’m afraid....I agree/don’t agree.Why do you think so?I prefer....What do you think of....In my opinion... .What’s your opinion?2.Ability:(1)Talk about the fine quality of great people to improve the students’ speaking ability.(2)Do reading practice to improve the students’ listening abilities.3.Emotion:(1)Learn about some great people and qualities they have in common.(2)Develop the students’ moral quality.●教学重点(1)Talk about the fine quality of great people to improve the students’ speaking ability.(2)Improve the students’ listening ability.●教学难点(1)How to express their own opinions and ideas.(2)How to improve the students’ listening ability.●教具准备The multimedia and the blackboard.●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 RevisionT:In the last period,we reviewed the attributive clause.So in today’s lesson,first I’d like to check your homework.Please turn to Page 36.Suppo se Elias has had some problems with his messages for his friends,can you help him form sentences with the following words andphrases?Who’d like to have a try first?S1:I’m glad to.T:Very good,Mary.Are you ready?S1:Yes.The mines where I worked were 9 km from my house.T:Well done.Who want a try again?S2:Let me try.The time when we arrived was late at night.(Form sentences with the list words and phrases in the same way.Encourage students to make up as many sentences as possible.)Possible sentences:1.The reason why I got a job was because of my hard work.2.The government building where we arrived was very grand.3.The date when I joined the ANC Youth League was the 5th of August.T:You’ve done a good job.But I’m sorry to tell you that Elias has lost some of his messages.Can you help him?Ss:Of course.T:You’re very kind.Please help him by completing the following sentences:1.The day when Elias first met Nelson Mandela was a very exciting time.2.South Africa is now a country where the blacks have the same rights as the whites.3.This is the government building in which Elias blew it up.4.The person to whom the blacks often turned for help is Nelson Mandela.T:Now perhaps you’re a little tired.Let’s play the game in groups of four.The first person begins with a sentence and each person in the group adds extra and different information using the attributive clause.Now please look at the example and read it together.(Show the example on the screen.)Example:S1:The school was very large.S2:The school where I learned was very large.S3:The school where I learned for six years was very large.S4:The school where I learned for six years so unhappily was very large.T:Now please change places.For example,S2 begins the game with another sentence.Do this several times until every one of you has had a go.I’ll give you several minutes to practice.(Some minutes later,check with the whole class.)T:Please stop here.It’s time to present your set of sentences to the class.Any volunteer?Ss:We want a try.T:Good.Please begin.Possible sentences:1.S1:The factory has been closed.S2:The factory where I worked has been closed.S3:The factory where I worked for two years has been closed.S4:The factory where I worked with Tom for two years has been closed.2.S5:The year was 1809.S6:The year when Lincoln was born was 1809.S7:The year when Lincoln was born in Kentucky was 1809.S8:The year when Lincoln was born in a poor family in Kentucky was 1809.T:The game is so interesting,isn’t it?At the same time,you did very well.Now,let’s turn to the next part.In the reading passage,Elias told us his experience.So my question is:Did Elias join the ANC Youth League?Ss:Yes.T:Why do you think Elias join the ANC Youth League?S3:Because the ANC Youth League was organized by Nelson Mandela,who had helped Elias when Elias was in great trouble.So Elias never forgot how kind Nelson Mandela was and joined the ANC Youth League as soon as possible.T:Good.Do you think it is right to join the ANC Youth L eague?Please give your reason.S4:I think it is right.Because at that time,black people were treated unfairly.Take Elias for example,he had to leave school because his family could not continue to pay the school fees and the bus fare,so he could not read or write.When he got a job in a gold mine,he was worried about whether he would be out of work simply because he did not have the passbook because he was not born there.There were the greatest number of laws stopping their rights and they had almost no rights at all.So when Nelson Mandela organized the ANC Youth League to struggle against racial discrimination in South Africa,it is natural for Elias to join it as soon as he could and it is to realize their dream of making black and white people equal.T:Very good.So if you were Elias,you would do the same thing as him,right?S4:Right.T:Do you agree with