人教版必修一 Unit5 Reading教学设计
人教版高一英语必修一unit5阅读
Unit5 Nelson Mandela---a modern heroWarming up & Reading学案【学习目标】1.深入理解课文，掌握课文中基础知识，培养快速阅读，整体理解的能力。
2.通过自主学习，合作共赢，达到对文章进行深层理解的目的。
3.了解曼德拉的传奇人生，学习他的优良品质。
【话题美文导读】曼德拉曾在牢中服役27年，在其40年的政治生涯中获得了超过一百项奖项，其中最显著的是1993年的诺贝尔和平奖。
他是南非首位黑人总统，被尊称为“南非国父”，而且是一位当代英雄。
让我们细读下文，了解他不平凡的一生吧。
Nelson Mandela was born in Transkei, South Africa on July 18, 1918. His father was chief of a tribe(部落首领). Mandela was educated at University of Witwatersrand and qualified (符合资格) in law in 1942. He joined the African National Congress(议会, 国会）in 1944.In June 1961, the ANC considered his proposal(建议)on the use of violent actions and agreed that those members who wished to involve(卷入,参与) themselves in Mandela's campaign would not be stopped from doing so by the ANC.Mandela was arrested(逮捕) i n 1962 and sentenced to five years’ imprisonment(关押,监禁) with hard labour. In 1963, Mandela was brought to stand trial with them for plotting(策划) to overthrow the government by violence. On June 12, 1964, Mandela was sentenced to life imprisonment. From 1964 to 1982, he was kept at Robben Island Prison, off Cape Town.During his years in prison, Nelson Mandela’s reputation(名声) grew steadily. He was widely accepted as the most significant(重要的, 有意义的) black leader in South Africa. Nelson Mandela was released on February 18, 1990. After his release, he devoted himself wholeheartedly(全心全意地) into his life’s work, trying to achieve the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC Mandela was elected President of the ANC1918出生于南非特兰斯凯豪萨部落的酋长家庭1944参加主张非暴力斗争的非国大1961创建非国大军事组织“民族之矛”1962因“煽动”和“非法越境”罪名入狱1990南非当局迫于舆论无条件释放曼德拉1993曼德拉获诺贝尔和平奖1994曼德拉当选为南非第一位黑人总统1999成为首位访华的南非国家元首2009联大宣告7月18日为“曼德拉国际日”2010曼德拉因曾孙女车祸缺席世界杯开幕式1. Guessing game: Who is he/she? ( 7 great persons)2. Discussion: In your opinion, what qualities make a great person?3. What’s the connection between Elias and Mandela?A. StrangersB. FriendsC. Father and sonD. Teacher and studentStep2 Fast reading1. What kind of passage does it belong to?A. essayB. biographyC. reportD. reviewIt is written byThe events happened to Elias:1940 ：1946 ：1948 ：1952 ：1963 ：2. How many parts can the text be divided into? Give the general idea of each part.Step3 Careful Reading1. True or False(1). Elias met Nelson Mandela at school. ( )(2). Elias was unable to read or write because he was lazy. ( )(3). Nelson Mandela helped him keep his job. ( )(4). Elias was happy blowing up government buildings. ( )(5). Nelson Mandela thought violence was a good way to help black people. ( ) 2. Choose the best answer:(1). What disadvantages did Elias have in finding a job?A. He helped Nelson Mandela blow up the government building.B. He had poor education.C. He was very young.(3). Why did Elias help Mandela blow up some government building?A. Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.(4). From Mandela’s saying, we can get a conclusion thatA. Mandela wanted to break the law in a violent way in the beginning.B. black people had been given more rights.C. black people should rise up to fight for their own rights after years of being ruled.(5). This text is mainly aboutA. A black man named Elias and his hard life.B. Elias’ description of his contact with Mandela.C. the deep friendship between Elias and Mandela.Step4 Post reading1. Complete the sentences.(1). He offered (guide) to poor black people on their legal problems.(2). My family could not continue to pay the school and the bus (费用).(3). In the past 30 years we (see) the great changes in China.(4). 我担心我是否会失业。
人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading
必修一Unit 5 Nelson Mandela—a modern heroReading一．Type 教学课型：Reading 阅读课本文以Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。
同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。
教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。
文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。
伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。
当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。
伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。
曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。
因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。
这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。
在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。
为熟悉本课的内容作了铺垫。
虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。
本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。
