2019整理人教新课标英语必修1全册精品教案(U5).docx
人教新课标英语必修1全册精品教案(U5)
人教新课标英语必修1全册精品教案(U5)Unit5Nelsonandela—aodernheroPartone:TeachingDesignPeriod1:AsapleplanforreadingAisTotalaboutpeople’squalitiesToreadaboutenablepeople’slifestoryTostudyTheAttributiveclauseTolearntoritelettersProceduresI.aringuparingupbydescribingBoysandgirls,thisorninge’lltaeupUnit5inhiche’lllearntodescribepeople.Nolet’sdescribeourselvesfirst.Thequestionsinthearinguppar tillhelpyoufindouthatqualitiesyouhave.Thentellehati ndofapersondoyouthinyouare.Doyouthinyouhavethequali tiestobeagreatperson?hatqualitiesdoyouthineshouldfi ndinagreatperson?a.Givethestudentsoneinutetoanserthequestions.b.Assoestudentstotalabouttheironqualitiesaccordingt otheiransers.c.Haveadiscussioniththeholeclassandhelpthetosuupthe qualitiesthatagreatpersonhas.aringupbybrainstoringBoysandgirls,inUnit5eilltalaboutNelsonandela,agreat leaderhofightsfortherightsoftheblacpeople.hentaling aboutaperson,hatadjectivescanyouthinoftodescribehis orherqualities?hatarethequalitiesyoushouldfindinagr eatperson?aringupbyexpressionsBoysandgirls,earegoingtolearnaboutsoegreatpeopleinU nit5.canyounaesoegreatpeople?Nodiscussingroupsoffou r:hodoyouadireost?hatindofpersonishe/she?hataretheq ualitiesthatgreatpeoplehaveinon?Sunyat-senasachineserevolutionaryleaderandstatesanh oisconsideredbyanytobethe“Fatherofodernchina”.HehadasignificantinfluenceintheoverthrooftheQingDynastyandestablishentoftheRepu blicofchina.Afounderoftheuointang,Sunasthefirstprov isionalpresidentoftheRepublicofchinain1912anddefact oleaderfro1923to1925.Hedevelopedapoliticalphilosoph ynonastheThreePrinciplesofthePeople.Sunisuniquelyad iredbyostchinese.yet,hislifeasoneofconstantstruggle andfrequentexileasfeofhisvisionsforhiscountryateria lized.II.Pre-readingNo,looatthesixpeopleinthepre-readingpart.canyoureco gnizethe?Doyouthintheyareiportantpeople?Butdoyouthi nallofthearegreatpeople?illiaTyndaleasa16thcenturypriestandscholarhotransla tedtheBibleintoanearlyforofodernEnglish.Althoughnue rouspartialandpleteEnglishtranslationshadbeenadefro the7thcenturyonard,Tyndale’sasthefirsttotaeadvantageoftheneediuofprint,hichall oedforitsidedistribution.2.Speaingtas:Studentsreadtheinforationofeachofthesixpersonsanddiscussinpairstofindouthetherheisagreatp ersonornotaccordingtothecriteriatheyoredoutinthepre viousstep.Reindthestudentstousethefolloingexpressionsforgivin gandasingforopinions:Ithin/Idon’tthin…;inyopinion;I’afraid…;Iagree/don’tagree…;Iprefer…;hat’syouropinion?hydoyouthinso?hatdoyouthinof…?Asapledialogue:A:DoyouthinilliaTidalisagreatperson?B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andl aterhediedforhisor.A:yes.Iagree.illiaTyndaleentthroughalotofstrugglesa nddifficultiesandevensacrificedhislifetorealizehisd rea.HeisagreatpersonthateverybodyhopicsuptheBibleus tthinof.No,let’setoNoranBethune.hatdoyouthinofhi?B:….III.ReadingSiingforgeneralideaSofarehavetaledalotaboutgreatpeople.Doyouanttonoore abouttheandlearnfrothe?ell,thisorningearegoingtorea daboutNelsonandela,hoasconsideredasaodernhero.Noope nyourboostopage34andreadthetitleofthetext.hatindofr itingisthetext,canyouguess?…yes.Astoryisusuallyapieceofnarrativeriting.Nosithet exttogetthegeneralidea:hatdoesEliastellaboutinhisst ory?Listeningandscanningfordetailinforationa.ListentothetextagainanddoprehendingEx....1.True:2,4False:1,3,5,6,7,8b.ScanthetextanddoprehendingEx.2.Suggestedansers:40—Eliasasborn.1948—Eliasleftschool.42—Eliasastoyearsold.1950—Nelsonandelaopenedhislafir44—Eliasasfouryearsold.1952—Eliasas12andetNelsonandela.46—Eliasbeganschool.1954—Eliasas14andencouragedbyandela.3.QuestionsforfurtherunderstandingDiscussthefolloingquestionsingroupsoffour:a.Hodidthehitepeoplestoptheblacpeoplefrobeingtreate dfairly?b.hydidEliassupportandela?c.hydidhesupportviolencehenhedidnotagreeithit?Suggestedansers:a.Throughunfairlas.b.Therearethreereasonsforthis.Firstly,andelaoncehel pedhiandhethoughtandelaindandgenerous.Secondly,heag reedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.c.Becausetheirattepttoattacthelainapeacefulayfailed .Theyhadtoanserviolenceithviolence.IV.closingdonclosingdonbydiscussinga.hatdoyoulearnaboutNelsonandelafroELIAS’SToRy?b.DoyoulietheayEliastellshisstory?Giveareason.Suggestedansers:a.Inothatandelaisagreatleaderhofoughtforequalrights fortheblacpeopleallthroughhislife.HeorganizedtheANc youthLeaguehichfoughtagainstthegovernent.Heisinfavo rofpeacefulfighting.Heisind,helpful,generous,brave, anddeterined.b.Variousansersarepossible.Forreference:IlietheayEl iastellsthestory.Eliasisablacorerithonlyalittleeduc ation,soheusessoesipleandshortsentencestodescribehi sexperiencesandhiscontactithandela,andthusaesthehol estoryorereal-lieandclosetothereaders.Thequotedspee chinthestoryobjectivelyrevealsandela’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.closingdonbyretellingRetellthestoryaccordingtothefolloingclues:introductionofElias’proble;andela’shelp;Elias’supportclosingdonbyanintervieAsthestudenttodoanintervieinpairs.Ajournalistisinte rvieingEliasiththefolloingquestions:hendidyoufirsteetandela?canyoutelleoreabouthohehelpedyou?canyoutelleabouttheproblesthattheblacpeoplearefacin g?Hodoyouliehisideaofpeacefulfighting?hatdoyouthinofhi?hatillyoudotosupporthiinthefuture?Period2:AsapleplanforLearningaboutLanguageAisTohelpstudentslearnaboutattributiveclauseintroduced byhen,here,hy,andprep.+hich/hoTohelpstudentsdiscoverandlearntousesoeusefulordsand expressionsTohelpstudentsdiscoverandlearntousesoeusefulstructu resProceduresI.aringuparingupbydiscoveringusefulordsandexpressionsTurntopage35anddoexercisesNo.1and2.checyouransersag ainstyourclassates’.II.LearningaboutgraarReadingandthiningTurntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.Thinoverthisquestion:onhatcircustancedoeusehen/here /hytointroducedanattributiveclause?Forreference:ThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.ThisasatiehenyouhadgottoliveinBeijing.ThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdaysofylife.ehavereachedastagehereehavealostnorightsatall.Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.TheplacesheretheyeresenttoliveerethepoorestareasinS outhAfrica.2.paringanddiscoveringTurntopage36.DoEx.1.Thenparethefolloingsentencesand findouthyeusedifferentordstointroducetheattributive clauseshiletheantecedentsarethesae.a.Thegovernentbuildinghereevotedasverygrand.b.Thegovernentbuildinghich/thatepaidavisittoyesterd ayasverygrand.c.Thegovernentbuildinginhichevotedasverygrand.Insentencea),arelativeadverb“here”isusedbecauseitrefersto“inthegovernentbuilding”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “inthegovernentbuilding”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thegovernentbuilding”hichservesastheobjectofthepredicate“visited”intheattributiveclause.pareanotherthreesentences:a.ThedatehenIarrivedasthe5thAugust.b.Thedatehich/thathetoldeasthe5thAugust.c.ThedateonhichIarrivedasthe5thAugust.Insentencea),arelativeadverb“hen”isusedbecauseitrefersto“onthatdate”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “onthatdate”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.Readthefolloingsentenceandfindouta.ThereasonhyIgotajobasbecauseofyhardor.b.Thereasonthat/hichhegaveforgettingthejobasbecause ofhishardor.c.ThereasonforhichIgotajobasbecauseofyhardor.Insentencea),arelativeadverb“hy”isusedbecauseitrefersto“forthisreason”hichservesastheadverbialintheattributiveclause.“forhich”canalsobeusedasinsentencec)becauseitalsoeans “forthisreason”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.III.ReadyusedaterialsforattributiveclauseDefinitions:Attributiveclause:Anattributiveclauseis aclauseodifyinganounorpronouninapoundsentence.Antecedent:Theordbeingodifiedbyanattributiveclauseiscalledtheantecedent.Relative:Theordthatisusedtointroduceanattributivecl auseiscalledarelative.Therearetoindsofrelatives,i.e .relativepronounsincludinghich,that,ho,ho,hose,as,e tc.andrelativeadverbsincludinghere,henandhy,etc.Note:Relativesplaysthreeiportantrolesinanattributiv eclause,i.e.introducinganattributiveclause,replacin gtheantecedentineaning,andfunctioningasasentenceele entintheattributiveclause.e.g.:Thegirlhoistalingtor.Lioverthereisysister.Inthesentence,Thegirlistheantecedentandhoisusedtoin troducetheattributiveclauseastheantecedentisaperson .Itreferstothegirlandfunctionsasthesubjectintheattr ibutiveclause.Thechoiceoftherelativesistheostdifficultinlearningt heattributiveclause.Hoever,therearesoerulesthatcanh ually,hichrelative tochoosedependsonhattheantecedentisandhatsentenceeleenttherelativefunctionsintheattributiveclauseassho ninthefolloingchart:AntecedentRelativeSentenceeleentpeoplehothatsubjectobjecthoobjectthingshichthatsubjectobjecttiehichthatsubjectobjecthenprep.