him/her?Ss:Yes.T:Of course,I would,too.From the reading passage,we know a lot of information of racial discrimination in South Africa.Just now,we talked a lot about why Elias joined the ANC Youth League according to the reading passage.Today we’ll listen to the tape and then please find out the true reason why Elias joined the ANC Youth League.T:Now please open your books at Page 37.Before you listen to the tape,please read the multiple choices fast to find out the listening points first.While you read,you’d better make notes of the listening points.Now,I’ll play the tape twice.Please listen carefully and pay more att ention to the important points.You may make notes for you to remember the important points.Are you ready?Ss:Yes.T:OK.Let’s begin.Step 4 ListeningT:Just now we listened a passage about Elias.Now we’ve going to listen to a passage about William Tyndale.Who is William Tyndale?Ss:William Tyndale wrote the Bible in English so all could read it.H e died for his ideas,but his work was later used in the Bible.T:Yes,we talked about him in the first period.After we listen to the passage,we’ll know more information about him.Please look at the questions before we listen to the text,which will help you understand the listening points.(Give the students two minutes to read the questions.)T:Now I’ll play the tape twice.Please listen carefully and pay more attention to the important points.Please make notes if necessary.T:It’s time for you to do some oral practice.Let’s talk about your hero/heroine.Please use the following questions to help you.Who is your hero/heroine?Why do you like her/him so much?Did he/she do anything for others?What are his/her best qualities?By the way maybe the following sentence patterns are helpful for you.Good idea!I think/don’t think....That’s an excellent idea!I’m afraid....I agree/don’t agree.Why do you think so?I prefer....What do you think of...?In my opinion....What’s your opinion?(Give students five minutes to have a discussion.)T:OK.Time is up.Is everybody ready?Who’d like to try to tell us his/her opinion?S5:I think Marie Curie is my heroine.My favorite scientist is Madam Curie.Why was Marie Curie a significant woman in European Science?Because she was the first woman to be awarded a doctorate,the first woman to become a professo r at the University of Paris,the first woman to win a Nobel Prize and the first person of either sex to win two Nobel Prizes.Marie Curie was the most successful scientist to come out of Poland.She saw science as a beauty that she wanted to withhold.Science to her was an unknown fairy tale phenomenon that she was determined to discover.Marie Curie wanted to use science to help others and the world.She accomplished this by working in World War Ⅰ,and discovering radium,and polonium.Marie Curie’s discovery of polonium was a great scientific finding.This is because it helped the research of uranic rays,and it led to the discovery of radium.The work of Marie Curie was not just important for her discoveries of new elemen ts,but the process she used to isolate them,helped to create a “stockpile”of a few grams of radioactive material,which future scientists could use for further studies.As a result of her work X-Rays are very common today,as is Carbon dating,radiotherapy,and other medical applications for radiation.It is for no small reason that Marie Curie is considered by most to be the greatest woma n scientist of all time.The world indeed owes a great debt to Marie Curie.S6:I agree with you,but I think Albert Einstein is my hero.Albert Einstein was born on March 14,1879 in Ulm,Wurttemberg,Germany.Einstein contributed more than any other scientist since Sir Isaac Newton to our understanding of physical reality.Einstein worked at the patent office in Bern,Switzerland from 1902 to 1909.During this period he completed an astonishing range of theoretical physics publications,written in his spare time,without the benefit of close contact with scientific literature or colleagues.The most well known of these works is Einstein’s 1905 paper proposing “the special theory of relativity”. Later in 1905 Einstein showed how mass and energy were equivalent expressing it in the famous equation:E=mc2(energy equals mass times the velocity of light squared).This equation became a cornerstone in the development ofnuclear energy.Einstein received the Nobel Prize in 1921 but not for relativity,rather for his 1905 work on the photoelectric effect.He worked on at Princeton until the end of his life on an attempt to unify the laws of physics.Step 6 SummaryT:I agree with you,too.Well done.Thank you for your wonderful performance.Now,let’s see what we’ve done in this period.First,we’ve checked your homework about the attributive clause.Second,we practise listening.Third,we’ve talked about your hero/heroine.Of course,we’ve learned some useful expressions.After class,practise them more and preview the next part—reading.That’s all for today.See you.Step 7 HomeworkPreview the reading passage.