高中英语必修一--unit5-warming-up-and-pre-reading 精品优选公开课件
最新高中英语全册教学大纲（全）精选
最新高中英语全册教学大纲（全）精选育英优启高中英语教研组（人教版）高中英语各单元知识点归纳（必修1~5 +选修6~11）必修一语法写作交际用语Unit 1 Friendship 复习直接引语和间接引语在陈述句和疑问句中的用法练习设计调查问卷、写信及趣味写作发表观点：同意、不同意Unit 2 English around the world 祈使句及间接引语的用法如何用英文写通知出现语言交际困难时的应答Unit 3 Travel journal 现在进行时表将来如何写应用文体——游记式日记祝愿和告别Unit 4 Earthquakes 定语从句(1): 由who/whom/which/that引导的定语从句记叙文叙述过去的经历Unit 5 Nelson Mandela—a modern hero 定语从句(2): 由where/when/why/介词+which /介词+whom如何写人物生平介绍征求意见，发表意见引导的定语从句必修二Unit 1 Cultural relics 定语从句(3): 限制性定语从句、非限制性定语从句练习写介绍景物的应用文征求看法，发表看法Unit 2 The Olympic Games 被动语态(1): 一般将来时的被动语态描写最喜爱的运动员谈论兴趣爱好、同意和不同意Unit 3 Computers 被动语态(2): 现在完成时的被动语态说明文作出决定和推理Unit 4 Wildlife protection 被动语态(3): 现在进行时的被动语态写一篇关于保护野生动物的文章谈论意愿和目的、道歉Unit 5 Music 定语从句(4): 介词+which /介词+whom引导的定语从句写E-mail 寻求建议提出建议、表达偏好和爱好必修三Unit 1 Festivals around the world 情态动词(1) 续写故事谈论节日、表达谢意、打电话Unit 2 Healthy eating 情态动词(2) 议论文谈论健康、提出建议Unit 3 The Million Pound Bank Note 名词性从句(1)——宾语从句、表语从句学习写英语短剧在餐馆用餐的表达Unit 4 Astronomy:the science of the stars 名词性从句(2)——主语从句说明文——如何解决某个问题如何给他人指引Unit 5 Canada—“The True North”情态动词(3) 练习描写某一地点的短文描述方向和位置必修四Unit 1 Women of achievement 主谓一致练习描写某个人的短文描述人物Unit 2 Working the land 动词的-ing(1): 作主语和宾语写海报说服他人Unit 3 A taste of English humor 动词的-ing(2): 作表语、定语和宾语补足语幽默短文写作情感表达Unit 4 Body language 动词的-ing(3): 作定语、状语对现象进行归纳总结、反思禁止和警告、义务Unit 5 Theme parks 构词法：合成法、派生法、转化关于说明类、解释类的写作问路和指路必修五Unit 1 Great scientists 过去分词(1): 作定语和表语练习写说服别人的信件描述人物Unit 2 The United Kingdom 过去分词(2): 作宾语补足语练习写描写景点的说明文语言交际困难、空间方位描述Unit 3 Life in the future 过去分词(3): 作定语和状语练习写描述未来的说明文预测未来Unit 4 Making the news 倒装的用法练习写新闻报道约会Unit 5 First aid 省略的用法练习写急救方法的说明文给他人指示选修六Unit 1 Art 虚拟语气(1) 建议信谈论个人偏好Unit 2 Poems 虚拟语气(2) 写诗谈论个人意愿和计划Unit 3 A healthy life it的用法(1) 建议信禁止、警告、允许Unit 4 Global warming it的用法(2) 写海报同意、反对、责怪、抱怨Unit 5 The power of nature 复习动词-ing形式描述景点表达情感选修七Unit 1 Living well 复习不定式建议信表达愿望和祝贺Unit 2 Robots 复习被动语态(1) 科幻小说表达推测和信念Unit 3 Under the sea 复习被动语态(2) 抱怨责怪、抱怨Unit 4 Sharing 复习限制性定语从句给贫困失学儿童写一封信时间先后顺序、逻辑关系Unit 5 Travelling abroad 复习非限制性定语从句给笔友写一封信喜恶、可能、不可能选修八Unit 1 A land of diversity 复习名词性从句——主语从句、宾语从句、表语从句练习写关于某地方的非编年体报告鼓励他人说话、描述某个地方Unit 2 Cloning 同位语写一篇关于辩论的文章表扬和鼓励、接受和拒绝Unit 3 Inventors and inventions 复习过去分词——作定语、表语、宾语补足语应用文写作——求职信打电话Unit 4 Pygmalion 复习过去分词——作状语就某故事的某个场景进行创新写作推测、情感表达、判断评价Unit 5 Meeting your ancestors 复习动词时态描述考古发现描述特征、建议、假设选修九Unit 1 Breaking records 主语杂志简介惊奇Unit 2 Sailing the oceans 表语(1)——接表语的各种动词有游说性质的写作：给领导的报告因果表达Unit 3 Australia 表语(2)——单词、短语、从句写e-mail 禁止和警告Unit 4 Exploring plants 直接引语和间接引语描写某种植物好奇和憎恶Unit 5 Inside advertising 宾语补足语设计广告在争吵中表达观点。
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 。
高中英语任务型阅读教学的设计与反思——以人教版模块3 Unit 5 warming-up and reading为例
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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。
2019人教版高中英语必修一Unit 5 阅读课-单词 课文预习
UNIT 5 LANGUAGES AROUND THE WORLD--Reading and Thinking单词，课文预习一．词汇预先知Ⅰ.单词——记其形1．native English speakers以英语作为母语的人2．a positive attitude towards life 对人生的乐观态度3．the most convenient transport system最方便的交通体系4．despite his lack of experience 尽管他缺少经验5．one of the important factors 重要因素之一6．a symbol of freedom 自由的象征7．an energy－saving__means of transportation 一种节能的交通运输方式8.classic books 经典著作9．regard it as my duty 把它当作我的责任10．develop children’s character 培养孩子的品质11．a specific meaning 特定的含义Ⅱ.单词——知其意1．billion n．十亿2．bone n. 骨头；骨(质) 3．shell n. 壳；壳状物4．carve vt.&vi. 雕刻5．dynasty n. 王朝；朝代6．dialect n. 地方话；方言7．calligraphy n. 书法；书法艺术8．affair n. 公共事务；事件；关系Ⅲ.单词——通其变1．refer vi.提到；参考；查阅vt.查询；叫……求助于→reference n．参考；指称关系2．base vt.以……为据点；以……为基础n．底部；根据→based adj.以(某事)为基础的；以……为重要部分(或特征)的3．variety n．(植物、语言等的)变体；异体；多样化→various adj.不同的；各种各样的4．major adj.主要的；重要的；大的n．主修课程；主修学生vi.主修；专门研究→majority n．大多数5．global adj.全球的；全世界的→globe n．球体；地球仪；地球6．appreciate vt.欣赏；重视；感激；领会vi.增值→appreciati on n．欣赏；感激；感谢Ⅳ.词块——英汉译1．refer to指的是；描述；提到；查阅2．ups and downs 浮沉；兴衰；荣辱3．date back (to...) 追溯到4．the attitude to/towards... 对……的态度5．pay attention to 注意6．play a(n)．..role in 起着……的作用7．be known for its ancient civilisation以其古老的文明而闻名8．lead to 导致9．one unified country 一个统一的国家10．classic works 经典的作品11．in ancient times 在古代12．Chinese characters 汉字13．be connected with 和……有联系14．global affairs 全球事务二．课文精研读原文呈现THE CHINESE WRITING SYSTEM：CONNECTING①THE PAST AND THE PRESENT China is widely② known for③ its ancient civilisation④ which has continued all the way through⑤into modern times, despite⑥ the many ups and downs⑦ in its history【1】．There are many reasons why this has been possible【2】，but one of the main factors⑧ has been the Chinese writing system.【1】which引导的定语从句修饰先行词its ancient civilisation。
高中英语必修 一unit1