+hichadverbialplacehichthatsubjectobjecthereprep.+hichadverbialreasonhyprep.+hichadverbialNote:relativescanbeoittediftheyservesastheobjectsin theattributiveclauses.Ifarelativefunctionsastheobjectofaprepositioninthea ttributiveclause,theprepositioncanusuallybeplacedbe foretherelative.Inthissituation,euse“hich”forthingsand“ho”forpeople,andtheycanneverbeoitted.Hoever,iftheprepo sitionandaverbforasetphraseintheattributiveclause,t heyshouldnotbeseparated:Theschoolheoncestudiedinisveryfaous.Theschoolinhichheoncestudiedisveryfaous.ThisisthegirlIenttotheGreatallith.ThisisthegirlithhoIenttotheGreatall.Thesentence“Thisistheatchyouarelooingfor.”cannotbechangedinto “Thisistheatchforhichyouarelooing.”because“loofor”isasetphrase.Noturntopage36andlet’sdoEx.2and3.IV.closingdonbydoingaquizToendtheperiodyouaregoingtotaeaquizonattributivecla use.choosethebestanser:Theeatherturnedouttobeverygood,____asorethanecoulde xpect.A.hatB.hich c.that D.itAfterlivinginPairsforfiftyyearshereturnedtothesallt on____hegreupasachild.A.hichB.herec.that D.henThehouse______eliveisnotlarge.A.hichB.inhichc.onhichD.athichRecentlyIboughtanancientchinesevase,_____asveryreas onable.A.hichprice c.thepriceofhichc.itspriceD.thepriceofhoseHelivedinLondonfor3onths,during____tiehelearnedsoeE nglish.A.thisB.hich c.athichD.soeIillneverforgettheday_____hecaetoseee.A.thatB.hich c.athich D.henThevisitorasedtheguidetotaehispicture_____standsthe faoustoer.Athat B.here c.hich D.thereThestudents____departentsingoredtenyearsagoloodonup onoen.A.inhichB.inthat c.inhose D.hoseIdon’tlie_____youspeatoher.A.theayB.theayinthat c.theayhich D.theayofhich0.Ihadneitheraraincoatnoranubrella._______Igotetthr ough.A.It’sthereasonB.That’shyc.There’shyD.It’shoPeriod3:AsaplelessonplanforUsingLanguage AisTohelpstudentsreadthepassageTHERESToFELIAS’SToRTohelpstudentstousethelanguagebyreading,listening,s peaingandritingProceduresI.aringupandlisteningSofarehavereadastoryaboutElias.Doyoureeberhyitasdif ficultforhitogetajob?hatisapassboo?hyisitiportant?L et’slistentoashortpassageandfindout.Turntopage37.Readthequestionsandchoosethebestansera fterlistening.DiscussthequestionsinEx.2.II.GuidedreadingReadingandanseringquestionsAseno,inordertosupportandela,Eliashelpedhibloupsoeg overnentbuildings.canyouiaginehatouldhappentohiifheascaught?Actually,heascaughtandputintoaprisononRobb enIsland.Hoever,heaslucyenoughtogethelpfroandelaeve nhenheasinprison.TurntoPage38,readthepassagequiclyandfindout:HodidandelahelpedEliashenheasonRobbenIslandHodidandelahelpEliasafterhecaetopoer?ReadinganddoingexercisesReadthepassageagainanddotheexerciseonPage38.TasNoehavefinishedthestoryaboutElias.Nextearegoingtodo agroupactivity.eilldoitingroupsoffour.Supposeoneofy ouisEliasandorsasatourguideonRobbenIsland.Theothert hreeofyouaretouristshoareveryinterestedintheislanda ndandela’slifeandasingthetourguidethefolloingquestions.Elias ustanserthe.Tourist:HodidyougettonoNelsonandela?Elias:Itasin1950.IasoringasainerinjohannesburgbutIh adn’tapassbootolivethere.SoIenttoandela’slafirtoasforadvice.Tourist:canyouexplaintoesoeofNelsonandela’spoliticalideasorbeliefs?Elias:yes.Hefoundthateblacpeopleerenottreatedasequa llyasthehitepeopleandheouldfightforourrights.Hoever ,hesaidthateshouldfightinapeacefulay.onlyhenthisasn otalloeddidedecidetoanserviolenceithviolence.Tourist:Hodidhehelpyouthroughyourlife?Elias:First,hehelpedetogetthecorrectpaperstostayinj ohannesburgandeepyjobasIentionedabove.Thenhetaughte toreadandritehenIasinprison.Thisisveryiportanttoebe terhegave eypresentjob.Tourist:hataslifelieonRobbenIsland?Elias:iserableandcruel.Theguardsandsoldierstreatedu sbadly,beatusviolentlyfornoreasonsandinsultedusindi fferentays.Tourist:HodidyouanagetostudyonRobbenIsland?Elias:estudiedduringthelunchbreasandtheeveningsheneshouldhaveasleep.ereadboosunderourblanetsandusedany thingecouldfindtoaecandlestoseetheords.Tourist:hatindsofjobhaveyoueverdone?Elias:Ainer,anofficeorerandnoatourguide.Tourist:hatdoyouthinofyourpresentjob?Elias:Ilieitveryuch.AndIaproudtoshovisitorsoverthep rison,forIhelpedtoaeourpeoplefreeinouronland.III.GuidedritingPreparationforritingIaginenorandelaisinprison.youaregoingtoritealettert othePresidentofSouthAfricaasinghitofreeNelsonandela .Doyoureebertheforatofaletter?hatshouldbetheaincont entofthisletter?Hoouldyoutrytopersuadethepresident?ritingaletterReadtheinforationaboutandela.Discussit hyourpartnerandcollectideasfortheletterriterdontheideasandputtheintoagoodandlogicalorder.ritetheletter.IV.FurtherapplyingFindinginforationGotothelibrarytoreadorgetonlinetosearchfororeinfora tiononNelsonandela.Taenotesofyourfindinganddoanoral presentationnextperiod.ritingadescriptionriteadescriptionofNelsonandelausingtheinforationyou havefound.V.closingdonbysharingShareyourletterithyourpartnersandaenecessarychanges.Shareyourletteriththeclassbyreadingitaloud.Part2:TeachingresourcesSection1:AtextstructureanalysisofELIAS’SToRI.TypeofritingandsuaryoftheideaTypeofritingThisisapieceofnarrativeriting.ainideaofthepassageEliasdescribeshoNelsonandelahelpedtheblacpeoplethro ughhisonexperienceTopicsentenceof1stparagraphThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.Topicsentenceof2ndparagraphSadlyIdidnothavethispassboobecauseIasnotborntherean dIasorriedabouthetherIouldbeoutofor.Topicsentenceof3rdparagraphThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdayofylife.Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnuberoflasstop pingourrightsandprogressuntiltodayehavereachedastag ehereehavealostnorightsatall.Topicsentenceof5thparagraphefirstbroethelainaayhichaspeaceful;henthisasnotallo ed…onlythendidedecidetoanserviolenceithviolence.II.AtreediagraElias’lifebeforeeetingandelaElias’lifeaftereetingandelainforationofEliasElias’sprobleandela’shelpblacpeople’sproblessupporttoandelablacorerdifficultperiodlafir sixleavenotpaygoldinepassbooorriedaboutElias’storytellhelpcorrectpapersforgetjoinnorightsvoteliv ejobpoorestareasnotgrofoodpositionacceptfightpeacef ullybloupputinprisonrealizeequalIII.Aretoldpassageo fthetextEliasisablacorerinSouthAfrica.Hisfailyassopoorthath teron,heasab letoorasagoldinerinjohannesburg.Butashehadn’tgotapassboohichasrequiredifoneantedtoliveinjohanne sburg.Heasorriedaboutbeingdisissed.Hoever,heaslucye noughtogetsoehelpfroNelsonandelaandanagedtogettheco rrectpapers.Afterthat,hebegantonooreandelaandhispol iticalideas.Heagreedithandela’sviesontheunfairlasagainsttheblacpeopleandhisideaab outpeacefulfighting.Healsonethatallandelaantedtodoa stofightforequalrightsfortheblacpeople.Sohesupporte dhiheartandsoul.Section2:BacgroundinforationonNelsonandelaandothersI.NelsonandelaNelsonRolihlahlaandela,,beforebeingPresidentofSouth Africa,asoneofitschiefanti-apartheidactivists,andas alsoananti-apartheidsaboteur.Heisnoalostuniversally consideredtobeaheroicfreedofighter.Hespenthischildh oodintheThebuchiefdobeforeebaringonacareerinla.Thenaeadibaisanhonorarytitleadoptedbyolderaleeberso fandela'sclan;hoever,inSouthAfricathetitleissynonyo usithNelsonandela.II.courtrooquotesbyNelsonandela“IhavefoughtagainsthitedoinationandIhavefoughtagai nstblacdoination.Ihavecherishedtheidealofadeocratic andfreesocietyinhichallpersonslivetogetherinharonya ndithequalopportunities.ItisanidealhichIhopetolivef orandtoachieve.Butifneedsbe,itisanidealforhichIapre paredtodie.”