1. Teaching Aims教学目标1）Knowledge objectivesa.Students will be able to learn the useful new words and expressions in this part:Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote, guidance, blow up, in troubleb. Enable the students to read Elias’ storyc. Guide the students to know the qualities of Nelson Mandela as a great leader2) Ability objectivesa.Develop the students ’reading skills, such as fast reading ,careful reading and summarizingb.Improve the students’ comprehension ability3) Emotion objectivesa,Understand the qualities great person have in common and learn the fine qualities from themb.Develop the students’ moral quality2.Teaching important points教学重点a.Enable the students to read Elias’ story and Learn to grasp the main idea of the text.b.Enable students to talk about the fine qualities of great people,especially Nelson Mandelac.Improve the students’ reading ability3.Teaching difficult points 教学难点a.How to grasp the main idea of the text.b.How to help develop students’ reading abilityc.How to help students learn from Nelson Mandela4.Teaching methods 教学方法a.Student-centeredb.Task-based teaching method(任务型教学)c.Discussion5.Learning methods 学习方法Individual or pair work and group work6.Teaching Aids 教具准备The multimedia三．教学设计1. 总体思路本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论) and role play 。
Unit5ReadingandThinking教学设计-高中英语人教版
必修一Unit5 Reading and Thinking【Teaching Objective:】1.Enable students to understand the history and significance of the Chinese writing system inconnecting the past and the present.2.Develop students' reading comprehension skills and critical thinking abilities while analyzingthe article.3.Introduce students to Chinese calligraphy as an art form and its importance in Chineseculture.4.Foster an appreciation for Chinese culture and history among students.【Teaching Key and Difficult Points:】Key Point: Understanding the development of the Chinese writing system from pictograms to modern characters.Difficult Point: Grasping the historical context and cultural significance of the Chinese writing system in uniting the Chinese people.【Teaching Procedure:】Step1：Warm-up:Start the class with a brief discussion about the importance of written language in different cultures. Ask students if they are familiar with ancient writing systems and if they can think of any examples.Step2：Pre-readingPresent a picture of Chinese calligraphy and the Chinese character for "eternity" (永). Ask students to share their thoughts on the artwork and discuss what they think the article might be about.Step3：While-ReadingActivity 1: Vocabulary ExplorationProvide a list of key vocabulary from the article and have students look up their meanings. Ask students to use the vocabulary in sentences to demonstrate their understanding.Activity 2: Reading and ComprehensionDivide the class into small groups and assign sections of the article to each group.Instruct each group to read their assigned section and identify the main points and supporting details. Have each group present their findings to the class, fostering discussion and addressing any questions.Activity 3: Timeline of the Chinese Writing SystemCreate a timeline on the board that shows the development of the Chinese writing system from pictograms to modern characters. Have students place important milestones on the timeline, such as the use of longgu, the Shang Dynasty, and the Qin Dynasty. Discuss the significance of each milestone in shaping the Chinese writing system.Activity 4: Chinese Calligraphy DemonstrationShow students a video or images of Chinese calligraphy being created. Explain the significance of calligraphy as an art form in Chinese culture and its connection to the writing system. Provide students with calligraphy brushes and paper and let them try writing simple Chinese characters themselves.Step4: Post-ReadingReflection and DiscussionLead a class discussion about the article's main points and the students' thoughts on the Chinese writing system. Encourage students to share their reflections on how the Chinese writing system has played a role in connecting the past and the present. Discuss the significance of language in preserving and passing on cultural heritage.Homework:Assign each student a Chinese character and ask them to research its origin, meaning, and historical context. Students should create a presentation or poster showcasing their findings, and they can also demonstrate their calligraphy skills by writing the character beautifully.。
【教案】人教版选择性必修一 Unit 5 reading教案
Unit 5 A pioneer for all peopleType of the lesson: ReadingLearning Objectives:1. To learn and master the new words and expressions of the topic by reading.2. To develop abilities of reading, speaking and teamwork.3. To learn from Dr Yuan some noble characters, and increase awareness of responsibility and devotion.Teaching Important Points:1.Help the students to understand the passage better.2.Learn and master the important words and phrases in this period.3.How to help the students make up their minds to make contributions to the society in the future like Dr Yuan.Teaching Difficult Points：1.How to help the students improve their reading ability and understand the passage better.2.How to master the important language points in this passage.Teaching Aids:A blackboard, chalk, and multimediaTeaching Methods:1.Fast reading to get the general idea of the text.2.Detail reading to understand the passage better.3.Discussion to help the students understand better what they’ve learned and to use the knowledge they’ve learned in this period.Teaching Procedures:Before class, let students read the words loudly.Step 1. Lead-inShow paddies to students and let them guess what I am holding. Tell them it is these small plants that feed many people in China and even in the world. And ask them if they know who made great contributions to the rice plant. Then go into today’s class. Purpose: To arouse students’ curiosity and interests in learning about Dr. Yuan and his contributions.Step 2. Fast reading1.Read the title and the first sentence of each paragraph. What kind of text is it？