高一英语unit1 cultural relicsthe first period (warming up and pre-reading)teaching goals:1. target languagecultural, survive, remain, state, rare, dynasty, vase, belong to2. learning ability goalshelp the students learn how to talk about cultural relics and have the sense of protecting cultural relics.teaching important pointstalk about cultural relics and what should be done with them.teaching difficult points:how to talk about cultural relics.teaching methods:group discussion and presentation.(cooperative learning)teaching procedures:step1 warming-upt talks about some famous world heritages to the students. raise the ss’ awareness that there are some well-known cultural relics both at home and abroad. ask the ss to try their best to think of the cultural relics that they know.t: boys and girls, look at the title of this unit, tell me what the topic of this unit is.ss: the topic of this unit is cultural relics.t: do you know what cultural relics are?(ss can find the answer from the warming up.)t: ok, very good. now let me tell you some details about cultural relics. cultural relics are traces of features surviving from a past age and serving to remind people of them. they represent the culture of a place and some periods of history. can you give me some examples of the cultural relics?s1: the great wall.s2: the pyramids in egypt.s3: the imperial palace. ??t: well done. (t can give more examples) unfortunately, some of them are in danger because they are destroyed, and some of them were lost because someone stole them. now imagine that you work for the state office of cultural relics. you are sent to a small town where you find a relic that was stolen from a palace. it is a rare ming dynasty vase. the man who has it insists that it belongs to his family. what will you say to him? work in pairs to discuss this question, and then i’ll ask some ss to tell me your answers.3 minutes later, ask some ss to give their answers.step 2 pre-readingt: ok, class, do you think these cultural relics are beautiful?ss: yes, very beautiful.t: suppose one of them got lost, how would you feel and what will you do with it?s1: try our best to find it.s2: protect the others in order that they will not lost. ??t: thanks for your good suggestions. if you find a cultural relic, what will you do with it? you can make a dialogue with your partner on this question.t can practice it with a student to give an example.sample dialoguet: if you found a cultural relic, what would you do with it?s1: i dont know．t: would you want to keep it?s1: of course not．it doesnt belong to me．t: then why dont you go to your community council?s1: im not sure i could trust the people there．what if the person i give it to keeps it for himself?t: good question．what do the rest of you think?s2: i guess i would ask my parents what to do with it．t: thats a good idea．anyone else have an idea?s3: i would ask my brother．he is a policeman．ask some ss to act their dialogue out.step 3 homework1. preview the reading passage and do exer cise i in the part “learning aboutlanguage”.2. ask the ss to look for more cultural relics. the students can go to the libraryor use the internet to search for information.record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________the second period(reading and comprehending)knowledge:learn some new phrases and some new sentence patterns.ability:1. learn some detailed information about the amber room.2. improve the students’ reading ability.3. train the students’ ability to grasp key information while listening.4. tra in the students’ speaking ability.emotion:1. train the students’ ability to cooperate with others.2. enable the ss to talk about the story of the amber roomteaching important points:1 .the new words and expressions;2. learn some detailed information about the amber room;3. train the students’ ability to cooperate with others;4. train the students’ speaking ability.teaching difficult points:1. words: ton, stone, heat, design, fancy, style, jewel, king, reception, light,mirror, wonder;2. phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;3. sentence patterns:(1) there is no doubt that?..(2) this gift was the amber room, which was given this name because almost seven thousand tons of amber were used to make it．