“hyisitthatinthiscourtrooIafacingahiteagistrate,co nfrontedbyahiteprosecutor,escortedbyhiteorderlies?c ananybodyhonestlyandseriouslysuggestthatinthistypeo fatospherethescalesofjusticeareevenlybalanced?hyisi tthatnoAfricaninthehistoryofthiscountryhaseverhadth ehonorofbeingtriedbyhisonind,byhisonfleshandblood?. ..Iaablacaninahitean’scourt.Thisshouldnotbe.”.“outoftheexperienceofanextraordinaryhuandisasterth atlastedtoolong,ustbebornasocietyofhichallhuanityil lbeproud...ehave,atlast,achievedourpoliticaleancipa tion.epledgeourselvestoliberateallourpeoplefrotheco ntinuingbondageofpoverty,deprivation,suffering,gend er,andotherdiscriination.Never,never,andneveragains hallitbethatthisbeautifullandillagainexperiencetheo ppressionofonebyanother...Thesunshallneversetonsogl oriousahuanachieveent.”III.ANcandANcyouthLeagueTheANcisanationalliberationoveent.Itasforedin1912to unitetheAfricanpeopleandspearheadthestruggleforfund aentalpolitical,socialandeconoicchange.ForninedecadestheANchasledthestruggleagainstracisandoppression, organisingassstudentsresistance,obilisingtheinterna tionalunityandtaingupthearedstruggleagainstaparthei d.ebershipoftheANcisopentoallSouthAfricansabovethea geof18years,irrespectiveofrace,colourandcreed,hoacc eptitsprinciples,policiesandprograes.TheANcyouthLeagueasfoundedin1944.Theleaguepropagated“Africanis”anditsottoas“Africa’scauseusttriuph.”Itasradicalandilitant.Theebersofitrejectedtheideaof “foreign”leadershipandarguedthatblacAfricansustprovidetheiro nleadershipandrelyupontheselves.Section3:ordsandexpressionsI.ordsforaringupqualitn.soethingtypicalofapersonoraterial:indnessishisbes tquality.Sheshosqualitiesofleadership.illingadready:Areyouillingtohelp?activeadableorreadytotaeaction:Althoughheisover70;heissti llactive.Anactiveeberoftheclubissuretoattendeveryee ting.loseheart灰心，丧失信心Iusedtoorinthegardeneveryee.ButIlosthearthenallthep lantsdied.Don’tloseheart;youstillhaveorechances.loseone’sheart爱上，喜欢上Shelostherhearttohiassoonasshesathehandsoesoldier.troublen.麻烦：introuble有麻烦，处于困境中；getintotrouble陷入困境；aetrouble制造麻烦；asfortrouble自找麻烦；havetroubledoingsth.做某事有困难II.ordsforReadingadvisev.totellhatonethinsshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advise thatsb.dosth.;Iadviseaitinguntiltheteacheres.Thedoc toradvisedaee’srest/taingaee’srest.Iadvisedthatheshouldtaearest.Iadvisedhinottod rive/againstdriving.hatdoyouadviseetodo?advicen.opiniongivenbyonepersontoanotheronhothatothershou ldbehaveoract:givesoeadvicetosb.;fivesb.soeadvice;f ollosb’sadvicecontinuevi&vt.goon:continuetodosth/doingsth;continuesth.;go ondoingsth./ithsth./todosth.Thesportseetcontinuedfo r3days.Hecontinuedtostudy/studyingasifnothinghadhap pened.eustcontinueourjourneyuntilefindater.orrn.&v.tobeoraeanxious：orrysb.，orryabout…;bbeorriedabout…;youdon’thavetoorryaboutyourhealthifyoueepabalanceddiet.our parentsustbeorryingbecauseeareingbaclate.Hersicstud entsorriede.hathesaidaddedtoherorries.stagen.aperiodainacourseofevents;theraisedflooronhichpla ysareperforedinatheater:stagedirection;stagedirecto r;putsb.onthestage;atanearlystageinourhistor votev.&n.toexpressone’schoiceofficiallyfroaongthepossibilitiesoffered;ana ctofaingachoiceordecisiononaatterbyeansofvoting:vot efor/againstsb.oststudentsvotedforjiastheythoughthi capableandhonest.ostpeoplevotedagainsttheforerleade rbecauseofruorabouthi.IgaveyvotetoLiGao.Theneleader aselectedthroughasecretvote.positionn.theplaceheresoeoneorsoethingisorshouldbe;aparticu larplaceorraninagroup:hatInoabouthiasthatheisinahig hpositioninthepany.canyoutellethepositionofyourcity ontheap?acceptv.totaesoethingofferedillinglreceivev.toget:IreceivedsoerosesfrojaconValentines’DaybutIdidn’tacceptthe.Haveyouacceptedthejobtheyofferedyou?Here ceivedanypresentsonhisbirthday.violenceeifbodilyforcetohurtorhar;verygreatforceinactio norfeelingviolentadViolenceintheediahasinfluencedteenagersalot.asaatteroffact:infact;actually:Asaatteroffact,hedis coverthetruthquitebyaccident.Asaatteroffact,Ifeltex treelynervoushenIasgivingthespeech.blov.bloup:bloupthebuilding/bridge/da;bloupthetire;blo off;blooutprisonn.aplaceherecriinalsareeptlocedupasapunishent prisonern.apersoneptinaprisonforsoecrieorhileaitingtobetire d.putinprison:Ifyoucontinuedoingthoseindsofthings,you illendupinprison.Theyereputinprisonforbloingupthego vernentbuilding.adthesaeinsize;nuber;value;ran;etc.;havingenoughstr ength;ability;etc.:Allenerebornequal.cutthecaesinto threeequalpieces.oendeandequalpayforequalor.Billise qualtothejobofrunningtheoffice.n.personhoisequal:Th eteacherispopularbecausehetreatsthechildrenashisequ als.III.ordsforUsingLanguageiaginev.toforinind:iaginesth.;iaginedoingsth.;iaginesb.do ingsth.;iaginethat…;canyouiaginelifeithoutelectric ity?IcannotiagineLilycooingdinnerfortentypeople?you cannotiaginehatlifeaslieonRobbenIsland.poern.politicalpoer;superpoer;eto/intopoer;inpoerterrorn.Shetrebledithterrorhenthethiefpointedanifeather.S hescreaedithterroronhearingtheexplosion.Theurdercas easaterrortoeverybodyinthesallton.n.&vthefeelingthatonehashendangerisnear;tobeafraid: fearsth;feartodosth;fearthat…;forfearthat…;forfea rofescapev.&n.findaayout;getout;theactofescaping:anarroescap e;fireescape;escapedeathpunishent/beingpunished;esc apefroprison/reality;escapeoutofaburningbuilding.Th ebirdhasescapedfrothecage.Thebirdhasescapedbeingsho t.degreen.Hepassedtheexaandfinallygothisaster’sdegree.Theteperaturetodayistodegreeshotterthanyest erday.reardn.returnforororservice:Thepoliceareofferingareardfo rinforationabouttherobbery.v.togiveareardtHerearded theboyforbringbacthedog.sentencen.apunishentforacriinalfoundguiltyincourt:Thesenten ceastenyearsinprison.aheavysentence;alifesentence;u nderthesentenceofdeath;serveone’ssentencev.togiveapunishenttHeassentencedtothreeyea rsinprison.besentencedtodeath;besentencedforthief。
人教新课标英语必修1全册精品教案( U5)
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2019人教版高中英语必修一Unit5 Useful Structures 教学设计
Unit5 Discovering Useful Structures 名师教学设计●课时内容Describe your favourite thing主题语境：人与自我主题群：生活与学习子主题：语言学习规律和方法：德语学习经历和优点语篇类型：文本、故事文本分析：本节课设计了四个活动，第一部分为四个含有定语从句的句子，第二部分使用定语从句造句，第三部分为一段作者学习德语的经历，第四部分使用定语从句谈论自己喜欢和不喜欢的事。
本课的主要特点是把语法学习融人主题意义探究的过程中，提高学生话言学习的能力，发展学生的语言思维能力●课时目标1.识别出由“关系副词和介词十关系代词”引导的定语从句。
2.使用定语从句表达自己喜欢的事物和人。
●重点难点重点：理解“关系副词和介词+关系代词”引导的定语从句。
难点：在语境中使用“关系副词或介词+关系代词”引导定语从句。
●教学准备教师准备：定语从句的相关练习学生准备：利用语法书、网络等学习关系副词引导定语从句的用法。
●教学过程StepⅠ学习理解活动一：复习关系代词引导的定语从句用关系代词填空。
（答案可能不唯一）（that，which，who，whom，whose）1. This is the man _____ wants to see you.2. The student _____ answered the question is Zhang Hua.3. The man _____ you went to see has come.4. The runner _____ you are asking about is over there.5. The person _____ you should write to is Mr. Ball.6. The man _____ was passing by saw what happened.7. Here is the pen _____ you lost the day before yesterday.8. These books _____ you lent me were very useful.9. The storybook _____ I have just read cannot be easily forgotten.10. A clock is a machine _____ tells people the time.Suggested answers：1. who/that2. who/that3. whom/that4. whom/that5. whom/that6. who/that7. which/that8. which/that9. which/that 10. which/that 活动二：识别时态（SB，P64，Part1）1. Understand the sentences. Ask students to read the four sentences and translate it into Chinese to understand their meaning.2. Recognize the tense. Ask students to work in groups first to underline the restrictive relative clauses and discuss the tense and try to analyze how it is used.【设计意图】通过翻译句子，讨论时态，教师适当讲解，学生在学习过关系代词引导的定语从句之后，进一步理解关系副词引导的定语从句。
Unit5 教学设计-【新教材】人教版(2019)高中英语必修第一册