●板书设计Unit 5 Nelson Mandela—a modern heroThe Fourth PeriodGood idea!I think/don’t think....That’s an excellent idea!I’m afraid....I agree/don’t agree.Why do you think so?I prefer....What do you think of...?In my opinion....What’s your opinion?●活动与探究Think about how often you do the following and write in the number that you think matches that frequency?On a scale from 1 to 5,give yourself a score as follows:1=never,2=rarely,behavior scoreI avoid staying on any subject with my partner.I make assumptions about my partners feelings or thoughts.I respond to my partner’s suggestions or opinions with,“Yes,but...”I bring up past issues during current disagreements.I interrupt my partner’s conversation.I use sarcasm or jokes to respond when my partner talks.I respond to a complaint with a complaint.I insult and criticize my partner.I respond to my partner with phrases like,“That’s ridiculous.”I see only my point of view.TOTAL (Add up your scores.)●备课资料Qian XuesenChina has launched its first manned spacecraft,the Shenzhou V,Oct.15,becoming the third country to put a man into space,following the former Soviet Union and the United States.Today,we’ll bring you the story of Qian Xuesen (Chien Hsuch-Sen),“father of China’s aerospace”and“king of rockets”.Qian is one of the pioneers of China’s space science.A world-famous expert on aerospace rockets and aerodynamics.Qian has obtained great attainments in the areas of applied mechanics,engineering cybernetics and system engineering and made distinguished contributions to the foundation and development of Chinese aerospace undertaking.He plays a leading role in the research,manufacture and testing of carrier rockets,guided missiles and satellites.Due to research and development led by Qian,China successfully exploded its first atom bomb in 1964,launched its first man-made satellite in 1970,fired its first transcontinental ballistic missile toward the Pacific in 1980,and launched its first manned spacecraft on Oct.15,2003.With his ancestral home in Hangzhou,Jiangsu Province,Qian was born in Shanghai in 1911.Qian graduated from Shanghai Jiao Tong University in 1934.One year later,he went to the U.S.and continue his studies in MIT (Massachusetts Institute of Technology),after receiving master’s degree in MIT,Qian went to study in California Institute of Technology.In 1939,Qian received Ph.D degrees of both aerospace and mathematics and left the school to be a teacher,as well as a researcher studying the applied mechanics and rocket and missile theories.In 1955,six years later after the founding of New China,Qian Xuesen returned to the motherland.He has served successively as director-general with the mechanics institute of Chinese Academy of Sciences,deputy director-general and director-general with the fifth research institute of the State Defense Ministry,deputy minister with State Ministry of The Seventh Machinery,deputy-director-general with the Commission of Science,Technology and Industry for National Defense,president with the 3rd China Association for Science and Technology,vice president with the 6th to the 10th Chinese People’s Political Consultative Conference (CPPCC).Currently,Qian is the senior consultant with the Commission of Science and Technology of the General Equipment Ministry of the People’s Liberation Army,honorary president with China Association for Science and Technology.In 1956,Qian put forward “Proposal on the Development of China’s Avia tion Industry for National Defense”and assisted Zhou Enlai,the then premiere,and Marshal Nie Rongzheng to prepare the establishment of China’s first missile and rocket R&D structure,the Fifth Research Institute of State Ministry of Defense.In the October of 1956,Qian assumed office of director-general with the fifth research inst itute.Henceforth,Qian has long been in charge of the chief technological officer with the R&D of China’s missile,rocket and spacecraft,and has contributed great to the establishment and development of China’s missile,rocket and spacecraft undertakings.。
人教版高一英语必修一Unit5全
He received a medal as a reward for his
courage. 他得到一枚奖章,作为对他勇敢的奖赏。 Is that how you reward me for my help? 你就是这样来报答.报酬,回报;v.酬劳;奖赏 。
观察思考 The issue was put to the vote. 这一问题被付诸表决。
We’ll listen to the arguments on both
sides and then vote on it. 我们将先听取双方的论点,然后再表决。 The whole team have voted me their captain. 全体队员投票选我担任他们的队长。
6.out of
...,and I worried about whether I would become out of work .(回归课本P34) 观察思考 He’s been out of work for six months.
