unit5 Elias' story language points by ann

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Elias'-story-课文翻译

Elias’Story伊莱亚斯的故事My name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice. He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.我的名字叫伊莱亚斯。

我是南非的一个穷苦的黑人工人。

第一次见到纳尔逊•曼德拉的时候，是我一生中非常艰难的时期。

（当时）我才12岁，那是在1952年，曼德拉是我寻求帮助的一位黑人律师。

他为那些穷苦黑人提供法律指导。

他十分慷慨地给予我时间，我为此非常感激。

I needed his help because I had very little education. I began school at six. The school where I studied for only two years was three kilometers away. I had to leave because my family could not continue to pay the school fees and the bus fare. I could not read or write well. After trying hard, I got a job in agold mine. However, this was a time when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about whether I would become out of work.由于我所受的教育很少，所以我需要他的帮助。

英语必修一unit5 课文原文+单词+音标

Unit 5 ELIAS` STORYMy name is Elias.I am a poor black worker in South Africa.The time when I first met Nelson Mandela was a very difficult period of my life.I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice.He offered guidance to poor black people on their legal problems.He was generous with his time, for which I was grateful.I needed his help because I had very little education.I began school at six. The school where I studied for only two years was three kilometers away.I had to leave because my family could not continue to pay the school fees and the bus fare.I could not read or write well.After trying hard,I got a job in a gold mine.However,this was a time when one had got to havea passbook to live in Johannesburg.Sadly I did not have it because I was not born there, and I worried about whether I would become out of work.The day when Nelson Mandela helped me was one of my happiest.He told me how to get the correct papers so I could stay in Johannesburg.I became more hopeful about my future.I never forgot how kind Mandela was.When he organized the ANC Youth League, I joined it as soon as I could.He said:"The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”It was the truth.Black people could not vote or choose their leaders.They could not get the jobs they wanted.The parts of town in which they had to live were decided by white people.The places outside the towns where they were sent to live were the poorest parts of South Africa.No one could grow food there .In fact as Nelson Mandela said:“…we were put into a position in which we had either to accept we were less important or fight the government. We chose to attack the laws.We first broke the law in a way which was peaceful; when this was not allowed…only then did we decide to answer violence with violence.……As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings.It was very dangerous because if I was caught I could be put in prison.But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.Book 1 Unit 5△Nelson Mandela /'nelsn mæn'delə/ 纳尔逊·曼德拉(前南非共和国总统)quality /'kwɔləti/ n. 质量；品质；性质△warm-hearted /wɔ:m 'ha:tid/ adj. 热心肠的mean /mi:n/ adj. 吝啬的；自私的；卑鄙的active /'æktiv/ adj. 积极的；活跃的generous /'dʒenərəs/ adj. 慷慨的；大方的△easy-going /i:zi:'gəuiŋ/ adj. 随和的；温和宽容的self /self/ n. 自我；自身selfish /'selfiʃ/ adj. 自私的selfless /'selflis/ adj. 无私的；忘我的selflessly /'selflisli/ adv. 无私地；忘我地devote /di'vəut/ vt. （与to连用）献身；专心于devoted /di'vəutid/ adj. 忠实的；深爱的△William Tyndale /'wiljəm 'tindl/ ` v cde2威廉·廷代尔(英国早期新教改革者)△Bible /'baibl/ n．《圣经》△Norman Bethune /'nɔ:mən bə'θu:n/ 诺曼·白求恩(加拿大胸外科医师)△invader /in'veidə/ n. 侵略者found /faund/ vt. 