4. improve the students’ reading ability.5. train the students’ ability to grasp key information while listening. teaching methods:1. listening to the tape.2. learning and practicing.teaching procedures:step 1 greetings and lead-int: we learned some cultural relics yesterday. do you still remember them? give me some examples, please.students give their answers.t: very good. today we’re going to learn another cultural relic. look at the two pictures on pages1—2; do you know what it is called?ss: the amber room.t: yes, it’s called the amber room.step2 fast reading:t: do you want to know more about the amber room? read the passage first and try to answer the questions:1、why it is called the amber room?2、what else were used to make the room besides amber?3、why was the amber room first built?4、when and why did frederick william i give the amber room to peter the great?5、what did catherine ii do with the amber room?6、when and how was the amber room supposed to have been lost?five minutes later, ask some ss to give their answers.answers:1、it was given the name because almost seven thousand tons of ambers were used to make it.2、the amber room was also made with gold and jewels.3、it was made for the palace of frederick i.4、1716，frederick william i gave it to peter the great, as a gift of friendship.5、catherine ii had the amber room moved to the palace outside st petersburg where she spent her summers6、in 1941, those two countries were at war. german army stole it.step3 comprehendingafter finishing all the questions, ask the ss to listen to the tape and try to get the main idea of the passage, then read the passage again by themselves and do the comprehending exercises. t: now read the passage again and finish the exercises of comprehending.the ss begin to do the exercises. after a while, teacher begin to collect the answers. later, teacher gives the answers.step 4 post-reading1. read the passage again to get important information about the text in searchof the amber room. then fill in the blanks. (page73 best english )step 4 speaking or reading aloudplay the tape for the students to listen and follow in order to let them know how to read the text.step 5 homework1. read the text several times.2. do exercise 3 on page 4.3. do exer cise 1 on page 42 (ss’ book)record after teaching:___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ _____________________the third period(text analyses and language points)knowledge:1.words: ton, stone, heat, design, fancy, style, jewel, king, reception, light, mirror, wonder; phrases: look into, belong to, in search of, in return, at war, take apart, think highly of;2. sentence patterns:(1) in 1770, the room was completed the way (that) she wanted it(2) there is no doubt that the boxes were then put on a train for kingsburg, at that times a german city on the baltic sea.ability:1. learn the usage of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. emotion:1. train the students’ ability to cooperate with others.2. know what happened to the amber room3. know the importance of protecting the cultural relics by learning the storyof amber roomteaching important points:1. train the students’ abilit y to read different english names.2. train the students’ ability to cooperate with others.teaching difficulties:1. the explanation of some difficult words and expressions.2. train the students’ ability to remove the difficulties while reading. teachin g procedures: step 1 revisiont: in the last period, we learned something about the amber room and we also know that this room has a strange history, could you tell me what happened to this room chronologically? the ss talk it about by themselves for some minutes, and then t gives the answer: built inprussia-- frederick william i--- sent it to peter the great (russian)-- winter palace czar--- catherine ii move outside st petersburg-- the war between(rg) nazi german secretly stole--sent to konigsberg (g)—mystery--- now rebuilt step 2 learning about the language points1.although it feels as hard as stone, it easily melts when（it is）heated. feel here means: to give or produce the stated sensation(给人以某种感觉)2.the design for the room was of the fancy style popular in those days.(在句中做表语)（定语后置） 3.there is no doubt that the boxes were then put on a train for konigsberg, at that time a german city on the baltic sea.(同位语从句)step 3 homeworkin order to master the usage of these words and expressions, please do some related。
人教版高中英语必修5教师用书：Unit 5 Section_Ⅰ Warming Up - Reading — Pre-reading (含答案)