他已经失业六个月了。
归纳总结 out of work意为: 失业 。 out of business破产;歇业 out of control失控 out of repair失修 out of order有毛病 out of date过时 out of one’s reach够不着 out of danger脱险 out of question毫无疑问 out of the question不可能的 out of patience失去耐心 out of mind心不在焉 Out of sight,out of mind. [谚]眼不见,心不念。 (离久情疏)
be of good / high / bad / poor quality The price depends on the quality. He has many fine qualities. Kindness is a human quality which everyone admires. 仁慈是谁都称赞的人类品质。 qualified adj. 有资格的, 有经验的 quantity n. 数量 a large /small quantity of large /great quantities of
2019-2020版高中英语新教材人教必修第一册Unit5:SectionⅣDiscoveringU
Section IVDiscovering Useful Structures限制性定语语法整体突破一、关系副词引导的定语从句1 .when 引导定语从句[合作探究]I will n ever forget the day when I first saw you.f I will n ever forget the day on which I first saw you.我永远不会忘记第一次见到你的日子。
[自主发现1] when 引导定语从句时,从句的先行词为表示时间的名词,when 在 从句中作时间状语,相当于“介词 in/at/on/duri ng... + which ”结构。
2.where 引导定语从句[合作探究]After living in Paris for fifty years he returned to the small town where he grew up as a child.f After living in Paris for fifty years he returned to the small town in which he grew up as a child 在巴黎生活了 50年后,他回到了儿时成长的那个小镇。
The accident has reached to the poin where both their parents are to be called in 事情 发展到如此地步,不得不请双方家长来一趟了。
[自主发现2](1) where 引导定语从句、思维导图 关系副词引导的定语从句 限制件定语从句(2)从句⑵“介同+关系代I*厂/ 引导的進语从旬g 单元语法* 一圏贯通1. ------------------------------------- when 弓I 申的定语从句 -------------------------- 丹血口在臥句屮作时河狀语2. where 引导的企语从句 ----- where 在从句屮作地点状需 乱why 引导的定语从旬 ------ why 在从旬屮作瞬9状语 I -先行词指人 --- •- 5k 1^1+who m/whnsc 2.先行词指物 ----- ►介Jpj+which/whoseSection IV Discovering Useful Structures 限制性定语时,从句的先行词为表示地点的名词,where在从句中作地点状语,相当于“介词in /at... + which ” 结构。
高一英语必修第一册(2019版)_Unit5_阅读导读备课资料
Unit 5 阅读导读备课资料ⅠLearn the World Language: Today and TomorrowIs there any evidence that the standard of English as foreign language has improved in the years since the Second World War? Naturally, as it is the world language, more and more people are taught it and use it. But do they speak it or write it or understand it better than their parents' or grandparents generation?Have Standards Declined?There is no objective way of answering this question.Tests of the traditional sort—compositions, precise, (summary) writing, and so on—have always been subjective, so they cannot be used to judge whether people have got better or not over the years. But so-called objective tests are useless as a measure of progress too. We are left with only personal impression to go on.My own (opinion) is that, if anything, standards have declined somewhat in the last thirty or forty years, despite all the new theories, tools and techniques that have been developed. I am not alone in this judgment. In Sweden, for instance, Professors Johannes Hedberg and Gusty Korlen, two of the most experienced workers in the field,have on several occasions drawn attention to the lack of progress in the teaching of foreign languages since the late fifties. Yet Sweden is a sophisticated society with extremely high educational and academic standards, and very concerned not to be cut off from the rest of the world. If such a country can not achieve advances in the study of foreign languages, it is unlikely that many, if any, others have done so. The goal is Learning, Not Teaching.I believe the study of English as a foreign language can be improved immeasurably. There are two fundamental—and connected—problems. One is the mode of study, and the other is the mode in which that study is organized.In the last forty years or so, practically all the efforts to improve the learning of English have gone into pedagogy. Teachers are now supposed to be trained 'professionals'. What does the new professional training mean that teachers can do? Perhaps it means that some, even many, of them can teach better than they wouldotherwise do. But if that better teaching does not produce patently (obviously) better English learning, something is clearly wrong, the effort is misdirected. For teaching is not the end: the end is learning.This is obvious. It is time to re-think our whole approach to language learning, to start facing reality, and addressing the right issue. First of all, we need to recognize the essential truth that languages can only be learned; they cannot be taught. Language learners need to realize that they must do virtually everything for themselves; that if they know how to learn, they have little or no need of teachers: but that if they do not know how to learn, teachers will do them no good. Indeed, teaching for the most part inhibits (prevents) learning, for students believe that their teachers, in some magic way which is called skilled teaching, are going to do the work for them. The student achievement is in roughly reverse proportion to the extent to which they rely on their instructors. They tend to believe that the essential thinking work is going to be done by the teacher. Dedicated students believe they must work hard and they do work hard; that is to say, they conscientiously carry out all the tasks the teacher sets them and they stud their course books or follow their computer programmes regularly. It is of little avail if they are lacking in self-reliance and active curiosity. But if one really leaves a person to find out her own best way of learning a language, one risks doing something very like throwing a small child onto the water at the deep end and expecting her to swim.Every language learner should have complete autonomy. But autonomy should here mean that is never obligatory to learn a foreign language. It is morally wrong as well as ineffective for it to be imposed as a task. If it is many will not experience what should be an adventure in the way they should be allowed to. In other words, autonomy should be deciding whether to learn a foreign language at all, but it should not mean deciding unguided on the method.ⅡThe Common Interests of Students and TeachersIt would do a great deal of good if we started using the term' guide' or' adviser' instead of' teacher' for those who try to help people learn foreign languages. It wouldemphasize that what learners need is individual attention. It would also remind everybody that the responsibility for learning is basically the students. What the students need is somebody who can do two things (1) show her or him how to learn a foreign language; (2) answer questions about that language. Those questions must be thought of by the students. If students do not find questions to ask—whole streams of questions—it is a sign that either they are not really interested enough to do the thinking for themselves that is crucial, or they do not know how to.The spirit that language learners need before anything else is curiosity. If they do not have that, they are wasting their time. This means, in turn, that their guides do not need training in linguistic or educational theory, or in pedagogy, or in any techniques of stimulating interest, keeping students entertained. If students need to have their interest stimulated, something is very wrong.What a language guide does need is a thorough and practical knowledge of how the language works, a conscious knowledge that she or he can articulate in a way the ordinary native speaker cannot. Students should be able to sense that their guides have a genuine interest in the language, and that they have found out about it by thinking for themselves, not by mere uncritical memorizing of text books or lectures. It is only through such critical awareness and interest that guides can develop the ability to explain any given aspect of the language in varied ways so as to suit the particular needs and mode of thought of any individual students One of the most misguided principles of modern pedagogy is the' structured lesson. This is just what should be avoided, even in classes as well as private lessons; A good language guide is completely flexible, and can respond in stantaneously at any moment to any need for the students that arises. Those with this capacity never need—never should—spend long hours planning and preparing lessons: but the corollary is that guides need to really know their stuff. The best place to develop the sort of knowledge and ability I have just outlined is ' on the job', through an apprenticeship with experienced, sympathetic and encouraging colleagues, in good conditions of work.For most of the several decades since I started helping people to learn English, I have always stressed to them that my prime duty was to make myself unnecessary.When students have the essential independence,they will need only a fraction of the number of regular sessions that they at present attend at teaching institutions.注解:precise adj.精确的decline υ.下降;减少;变弱;拒绝;倾斜measurably adv.无法计量地;无限地pedagogy n.教育学,教学法obligatory adj.强制性的;义务的。
北师大版高中英语必修一 Unit 5 Lesson 4教学课件
Rumba
Answer these questions.