建立；建设republic /ri'pʌblik/ n. 共和国；共和政体principle /'prinsəpl/ n. 法则；原则；原理△nationalism /'næʃnəlizəm/ n. 民族主义；国家主义△livelihood /'laivlihud/ n. 生计；谋生△Mohandas Gandhi /məu'hændəs 'gændi/ 莫罕达斯·甘地(印度国民大会党领袖) peaceful /'pi:sful/ adj. 和平的；平静的；安宁的△giant /'dʒaiənt/ adj. 巨大的；庞大的△leap /li:p/ n. 飞跃；跳跃mankind /mæn'kaind/ n. 人类lawyer /'lɔ:jə/ n. 律师guidance /'ɡaidəns/ n. 指导；领导legal /'li:ɡl/ adj. 法律的；依照法律的fee /fi:/ n. 费（会费；学费等）；酬金△passbook /'pɑ:sbuk/ n.南非共和国有色人种的身证△Johannesburg /dʒəu'hænisbə:g/ n．约翰内斯堡(南非城市)out of work 失业hopeful /'həupful/ adj. 有希望的△ANC非国大；非洲人国民大会；非洲民族会议(African National Congress)youth /ju:θ/ n. 青年；青年时期league /li:ɡ/ n. 同盟；联盟；联合会Youth League青年团stage /steidʒ/ n. 舞台；阶段；时期vote /vəut/ vt. & vi. 投票；选举n. 投票；选票；表决attack /ə'tæk/ vt. 进攻；攻击；抨击violence /'vaiələns/ n. 暴力；暴行as a matter of fact 事实上blow up 使充气；爆炸equal /'i:kwəl/ adj. 相等的；平等的in trouble 在危险；受罚；痛苦；忧虑等的处境中willing /'wiliŋ/ adj. 乐意的；自愿的unfair /ʌn'fεə/ adj. 不公正的；不公平的turn to 求助于；致力于△quote /kwəut/ n. 引用语；语录△release /ri'li:s/ vt. 释放；发行lose heart 丧失勇气或信心△Robben Island /'rɔbən 'ailənd/ 罗本岛escape /i'skeip/ vi. 逃脱；逃走；泄露blanket /'blæŋkit/ n. 毛毯；毯子educate /'edʒukeit/ vt. 教育；训练educated /'edʒukeitid/ adj. 受过教育的；有教养的come to power 当权；上台beg /beɡ/ vi. 请求；乞求relative /'relətiv/ n. 亲戚；亲属terror /'terə/ n. 恐怖；可怕的人；恐怖时期；恐怖活动cruelty /'kru:əlti/ n. 残忍；残酷reward /ri'wɔ:d/ n. 报酬；奖金vt. 酬劳；奖赏△Transkei /træns 'kai/ n. 特兰斯凯(南非东南部一地区)set up 设立；建立sentence /'sentəns/ vt. 判决；宣判be sentenced to 被判处……（徒刑）anti- /前缀/ 反；抗；阻anti-black adj. 反黑人的△Cape Town 开普敦(南非立法首都)president /'prezidənt/ n. 总统；会长；校长；行长△Nobel Peace Prize /nəu'bel 'pi:s 'praiz/诺贝尔和平奖opinion /ə'pinjən/ n. 意见；看法；主张Unit 5 THE REST OF ELIAS' STORYYou cannot imagine how the name of Robben Island made us afraid.It was a prison from which no one escaped.The re I spent the hardest time of my life.But when I got there Nelsom Mandela was also there and he helped me.Mr. Mand ela began a school for those of us who had little learning.He taught us during the lunch breaks and the evenings when we should have been asleep.We read books under our blankets and used anything we could find to make candles to see the words.I became a good student. I wanted to study for my degree but I was not allowed to do ter, Mr. Mandela all owed the prison guards to join us.He said they should not be stopped from studying for their degrees.They were not cl everer than me , but they did pass their exams.So I knew I could get a degree too.That made me feel good about myself.When I finished the four years in prison, I went to find a job.Since I was better educated, I got a job working in an of fice.However, the police found out and told my boss that I had been in prison for blowing up government buildings. So I lo st my job.I did not work again for twenty years until M r Mandela and the ANC came to power in 1994.All that time m y wife and children had to beg for food and help from relatives or friends.Luckily Mr. Mandela remembered me and gave me a job taking tourists around my old prison on Robben Island.I felt bad the first time I talked to a group.All the terror and fear of that time came back to me.I remembered the beatings and the cruelty of the guards and my friends w ho had died.I felt I would not be able to do it, but my family encouraged me.They said that the job and the pay from the n ew South African government were my reward after working all my life for equal rights for the Blacks.So now I am proud to show visitors over the prison, for I helped to make our people free in their own land.。

