(捷进英语1)Unit5-电子教案
高一必修一unit 5教案(完整资料)
此文档下载后即可编辑Unit5 Nelson Mandela--- a modern heroⅠ.Teaching aimsⅰ. Language aims1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active,devote, beg, sentence, out of work, blow up, turn to come to power and so on)2.Get Ss to learn to ask for opinions and give opinions.3.Get Ss to learn attributive clauses based on the former study of unit4.ⅱ. Skill aims1.Get Ss to improve their skills of skimming and scanning.2.Get Ss to use the attributive clauses correctly.3.Get Ss to express their ideas clearly.ⅲ. Affective aims1.Get Ss to learn to recognize the correct value2.Get Ss to set up the awareness of great people and learn some good qualities of thegreat people.Ⅱ.The key points and the difficult pointsⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on)ⅱ. The usage of attributive clauseⅲ.The cultivation of Ss’ fast reading skillsⅢ. Teaching methodsⅰ. Task- based teaching methodⅣ. Teaching procedurePeriod 1 words and expressionsStep1 . Explain the new words and expressions1.quality (n)品质，质量in quality 在质量上in quantity 在数量上2.active(adj)积极的，活跃的(反义词passive)actively（adv）, activity(n)3.self(n) 自我，自身selfish (adj)selfless（adj）selflessly(adv)4.devote(Vt) 献身，专心于devoted(adj) 忠实的，深爱的be devoted to doing sth.献身于…….be devoted to sth. 献身于……e.g. He devoted himself to his research for his whole life.5.out of work 失业out短语out of order 混乱，发生故障out of control 失去控制out of date 过时out of mind 心不在焉e.g. 1. She has been out of work since last month.2. The horse was out of control and ran away.6. vote.(Vt, Vi) 投票，选举vote for 投票赞成vote against 投票反对vote on 投票表决e.g. Most of us voted for her, so she was elected as chairman of Students’ Union.7. equal (adj) 相等的，平等的be equal with sb. 与某人平等be equal in sth. 在某方面平等8. turn to 求助于，致力于turn to sb. for help 向某人求助9. opinion （n）意见，看法，主张in one’s opinion/ view 在某人看来as far as I am concerned 就我而言step 2 HomeworkSs make sentences with the following phrases1.be devoted to doing sth.2.out of order3.be equal with sb.4.turn toPeriod 2 Warming up and pre-readingStep 1. Warming up1.Ss read and explain the Chinese meaning of the adjectives on page 33 by turn2.Ss discuss with their desk mates about the qualities that a great people has, andthen to stand up and give their own ideas.3.The T gives some comments on their performanceStep 2. Pre-readingThe T introduces the six famous people to Ss, and then Ss decide whether they are great people or not.Period 3 ReadingStep 1. Fast reading1.Ss read the passage and divide then whole passage into two parts(the T providesthem two choices and they match them ) in 15 minutes. After that, the whole class checks the answers together.Part1. Before Elias met Nelson MandelaPart 2. After Elias met Nelson Mandela2.Ss read the whole passage again and complete the multiple choice on theirworkbooks in 10 minutes and then ask 5 students to give their answers.Step 2. Language points1.1).Ss read the first paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points2. 1).Ss read the second paragraph together, and then the T explains the key language points to Ss. After that, ask some students to translate some key sentences.2) key points2.1).Ss read the third paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points3.1).Ss read the fourth paragraph together, and then the T explains the keylanguage points to Ss. After that, ask some students to translate some key sentences.2) key points4.1).Ss read the fifth paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) key pointsStep 3 Post-readingSs complete the true or false exercise on page 35, then ask six students to give their own answers.Period 4 Using languageStep1. Lead inAsk Ss that do they want to know about the rest life of Elias and Nelson Mandela? Then bring out the topic of the reading passageStep 2. Pre-readingAsk Ss the following questions:1.Why could Elias get a job after get out of the prison?2.Why did Elias lose his job later?Ss read the passage and find the answers in 10 minutes.Step 2. Language points1.It was a prison from which no one escaped.escape( vi).escape与介词 from连用表示①逃脱；逃走:Eg.The soldier escaped from the enemy's prison.②(液体等)漏出E.g. Gas is escaping from the pipe. （Attention to the usage of prep.）cate (vt). 教育，培养，训练-----education n. 教育, 培养, 训练 educational adj. 教育的,受教育的3.reward n. 报酬；奖金vt. 给 ... 报酬，奖赏e.g.He got a reward for helping them.Step 3. ComprehensionSs complete the chart on page 39 in 5 minutes.Step 4. Conclusion and homework1.Ss retell the life of Elias according to the time line of this passage.2.Ss finish the exercise in the workbooks.Period 5 Grammar attributive clauseⅡStep 1. 关系副词when/where/why引导的定语从句-----当定语从句所修饰的先行词逻辑上在定语从句中做状语（表地点、时间、原因、方式等）时1.when 表示时间，做时间状语e.g. I’ll never forget the time when we worked on the farm.2.where表地点，引导地点状语从句e.g. The hotel where we stayed was very clean.3.why 表原因，其先行词一般是reason，在从句中在原因状语从句e.g. The reason why he was late was that he missed his train.4.关系副词通常可以用介词+ which替换when= at/ in / during/ on…+whichwhere= in/ at/ on…+whichwhy=for+whicheg. 1. the date when/on which we attended the meeting was June 18.2.Great changes are taking place in the city where/ in which we live.3.Is that the reason why / for which he was late for school?Step 2. 关系副词和关系代词的判断方法做状语，用关系副词或介词+ which做主语或宾语，用关系代词Eg. 1.I’ll never forgot the days when I played with you.3.The factory(that/ which) we visited yesterday was built last year.Step 3. 介词+which/whom引导的定语从句修饰物时--- which修饰人时---whomEg. 1.This is the room in which we lived last year.3.This is the person from whomn I borrowed the English novel.注意：1.含有介词的动词短语不能拆开，介词扔放在动词的后面。
新生代英语基础教程1unit5_电子教案
新生代英语基础教程1 U n i t5_电子教案-CAL-FENGHAI-(2020YEAR-YICAI)_JINGBIAN教案课程名称新生代英语基础教程1 课时班级专业教师系部教研室教材《新生代英语基础教程1》Transportation and placesShow Time“Do you live around here?”ReadingGetting around San FranciscoChat TimeWhat a coincidence!WritingDescribing a placeGrammarPresent simple tenseMy StoryThe town where I liveFirst, tell students they will listen to asong called First Turn Right at the Light.Explain words and phrases like turnleft/right, block, at the corner, avenue,direction and so on so that they couldunderstand the song.Then, play the song. Ask students to putsentences in the correct order.Play the song again. Ask students to drawthe route to Greenwich Village.Play the song again and let students singtogether.Have the students listen and repeat thewords. Students should be familiar withthe words mall, hospital, town, college, and street. For the word schedule, make sure you teach the correct pronunciation, and have students practice by echoing you. Note that schedule has two official pronunciations. In British English, it is pronounced and in American English, it is pronounced. For the word missed, remind students that this word has two meanings as a verb, for example, it can mean to “not do something” or “to think about someone you haven’t seen for a long time.” Make sure that students understand this distinction by asking them which meaning of “missed” is being used here (it’s the first). For the word expert, you can begin by telling