Section_ⅠWarming Up & Reading — Prereading Now many hospitals suggest that we use the letters DR ABC to remember what to do when dealing with an emergency. Do you know what they stand for？Now read the following passage to get the answer.The most important thing to keep in mind when dealing with an emergency (紧急情况) is to stay calm. By staying calm we will be able to think what to do and make better decisions.Many hospitals suggest that we use the letters DR ABC to remember what to do when we have to think fast. D stands for danger. We should first of all make sure that the accident scene is no longer dangerous. If we were to get hurt trying to save someone, we would not be able to help. R is for response. We can do a lot of good by simply asking “Are you all right？” If the person can answer, we know that he or she is conscious and can breathe. The question will also calm the person, letting him or her know that help is on the way.A is for airway (呼吸道). We must make sure that a person's airway is open and it is easy to breathe. This can be done by gently tipping the person's head backslightly. B is for breathing. We should check that the person can breathe. Is his or her chest moving？If the person is not breathing, we must try to start his or her breathing at once, using the mouthtomouth method. If this is not done within five minutes, the person will die. If a person is breathing but not conscious, it is usually best for him or her not to be moved. C is for circulation (循环；环流)．Is the person's blood circulating？We can look for colour, coughing, and eye movement. We can also check a person's pulse (脉搏) by putting a finger on the person's neck or wrist.This is what we call DR ABC, which can remind us of what to focus on when there is an emergency.Warming Up1.Look at the pictures and tell what happened.(1)The girl in Picture A cut_her_finger.(2)The girl in Picture B burnt_her_hand.(3)The man in Picture C got_an__electric_shock.(4)The woman in Picture D was_drowning.2．Nowadays there are a lot of unexpected accidents.What would you do in such situations?(1)What kind of first aid should you give to a snake bite?①The_person_bitten_must_get_a_doctor_or_go_to_hospital_at_once.②Speed_is_very_important.③It_will_help_the_doctor_greatly_if_you_can_tell_him_what_kind_of_snake_it_was,_or_describe_the_situation.(2)What kind of first aid should you give to bleeding?①Try_to_stop_the_bleeding.②Press_a_handkerchief_onto_the_bleeding_point_and_hold_it_there.③Hold_up_the_part_of_body_which_is_bleeding_if_possible.(3)What kind of first aid should you give to a sprainedankle?①Tied_with_medical_bandage.②It_is_better_to_avoid_walking_with_the_injured_ankle.③It_is_correct_to_use_ice_bag_for_removing_pain_and_bleeding,_and_also_not_influence_our_own_body_healing.(4)What kind of first aid should you give to a choke?To_treat_a_choke,_you_should_make_him/her_spit_by_patting_him/her_on_the_back.(5)What kind of first aid should you giveto a broken arm?①Do_not_move_the_patient.②Support_the_broken_arm_in_the_most_comfortable_position.③Get_medical_help_immediately.Fast Reading1．Read the text quickly and complete the main idea of it.The text mainly introduces (1)three types of burns and their characteristics as well as how to give (2)first_aid_treatment when burns happen.2．Scan the text and then choose the best answer according to the text.(1)In the text, burns are sorted according to the ________ of the skin burned.A．layer B．functionC．type D．area(2)Which of the following is NOT the function of the skin according to the text?A．It protects you against disease, poisons and the sun's harmful rays.B．It helps the heart beat.C．It can keep you warm or cool.D．It prevents your body from losing water and gives the sense of touch.(3)When cooling burns, cool water is used to do the following EXCEPT ________.A．stop the burning processB．prevent the pain becoming unbearableC．reduce swellingD．prevent any blisters being broken(4)Which of the following first aid treatment is RIGHT according to the text?A．Take clothing off the burned area even though it is stuck to the burn.B．Do not put cold water on second degree burns.C．If burns are on the face, the victim should sit up.D．If the injuries are second degree burns, it is unnecessary to get the victim to the doctor or hospital at once.(5)If someone gets burned and his hands get black and white and charred, it belongs to________.A．the first degree B．the second degreeC．the third degree D．none of the above答案：(1)～(5) ABDCCCareful Reading1．Read the text carefully and then fill in the blanks.BurnsCauseshot liquids, steam, fire, radiation, the sun, electricity orchemicals(1)Types First degree burns Second degree burns Third degree burnsCharacteristics◆dry, red andmildly(2)swollen◆mildly painful◆turn (3)whitewhen pressed◆rough, red andswollen◆blisters◆(4)watery surface◆extremely painful◆black and whiteand charred◆swollen; often(5)tissue underthem can be seen◆little or nopain if (6)nervesare damaged; maybe pain aroundedge of injuredareaFirst aid treatment◆Take off clothing and (7)jewellery near the burn.◆Place(8)cool,_clean, wetcloths on them untilthe pain decreases.◆Place cool clothson the burned arearepeatedly for(9)an_hour or so.