高一英语必修一第五单元课文

Unit 5ELIAS’ STORYMy name is Elias. I am a poor black worker in South Africa. The time when I first met Nelson Mandela was a very difficult period of my life. I was twelve years old. It wa s in 1952 and Mandela was the black lawyer to whom I went for advice. He offered gui dance to poor black people on their legal problems. He was generous with his time, for which I was grateful.I needed his help because I had very little education. I began school at six. The sc hool where I studied for only two years was three kilometers away. I had to leave beca use my family could not continue to pay the school fees and the bus fare. I could not r ead or write well. After trying hard, I got a job in a gold mine. However, this was a tim e when one had got to have a passbook to live in Johannesburg. Sadly I did not have it because I was not born there, and I worried about whether I would become out of w ork.The day when Nelson Mandela helped me was one of my happiest. He told my ho w to get the correct papers so I could stay in Johannesburg. I became more hopeful ab out my future. I never forgot how kind Mandela was. When he organized the ANC Yout h League, I joined it as soon as I could. He said:“The last thirty years have seen the greatest number of laws stopping our rights an d progress, until today we have reached a stage where we have almost no rights at al l.”It was the truth. Black people could not vote or choose their leaders. They could no t get the jobs they wanted. The parts of town in which they had to live were decided b y white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there. In fact as Nelson Mandela said:“…we were put into a position in which we had either to accept we were less impo rtant or fight the government. We chose to attack the laws. We first broke the law in away which was peaceful; when this was not allowed…only then did we decide to answer violence with violence.As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings. It was very dangerous because if I was caught I could be put inprison. But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.THE REST OF ELIAS' STORYYou cannot imagine how the name of Robben Island made us afraid. It was a priso n from which no one escaped. There I spent the hardest time of my life. But when I got there Nelsom Mandela was also there and he helped me. Mr Mandela began a schoolfor those of us who had little learning. He taught us during the lunch breaks and the evenings when we should have been asleep. We read books under our blankets and used anything we could find to make candles to see the words. I became a good student.I wanted to study for my degree but I was not allowed to do that. Later, Mr Mandela allowed the prison guards to join us. He said they should not be stopped from studying for their degrees. They were not cleverer than me , but they did pass their exams. So Iknwe I could get a degree too. That made me feel good about myself.When I finished the four years in prison, I went to find a job. Since I was better educa ted, I got a job working in an office. However, the police found out and told my boss that I had been in prinson for blowing up government buildings. So I lost my job. I did not work again for twenty y ears until M r Mandela and the ANC came to power in 1994. All that time my wife and children had to beg for good and help from relatives or friends. Luckily Mr Mandela remembered me and gave me a job taking tourists around my old prison on Robben Islannd. I felt bad the first time I talked to a group. All the terror and fear of that time came back to me. I remembered the beatings and the cruelty of the guards and my friends who had died. I felt I would not be able to do it, but my family encouraged me. They said that the job and the pay from the new South African government were my reward after working all my life for equal rights for the Blacks. So now at 51 I am proud to sho w visitors over the prison, for I helped to make our people free in their own land.。

必修一unit5 Elias'story 课文详解

Elias’ StoryMy name is Elias. I am a poor black worker in South Africa.The time when(at which) I first met Nelson Mandela was a very difficult period of my life.The time was a very difficult period of my life. (at The time) I first met Nelson Mandela.I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice.Mandela was the black lawyer.I went to the black lawyer for advice.He offered guidance to poor black people on their legal problems. He was generous with his time, for which I was grateful.特殊情况下非限制性定语从句的先行词也可为整个主句,此时使用as或which 做关系词，代整个主句，as引导的非限制性定语从句可放在主句之前，或者主句之后，甚至可以切割一个主句；which引导的非限制性定语从句只能放在主句之后。