students that an expert is a person who knows everything about something. Ask students what they are experts in, or what is the thing they know the most about. You can also accept amusing answers such as “I am an expert at shopping,” or “I am an expert at sleeping.”When students seem comfortable with the vocabulary, have them fill in the answers, checking for any mistakes.Tell the students they will hear two people talking at the bus station. Make them understand that Jack is the male speaker and Mrs. Wilson is the female.Play the dialogue and ask students to finish Exercise C. Check their answers.Students practice new conversations in pair, one as a newcomer and the othergiving directions.For exercise D, ask students to watch pictures and words below. Have them make sentences with these words. After they finish the exercise, have them ask each other how they get around or how often they use public transportation.First, have students match the pictures to the sentences.Ask basic comprehension questions such as, “Who are the main characters in this video” “Where are they” “What are they doing” “Why are they doing that” “How are they doing it”Next, have students take turns in making up a conversation for each picture. You can do the first picture, and then have a more confident student try the second one. To make it more fun, you could choose two students, and then have them race to explain what is happening in the picture. The student with the fastest and best explanation wins.Watch the video. Now look at Exercise B, and ask students if they can remember the bus routes, destinations and times. Tell students that the word “route” refers to the bus number and destination means the place that bus goes. Check their answers. Refine the conversation according to Exercise B.Next, have students read through Exercise C and guess the missing information. Play the video again andstudents can complete the dialogue in Exercise C. Have two students read out the dialogue with one student playing the role of Hector and the other as Naomi. Another way to do this is to have half the class (for example all the boys) read Hector’s lines and half the class (all the girls) read Naomi’s lines. It may also be fun to have the boys read Naomi’s lines and the girls read Hector’s lines.Finally, have students put the sentences in order to make a conversation in Exercise D. check their answers. Students read the dialogue in pair.First, have students go through the text quickly and finish Exercise A. Check their answers and invite students to correct the wrong statements.Ask students to read out words in the boxes from Exercise B. Correct pronunciation. Check their answers after they finish the exercise.Read the text carefully and finish Exercise C. Ask students to brainstorm other advantages and disadvantages.Students draw a picture of “a vehicle of the future” in groups. Then each of them takes turns to describe this vehicle. The teacher monitors their performance and provides help. Invite volunteers to make a presentation.First have students go through the dialogue and guess what they are talking about. Explain to students that they willhear a conversation between two people discussing the location of a building. Introduce the key vocabulary words for this conversation. Tell the students to listen carefully and write down what they hear in the blank spaces. If necessary, pause the recording so that students have time to write. Check their answers.Now have students read through the “Language Note,” teaching the expression “what a coincidence”. Ask students to give examples of coincidences they have encountered.Students practice the conversation in pair.Then, students practice questions from Exercise C in groups.The teacher may prepare several pictures of different places. Ask representatives of each group come to the front and pick one picture. Then students speak out the place and write the word on the blackboard.Students can practice new conversations about asking for directions based on the map and useful language. Monitor their performance and provide help.Students brainstorm in groups what points should be included in a description. You may do this in several steps. First, have students finish Exercise A. then analyse the structure of and information in this paragraph. Finally students can conclude what a description is.For Exercise B, first students fill in the blanks. Then have them make sentences with the phrases and words. Finally write a short passage using the sentences. Exercise C provides many useful expressions.First ask students to finish Exercise A. Check their answers.Explain to students that we use the present simple to talk about things that happen often or for a long time. A good way to do this is to write the words “always,” “often,” “usually,” “sometimes” and “never” on the board. You can then go around the class asking students what they do for each one and write it on the board. This is also a nice way to reinforce the fact that we add s to the third person singular. For example, you may ask John, “John, what do you always do”Let’s say John answers “I always watch TV.”Now, you can write on the board “John always watches TV,” emphasizing that we add s. Adding s to the third person singular is the most common mistake for ESL learners using the present simple.Once everyone in the class has answered a present simple question, have them complete the exercises, correcting any mistakes.Guide students to change affirmative sentences into negative and interrogativesentences.Allow students to move freely in the class and ask each other “What do you always/often/usually/sometimes/never do?” or “Do you always/often/usually…”Students finish Exercise B. check their answers.Have students go through Exercise A and B and guess what they are talking about. Remind them to pay attention to key words like pizza shop, neighbourhood, across from the super market, and hometown. Make them understand they will see a video in which real people talk about their neighborhoods.Now watch the video and have students complete the true or false statements. In some cases, you may need to pause the video to help the students.Now have students tell you the answers, correcting any mistakes.Watch the video again and have students write in the missing words, pausing the video if necessary. Check the students’ answers, correcting any mistakes. Students read the dialogue in Exercise B.You may conduct Exercise C in several ways. You can say “In Natalie’s neighborhood, there is a pizza shop.” And then ask them about shops in their neighborhood. Practice the next two questions in the same way. Or you can allow them practice short conversations in pair; or allow them move freely to asktheir classmates.课后学习设计作业Finish all the exercises in Unit 5.Read the text in this unit again andsummarise its content.Describing your favourite place.课后总结与反思补充教学资源VOCABULARY BUILDER参考译文杰克：你好啊，威尔逊太太，您在这儿干嘛呢？威尔逊太太：嗨，杰克。
(捷进英语1)Unit5-电子教案
ForTask 4,itcould be set as small group discussion task.