新人教（2019）英语必修一text quickly ，find the main idea of each part, and then idea of the text and each paragraph.Task 2: T asks Ss to think about the style of theconcludetext according to the structure.the mainidea of thetext.Step 4 Teacher asks students to find out the the words Students Practise Scanning and phrases that describe a time, and then fill in a draw a time scanning to blank. line identifyaccording timethe words phrases andand phrases details.of time.Step 5Further-thinking Teacher presents the following questions andinstructs students to find the key words in thetext:1.How did written Chinese unify Chinesepeople divided by geography and dialects?2.How does written Chinese connect Chinesepeople today with those of the past?3.According to the writer, the Chinese writingsystem is one factor that has helped theChinese language and culture survive. Whatdo you think are some of the other factors?Studentshave adiscussionto answerthequestionsCultivatestudents’ability toanalyze andshare theiropinionsPost-readingStep 6 Nowadays, people are depending too muchon the computer and phones. Many of them don’twrite the Chinese characters by hands.Some argue that there is no need to learn towrite Chinese calligraphy.What’s your opinion?Students CultivateDiscussion state their studentsown spirits toopinions. inherit andcarryforwardChinesecharacterand itsculture. Homework Finish writing the following speech after class.你校将举行一次主题为“传承中华文明，传播中国文化”的英语演讲比赛，请你写一篇演讲稿，内容包括：1.如何传承；2.如何传播；注意：1.词数80 左右；2.可适当增加细节，以使行文连贯BlackboardDesignUnit 5 Languages Around the WorldPeriod 2 Explore the Chinese Writing System教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否根据时间抽复述课文？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？文化知识能否了解汉语所传递的文化内涵？学习策略哪些学习方法对自己的学习帮助最大？教后反思：高一学生已经学习英语多年，有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语言、分析论证、批判评价等方面的能力还比较欠缺。
Unit5 Languages around the world教学设计-高中英语人教2019必修一
文本主题；问答交流，Pre-reading【Activity 1】T lets Ss look at the title and picture below. Predict what the text will be about. Then T picks 1-2 Ss to share their predictions.(TITLE: THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT) PICTURE:见下During T talks with the volunteer Ss, T asks some questions about their predictions, (or makes a conversation with them) which helps to introduce the new words in this unit.The basic facts that are covered in the video: The picture shows jiaguwen. Some symbols were carved on longgu by ancient Chinese people. Maybe they are the earliest Chinese characters.T can ask following questions, or replaces Ss' wording in their speech by new words underlined above.1.What's in the picture?英文进行表达。
【4min】【互动：T-Ss, T-S】1.学生能够通过细读第一段，并结合语境猜测出重点词语的含义。
2.学生能够在教师问题链的引导下思考第一段的作用，并且表达出自己的观点。
2019新人教高中英语必修一Unit5Discovering Useful Structures教案
2019新人教高中英语必修一Unit5 Discovering Useful Structures教案Teaching aims:1.Enable students to have a good understanding of the basic usages of relative adverbs such as when,where,why in attributive clauses;understand the structure in/on/at which in attributive clauses is equivalent to where/when.2.Master the basic usages of relative adverbs of attributive clauses in the real situation through self-study and practice.3.Describe favourite things using the proper relative adverbs of attributive clauses.Teaching key points:1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence.2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.Teaching difficult points:Use attributive clauses to describe things.Teaching procedures:Step I Lead-inLook at these sentences and underline the restrictive relative clauses.Q:What kind of information does each clause communicate.1.It was a time when people were divided geographically.Information:a time for an event.小结 1 先行词（即被修饰的名词）在从句中作时间状语时，连接词使用when。
2019版人教统编高中英语必修第一册全册教案教学设计(Unit1-5)
【2019统编版】人教版高中英语必修第一册全册教案教学设计目录1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
Unit 5 教案 高中英语人教版(2019)必修第一册
Unit5听力课教案Explore Languages Around the WorldI. Teaching Objectives and Key PointsObjective:By the end of the lesson, students will be able to:1. Understand the importance of language in communication and cultural exchange.2. Learn about different languages spoken around the world.3. Analyze the similarities and differences between languages.4. Develop an appreciation for the beauty and complexity of language.Key Points:1. The role of language in communication and culture.2. Examples of major world languages and their speakers.3. The structure and grammar of languages.4. Linguistic diversity and its impact on society.II. Teaching ProcessIntroduction (5 minutes)-Start by asking students what they know about language and why it is important. Encourage them to share their thoughts and experiences.- Introduce the topic of this lesson by explaining that we will be exploring different languages spoken around the world and their significance in today's globalized world.Section 1: The Importance of Language (10 minutes)- Discuss the role of language in communication and cultural exchange, highlighting how it enables people from different backgrounds to connect with each other.- Use real-life examples to illustrate the importance of language in various contexts, such as business, diplomacy, education, and travel.Section 2: Examples of Major World Languages (10 minutes)- Introduce the most widely spoken languages in the world, such as English, Mandarin, Spanish, Arabic, Hindi, French, German, Italian, Portuguese, Russian, Japanese, Korean, Chinese, and Swahili.-Provide a brief overview of each language's history, distribution, and cultural significance.- Ask students to share any personal experiences or connections they have with these languages or their speakers.Section 3: The Structure and Grammar of Languages (10 minutes)-Explain the basic structure of most languages, including alphabets, word order, sentence structure, and parts of speech.- Demonstrate some common grammar rules using simple examples in each language. -Encourage students to identify any similarities or differences between languages based on their structures and grammar.Section 4: Linguistic Diversity and Its Impact on Society (5 minutes)-Discuss the concept of linguistic diversity and its benefits for individuals and societies.-Emphasize the importance of preserving endangered languages and promoting multilingualism in today's globalized world.-Ask students to reflect on how understanding different languages can help them better appreciate the richness and complexity of human culture.III. Learning Activities (5 minutes)Problem-Based Introduction (1 minute)- Ask students to consider a real-life scenario where they would need to communicate with someone who speaks a language other than their own. How might this challenge affect their ability to understand each other?- Encourage students to share their thoughts and ideas on this topic in small groups.Content Theme (2 minutes)-Discuss the main theme of this lesson: exploring languages around the world and their significance in today's globalized world.- Ask students to brainstorm some additional themes related to language learning or communication that they find interesting or relevant.Teacher's Role (1 minute)-Introduce a short video presentation showcasing different aspects of language learning and communication around the world, such as accent reduction exercises, language exchange programs, or international conferences on linguistic diversity.- Assign students to watch the video independently or in small groups and take notes on any new vocabulary or concepts they encounter.Student Activities (5 minutes)-In pairs or small groups, assign each student to research one of the major world languages mentioned earlier and prepare a short presentation (5 minutes). Each presentation should cover at least three topics: history, structure/grammar, and culturalsignificance/uses. Students should also include a visual aid if possible.-After all presentations are completed, ask each group to briefly summarize their findings and compare their presentations with others. This will help reinforce key concepts and encourage active listening skills.Homework (1 minute)Assign students to write a short essay (500 words) on one of the following topics:1. The importance of learning multiple languages in today's globalized world.2. A personal experience with communicating with someone who speaks a different language.3. One aspect of language learning that you find particularly challenging or rewarding.4. Your favorite foreign language and why you enjoy learning it.。
Unit 5 教学设计 高中英语人教版(2019)必修第一册