A woman killed her husband,which frightened me very much.A five-year-old boy can speak two foreign languages,which surprises all the people.As we know, smoking is harmful to one's health.As can be seen from his eyes, he is angry.I needed his help because I had very little education. I began school at six.The school where(in/at which)I studied for only twoyears was three kilometers away.The school was three kilometers away.I studied (in/at The school) for only two yearsI had to leave because my family could not continue to pay the school fees and the bus fare.I could not read or write well. After (I was)trying hard, I got a job in a gold mine.状语从句中的省略省略句的规则1.当从句的主语和主句的主语一致(或者从句的主语为it)．2.从句谓语中包含be动词be doing,be done,be to do,be+adj满足这两个条件可以省去从句的主语和be动词．保留be之后的部分，被保留部分常为现在分词、过去分词、不定式、形容词等。

新人教版高中英语必修一unit5-Elias’-Story课文翻译教学文案

他们不能做自己想要做的工作。
The parts of town in which they had to live were decided by white people.
他们所能住的城区都是由白人决定的。
The places outside the towns where they were sent to live were the poorest parts of South Africa.
我们选择向法律进攻。首先我们用和平的方式来破坏法律，而当这种方式也得不到允许时，
only then did we decide to answer violence with violence.”
只有到这个时候，我们才决定用暴力反抗暴力。”
As a matter of fact, I do not like violence…
事实上，就像拉尔逊·曼德拉所说的：
“我们被置于这样一个境地：要么我们被迫接受低人一等的现实，要么跟政府作斗争。
We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed
他告诉我要想在约翰内斯堡立住脚，应当如何获取所需证件。
I became more hopeful about my future.
我对自己的未来又充满了希望。
I never forgot how kind Mandela was.
我永远也忘记不了他对我的恩情，
When he organized the ANC Youth League, I joined it as soon as I could. 当他组织了非国大青年联盟时，我马上就参加了这个组织。他们被Βιβλιοθήκη 发去住的城外地区是南非最贫穷的地区。

unit5-Elias'-story-language-points-by-ann(共44张)

• A. out of sight B. out of reach • C. out of order D. out of place
第18页，共44页。
vote
• vote v\ n • 投票，表决 (tóu piào) • voter
第19页，共44页。
1. 下届选举(xuǎnjǔ)我可能选她。 I may _v_o_te_ _f_o_r_ her at the next election. vote for sb 投票支持某人 2. 投票反对该提议的人占少数。
• 过去三十年里，很多法律是我们行使权力和取得进步受阻，直到今天，我们已经处于完全没有(méi yǒu)权利的状态。
第7页，共44页。
• 8. They could not get the jobs they wanted. (line 21)
• Translation: 他们不能做自己(zìjǐ)想做的工作。
Translation: 然而, 在那个时期，你要是想住在约翰内斯堡就一定要有一个身份证才行。
• 6. The day when Nelson Mandela helped me was one of my happiest. (line 15)
Translation: 纳尔逊曼德拉帮助我的那天是我最快乐(kuàilè)的一天。
Language Points
Elias’ Story
第1页，共44页。
Sentences Explanation
• 1. The time when I first met Nelson Mandela was a very difficult period of my life. (line 2)

Elia's story的教学设计

阅读教学设计：《伊利亚的故事》The Teaching Designment ofthe Reading：Elias’s story《伊利亚的故事》（Elias’s story）是人教版高中英语课本必修1第5单元《曼德拉——一位现代英雄的阅读文章》（unit5 Nelson Mandela-----a modern hero）。

本教学设计以新课标以学为本为理念，将学科教育与信息技术充分整合，一、教材分析（Teaching material analysis）人民教育出版社英语必修(1)的总体特点为：1、结构新定位：“有单元无课时”新教材结构不再采取原有的一个单元分几个课时的做法，而是各单元含有若干个板块，如Warming Up, Pre-reading等。

这样的编排给教师从实际出发灵活地使用教材提供了空间。

教师可以整合教材，更加有效地进行教学。

针对新教材的特点，教师可以围绕单元话题让学生进行整体感知、整体理解、整体巩固和整体运用。

备课时，教师应从实际出发，灵活划分课时，粗线条把握进度，自主确定教学进程，采用灵活的教学手段和教学方法。

2、理念新定位：课堂主体地位变化3、技能新定位：侧重阅读能力4、知识新定位：语法以归纳法的形式出现5、教学模式新定位：任务型语言教学本单元以 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。