1. How many people perform in the popular or social dances usually? The popular or social dances are usually danced in couples. 2. What are the two ballroom dances that came from folk dance? Waltz and polka. 3. Why did a lot of new dances come from the United States? The mixing of immigrant cultures produced new forms of dance.
Popular Dance
social dances ballroom dances tap dancing
rock’n’roll dances breakdancing
Disco
Waltz
Breakdance
Rock ‘n’ Roll
Tango
Cha-Cha
tap dancing
Square dancing
T
3. Dragon dances and lion dances are often performed in Chinese Spring Festival celebrations. T
____ dance, which is 4. Yangge is a kind of city performed on the 1st and 15th days of the first lunar month. rural F
人教版必修一英语Unit 5-4
英 语
_d_is_c_o_v_e_ri_n_g__a_r_te_m__is_in_i_n_,__u_se_d__t_o__t_re_a_t__m_a_l_a_ri_a_, _w__h_ic_h__s_a_v_e_d__m__il_li_o_n_s__o_f__p_e_o_p_le_'s
必 修 ①
_li_v_e_s.__S_h_e__g_o_t_t_h_e_L_a_s_k_e_r_A_w__a_rd__i_n_2_0_1_1_,_w__h_ic_h__is__o_n_e_o_f__th_e__m_o_s_t_r_e_sp_e_c_t_e_d_s_c_i_en_c_e
英 语 必 修 ① 人 教 版
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Unit 5 Nelson Mandela—a modern hero
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Function-II----practice (3m)
Find out all the attributive clauses in Reading.
Line 2: The time when … Line 9: The school where where… Line 12: This was a time when … Line 15: The day when Nelson… Line 20: …a stage where we… Line 22: The parts of town where where… Line 23: The place where where… Line 25: …a position in which which… Line 26: …in a way which which…
关系副词和先行词的关系
I still remember the day when I came here. on the day =when =when This is the house where I lived last year. in the house= where There are many reasons why people like traveling. for the reasons =why 关系副词实际上是介词+ 关系副词实际上是介词+先行词
... the same pen that I lost.
则表示这支笔就是我不见的那支 .
the usage of the relative adverb(关系副词 关系副词) 关系副词
关系副词
指代
所充当的句子成分
when where why
time place reason
adverbial adverbial adverbial
I will never forget the day _____ when I first went to school. I will never forget the day (which/that) we spent in Beijing. __________ (which/that) The house __________ we visited is being repaired now. where The house ______ Luxun once lived is being repaired now.