Unit5听力课教案Exploring Languages Around the WorldI. Teaching Objectives1. To provide students with a basic understanding of the structure and function of languages.2. To introduce students to the major world languages and their unique characteristics.3. To encourage students to appreciate the diversity and richness of human communication.II. Teaching Key Points and DifficultiesKey Points1. The importance of language in human communication.2. The structure and function of languages.3. The major world languages and their unique features.Difficulties1. The complexity of language structure and grammar.2. The difficulty in understanding and speaking different languages.III. Teaching Process1. Introduction (5 minutes): Begin by asking students what they know about languages and why they are important. Use examples from their daily lives to illustrate the significance of language in communication.2. Lecture (20 minutes): Introduce the major world languages, focusing on their structure and function. Use visual aids, such as diagrams or videos, to make the material more engaging. Discuss the similarities and differences between each language, highlighting unique features such as vocabulary, grammar, and pronunciation.3. Practice (10 minutes): Have students practice basic greetings in each of the major world languages, using simple phrases such as "Hello" or "Goodbye". This will help them get a feel for the sounds and rhythms of the languages.4. Wrap-up (5 minutes): Review the key points covered in the lesson, and encourage students to continue exploring languages beyond what was covered in class. Provide resources for further study, such as online language courses or language learning apps.IV. Homework1. Comprehension Questions (5 minutes): Ask students to write down three interesting facts about a major world language they learned in class. These can be related to its history, usage, or cultural significance.2. Language Practice (10 minutes): Have students find a website or app that offers free language lessons in one of the major world languages they studied in class. They should spend 10 minutes practicing a few basic phrases or sentences using the language.3. Reflection (5 minutes): Ask students to reflect on what they learned in class and how it might impact their future studies or career goals. Encourage them to think about how language skills can open up new opportunities for them in the future.V. AssessmentAssessment will be based on students' participation in class discussions, their ability to identify and name the major world languages, and their homework assignments. Additionally, teachers may use quizzes or tests to assess students' understanding of the material covered in class.VI. Evaluation and ReflectionAfter teaching this lesson, teachers should reflect on their own effectiveness as instructors and consider ways to improve their teaching methods for future classes. They should also solicit feedback from students about their learning experience and any areas where additional support or clarification may be needed.。
2019新人教高中英语必修一Unit5languages around the world整单元教案
2019新人教高中英语必修一Unit 5 Languages around the world整单元公开课教案2019新人教高中英语必修一Unit5 Listening and speaking教案Teaching aims:1.Enable students to get familiar with languages,especially the 6 official languages of the UN.2.Better understand the pronouns and what the pronouns refer to in listening.3.Talk about the languages and tell the reasons in simple English.Teaching key points:1.Help students get familiar with the vocabulary of different countries and their languages through listening practice.2.Try to arouse the students’ interest in language learning in thematic context. Teaching difficult points:1.Enable students to be aware of pronouns in daily conversation and be able to understand the content of pronoun reference correctly in the process of Listening.2.Enable students to fully discuss the reasons and motivation of language learning. Teaching procedures:Step1 Lead-inLook at the opening page and discuss the following questions with your students. T:Which languages do you think are officially used in the UN?Ss:English, French, Russian, Chinese, Spanish...T:How do you understand the quote:One language sets you in a corridor for life.Two languages open every door along the way?Ss:Mastering more languages can give you many chances in your life including your work opportunities, your horizon, your fully understanding of the world.Step2 Listening:Explore languages around the world Activity1 Warming upBefore you listen, match each photo with the correct country name. Then discuss which languages are spoken in these countries.（Ex1on page 60）123456France 3 French Russia 4 Russian Germany 2 German Spain 6 Spanish Canada 1 English, French India 5 Hindi, English Activity2: First listeningFor the first listening, you are required to tick the two languages with the most native speakers.Circle the official languages of the United Nations. And then answer the four questions below.1.What is the main topic of this speech? Learning a foreign language.2.How many languages are there in the world? Nearly 7000.3.How many people speak the UN’s official languages as their native or second language? Around 2.8 billion.4.What is the attitude of the speaker towards foreign language learning?It’s very useful to learn one or more foreign languages.Activity3 Second listeningT: Boys and girls, for the second listening, please pay special attention to the pronouns in the speech, especially focus on the italicized words in the sentences below and what they refer to.1.They think it means better job chances in the future.They:students who choose to study a UN language. it: studying a UN language2.They are spoken by around 2.8 billion people.They: the six official UN languages.Activity4 Third listeningListen to the speech for the last time and fill in the blanks with words and phrases you hear（通过最后一遍听力的练习，让学生掌握和熟悉表达态度以及原因的句式，从而为说的练习做好充足的语言支架）To some students,it seems that the only foreign language to learn is English.There are,however,nearly 7,000 languages in the world.After Chinese,the language with the most native language speakers isn’t English—it’s Spanish.Learning English is very useful,but, it is wise to learn at least one other foreign language if possible.There are many reasons why people learn a foreign language.Many students choose to study one of the languages that are spoken at the UN.As they think it means better job chances in the future.The UN has six official languages:Arabic,Chinese,French,Russian,and Spanish.They are spoken by around 2.8 billion people as their native or second language.Some students,though,choose to study a language because of family or friends.One American girl chose to learn Danish because her grandparents were from Denmark.When she was little,her grandpa used to read letters to her in Danish from their relatives in Denmark.Another young lady started learning French because she had several friends from African countries where French is spoken.Step3 Speaking1.Review the listening material and try to complete the table below.（红色部分为学生填写）2.Work in pairs or groups.Discuss which other languages you want to learn and why.