阅读课文Elias’s story描述一个平凡人Elias与曼德拉相遇并受其帮助的事，从而歌颂了曼德拉的伟大。

本单元的语法重点是定语从句；功能句式是征求意见（ask for opinions）What do you think of….? What’s your opinion?What are your ideas? Do you have any thoughts on that?How do you feel about that? Why do you think so?发表意见（giving opinions）I think/ I don’t think … I believe/ I don’t believe(that)…In my opinion… To my understanding,I am with you. I feel that…/ I don’t feel that…这些重点在阅读教学中也是时有渗透，因此讲授阅读时教师对本单元的总目标要有清晰的认识，设计的活动和讲解的内容要与整单元目标有关联。

人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案

人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案教学设计方案：Unit 5《Elias的故事》方案目标这个方案的目的就是给老师们一个详细的教学框架，帮助他们更好地讲解人教版英语必修一的第五单元《Elias的故事》。

通过这个设计，学生们不仅能理解故事情节，还能提升他们的阅读能力，培养思辨和表达能力。

最终希望学生们能在讨论和写作中，真实地表达他们对故事的理解和感受。

组织现状分析在现在的教学背景下，很多学生的英语阅读能力其实挺薄弱的，特别是在理解长篇故事和提取主要信息方面。

常常一碰到新词汇或复杂句子就懵了，这让他们很难完全理解文本的意思。

同时，在对故事情感的理解和角色分析上，学生们也显得有些力不从心。

因此，亟需一个全面的方案来帮助他们克服这些挑战。

实施步骤教学准备1. 教材分析教师需要认真阅读《Elias的故事》，分析主题、人物、情节和背景，明确哪些词汇和短语是重点，同时准备一些相关的教学资源，比如图片、视频等。

2. 学习目标设置设定几个具体的学习目标，比如：- 理解故事的主要情节和人物关系。

- 能够用新学的词汇进行简单表达。

- 培养团队合作能力，通过小组讨论深入分析角色和故事情感。

课堂教学1. 导入环节通过展示与故事相关的图片或视频来引导学生进入故事情境。

老师可以问一些开放性的问题，激发他们对故事主题的思考，比如“你觉得勇气和坚持对一个人来说意味着什么？”2. 阅读理解- 分段朗读老师带着学生们分段朗读故事，期间停下来讨论每一段的主要内容，帮助学生理解人物的情感变化。

- 词汇学习针对文本中出现的新词，老师可以设计一些小游戏，比如词汇接龙，帮助学生记忆和运用这些词汇。

3. 角色分析进行小组讨论，学生分成小组分析不同角色的动机和情感。

老师可以提出引导性问题，比如“Elias在故事中遇到了哪些挑战？”和“你认为他的行动反映了什么？”4. 情感共鸣让学生通过写日记的方式，表达对Elias故事的感受。

高二英语unit5-language-points

represent, a short form of
2. The fact that Great Britain is made up of three countries is still unknown to many.
同位语从句
大不列颠岛是由三个小国组成的事实许多人都不知道
be made up of
Para 1
The idea that English stands for Fish & Chips, the Speakers Corner, Big Ben and the Tower of London is past.
用炸鱼土豆条，讲演角，大笨钟楼和伦敦塔象征英国的时代已经过去了。
句中that引导的从句是同位语从句，它一般跟在某些
5. The result of so much French influence was that the English language ended up with many French words such as table, animal and age.
6. Only the northern counties, making up Northern Ireland, are still part of the United Kingdom.
Difficult sentences:
1. The idea that England stands for Fish&Chips, Speakers’ Corner, Big Ben and th2. The fact that Great Britain is made up of three counties is still unknown to many.