Reading
（阅读）
Readingfor learning
This section starts withscanning a text.It then encouragesstudentstolook quickly for specific information.This type of task is often an important exam skill.
课时安排
8
教
学
内
容
Readingfor learning
A Long Way Home
Readingfor Doing
Take a Break
Guided Writing
A Letter of Complaint
Audio/Video Lab
教学环节主要特色
教学活动安排建议
Warm-up
（热身）
This sectionintroducesthe idea of problem solving and goal setting. Students are given a number of statements to consider and compare to analyse their own problem solving skills / characteristics.
五年级上册英语教案-Unit1 Lesson5Having Fun Together 冀教版
五年级上册英语教案-Unit1 Lesson5 Having Fun Together 冀教版一、教学目标知识目标1.学生能够听、说、读、写五个动词短语：take a walk, pick apples, fly kites, have a picnic, go swimming。
2.学生能够理解和运用五个动词短语进行交流。
能力目标1.学生能够熟练听懂、理解和运用简单的英语口语表达。
2.学生能够在生活中运用所学英语知识，丰富自己的生活经验。
情感目标1.培养学生团队合作精神，让学生找到在集体中真正属于自己的位置。
2.通过练习，培养学生积极参与的意愿和勇气。
二、教学重难点教学重点1.学生能够说出五个动词短语：take a walk, pick apples, fly kites, have a picnic, go swimming。
2.学生能够正确理解并运用这五个动词短语进行交流。
教学难点1.学生在理解和运用语言上存在一定的难度。
2.学生在口语表达上存在一定的困难，需要进行多次模仿和练习。
三、教学过程A. Warming-up通过以下问题引导学生进行对话。
1.What do you like to do on the weekend?2.Do you like to take a walk with your family?3.Do you like to pick apples with your friends?4.Do you like to fly kites?5.Do you like to have a picnic in the park?6.Do you like to go swimming in the river or the pool?B. Presentation1.呈现五个动词短语：take a walk, pick apples, fly kites, have a picnic, go swimming.2.引导学生跟随老师朗读短语，并解释其含义。
捷进英语ppt课件
What's the reason for animal migration?
奇妙的旅途
几乎所有的动物迁徙都只是 出于同一个理由——生存。 有些动物迁移是为了寻找食 物，另一些则是为了远离危 险，繁衍后代。动物们没有 一个挂在墙上的日历告诉他 们何时迁徙，那么它们是如 何知道何时该启程了呢？它 们又是如何找回到多年前出 生的地方呢？又或者，它们 是如何知道在这12,000 英里 的旅途中该向哪个方向前行 呢？科学家正开始了解更多 关于动物迁徙的奥秘。
direction
n.
方向；方位
Back to Vocabulary
temperature
n.
温度；气温
Back to Vocabulary
fat
n.
脂肪
Back to Vocabulary
destination
n.
目的地；终点
Back to Vocabulary
Back to Vocabulary
find one’s way (back) to
Proper Names
How much do you know about animal migration? Watch the following video clip, and think about the following questions. 1. What animals are mentioned in the video? 2. What animal makes the longest migration?
译 文
B
Knowing when to migrate comes from various things. For some animals, it is how long the day is. Some judge the time by the temperature outside, whereas others know when to travel by the level of fat in their body. Animals know how much fat they need. When their fat levels fall, many will migrate.However, if they wait too long, they will not have enough fat to make the journey.
新技能英语 基础教程1 电子教案(适用于周3课时)电子教案第一册U5-1
again. Next, explain the words in Activity ⑤. Then encourage the students to work in pairs and try to develop their own dialogues using the words in Activity ⑤. Tell them that they can do that freely.
Betty: Do you often go to the ___1_____, John? John: Yes, I go to see a ___2____ every ___3______. Betty: What ___4____ of ___5____ do you like best? John: I like ____6____ films. What about you? Betty: I really like ____7____. II. Play the tape again and encourage students to write
What would you like to do this Saturday? What about going to see that new film? V. Ask the students to listen to the dialogue again. And then ask them to form into groups and make dialogues with the given words and pictures.