◆Send the victim to the doctor orhospital at once.◆(10)Dry the burned area gently.◆Cover the burned area with a dry, clean (11)bandage.◆Keep burned arms or legs (12)higher than the heart.2．The text can be divided into five parts.Then find out the main idea of each part.Part 1：The_importance_of_skinPart 2：Causes_of_burnsPart 3：Types_of_burnsPart 4：Characteristics_of_burnsPart 5：First_aid_treatmentSummaryFill in the blanks according to the text.The skin, which acts as a barrier 1.against disease, poisons and the sun's harmful rays, is an essential part of your body. So if your skin gets burned it can be very serious.Depending on 2.which_ layers of the skin are burned, they are called first, second, third degree burns.First degree burns make an effect 3.on only the top layer of the skin and it turns white when 4.pressed (press)．Second degree burns include severe sunburn and burns 5.caused (cause) by hot liquids.Third degree burns cause little or no pain if nerves are damaged; may be pain around edge of injured area.If possible, we should do some first aid.First, remove clothing using scissors if necessary 6.unless it is stuck to the burn.Take off other clothing near the burn.Cool burns immediately with cool 7.but not icy water which prevents the pain becoming 8.unbearable (bear) and reduces swelling.It is helpful to squeeze cool cloths 9.out_from a basin and place them on the burned area over and over again.Holdthe bandage 10.in place with tape if stly, it is vital that we should get the victim to the doctor or hospital at once if the situation becomes worse and worse.DiscussionDiscuss in groups of four to see whether the following is right or wrong.If it's wrong, explain why and give the correct statement.Sam knocked over a kettle full of boiling wateronto his legs.His legs became red, swollen and covered with blisters.Sam broke the blisters and poured icy water from the fridge onto the skin.Wrong.Sam_should_not_have_broken_the_blisters_because_the_burns_could_beco me_infected.He_should_have_poured_cool_water,_not_icy_water_on_the_burn.。
人教版高中英语Unit1-Friendship-优秀教案
教案人教版高一英语《英语1》第一单元Friendship第1课时：Warming up and Pre-reading一．教学目的①学问目的:⑴让学生驾驭以下生词与短语: survey add point upset ignore calm concern loose cheat add up calm down have got to be concerned about walk the dog⑵让学生学会运用以下构造来表达看法，同意与不同意与确定语气: Are you afraid that. . . ? I (don’t)think. . . In my opinion, . . . I (don’t)think so, I (don’t)agree, I believe. . . , I’m afraid not, Exactly, That’s correct, Of course not.②技能目的:1．让学生学会用英语描绘自己的挚友。
2．列出挚友间通常存在的问题,并找的不同方法来解决这些问题。
3．激励学生用本课学到的一些短语与构造来思索与议论挚友与友情。
③情感目的1．让学生学会如何解决挚友间可能出现的问题。
2．培育学生在高中阶段形成学习英语的好习惯。
二．教学重点1．用给定的形容词与句子构造来描绘他们的一个挚友。
2．学习评价挚友与友情。
三．教学难点1．与伙伴合作并描绘他们的一个好挚友。
2．与伙伴探讨并找出解决问题的方法。
四．教学方法1．任务型教学法2．合作学习法3．探讨法五．教学打算多媒体与其他常规教学工具六．教学过程1.导入新课：第一步：导入Lead-in上课前,老师可以通过展示一个友情天长地久的视频来激发学生的学习爱好,。
这是新学期的第一节课。
所以在一开场,请学生用他们喜爱的方式来谈谈关于新学校与挚友的话题。
1. How did you spend your summer holidays? How did you feel? What did you do in your summer holidays? What did you do in your spare time?2. What do you think of our new school? Do you like it? Could you say something about it?3. Do you like making friends? How do you get in touch with your friends? Do you have many friends? Where are they now? Do you have any old friends in our school? Have you made any new friends in our class?(其他关于本单元的话题导入的建议:1。
人教版高中英语必修一教案Unit 5 Nelson Mandela (含答案)
Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组I. 教材分析本单元以Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。
1.2 Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。
1.3 Reading介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。
这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。
1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。
练习2和4要求学生进一步了解课文细节。
1.5 Learning about Language分词汇和语法两部分。
其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where, when, why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。
1.6 Using Language分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。
二是Reading，这也是一篇精读文章，更详细地了解曼德拉。
三是Writing，要求利用时间顺序简要地描述一个人。
2. 教材重组2.1 因本教材重点强调的是阅读能力，故将Reading, Comprehending，Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。
人教版必修一 Unit5_Nelson_Mandela-A_Modern_Hero[Warming up, Pre-reading, and Reading课件]
![人教版必修一 Unit5_Nelson_Mandela-A_Modern_Hero[Warming up, Pre-reading, and Reading课件]](https://img.taocdn.com/s3/m/40a148f40242a8956bece49f.png)
-a modern hero
Period I Warming up, Pre-reading, and Reading
selfless warm-hearted
determined devoted mean Generous
He wrote the Bible in English so all could Read it. He died for his ideas but his work was later used in the Bible.