Unit 5 Elias` story

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Step4: Post-Reading
Task1: （任务一）Interviewing: If you are a reporter, what will you ask Elias about Mandela? Questions: 1、When did you first meet Nelson Mandela? 2、Can you tell me more about how he helped you? 3、Can you tell me about the problems that the black people are facing? 4、 How do you like his ideas of peaceful fighting? 5、What do you think of Mandela? 6、What will you do to support him in the future?
Step2: Pre-reading
Q: How much do you know about Nelson Mandela? Nelson Mandela : a famous leader in South Africa a former president of South Africa devoted his life to helping black people selfless fighter fought for equal rights
Students-centered learning method Task-based learning method Cooperative learning method
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说教学过程（Teaching procedures ）

新人教版高中英语必修一unit5-Elias’-Story课文翻译

事实上，我并不喜欢暴力
but in 1963 I helped him blow up some government buildings. 但是在1963年的时候，我帮助他炸毁了一些政府大楼。
It was very dangerous because if I was caught I could be put in prison.
I was twelve years old.
(当时)我才12岁，
It was in 1952 and Mandela was the black lawyer to whom I went for advice. 那是在1952年，曼德拉是我寻求帮助的一位黑人律师。
He offered guidance to poor black people on their legal problems.
然而在那个时候，你要想住在约翰内斯堡就非得要有身份证不可。
Sadly I did not have it because I was not born there, 糟糕的是我没有这个证件，因为我不是在那里出生的，
and I worried about whether I would become out of work. 我很担心我是不是会失业。
他们不能做自己想要做的工作。
The parts of town in which they had to live were decided by white people.
他们所能住的城区都是由白人决定的。
The places outside the towns where they were sent to live were the poorest parts of South Africa.

人教版必修一 unit5 Reading Elias' story

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.
Because he knew it would help realize their dream of making black and white people equal .
Comprehending exercises (True or False)
• 1.Elias went to see Nelson Mandela when he
became President of the ANC won the Nobel Peace Prize became President of South Africa
Divide the text into two parts
Part I before
Para. 1
Elias met Mandela
Nan Rendong (1945-2017)
Guess who they are?
Tu Youyou (1930- )
She won the 2015 Nobel Prize in Physiology or Medicine for the discovery of the malaria drug artemisinin.
1.How did Mandela help Elias?

王秀丽-教学设计-UNit5Elias'story

Skim the passage to find out theconnection between Mandela and Elias.
To practice Ss’reading strategy of getting main idea.
PPT
2. Scanning for detailed information.
Video
4.Ask Ss to talk about the great person, Mandela.
Talk about the great person, Mandela.
To apply what they have learnt in real life.
PPT
Step6Summary(1m)
………
学习效果评价设计
学生学习效果评价
本课的学习效果评价方式分为课堂展示和课后作业两部分:
1.课堂展示
在本节课的读后阶段，设计了本节课最后的产出活动，让学生在小组内谈论，通过学生小组报告的情况和学生当场互评，教师可以检测本节课的教学效果和学生学习效果。
2.课后自评
课后让学生完成自我评价表，从语用、合作和思维方面反思和调控自己的学习过程，从而促进有效学习策略的逐渐形成。
Step5Post-reading(14m）
1. LeadSs toconcludethe qualities of Mandela throughwhat he said.
Concludethe qualities of Mandela throughwhat he said.
To practice Ss’reading strategy ofreasoning and judging.

高一英语必修一Unit5课文翻译

高一英语必修一Unit 5课文翻译Unit 5 Nelson Mandela - a modern heroReadingAELIAS’　STORY伊莱亚斯的故事My name is Elias. I am a poor black worker in South Africa.我的名字叫伊莱亚斯。

我是南非的一个穷苦的黑人工人。

The time when I first met Nelson Mandela was a very difficult period of my life.第一次见到纳尔逊·曼德拉的时候，是我一生中非常艰难的时期。

I was twelve years old. It was in 1952 and Mandela was the black lawyer to whom I went for advice.(当时)我才12岁，那是在1952年，曼德拉是我寻求帮助的一位黑人律师。

He offered guidance to poor black people on their legal problems.他为那些穷苦黑人提供法律指导。

He was generous with his time, for which I was grateful.他十分慷慨地给予我时间，我为此非常感激。

I needed his help because I had very little education.由于我所受的教育很少，所以我需要他的帮助。

I began school at six. The school where I studied for only two years was three kilometers away.我六岁开始上学，我仅仅在那里读了两年的学校有三公里远。