剑桥英语一级 unit 5 教案
Unit 5 My body and the monster’s课前准备（课前5分钟）第一课时共3个课时教学主题：单词hair head eye nose ear mouth neck arm hand leg foot（feet）教具：玩具娃娃，身体部位图片，单词卡复习复习：对班级学生先进行分组复习内容：水果单词（apple banana pear orange pineapple watermelon grape mango grapefruit peach coconut lemon）操作方式：教师将准备好的水果单词卡片放在前方讲台，但不能让学生看见；教师根据前方讲台上的水果单词，进行描述：Apple: It is red and big. 教师先做big的动作，然后用手做出苹果的形状，同时问：What’s this? Banana: It is yellow and long. 教师先做long的动作，然后用手做出香蕉的形状，同时问：What’s this? Pear: It is brawn, green and round. 教师先做round的动作，然后用手做出菠萝的形状，同时问：What’s this?引导引导内容：单词hair head eye nose ear mouth neck arm hand leg foot（feet）操作方式：1）准备一个玩具娃娃，指着它的身体部位（从上到下）问“What’s this?”分别将身体部位的图片贴在黑板上（针对不熟的单词要强调），领读2）练习：找同学上来Touch 玩具的身体各部位并Say it听老师口令做动作Touch your hair /hear/nose，可以叫同学上来做（加分）3）游戏：老师示范：找一个同学，一只手指着mouth，而另一只手被老师拍打，边拍边说mouth mouth ear 还可以换，然后找同学做或一组同学来参与，做得又快又好（加分），也可以速度加分。
(捷进英语1)Unit6-电子教案
教案课程名称捷进英语综合教程1课时班级专业教师系部教研室教材《捷进英语综合教程1 教师用书》Teaching Plan教学单元Unit 6 Feeling Good单元主题●Helping others●Optimism vs pessimism●What makes a hero?课时安排8教学内容●Reading for learningWould You Like to Make a Difference?●Reading for DoingHalf Full or Half Empty?●Guided WritingA Letter of Thanks●Audio/Video Lab教学环节主要特色教学活动安排建议Warm-up（热身）This section introducesthe idea of feelings andreactions. It does thisthrough a set ofadjectives and musicclips for students toreact to.✧Depending on the time you have available,you could extend this into students playingtheir own music and discussing how themusic makes them feel.Reading （阅读）Readingforlearning◆This section startswith usingpronoun referentswhen reading tohelp understandthe organisation ofa text. It thenencouragesstudents to workout reasons in thetext.◆Vocabulary andGrammarStudents look atphrases and individualwords from the text.The grammar focus✧In Task 4 of Reading and Understanding,you could ask students to compare theirtranslations with a partner. Then ask studentsto close their books and translate them backinto English.✧In Vocabulary Focus, the three vocabularytasks draw on the text. Task 1 and Task 3 arealso a set of questions and so work well aspair-work discussion tasks.✧The Grammar Focus part looks at differentways of referring to the past, present andfuture with quite simple structures. Afterworking through the tasks you would setstudents a short written or spoken task usingthese structures to refer to their own desiresin the past present and future.✧Beyond the Text encourages students to reactlooks at would like to, like to and wanted to.◆Beyond the TextStudents interpret their own decisions. personally to the texts they have read. It also practices the grammar structure. Students could also think about and discuss their own good deeds.Reading for doing ◆Students read andanswer aquestionnaire onoptimism andpessimism.✧This section should take less time thansection A as the text is less complicated.They focus on developing students’ everydayreading skills as they are reading andresponding to a questionnaire.✧If time permits, students could create theirown scenario and options for others tochoose as an additional question in thequestionnaire.Guided Writing ◆Writing a letter ofthanks:(1) Formal expressionsof thanks(2) Informalexpressions ofthanks ✧When checking Task, 2 you could highlightsome of the other features of informality aswell as the vocabulary / phrases focused on,e.g. the punctuation and contractions.✧With weaker students you might want toshow them the model first before they writetheir email.Audio/Video Lab ◆Students watch avideo showingan interviewwith someonewho has donesomethingheroic:(1) making predictions(2) dictating andansweringquestions ✧Write hero onto the board and ask students todefine the word and to think of an example of one.✧When you get to Task 5, you will probablyneed to pause briefly between each question.Wrap-up ◆This sectionprovides a quickreview of thevocabulary,grammar, writing ✧For Task 1, Task 2 and Task 3 on thelanguage work, you might want to set themup as a team game or class quiz.✧For Task 4, it could be set as small groupand theme of theunit.◆Tasks could be setfor individualwork or done inpairs.discussion task.课后学习设计作业◆Finish all the exercises in Unit 6.◆Read the two texts in this unit again and try to summarisetheir contents.◆Write a letter of thanks to a person who ever helped you.课后总结和反思。
「精选」第1学期最新(人教新起点)一年级英语教案 Uint5 Numbers(5)-优质教案-精选下载
Unit5 Numbers第五课时课前准备1．教学投影片。
2．教学录音磁带。
3．电话机，救火车、救护车和警车模型（教师自备）。
4．数字卡片。
教学内容A Let's talk and write．1．通过电话机和房间号码使学生体会数字在日常生活中的应用。
2．通过电话机和房间号码复习英语数字1～10。
3．学习用英语询问电话、房间号码，并作回答。
4．将自己的电话和房间号码填入表格，并与同伴进行回答。
B Let's match and say．1．继续学习日常生活中的数字。
2．学生通过观察，将图与车用线连接。
3．要求学生记住这几个特殊电话号码在日常生活中的含义。
教学建议1．利用玩具电话，复习数字1～10的英语表达。
2．通过挂图、录音，让学生理解phone number 和room number的含义。
3．让学生听录音，教师指导学生在理解的基础上跟读。
然后再指导学生在A栏name处填写自己的名字，在相应的表格中填写自己的房间号码和电话号码。
最后让学生模仿录音，进行pair work，用英语进行问答练习。
4．做pair work时，还可以让学生用英语问同伴的名字，将答案填在相应的表格中。
5．教师指导学生观察三种车辆模型、听录音、看图或投影片，分别用英语说出三种车上的电话号码。
最后顺着路线，找到相应的情景图。
6．教师应当特别向学生强调，不遇到紧急情况，任何人都不允许随意拨打紧急使用的电话号码。
7．录音材料：A项：DIALOGUEG: What's your phone number?B: 62875941．What's your room number?G: 521．B项：F: 110M: 120F: 119课堂学习评价1．引导学生把掌握房间和电话号码的表达方法的情况用和符号记入学习档案。
2．教师具体而简要地记录学生当堂表现：－能用英语说出自己家的房间号码和电话号码的学生有多少人？－会用英语询问房间号码和电话号码的学生有多少人？－能听懂别人的询问并能做出回答的学生有多少人？－能够辨别本课中三种不同车辆的学生有多少人？－能够根据本课提供的情景，说出相应的电话号码的学生有多少人？3．本课对学生掌握学习内容的情况的评定方法：－教师播放录音，请学生写下录音中的电话号码和门牌号码。
英语优秀教案(人教新课标版)：必修1(Unit5 Nelson Mandela—a modern h
Motivate students to learn from the good qualities of the great people.