• 关系副词 关系副词when, where, why可以用适当的介词 可以用适当的介词 +which来替代。 来替代。 来替代 • 如:when=in/on/at…+which, where=in/on/at…+which, why=for+which介词的 介词的 位置非常灵活,有时放在关系代词之前, 位置非常灵活,有时放在关系代词之前,有时放在 动词之后。 动词之后。
Unit 5 Nelson Mandela – A modern hero
Huang Haishao
Practice
1.Group of people organized for a special purpose 2.Fen 5.In fact 6.some difficult problems 7.Be taken to prison Out of work In trouble league Put in prison Lose hope As a matter of fact hero
The structure of the Attributive Clause:
(定语从句的结构)
He is an English teacher who likes singing songs. 先行词 定语从句 引导词(关联词/连接词) (关系词) 关系词)
关系代词和关系副词的作用: 关系代词和关系副词的作用:
2. when表示时间,只能跟在表时间的名词后。 when表示时间 只能跟在表时间的名词后。 表示时间, • Tell me the time when the train leaves. • July, when (=in which ) we can go home for a rest, is coming soon. I will never forget the days that/which I spent with your family.
D 14. This is the same pen ______I lost yesterday. A. as B. that C.the one D. A&B
比较: 比较:
...the same pen as I lost.
表示这支笔与我不见的那支很像, 表示这支笔与我不见的那支很像,不一定就是
3. why表示原因,通常跟在reason后引导定 why表示原因 通常跟在reason 表示原因, reason后引导定 语从句。 语从句。 • I don’t know the reason why he left here. • This is the reason why (= for which) he cried. The teacher was surprised at the reason (that/which) he explained for being late.
Function-III----practice (2m)
Exercise 用where, which, when, whose填空 填空 1)Dorothy always spoke highly of her ) which role in the play _________ , of course, made the others unhappy. when 2) I shall never forget the days ________ I lived in the country with my parents. where 3) The factory ________ his brother works lies in the south of the city. 4) They took care of the old man whose ________ son lost his life in the fire.
• eg. 1. I won’t forget the date when( on which) I was born. • 2. This is the room where (in which) I lived. = This is the room which I lived in. • 3. I don’t know the reason why (for which) he haven’t come today. • 4. Tom still remembers the days when (in which) they lived in Tianjin.
关系副词when, where, why的用法 关系副词 的用法 关系副词都等于一个适当的介词+ 关系副词都等于一个适当的介词+which, , 在从句中作状语 在从句中作状语
When=in/at/on/…+which; Where=in/at/on/…+which; Why=for /…+which 1.Do you still remember the day when(on which) we went to visit the museum together? 2.This is the factory where(in which)my father once worked. 3.This is the reason why(for which) he was late.
3. 关系副词在定语从句中不可省略。 关系副词在定语从句中不可省略 不可省略。 e.g. I have come to explain the reason why I was absent from the meeting.
关系副词when, where, why 和介词 和介词+which之 关系副词 之 间的关系。 间的关系。
Grammar-I (3m)
when, where, why引导定语从句 引导定语从句 表示地点, 1. where 表示地点,只能跟在表地点或场合 的名词后。 的名词后。 注意:where不在从句中作主语或宾语 不在从句中作主语或宾语。 注意:where不在从句中作主语或宾语。 • What is the name of the town where we stayed last night? • Think of a place where we can go for dinner. • Please leave the book at the place where it was. Please leave the book where it was.
如何判断用关系副词还是关系代词? 如何判断用关系副词还是关系代词
选用定语从句的关系词时,需注意两点: 选用定语从句的关系词时,需注意两点: 1.先行词 先行词 2.关系词在从句中充当的成分。 关系词在从句中充当的成分。 关系词在从句中充当的成分 • 做主语,宾语,表语, 定语 关系代词 做主语,宾语,表语, • 用做状语 关系副词
使用要点
1. 关系代词在从句中作主语时,不能省略。 关系代词在从句中作主语时,不能省略。 e.g. The classroom that is on the fourth floor is poorly equipped. 2. 关系代词在从句中作宾语且前面没有介词时, 关系代词在从句中作宾语且前面没有介词时, 常可省略,且 前不能有介词。 常可省略 且that前不能有介词。 前不能有介词 e.g. This is the girl with whom he works. The people whom\who\that\x you met in the campus are from Australia.(作宾语)