I had to leave because my family could not continue to pay the school fees and the bus fare.我不得不辍学，因为我的家庭无法继续支付学费和交通费。

人教版英语必修一Unit5Reading：Elias’Story教学设计方案

人教版英语必修一Unit5Reading：Elias’Story教学设计方案人教版英语必修一Unit5 Reading: Elias’ Story教学设计方案一、教学目标1. 通过阅读文章，了解并描述Elias的生活故事；2. 学习并掌握相关词汇和短语；3. 培养学生的阅读理解能力，提高学生的英语口语表达能力。

二、教学准备1. 教材：人教版英语必修一Unit5；2. 多媒体设备；3. 单词卡片和图片。

三、教学过程Step 1: 导入1. Greetings and warm-up:Teacher greets the students and asks some warm-up questions related to the topic of the unit, such as "Do you like reading stories? Why or why not?"Step 2: 预习讲解1. Pre-reading discussion:Teacher asks students to discuss the questions in groups: "What do you know about Ethiopia? Have you heard about children who have to work to survive?"2. Vocabulary introduction:Teacher presents and explains some key vocabulary related to the passage, using realia, pictures, and examples.Step 3: 阅读理解1. Skimming and scanning:Teacher guides students to skim the passage to get a general idea about Elias' story, and then scan specific paragraphs to find answers to given questions.2. Group discussion:Students work in groups to discuss and answer comprehension questions related to the passage.3. Class discussion:Teacher leads a whole-class discussion, and students share their answers and thoughts about Elias' story.Step 4: 语言点拓展1. Language focus:Teacher focuses on language points in the passage, such as grammar, sentence structure, and vocabulary usage. Examples and exercises are used to practice and reinforce the language points.2. Language practice:Students work individually or in pairs to complete language exercises related to the passage, using the target language points.Step 5: 拓展活动1. Extension activities:Teacher provides extra reading materials, videos, or interviews related to child labor and poverty issues for students to explore and discuss further.2. Role play:Students are divided into groups and assigned different roles to act out a dialogue or scene related to Elias' story, showcasing their understanding and empathy toward the topic.Step 6: 总结和评价1. Summary:Students summarize what they have learned from the passage and the activities.2. Evaluation:Teacher assesses students' performance in terms of their participation, comprehension, and language skills.Step 7: 作业布置1. Homework assignment:Students are assigned tasks such as writing a reflection on Elias' story, researching and presenting on child labor issues in different countries, or preparing a skit based on the passage.2. Review:Teacher reminds students to review the vocabulary, grammar, and reading strategies covered in this class.四、教学反思通过本节课的教学设计，学生在阅读、讨论、语言点拓展和互动活动中，可以全面理解并描述Elias的生活故事。

人教版高一英语必修1Unit5课文译文

because my family 因为我的家庭无
could not continue to pay the school fees and the bus
法继续支付学费和交通费。我既
fare. I could not 不会读，也不怎
read or write well. 么会写。
After trying hard, I got 几经周折，我才在
time when I first met 人。第一次见到纳
Nelson Mandela was a 尔逊·曼德拉的时候，
very difficult period of 是我一生中非常艰
my life.
难的时期。
I was twelve years old. 当时我才12岁，那
It was in 1952 an拉给予我帮助的那一天是我一生当中最高兴的日子。他告诉我要在约翰内斯堡立住脚，应当如何获取所需文件。
I became more hopeful about my future. I never forgot how kind Mandela was. When he organized the ANC Youth League, I joined it as soon as I could.
Mandela was the black lawyer to whom I went for advice. He
拉是我寻求帮助的一位黑人律师。他
offered guidance to 为那些遇到麻烦的
poor black people on 穷苦黑人提供法律
their legal problems. 指导。
他说的是真话。当时黑人没有选举权，他们无权选择他们的领导人。他们不能做自己想要做的工作。