●教学重点
（1）Enable the students to write a letter with the guide.
（2）Improve the students’writing, speaking and listening ability.
S1: Let me try.Although Mr.Mandela was one of the leaders who called on black people to blow up some government buildings，he had no choice but to do that.He said they broke the law in a way which was peaceful.Only when this was not allowed did they decide to answer violence with violence.
T: So you mean the government forced him to break the law, so it is necessary to set him free.Good.Another reason？
S2：In my opinion，it is natural for Mr.Mandela to encourage violence against anti-black law.At that time，there were a lot of laws stopping the blacks’rights and progress.The black people reached a stage where they have almost no rights at all.Black people had no vote and could not choose who ruled them.The parts of town where they were sent to live were decided by white people.They could not get jobs they wanted.The places where they were sent to live were the poorest areas in South Africa.No one could grow food there.As a matter of fact，black people did not like violence.But they knew it was to realize their dream of making black and white people equal.
捷进英语 B1U5(ppt课件)
brother and fell asleep in the station. He thought his brother would wake
him up, but he didn’t.
Saroo got on the train in front of him. He
hoped his brother was on it, but he wasn’t.
想要快速锁定文中具体信息，浏览是个好办法， 在阅读量很大或时间很有限的时候，我们通常不会阅 读全文，而是先大致浏览一下文章，从中找出需要的 关键信息。文章配有相应习题时，我们还可以通过问 题中给出的关键词寻找这些的信息，例如名字、日期 、数量、地点等。
1 How long was Saroo on the train? 2 Where did he live after he left India? 3 When did he decide to find home? 4 How far did he travel on the train? 5 Where did he live as a child?
学习交流课件
3
WARM-UP
Task 2 Find other people with a similar score to you. In your group, think
of some adjectives to describe the type of people you are.
positive determined __la_z_y__ _q_u_i_ck__
学习交流课件
9
E
他去了肯德瓦，却发现他住过的房子空无一 人。他手头只有一张自己小时候的照片，但是他 仍然记得家人的名字。幸运的是，有人认识他的 家人，并把他带到了他母亲那里。
第1册.5单元教案
Ask the students to listen to the record and complete the sentences below the pictures.
Step 3 Dialogue A 15mins
Activity 4 Ask the students to listen to the record and tick Li’s hobby. Activity 5 Ask the students to listen and writer Zhang’s hobby. Activity 6 Ask the students to read the dialogue and underline
Step 1 Lead-in 2 mins
Activity 1 Ask the students to read the words and match the
verbs with the nouns.
Step 2
5mins
Activity 2
Ask the students to listen to the records and check the answers in activity 1.
preferences.
Step 3 Vocabulary practice 15’
Activity 19 Ask the students to write their own preferences
according to the clues. Activity 20 Ask the students to describe one of their classmates
situation.
教学方法手段
高中英语第一册Unit 5 Nelson Mandela教案
Unit 5Nelson Mandela---a modern heroThe First Period ReadingBy QianMinFrom FuTian Middle School一、Teaching Aims教学目标Teaching containsFrom page 33-351.Target language语言目标a.重点词汇和短语period, advise…on, continue, fee, fare, gold, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make + O + adj, imagine, in one way, blankets, degree, allow sb to do, guard, stop from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do.b.重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could in Johannesburg. P342.Ability goals 能力目标Talk about great peopleExpress your points of viewUse the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and whyLearn to write a passage about a great person.3.Learning ability goals 学能目标Improve the Ss’ abilities of listening and speaking.Enable the Ss to understand the important events completely.Enable the Ss to get a good mastery of some words and expressions. Enable the Ss to learn about the expressions of some famous people Enable the students to learn how to talk about the famous great people.二、. Teaching important points 教学重点Understand the real meaning of the hero / heroineWho is your hero / heroine ?Why do you like him / her so much ?三、Teaching difficult points 教学难点The Attributive Clause ( 2 ) --- where, when, why.Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and whyLearn to write a passage about a great person.四、Teaching methods 教学方法Fast reading and careful readingAsking and answering activity to check the student’s understanding of the text.Individual, pair or group work to finish each otherDiscussion五、Teaching aids 教具准备Slide projector, Tape-recorder, computer六、Teaching procedures and ways 教学过程Step 1 RevisionGo over what has been learned in the last period.Who do you admire greatly? Yao ming Luxun Newton Step 2 Background about some charactersWilliam TyndaleWilliam Tyndale ( 1484-1536 ) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also include notes and commentary promoting these views. His translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church .GandhiGandhi ( Oct,2 1869- Jan, 30, 1948 ) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replaceit with the Commonwealth .His principle of satyagraha , often roughly translated as “ way of truth ”, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela . He often stated his values were simple: truth and non –violence.Neil Alden ArmstrongNeil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955. The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane. From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words “That’s one small step for a man, one giant leap for mankind.”Abraham LincolnPresident Abraham Lincoln, the sixteenth president of the United States (1861- 1865 )Albert EinsteinAlbert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Noble Prize in 1921. However , in 1930s , because of Hitler’s rule, he was forced to leave his homeland and go to the U.S.A. He lived the rest of his life there and died in 1955, at the age of 76.Marie CurieMarie Curie ( 1867- 1934 ) , Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934. She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie. During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland . Together with Becquerel, she obtained the Noble Prize for Physics in 1903. She founded the Radium Institute of Paris , and was the main responsible until her death. In 1911 she was awardedthe Noble Prize for Chemistry.Sun YatwenSun Yatwen ( Sun Yixian , Sun Zhongshan , SunWen 1866- 1925 ) is considered the founding father of modern China. Born in a peasant family . He was accorded the appellant of “ pioneer of the revolution ”Qian XuesenHe is widely considered as the “ father of the Chinese space program ”. As one of the leading rocket engineers at the California Institute of Technology. In the 1990s , he , who had worked on top-secret projects all his life, become one of the most well – known intellectuals.Step 3 ReadingGet the students to comprehend the passage quickly and accurately, andmeanwhile help the Ss to form a good habit of reading. Read the passage on P34 toget the answers to Part 1 and Part 2 of comprehending.Silent readingRead the text through in 3 mins, and then try to find the main idea of the text:It tells us sth. that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of comprehending. ( 5 mins ) Understanding ideas1.Why did Elias support Nelson Mandela?2.What problems did Elias have?3.Why did he support violence when he did not agree with it?4.What would you have done if you were Elias?Discussion of ideasHere are some possible questions students could talk about:1.Why did the white people not treat black people fairly in SouthAfrica?2.How do you think the white people stopped the black people frombeing treated fairly?3.Is it right for some people in one country to treat other people inthe same country differently? Give a reasonRead the text again and summarize the main idea of each part. (work in group of four). Ask the Ss to pay attention to the first sentence of each paragraph.How many parts can this text be divided into? (2 parts )Give the main idea of each paragraphPart 1: (Para. 1----2 ) The life of Elias’ life before he met Nelson Mandela.Part 2: ( Para. 3 and 5) The change of Elias life after he met NelsonMandela and what Mandela did.Do Exercises 1, 2 and 3Careful studyRead the text again carefully, after that, answer the following questions Step 4 Extensive ReadingGet the Ss to learn more about Nelson Mandela from P38Finish the related exerciseWho do you think is a great person?What do you think I should do then?Which food do you think is healthy and which is unhealthy?Choose the answer which you think is correct in the following.Are you willing to do public service work without pay?Step 5 Speaking & talkingTalk about your hero/heroineDiscuss in pairs to talk about the qualities great people have.Sa: In my opinion, a great person is someone who should be hardworking, determined, unselfish and generous. If he/she works hard, no matter how great the difficulty he/she meets, he/she will try to deal with it. If he/she is unselfish and generous, he/she will help others without pay and get respect from others. If he/she is determined /she will never lose heart when he/she is in trouble. Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident. As a great person, he first should be kind-hearted. Only when he is kindhearted, he can help others when they are in trouble. Second, he should be brave. When he is facing danger, fear or terror, he would no be afraid. And he should be determined and confident. When he has confidence he will never lose heart in front of failure.T: I think both of you said are very good, thank you.Step 6 Language points1.be willing to do sthbe willing for sb. to do sth.will n. 意志, 意愿wish n. 心愿, 愿望I’m willing to help you.I’m quite willing for your brother to join us.Where there is a will, there is a way.It’s my best wish to you !2.Do you easily lose heart when you are in trouble?lose heart ( 不可数) 灰心, 泄气lose one’s heart to 爱上, 喜欢Please don’t lose heart, you still have more chances.She lost her heart to him as soon as she saw the handsome soldier.at heart 从内心来说heart and soul 全心全意break one’s heart 心碎put one’s heart into 把全部心思放在learn / know by heart记熟3.in troubleask for trouble 自寻麻烦make trouble 制造麻烦take trouble to do sth. 费心做某事get into trouble 遇到麻烦have trouble (in) doing sth.做某事有困难save / spare trouble 省事1) He never came except when he is __________ ( 有麻烦)2) Don’t imagine that you’re the only person _________ ( 不幸)3) The boy _______ (出事了) when he left home to live in London.4) That’s none of your business. Please don’t _______ (自寻麻烦) Keys:1. in trouble2. in trouble3. got into trouble 4 ask for trouble4. he fought against the German Nazis and Japanese invaders during World Warfight +n. 与------ 作战/ 打架fight for 为了----- 而战fight against 与------作战/ 斗争fight with 与------作战/ 并肩作战fight back 还击, 忍住fight a battle. 战斗fight one’s way back ( out ) 费很大劲恢复, 打回去They told the workers to fight for their rights.We will have to fight against difficulties.If the enemy comes, we’ll fight back.5.He gave up a rich life for his ideas and fought for his countryto be free from the UK in a peaceful way.give up 放弃give in 让步She has given up her life to nursing the sick.Don’t give up halfway.You can’t win the game, so you may as well give in.6.He fought for the black people and was in prison for thirtyyears.be in prison 在狱中go to prison 入狱put ----- in prisonsend ---- to prisonthrow ---- into prison 把----- 投入监狱be taken to prison 被关进监狱They broke into prison and set free the soldiers who had been imprisoned.He has thrown in prison for five years and you may see him at home nest year.注意: 以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词7….only then did we decide to answer violence with violence.当修饰状语位于句首时, 句子采用部分倒装的结构,而修饰主语时句子不用.Only by practicing a few hours every day wil l you be be able to master English.Only when the war was over was he able to return homeOnly in this way can you hope to make improvement in the operating system.8.advise vt.advise + n.advise sb. to doadvise doingadvise sb. on sth.advise + wh- + to doadvise + that ( should ) + do that-----a piece of advice1. We are often advised _____ notes in class, but few do so.A. takingB. takeC. to takeD. took2. My sister advised me that I ______ accept the job.A. wouldB. mightC. couldD. should3. The old man often advised the young workers on ______ the machine and they learned quickly.A. to operateB. how operateC. how operatingD. how to operate4. I advised _____ until the right time but they wouldn’t listen .A. to waitB. waitingC. waitedD. on wait Keys : CDDB9.We choose to attack the law.choose + n .选中choose from / between 从------选择choose sb. + as / for 选某人当-----choose sb. sth. = choose sth. for sb. 为某人选物choose + wh- + to docannot choose but do 只好做----1.Some people say that they _______ to live in the countryside.A. enjoyB. feel likeC. chooseD. don’t to2. No doubt her husband could have told her , but he didn’t ______ .A. chooseB. choose toC. choose fromD. choose to do3. There are five pairs _______ , but I’m at a loss which to buy.A. to be chosenB. to choose fromC. to chooseD. for choosing Keys : CBBStep 7 同义词比较first of all at all after allfirst of all 表示“首先，第一”。