Step IV Skimming
1. Who is Elias?
2. Why did Elias need help from Nelson Mandela?
Because he had very little education and he can’t get a passbook to live ine (1494-1536) Britain
He fought against the German Nazis and Japanese invaders during WWII. He worked in China as a doctor and saved many Chinese soldiers.
He is a poor black worker in south African.
3. What advice did Mandela give to Elias?
Mandela told Elias how to get the correct papers so he could stay in Johannesburg.
About Nelson Mandela About the black
2017-2018年度高中英语 Unit 5 Travelling abroadSection Ⅰ Warming Up &Reading-Pre-reading讲义 新
限制性定语从句。
[原文呈现] She told me that she had had to learn almost everything again. “Sometimes I felt like a child，” she said. “I had to learn how to use the phone, how to pay bus fare, and how to ask a shopkeeper ○25 for things I didn't know the English for○26 .
about the new culture.
[读文清障] ⑲It's ... that ...是强调句型，强
调主语not just study。 ⑳get used to习惯于
○21 此处which指代“a whole new
way of life”，引导非限制性定 语从句。
○22 take up占用(时间)；继续；开
始做。
○23 concentration n．注意力
修饰the preparation year。 ⑰recommend /ˌrekə'mend/ vt.推
荐；建议[原文呈现][读文清障]“The preparation course is
most beneficial⑱，” she said. “Studying here is quite different from studying in China, so you
English families. Living with host families, in which there may be other college students○34 ， gives
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。
人教版高一英语必修一unit5教学设计
教材分析人教版高一年级上册必修1，Unit5, Nelson Mandela---a modern hero 的第一课，这是一节高中阅读课。
教材上这一部分主要分为四个部分：第一部分为warming up。
编者在这部分列出了很多描写人物品种的词，有褒义的也有贬义的，目的是想通过问题引导学生思考判断哪些形容词可以用来描述a great person。
第二部分是六张不同的人物图片，并附以他们的简介，主要的活动是让学生讨论if they were / are great man.由于第一、二部分联系比较紧密，活动设置也比较好，但我觉得这两部分的活动顺序可以调整一下，即把第二部分放在前面，先呈现图片和简介以引起学生注意力和兴趣，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出hero的一个模糊标准，为阅读活动做好铺垫。
然后再让他们自己说出他们所认为的a great person 所拥有的品质，这样可能更符合学生的思维习惯特点，并且有利于调动他们的积极性和培养他们说语言的能力。
因此，我决定吧第一、二部分结合在一起作为pre-reading 部分来讲，但顺序做一下调整，之后是正式人物曼德拉的登场，进入主题Alias眼中的曼德拉，重点把Nelson Mandela 挑出来，附加更多关于他的信息，稍加重点地呈现，因为他的信息与接下来的reading passage 联系非常紧密，我想通过重点呈现关于他的信息来提高给学生更多background information，帮助他们更好地理解reading text.第三部分是一个关于Elias’ Story 的reading text，属于人物传记式的阅读，但是文章的写作角度比较特别，由穷苦的黑人工人Alias叙述他眼中的曼德拉，这样的写法比较客观可信。
Alias的故事与遭遇同时也成为本文与本课的一条贯穿总线,也是这堂课的中心阅读任务。
学生要做的主要活动就是阅读并理解文章的内容和大意，同时注意一些重点细节信息的把握。
人教版高中英语 必修一 Unit5 《Nelson Mandela ---a modern hero
He was a ___m__in__e_r___. •3 . what ‘s Elias’ problem?
He needed to get a _p_a__s_s_b_o__o_k_ so he could
3) They lived in the poorest parts of South 2. WhAyfrdicida. Mandela turn to violence to make black and white people equal?
Para 4
2. Why did Mandela turn to violence to make black and white people equal?
selfless
高贵品质
无私
Great People may be very
generous
determined
意志坚定
慷慨 great person is someone who devotes his life to helping others.
What is a great person?
Para 4
1.What unfair situations did black people face in South Africa?
1) They couldn’t vote or choose their leaders
2) They couldn’t get the jobs they wanted.
• ter Elias _jo_i_ne_d_ the ANC Youth League, To make black and white people_e_q_u_al__, he helped Mandela __b_lo_w_u_p___ the government buildings ,though he hated violence.