人教课标版必修1 Unit5 Elias’ story教学设计

人教课标版必修1 Unit5 Elias’ story教学设计发表时间：2010-11-05T14:53:52.550Z 来源：《英语周报》（高中教师版）2010年第9期供稿作者：胡红艳[导读] Look at the pictures on PPT about the great people and talk about them.胡红艳一、教学课型：阅读课。

二、教学目标：1.语言技能目标：（1）了解故事大意，捕捉重要细节。

（2）借助上下文情景推测新词汇的词义。

（3）在教师的引导下完成对课文内容的简单复述。

2.语言知识目标：（1）重点单词和短语：lawyer, guidance, legal, fee, out of work, hopeful,vote, attack, violence, as a matter of fact, blow up,equal, in trouble, unfair, turn to （2）重点句型：Only then did we decide to answer violence with violence.3.情感态度目标：了解关于南非人权斗争的历史背景以及纳尔逊.曼德拉早期的政治生涯，体会种族歧视给黑人带来的不公平的命运。

三、教学过程：Step 1 Lead-inⅠ. Have a dictation. Check the following words,which have been learned in this Unit and the former Units.1. warm-hearted2. active3. generous4. easy-going5. selfless / unselfish6. devoted7. determined 8. hard-working / diligent 9. calm 10. reliableThen check the result of the dictation and guide the students to the conclusion that all the adjectives above are qualities that make great people.Ⅱ. Talk about a few great people. Look at the pictures on PPT about the great people and talk about them.. Step 2 ReadingTeacher: Now let’s get some more information about Nelson Mandela’s early political life by reading Elias’story on P 34.ⅢFast readingRead the text quickly and do the following exercises on PPT.Ⅰ. Guiding questions:1. What was Elias and what was Nelson Mandela at that time?2. What problems did Elias have?3. What help did Man-dela give him?4. Were black people as equal as white people?5. Why did Elias sup-port violence when he did not like it?Ⅱ. Main idea:The story is about_______ before and after he met Nelson Mandela, and what Mandela did to help Elias and other black peo-ple in _______.（Keys: the change in Elias’life;South Africa）ⅢFurther readingRead the text carefully and do the following exercises on PPT about someimportant details.Ⅰ. Match the years with the events..Ⅱ.Tell True or False.1. Elias went to see Mandela when he was in trou-ble.2. Elias left school because the school was too far from his home.3. Nelson Mandela helped him keep his job.4. Elias trusted Nelson Mandela and he joined the ANC Youth League.5. Elias was willing to blow up government buildings.6. Nelson Mandela thought violence was a good way to help black people.7. The government was happy with Nelson Man-dela and the ANC.（Keys: T F T T F F F）Step 3 DiscussionDiscuss in pairs about the following questions on PPT, and then share your opinions with us.1. Why did white people not treat black peo-ple fairly in South Africa?2. How did white people treat black people unfairly?3. Is it right for some people to treat other peo-ple in the same country differently? Give a reason..Step 4 Vocabulary understanding Match the words and expressions..Step 5 Sentence structure learningLearn and practise the following sentences on PPT.Step 6 RetellingRetell the story according to the information we have got. First fill in the blanks on PPT, and then try to retell the story without looking at PPT.The story is about the _______ in Elias’life before and after he met _______ and what Man-dela did to help Elias and other black people in_______.Elias was a poor _______, who had little _______and couldn’t read or write well. Not having a _______to live in Johannesburg, he would become _____. So he went to Mandela—a _______ for advice. He helped him _______. Elias was grateful and joined_______organized by Mandela.At that time, black people were not as _______as white people. At first, Mandela encouraged the black people to fight in a _______ way. When this was not allowed, they decided to _______. Elias helped Mandela _______ some government buildings. Though he didn’t like _______, he knew it would help them _______ of making black people and white people _______.（Keys: change, Nelson Mandela, South Africa,black worker, education, passbook , out of work ,black lawyer, keep his job, the ANCYouth League ,equal, peaceful, answer violence with violence, blow up,violence, achieve their dream, equal） Step 7 Homework1. Retell the story in your exercise book.2. Read the text again and pick out some difficult。