牛津小学英语1AU5教案
Teaching Content:Unit 5 Fruitsthe first period Teaching Aims:To read and use the fruits in the sentences. Meaning points:Using nouns to identify objects.Difficult points:Respond to simple instructions.Pronounce words properly.Teaching Procedure:1.Pre-task preparation(1)Daily talk: Good morning/afernoon. Hello. Hi.How are you? I’m fine,thank you.How old are you? I’m ** years old.What’ s your name? I’m ***.Nice to meet you. Nice to meet you, too.(2)Listen and act: Open your book…Raise your hand…Touch your arms…Stand up, please.Sing, sing, I can sing.2. While-task procedure:(1) Show the PPT.T: Boys and girls, this is a fruit shop. Do you like fruits?S: Yes.T: . You can choose your favourit fruit in the fruit shop. Who will try?Let pupils choose favourit fruits and teach the fruit the pupils choose.S: 生梨。
高一英语教案：必修1unit5 教案
Unit 5 Elias’ storyS tep1.Lead-in1. When talking about a person, what adjectives can you think of to describe his or her qualities?Adjectives for describing a person:Positive qualities: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous,hard-working, diligent, strong-minded, determined,Negative qualities: weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, stubborn, dull2. What qualities do you think we should find in a great person?A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas andnever lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.Today we are going to read about nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now read the title of the text ---Eli a’s story.Can you guess what kind of writing the text is? A story is usually a piece of narrative writing.Step2. Fast reading Read the passage quickly and find out Topic sentence of each paragraph to get the main idea and the structure of the text. Topic sentence of each paragraph:Para1. The time when I first met nelson Mandela was a verydifficult period of my life.Para2. Sadly I did not have this passbook because I was notborn there and I was worried about whether I would beout of work.Para3. The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.Para4. the last thirty years have seen the greatest number oflaws stopping our rights and progress until today wehave reached a stage where we have almost no right atall.Para5. we first broke the law in a way which was peaceful;when this was not allowed...only then did we decide toanswer violence with violence.The quoted speech in the story objectively reveals Mandela’s politicalviewsSo What is the main idea of the text? What does Elias tell about in his story?Main idea of the passage: Elias describes how nelson Mandela helped the black people through his own experience.He tells about his life, how Mandela helped him and how he supported Mandela.Step3. Intensive reading Read the passage carefully to locate particula information and answer some detailed questions.1. what do Mandela do to help black people?Mandela helped black people by offering guidance to them onlegal problem. This prevented them from being badly treated bythe government.2. Why did Elias visit Nelson Mandela? What is Elias’ problem?Elias visited Nelson Mandela because he neededlegal help. He Elias is ablack worker in South Africa. He was not legally allowed to work withouta passbook. He did not have one because he was not born inJohannesburg. He was worried about whether he would be out of work.Nelson Mandela was able to help him get the passbook.3. What was Elias’ attitude towards the unfair situation blackpeople faced? How do you know?Elias felt upset or angry about the unfair situation black peoplefaced. He tells us in the story that black people could not choosewhere to live, his job or his homeland outside the city.4.Why did he support violence when he did not agree with it?Why did Nelson Mandela turn to violence to make black and whitepeople equal?Because their attempt to attack the law in a peaceful way failed.They had to answer violence with violence. There was no other way of changing this unfair situation.Step4. Language studyNow please read and underline all the useful expressions orcollocations in the passage. Copy them to your notebook afterdiscuss it by group working and work out the meaning together.if necessary, you can ask me for help. In the last few minutes you are asked to translate some difficulty sentences in the passage.Step5. ListeningPlay the tape of the passage for you to listen and follow. pay attention to the pronunciation and intonation. At the same time, you can enjoy the beauty of the English language. And it can prepare youfor the retelling the text in the next step.Step6.Summary and retelling the textRetell the story according to the following clues:Elias’ problem; Mandela’s help; Elias’ support.Elias is a black worker in South Africa. His family was so poor thathe had to drop out of school at the age of eight. Later on, he wasable to work as a gold miner in Johannesburg. But he hadn’t got a passbook which was required if one wanted to live in Johannesburg.He was worried about being dismissed.However, he was lucky enough to get some help from nelson Mandela and managed to get the correct papers. After that, hebegan to know more Mandela and his political ideas.He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew thatall Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.Step 7. Discussiona.What do you learn about Nelson Mandela from ELIAS’ STORY?We know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.b.What about the writing style of the passage?Do you like the wayElias tells his story? Give a reason.I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s political views through which someaspects of Mandela’s qualities are shown clearly.Step8. Homework1. Copy the useful phrases and sentences you like to your notebook.2. Retell the passage and write it down in your own words.。