新人教版必修一Unit5 Nelson_Mandela Warming up & Pre-reading
be in prison 在狱中，被监禁 put…in prison = send…to prison = throw …into prison 把……投入监狱 The car thieves have been put in prison. He was sent to prison for ten years.
——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
• 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.
Great people are important in a long history. Famous people are important in a certain time.
selfless hard-working brave determined qualities confident generous of the great devoted kind people easy-going helpful
高一英语必修一第五单元教案精选5篇
高一英语必修一第五单元教案精选5篇高一英语必修一第五单元教案【篇1】第一部分：热身快速应答：1.How are you going to school everyday?2.Thank you very much for your help.3.Would mind my opening the window?4.What day was it yesterday?5.What's the weather like today?第二部分：朗读口语朗读技巧：1.声调与降调I have three English books, two Chinese dictionaries and five pens. Do you havea map in your hand? Yes, I do.2.连读：将前一个单词最后的辅音与后一个单词开头的元音连在一起朗读。
half an hour ran out of not at all3.失爆：当相邻两个爆破音在一起时，往往给前面一个爆破音留一个位置，但不爆破，稍停随即发后面的爆破音，这种现象称为“失爆”。
hot bath the next day a good deal of I don’t believe I don’t know I want to say朗读练习：1. A smart housewife was told that there was a kind of stove which would only consume half of the coal she was burning. She was very excited, and said: That'll be terrific! Since one stove can save half of the coal, if I buy two, no coal will be needed!2.The little boy did not like the look of the barking dog.It's all right, said a gentleman, don't be afraid. Don't you know the proverb: Barking dogs don't bite?Ah, yes, answered the little boy. I know the proverb, but does the dog knowthe proverb, too?高一英语必修一第五单元教案【篇2】一、教材分析：本课是结合人教版高中英语教材选修5中有关过去分词的语法内容，进行过去分词的学习，教学中将语法知识的传授和语言基本技能的学习结合到一起，注重复习语法与语言的运用。
高中英语人教版必修5教案-Warming_up、Pre-reading
He is … Leonardo da Vinci
Who is he?
Who invented a lamp to keep miners safe underground?
eavwidaeynbceut ddrieadnkoftchheowlearatearftaelrso8.
_d_r_i_n_k_in_g__t_h_e__w_a_t_e_r___
died.
_. Polluted water
Draw a ◆ 9. _______________
conclusio carried the virus.
Germany
3. Look at the picture, the map and the title and predict the content of the reading passage. Then skim it quickly to see if you are right.
John Snow
Public house
Many deaths happened here.
No death happened here.
The water from the pump was to blame.
The water was from the river which had been polluted by the dirty water from London.
Small, white, flocculent particles
Stage 6
人教版高中英语必修一-Unit-5教案
Unit 5 Nelson Mandela——a modern hero教材分析：本单元以Nelson Mandela —— a modern hero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。
提示：1、本单元从warm-up开始，到最后的writing，都是以第三人称的角度来进行描述的，因此，教学中要注意这种人称的前后一致，否则无法前后一致的引导学生进行学习和表达。
2、Reading部分侧重于理解，以及理解基础上的summary，这为最后的writing做好的铺垫和积累（尤其是关键单词、句型和结构的积累），最后的writing要是前面阅读后的仿写（当然能力较强的学生也可以不受限制的开展写作）。
3、如何激发学生学习关于这些伟人的文章，是需要教师思考的：这些伟人学生会感兴趣吗？学生了解多少关于这几位伟人的伟大业绩？从哪些角度来导入会让学生更加的感兴趣？4、教学目标建议增加：通过学习文章和相关素材，进一步了解伟人的生平事迹，尤其是如何才能成为伟人。
培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表达和基础写作能力。
Teaching aims:1. To arouse Ss’ interest in learning about heroes in history2. To develop Ss’ listening and speaking ability.Teaching procedures:Step1 warming up●Describe yourselvesFirst what kind of person are you? (shy, outgoing, fun, mean, immature, nice, kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, tense, cold, unkind, miserable, dull, strong-minded, determined etc.)●Discussion (Encourage students to give five or six qualities that they think greatpersons have, and give their reasons.)提示：What kind of great persons? Politicians, scientists, or? Different kinds of great persons, different qualities.Question 1: Who do you think are the greatest men in your mind? Can you name some?Question 2: In what way do you consider a man is a great? What is your standard?●Look at page 33 and then ask the Ss if these famous people are great people.●Conclusion:A great person is a person who has followed his or her ideas and sacrificed(牺牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble aims, they can not be called a great person.Step2 language points:1．devote vtoneself to 献身于、致力于。
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What’s difference betSwteeenp1fa:mDoiuss people and great people? Whactudisdstihoeny do?