(Ex5 on Page61)Example:A:What language do you want to study?B: I really want to study French. I think that the French language sounds beautiful. A:Why? Do you want to go to France some day?B: Yes, I’d love to. Also, French is used by many international organizations around the world. Do you know that FIFA’s full name is in French?A:oh, I remember that. But I don’t know how to pronounce it.Step 4 Homework1.Review the new words learnt from the listening material.2.Tell your partner what language you would love to learn in the future and why.2019新人教高中英语必修一Unit 5 Reading and Thinking教案Teaching objectives:1.Enable students to get familiar with the development history of the Chinese writing system.2.Apply prediction and scanning strategies for main idea in reading.3.Identify the main structure of the passage and talk about a topic through the timeline.e some important words and phrases to describe the development of Chinese writing system.Teaching key points:1.Figure out the main structure of the passage and know the development of the Chinese writing system and increase their cultural confidence.2.Understand the narrative characteristics of “time-event”in the illustrative style and judge the writing purpose and intended readers of the passage.Teaching difficult points:1.Apply different approaches of discourage analysis to deepen the understanding of the text and language usages.2.Guide students to explore the function and importance of Chinese character writing system.3.Explore and understand the relationship between Chinese characters and the Chinese civilization.Teaching procedures:Step I Lead-inPlay the song Chinese Character by Chinese famous singer Yuan Yuan,ask them to sing together and share what they know about Chinese characters.Step Ⅱ PredictingAsk the students to look at the title and the picture on Page 62 and predict what the passage will be about.Suggested answer:The title is“The Chinese Writing System”, which is the topic,and connecting the past and the present is the focus, so the passage is about the development of Chinese writing system.Step Ⅱ Skimming for main ideasRead the passage quickly and find the topic sentence for each paragraph.The main idea of each paragraphSuggested answers:Paragraph 1:The Chinese writing system is one of the main factors why Chinese civilization has survived into modern times.Paragraph 2: Written Chinese was a picture-based language at the beginning.Paragraph 3: The writing system became well-developed and later developed into different forms.Paragraph 4: The writing system began to develop in one direction.Paragraph 5:Written Chinese connects China's present with its past,and has become an art form.Paragraph 6:The Chinese language is helping to spread China’s culture and history to the world.Step IV Scanning for detailsAsk the students to find the words and phrases that describe a time and what happened to the characters at each of those important times.Activity 1 Read the passage and find out the words showing the timeline,and then finish the timeline.Question: What kind of words can show the development of the Chinese writingsystem?Draw a timeline to show the narrative order.Suggested answer:modern times(Para.1)→at the beginning(Para.2)→dates back several thousand years(Para.2)→by the Shang Dynasty(around 1600—1046 BCE)(Para. 3)→over the years(Para.3)→the Qin Dynasty(221--207 BCE)(Para. 3,4)→even today (Para.4)→in modern times(Para.5)→today(Para.6)Activity 2 What happened to the Chinese characters at each of those important times?Fill in the table.Suggested answers:1.The Chinese civilization still continues.2.Written Chinese was a picture-based language.3.Longgu appeared.4.Symbols carved on longgu had become a well-developed writing system.5.The writing system developed into different forms, as the Chinese people were divided geographically, leading to many varieties of dialects and characters.6.The Chinese writing system began to develop in one unified direction.7.Chinese people can all still communicate in writing.8.Chinese people can read the classic works which were written by Chinese in ancient times.9.The Chinese writing system is still an important part of Chinese culture.StepⅡReading for languages featuresRead the passage again and find the sentences where the restrictive relative clauses are used.Suggested answers:1. There are many reasons why this has been possible...(Restrictive attributive clause)2.....animal bones and shells on which symbols were carved by ancient Chinese people.(Restrictive attributive clause)3.... it was a time when people were divided geographically.(Restrictive attributive clause)4.Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.(Restrictive attributive clause)Step Ⅱ DiscussionEncourage students to work in groups,think independently first and then discuss with their partners.1. How did written Chinese unify Chinese people divided by geography and dialects?2.How does written Chinese connect Chinese people today with those of the past?3. According to the writer,the Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors ?Suggested answers:1.It allowed Chinese people,no matter where Chinese people live or what dialect they speak to communicate with each other.2.People in modern times can read the classic works in ancient times.3.Except for the writing system of Chinese language, the continuous development of China's agriculture, a relatively powerful government,distinguished philosophical schools,and an open mind to embrace different cultures are all possible and important factors. Besides, education is always emphasized in China's family traditions.Step Ⅲ Vocabulary about the development of Chinese writing system.Activity 1Read the words below and learn them by heart.Activity 2 Use the words and phrases above to introduce the development of the Chinese writing system according to “time & event”.Suggested answer:Several thousand years ago,Chinese characters began as picture-based symbols carved on longgu. By the Shang Dynasty,the symbols had become a well-developed system. Over the years,the system developed into different forms. This, however, changed in the Qin Dynasty when the Chinese writing system began to develop in one direction because Emperor Qinshihuang united seven major states. Even today,not only can Chinese people communicate well by means of it but also many foreign friends come to China to appreciate China's culture and history through this amazing language.Step Ⅲ Homework1.Introduce the development of the Chinese writing system according to “time & event”.2.Try to describe your growth through a timeline.2019新人教高中英语必修一Unit 5 Discovering Useful Structures教案Teaching aims:1.Enable students to have a good understanding of the basic usages of relative adverbs such as when,where,why in attributive clauses;understand the structure in/on/at which in attributive clauses is equivalent to where/when.2.Master the basic usages of relative adverbs of attributive clauses in the real situation through self-study and practice.3.Describe favourite things using the proper relative adverbs of attributive clauses.Teaching key points:1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence.2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.Teaching difficult points:Use attributive clauses to describe things.Teaching procedures:Step I Lead-inLook at these sentences and underline the restrictive relative clauses.Q:What kind of information does each clause communicate.1.It was a time when people were divided geographically.Information:a time for an event.小结 1 先行词（即被修饰的名词）在从句中作时间状语时，连接词使用when。
高中英语人教版(2019)必修第一册Unit5LanguagesAroundtheWorld同步教案
Unit 5 English around the world对比：British English American Englishqueue linepub barflat apartmentrubbish garbagepost mailtoilet bathroomtrousers pantscandy sweetsfootball soccerprimary school elementary school句子及语法1.China is widely known for its ancient civilisation which has continued all the way through in to moderntimes, despite the many ups and downs in its history, be (widely) known for表示"因…而被(广泛的)熟知which引导限制性定语从句，修饰先行词ancient civilization, which在定语从句中作主语。
ups and downs兴衰；浮沉；起落；悲欢；We are bound to see some ups and downs along the road to recovery. be bound to do sth. 注定做某事2, There are many reasons why this has been possible, but one of the main factors has been the Chinese writing system.why引导限制性定语从句，修饰reasons,在定语从句中作原因状语。
The bad weather is the reason why I come late.3, It dates several thousand years back to the use of longgu……date back to = date from 意为“追溯到…His family story dates back to the 1700s.His family story dates from 300 years4, ...it was a time when people were divided geographically, leading to many varieties of dialects and characters.when引导限制性定语从句，修饰先行词time,在定语从句中作时间状语。
人教版(2019)高一英语必修第一册Unit5课件
Read and check
Paragraph 3: The writing system became well-developed, and later developed into different forms.