捷进英语 unit 5
捷进英语Unit 5老猴子咬菜根学习交流Lesson 1 City tour 游览城市1.Good evening. 晚上好。
Welcome back. 欢迎归来。
Were you on a city tour today? 今天你们去参观城了吗？Hm. 嗯。
2.Did you go to the Public Gardens? 你们去公园了吗？And to Charles Street? 去Charles街了吗？Did you go to City Hall? 你们去市政厅了吗？And to ... 去了……Oh, it was a big day. 哦，今天可真带劲！3.First, we went down to the river. 我们先去了江边。
Then we went to Paul Revere's house. 然后又去了Paul Revere的故居。
We were at Bunker Hill. 我们在Bunker Hill待了一会儿。
And then we went to Cambridge and Harvard. 后来又去了坎布里奇和哈佛。
And then it was lunch, wasn't it? 然后吃午饭，是吗？Hm. 嗯。
4.You've been everywhere! 你们去的地方真不少！In the afternoon we went to the waterfront, across the South Shore…下午我们去了河边，走过South Shore……Didi, is there anywhere left to visit? Didi，你们是不是还有什么地方没有去？Sure. 当然有。
5.Tomorrow we go wherever we want. 明天我们想去哪儿就去哪儿。
Paulo, Where would you like to go next? Paulo，你还想去哪儿？To my room, please. 回我的房间。
人教版高中英语必修一-Unit-5教案设计
Unit 5 Nelson Mandela —— a modern hero话题T he qualities of a great person; the lives of some great people词汇提示：1、词汇分类没有做（也就是理解词汇是哪些、基础写作词汇是哪些、中高级写作词汇是哪几个等）。
2、本单元的词汇教学主要是构词法教学，但是注意不要拓展太多，适可而止为好。
Quality , mean, active , generous, self, selfish, selfless,selflessly, devote , devoted, found, republic, principle,peaceful, mankind, lawyer, guidance, legal, fee, hopeful,youth, league, stage, vote , attack , violence, equal , willing,unfair, African, escape, blanket, educate, educated, beg,relative, terror, cruelty, reward , sentence, anti-anti- black,president, opinionout of work, as a matter of fact blow up in trouble turnto lose heart come to power set up be sentenced to 功能句式 1. 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 onthat?How do you feel about that? Why do you think so?提示：上述征求意见的功能句子，要注意常用和不常用的提示。
必修一英语unit5 reading教案
The lesson that I am going to teach is Unit 5；Nelson Mandela —a modern hero taken from English Book 1, published by People’sEducation Press. This is a reading class.It’stalk about people’s qualities and inspiritsthe students to discover the value of the great man’s work.
Teaching Flowchart
Teaching Procedures
Stages
Steps
Students’activities
Teacher’s activities
Purposes
Time
Lead-in
Listen the song andanswerquestions.
Get Ssenjoina song<hero>,after that,ask them some questions.
Emotional objectives
By the end of this class,thestudentswill be able torespect and learn the qualities of great people
Teaching Focus
Teaching focus
Measures for breakthrough
Ability goals
By the end of this class, the students will be able tothe students to describe a great person with the order of time.
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Warm-up （热身）
number of statements to consider and compare to analyse their own problem solving skills / characteristics. This section starts with scanning a text. It then encourages students to look quickly for specific information. This type of task is often an important exam skill. Reading for learning Vocabulary and Grammar Students look at collocations from the reading text. They also practise using words related to the theme.
Reading （阅读）
Text Students plan and talk about their own journeys they take.
you can use as a discussion task with students. The second and third tasks look at collocations. As well as completing the tasks in the book there is a lot of scope for personalisation. The Grammar Focus part looks at used to. With stronger groups you may want to extend this into contrasting used to with would. Beyond the Text Encourages students to think about and practise giving directions. They also think about speed, safety and attractiveness etc. in the routes that are suggested.
教 案
课程名称 课 班 专 教 系 教 师用书》 时 级 业 师 部
捷进英语综合教程1
教 研 室 材 《捷进英语综合教程1 教
Teaching Plan
教 学 单 元 单 元 主 题 Unit 5 Getting Away, Getting Home A difficult journey back home Exciting holidays Travel problems Reading for learning 教 学 内 容 A Long Way Home Reading for Doing Take a Break Guided Writing A Letter of Complaint Audio/Video Lab 课 时安 8 排
Writing a letter of complaint. Guided Writing Students practise giving reasons for writing, making complaints and encouraging responses.
Students watch a video showing a problem
Task 2, just ask students think of five adjectives to describe themselves based on the questionnaire. In Reading and Understanding, The first task of scanning asks students to find specific information quickly. Task 2 and Task 3 encourage students to find main ideas and to think about time ordeio/Video Lab
scenario. They use the video to: (1) listen for reasons (2) practise role-playing difficult situations
Students might need more support with Task 5. With weaker classes, you could show them the dialogue from the video to use as a model. For Task 1, Task 2 and Task 3 on the language work, you might want to set them up as a team game or class quiz. For Task 4, it could be set as small group discussion task.
课后学习设计 作业
Finish all the exercises in Unit 5. Read the two texts in this unit again and try to summarise their contents. Plan your ideal holiday. Share your plan with a partner.
Wrap-up
This section provides a quick review of the vocabulary, grammar, writing and theme of the unit. Tasks could be set for individual work or done in pairs.
The grammar focus looks at used to.
Beyond the
In Vocabulary Focus, The first task looks at the meaning of individual words. These sentences also contain some interesting facts
课后总结与反 思
Reading for doing
Students read a selection of short adverts advertising different types of holidays. Students discuss and plan their own ideal holiday.
This section should take less time than the text in Reading for learning as the text is shorter. They focus on developing students’ everyday reading skills as they adverts for holidays and plan their own trips. In a travel context students analyse models of complaining and look at some of the typical features. Using the model students then write a letter of complaint to a hotel. For each part of the video you might want to play it twice.
教学环节主要特色
This section introduces the idea of problem solving and goal setting. Students are given a
教学活动安排 建议
Depending on the time you have available, you might only want to use Task 1 and to limit Task 2. If you are limiting