(1) go through many struggles and difficulties (2) selflessly give up something (3) make great contributions(贡献) to society (4) sacrifice to fight for the freedom or the rights
8月8日北京奥运会开幕式上，中国代表 团旗手姚明的身旁走着另外一位小“旗 手”——来自四川地震灾区汶川县映秀小 学的学生林浩，他的头上，还有地震带来 的伤痕。
人物背景 都江堰光亚学校的教师范美忠在地震 发生那一刻，弃学生于不顾第一个跑 出教室，所幸学生安然无事。之后， 他“洋洋自得”地在天涯论坛上发表 了一篇《那一刻地动山摇》的帖子， 而且在文章最后表白：“在这种生死 抉择的瞬间，
In my opinion… others.
To my understanding…
I feel that…
Step3: Are these famous pPeroepl-e also great people?
reading
Tyndale
Bethune
SunYat-sen
Gandhi
Mandela
William Tyndale (1494-1536), Britain
William Tyndale believes that the Bible should be able to be read by everyone. So he made it his life’s work to translate the Bible from ancient Greek and Hebrew into easily readable English for the people of his time. But he was caught and put into prison and died for this ideas and beliefs.
Famoguresatpeople are aso grfaematopuesople ? ?
Great people are also famous people ?
Jay Chow
Yaoming
林浩 （救灾小英雄） 男，9岁半 汶川县映秀镇渔子溪小学学生 在汶川大地震发生的那一刻，9岁的林浩
(1) give up :放弃
Gandhi,India
(2) fight for:为….而战 (3) peaceful : 和平的
Step3: Prereading
Nelson Mandela , South Africa
He fought for the black people and was in prison for thirty years. He helped the black people to get the same right as white people.
(品质)
(1) never lose heart whenuipn great trouble
(2) be willing to do public service
(3) be active in social activities ….
Q2: What adjs would you use to describe a great person?
hard- working lazy friendly cruel warm- hearted mean active generous easy- going reliable unkind brave selfish stubborn selfless devoted handsome nice honest famous calm lovely
Sun Yat-sen
(1890-1925,China)
He founded the first Republic in China .He believed in the three principles.
Step3: Sun YatP-rsee- n(1866-1925),China
Hreefaoudnidnegd the first Republic in China
Giving opinion
● I think/ I don’t think ….. ● I believe/ I don’t believe….. ● I feel that…/I don’t feel that. ● In my opinion, ……
● To my understanding,
in1911 after many years’ fighting.
He strongly believed in the
three principles: nationalism(民族)； people’s rights;(民权) people’s livelihood(民生).
(1) found : 建立 (2) believe in : 信任
A great person is someone who_d_e_v_o_te_s_ his/her life to helping others
A famous person is a well-known person who works harder at their jobs and makes a huge success.
fight against: 为反对….而战
Norman Bethune was a Canadian, a Communist, and also a doctor. He supported the Chinese and went to help their army as a doctor and to train other doctors. He invented mobile field hospital units. Unfortunately, he got blood poisoning while working in China and died there.
Giving opinion
I think …..
In my opinion, ……
I believe…..
To my understanding,
selfless
hard-working
determined
brave
generous qualities
kind
of the great people
临危不惧，他爬出废墟后并没有逃离，而 是再次钻到废墟里开始救助自己的同学。 他艰难地把两名同学背出了废墟，自己也 受了伤。他的班上共有10人被救，其中两 个是他救的。
被问到为什么要这么做时，林浩说： “我是班长。如果其他同学都没有了，要 你这个班长有什么用呢？”
6月27日，林浩被授予“抗震救灾英雄少 年”的称号。
hard-working 勤劳的 honest 诚实的 intelligent 理解力强的 wise 明智的 warm-hearted 热心的 brave 勇敢的 selfless无私的 generous 慷慨的 reliable 可信赖的 responsible 负责的 sincere 真诚的 willing to help 助人的 determined 坚定的
lazy 懒惰的 cruel 残酷的 mean 吝啬的 unkind刻薄的 selfish 自私的 stubborn顽固的
Step1:Dis Q1: What kind ocf upesospiloendo you think are they?
They are________ people
They are__________ people
Unit 5 Nelson Mandelaa modern hero
Warming speaking and pre-reading
Words about qualities:
active 积极的,活跃的 careful 办事仔细的 confident 有信心的 easy-going 随和的 devoted 忠实的 friendly 友好的 strong-willed 意志坚强的 tireless 孜孜不倦的 calm镇静的 lovely 可爱的 handsome 帅气的
Asking for opinions
● What do you think of ….?
● What is your opinion ?
● What are you ideas? ● Do you have any thoughts
on that? ● How do you feel about that ?
easy-going
confident devoted helpful
warm-hearted
responsible
honest
independent
broad-and-open minded
Байду номын сангаас
Step3: PreRtheeaydwthereei/narfoergmreaatitormneeaandb.oiGunitgvtehereseassoixnsm. en . Discuss if
A: What do you think of these men?
B: In my opinion, _______ is a great person, because he ________