Read and check
Paragraph 4: The writing system began to develop in one direction.
How is the Chinese writing system related to Chinese culture?
Para 1: ...one of the main factors has been the Chinese writing system.
What does the first sentence tell us?
Pre-reading
What can you learn from the title?
Predict what the text will be about.
Topic Focus Detail
Predict what the text will be about.
Topic The Chinese writing system
文化
Paragraph 1:
因素
The Chinese writing system is one of the
reasons why Chinese civilisation has survived
into modern times.
Read and check
Paragraph 2: Written Chinese was a picture-based language at the beginning.
2019统编人教版高中英语必修第一册unit 5《Languages around the world》全单元教案教学设计
【2019统编版】人教版高中英语必修第一册Unit 5全单元备课教案教学设计Section ⅠListening and Speaking听音填空/American English—Wax//美式英语——Wax组合/ Wax组合演唱的《American English》演绎了一场美好的爱恋。
爱情无关语言，关键在美妙而真实的感觉。
Here comes my one and onlyTalking like a starlet on a Hollywood screenShe whispers something to meI hear the words but I don’t know what she 1．meansOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandLove 2．travels transatlanticI’m hot and bothered by her figure of speechCan’t 3．follow her semanticsBut when her body moves it’s clear to meOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandWe don’t need wordsTo express 4．what is realWe’ve got each otherThat says everything that we feelThere’s too much damn confusionWith all this talking going round and roundWe’ll 5．reach our own conclusionWe’ll make connection on the common groundOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her command你是我的唯一说话像一个好莱坞屏幕上的明星她向我低语我听到这句话，但是我不知道她是什么意思哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控爱跨大西洋我困惑于她的话语不能理解她的语义但是，她的身体动作对我来说很明显哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控我们不需要言语表达什么是真实我们彼此拥有这就是我们的感觉有太多的困惑所有这些话语在脑海里绕了一圈又一圈我们会得出自己的结论我们将连接在共同点哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控[词海拾贝]1．transatlantic[ˌtrænzət'lætIk]adj．在大西洋彼岸的2．semantics[sI'mæntIks]n．含义3．confusion[kən'fjuːʒ(ə)n]n．困惑Look at the following pictures, would you like to visit them? Discuss with your partners which official languages are spoken in these countries．Spain：圣家堂India：泰姬陵Germany：柏林自由女神像France：埃菲尔铁塔America：自由女神像Canada：西恩塔Britain：大本钟Russia：莫斯科红场Spain: SpanishIndia: EnglishGermany: _GermanFrance：FrenchAmerica: EnglishCanada: EnglishBritain: EnglishRussia: RussianⅠListen to a speech and tick the two languages with the most native speakers．Choose the official languages of the United Nations(UN)．(教材P60)Russian Chinese Korean JapaneseSpanish Arabic English FrenchThe most native speakers: Chinese,_Spanish．The official languages of the United Nations(UN): Arabic,_Chinese,_English,_French,_Russian,_Spanish．听力材料：Exploring Languages Around the WorldTo some students, it seems that the only foreign language to learn is English．There are, however, nearly 7，000 languages in the world．After Chinese, the language with the most native language speakers isn’t English—it’s Spanish．Learning English is very useful, but it is wise to learn at least one other foreign language, if possible．There are many reasons why people learn a foreign language．Many students choose to study one of the languages that are spoken at the UN．As they think it means better job chances in the future．The UN has six official languages: Arabic, Chinese, English, French, Russian, and Spanish．They are spoken by around 2．8 billion people as their native or second language．Some students, though, choose to study a language because of family or friends．One American girl chose to learn Danish because her grandparents were from Denmark．When she was little, her grandpa used to read letters to her in Danish from their relatives in Denmark．Another young lady started learning French because she had several friends from African countries where French is spoken．What do you think? Which other language would you choose to study and why?ⅡListen to the speech again and answer the questions．1．What is the main topic of this speech?答案：It_is_mainly_about_languages_around_the_world.2．How many languages are there in the world?答案：Nearly_7，000.3．How many billion people speak the UN’s official language as their native or second language?答案：2.8_billion.4．What is the attitude of the speaker towards foreign language learning?答案：He_believes_learning_foreign_languages_is_very_useful.Listening Tips1．注意细节Before listening to the text, look through the exercises quickly and find out the key points according to the exercises．2．巧判人物关系、身份与职业人物关系、职业、身份等相关方面的听力试题要求在某一特定环境下，对说话人的身份进行推理与判断。
Unit+5+Listening+and+Talking+教案 高中英语人教版(2019)必修第一册
Unit5口语课教案Explore Different Kinds of EnglishTeaching Objective:By the end of this lesson, students will be able to identify and discuss different types of English language usage, such as formal and informal language, academic and conversational English, and regional dialects. They will also be able to analyze the context in which these types of English are used and provide examples from their own experiences.Teaching Points & Emphasis:1. Differentiate between formal and informal language2. Identify academic and conversational English3. Discuss regional dialects and their characteristics4. Analyze the context in which different types of English are used5. Use real-life examples to illustrate the concepts coveredTeaching Strategies:1. Begin with a discussion on the importance of understanding different types of English in today's globalized world.2. Use visual aids, such as charts or videos, to help students visualize and understand the differences between formal, informal, academic, and conversational English.3. Encourage students to share their own experiences with different types of English in their daily lives, both in school and at home.4. Incorporate role-play activities that require students to use different types of English in different situations (formal vs. informal, academic vs. conversational).5. Conclude the lesson by reviewing the key points covered and assigning homework that requires students to reflect on how they can improve their understanding of different types of English in their future interactions.Teaching Procedure:1. Warm-up activity (5 minutes): Start the class by asking students to share their thoughts on the importance of learning different types of English in today's world. Write their responses on the board for everyone to see.2. Presentation (10 minutes): Use visual aids to present the main points of the lesson, including a chart that shows the differences between formal, informal, academic, and conversational English. Show videos or examples of each type of English being used in real-life situations.3. Group work (10 minutes): Divide students into small groups and ask them todiscuss their own experiences with different types of English in their daily lives. Encourage them to share their findings with the rest of the class.4. Role-play activity (10 minutes): Assign roles to students and have them participate in two different scenarios, one using formal English and another using informal English. Ask them to reflect on how the choice of language affected the tone and meaning of their interactions.5. Closing activity (5 minutes): Review the key points covered in the lesson and ask students to think about how they can improve their understanding of different types of English in their future interactions. Assign homework that requires students to reflect on their own experiences with different types of English and write a short essay sharing their thoughts with the class.Homework:1. Write a reflection paper on your own experiences with different types of English in your daily life (formal, informal, academic, conversational). Include specific examples and explain how these different types of English affected your interactions with others.2. Research a region or country where different types of English are commonly used and write a short presentation explaining the differences between those dialects and how they are used in everyday life.。
Unit5+写作课教案 高中英语人教版(2019)必修第一册
Unit5写作课教案Write a Blog about English Study一、Teaching Objectives:1. Students will be able to write a wellstructured and coherent blog post about their experience with learning English.2. Students will be able to use a variety of vocabulary and grammar structures to express their ideas effectively.3. Students will be able to revise and edit their work for clarity and coherence.二、Teaching Key Points:1. Writing a blog post requires clear organization and structure.2. Using appropriate vocabulary and grammar structures is important for effective communication.3. Revising and editing are essential for improving the quality of writing.三、Teaching Process:1. Introduction●Begin by asking students what they think makes a good blog post. Encouragediscussion and share examples of wellwritten blogs.●Introduce the topic of the blog post, which will be "Write a blog about yourexperience with learning English."●Discuss the importance of clear organization and structure in a blog post.2. Brainstorming and Outlining●Divide students into small groups and give them time to brainstorm ideas fortheir blog post. Encourage them to consider different aspects of learning English, such as grammar, vocabulary, speaking, listening, reading, and writing.●Have each group present their ideas to the class and discuss any common themesor suggestions for improvement.●Use the group brainstorming session as a starting point for outlining the mainpoints of the blog post.3. Writing●Have each student choose one main point from their outline to focus on in theirblog post.●Give students time to write their first draft, using the outline as a guide.Encourage them to revise and edit their work for clarity and coherence.●Walk around the room to provide individual feedback on students' writing,focusing on organization, vocabulary, grammar, and flow.●Allow time for students to make revisions based on the feedback received.4. Revision and Final Draft●Have students combine their revised drafts into a final version of their blog post.●Encourage students to proofread their work for errors in spelling, grammar, andpunctuation.●Ask volunteers to read their final draft aloud to the class for feedback andconstructive criticism.●Use the feedback received to further revise and edit the final draft if necessary.5. Sharing and Reflection●Have each student share their final blog post with the class, explaining their mainpoints and how they overcame any challenges they encountered during the writing process.●Encourage students to reflect on what they learned about themselves through theprocess of writing their blog post, including their strengths and areas for improvement in English language skills.●Assign a homework task for students to continue practicing their English writingskills by creating a short essay on a topic of their choice, using proper grammar and vocabulary.四、Assessment:During the brainstorming and outlining stage, students can be assessed on their participation and group dynamics.During the writing stage, students can be assessed on their ability to organize their thoughts clearly, use appropriate vocabulary and grammar structures, and revise and edit their work for clarity and coherence.During the revision stage, students can be assessed on their ability to incorporate feedback from peers and teachers into their final drafts.During the sharing and reflection stage, students can be assessed on their ability to articulate their thoughts clearly and demonstrate understanding of their own learning process.。
2019版人教统编高中英语必修第一册全册教案教学设计(Unit1-5)
【2019统编版】人教版高中英语必修第一册全册教案教学设计目录1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。
2019新人教高中英语选择性必修一Unit5Discover useful structures教案
2019新人教高中英语选择性必修一Unit 5 Discover Useful structures公开课教案Teaching aims:1.Enable students to analyse the forms and features of subject clauses;2.Learn the function of subject clauses in the context;3.Appreciate and use subject clauses in reading and writing.Teaching key and difficult points:Help students to learn and use subject clauses in the context and describe a person by using subject clauses in real situations.StepⅠLead-inAsk students the question“What concerned Yuan Longping most while he was young?”T:What concerned Yuan Longping most while he was young?S1:What concerned Yuan Longping most while he was young was that farmers often had poor harvests and sometimes even had a serous shortage of food to eat.S2:It concerned Yuan Longping most while he was young that farmers often had poor harvests and sometimes even had a serious shortage of food to eat.StepⅠObserve and analyseActivity 1Look at the following sentences and tell the functions of the underlined sentences.(1)What concerned Yuan Longping most was that farmers often had poor harvests and sometimes even had a serious shortage of food to eat.(2)How this could be done was a challenging question at the time.(3)Whether it was possible to develop a hybrid of self-pollinating plants was a matter of great debate.(4)It is estimated that about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan’s hybrid strains.(5)What impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams.Activity 2Finish the table and learn the structures and functions of the underlined sentences.（红色为学生填写部分）Sentence Structure Function Leading wordSentence 1at the beginning of thewhole sentence,beginning with “what”act as subject whatSentence 2at the beginningof the whole sentence,beginning with “how”act as subject howSentence 3at the beginningof the whole sentence,beginning with“whether”act as subject whetherSentence 4at the end of thewhole sentence,beginning with “that”act as subject thatSentence 5at the beginningof the whole sentence,beginning with “what”act as subject whatActivity 3Understand the sentence structures of the following.(1)It is estimated that about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan’s hybrid strains.That about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan’s hybrid strains is estimated.→It is estimated that about 60 percent of domestic rice consumption in China is comprised of crops generated from Yuan’s hybrid strains.(2)That agriculture is the foundation of our country is well known.→Suggested answer:It is well known that agriculture is the foundation of our country.StepⅠ PracticeActivity 1Find and mark the subject clauses in the sentences and then state their functions and leading words italicized.(1)What Yuan Longping really cared about was not money or celebrity.(2)It surprised the whole world that Yuan Longping had realized his dream of developing seawater rice.(3)How he did the experiment was puzzling to others.(4)When the sports meet will be held hasn’t been decided yet.(5)It remains a mystery where he has gone for further study.Suggested answers:Activity 1(1)What Yuan Longping really cared about was not money or celebrity.(2)It surprised the whole world that Yuan Longping had realised his dream of developing seawater rice.(3)How he did the experiment was puzzling to others.(4)When the sports meet will be held hasn t been decided yet.(5)It remains a mystery where he has gone for further study.Activity 2Match the sentence parts,and then translate the completed sentences into Chinese.Suggested answers:(1)D这些小麦农户什么时候会加入预试验仍然不得而知。
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人教新标英语必修 1 全册精品教案( U)UnitNelsnandela —adernherPartne:TeahingDesignPerid1:Asapleplanfrread ingAisTtalabutpeple ’squalitiesTreadabutenablepeple ’slifestrTstudTheAttributivelauseTlearntritelettersP reduresIaringuparingupbdesribingBsandgirls,thisrninge ’lltaeupUnitinhihe ’lllearntdesribepepleNlet ’sdesribeurselvesfirstThequestinsinthearinguppartill helpufinduthatqualitiesuhaveThentellehatindfapersnd uthinuareDuthinuhavethequalitiestbeagreatpersn?hatq ualitiesduthineshuldfindinagreatpersn?aGivethestudentsneinutetanserthequestinsbAssestudentsttalabuttheirnqualitiesardingttheiransersHaveadisussiniththehlelassandhelpthetsuupthequaliti esthatagreatpersnhasaringupbbrainstringBsandgirls,i nUniteilltalabutNelsnandela,agreatleaderhfightsfrth erightsftheblapeplehentalingabutapersn,hatadetivesa 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