A. A short storyB. A play reviewC. A commercial advertisementD. A biography2. Match each paragraph with its main idea.Para.1 A.Yuan conducted research and developed hybrid rice.Para.2 B.Yuan is old but still full of dreams that he is turning into reality. Para.3 C.Yuan considers himself a farmer.Para.4 D.Yuan decided to study agriculture.Para.5 E.Yuan’s innovation has helped to feed more people.Para.6 F.Yuan cares little for celebrity or money.Purpose: Develop students’ skimming skills by paying attention to the title and the first or last sentence in each paragraph. Let the students know the structure, main idea and writing style of the text.Step 3. Careful readinga.Read paras.1-2 and answer two questions.※The catcher of the paddy fields稻田守望者1.Why does he consider himself a farmer?__________________________________________________________________ Actually, he is one of China’s ______________and known as ________________.2.Why did Yuan Longping choose to study agriculture?A.Because his parents wanted him to do so.B.Because he wanted to win awards in this field.C.Because farmers sometimes suffered from serious shortage of food at that time.D.Because he wanted to make more money by selling seeds.b.Read paras. 3-4※The jumper in scientific research科研跳高运动员Read para.3 and answer two questions.Research : why?Farmers needed to__________in the fields they had to solve the shortage of food.What’s characteristic of hybrids?They usually attain_____________ than conventional crops.Read para.4 and find out Dr. Yuan’s great contributions.Contributions:1)about ___________of domestic rice consumption in China is comprised of crops generated from Yuan's hybrid strains2)Yuan's innovation has helped feed not just China, but many other countries, such as __________________.c.Listen to para. 5 and choose the best answer.1. Did Mr.Yuan retire to a life of leisure?________________________________2.Does he care for celebrity or money?______________________________3.He makes large donations to_________________________d. Read Para. 6 and answer two questions.1.Yuan Longping envisioned rice plants as tall as ___________, with each _______ of rice as big as a broom, and each grain of rice as huge as a __________.2.What was his latest vision of rice? Has it become a reality?_____________________________________________________________________ Purpose: Let the students find some useful information, and get familiar with the text to develop their reading abilities to acquire and deal with information.Step 4. Post reading1.SummaryAfter reading the passage，please fill in the following blanks.Yuan Longping, who 1. __________ (know) as the “father of hybrid rice”, considers himself a farmer. When he was young, 2. __________ concerned him most was farmers’ 3. __________(short) of food to eat, so he chose to study agriculture at college. After graduating in 1953, he worked as a researcher and devoted himself to 4.__________ (create) a kind of hybrid rice, which could attain a 5. __________ (high) yield. In 1974, he succeeded in making it 6. __________ reality. Today, 60% of domestic consumption in China is comprised of crops 7. __________ (generate) from his hybrid strains, for which he has received numerous awards both in China andabroad. But the humorous old “farmer”, caring little 8.______ celebrity or money, isstill living a simple life. Despite his 9.__________ (advance) years, he is trying 10.________(fulfill) his dreams of riding the world of hunger.Step 5 Group WorkAfter the Award Ceremony , Mr. Yuan Longping will be interviewed by a group of journalists. Please elect one student to act as Mr. Yuan and the rest of will be journalists.Preparations:Make a list of questions that you will ask Mr. Yuan._____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________Presentation：Step 6 Assignment (Homework)Collect information about hybrid products and you are expected to present it to your classmates in the next class.Purpose: By giving students a situation to use English to build up their correct attitude towards Dr. Yuan’s spirits of responsibility and devotion and develop their ability to cooperate with others efficiently.。
2019新人教高中英语必修一Unit5Reading and Thinking教案
2019新人教高中英语必修一Unit5Reading and Thinking教案设计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 whathappened 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 writing system?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.。
人教社高中必修一 第五单元Unit 5---Reading and Thinking(1)
people live and what dialect they speak,
they can communicate in writing
At the beginnin
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By the Shang Dynasty
Over the years
the Qin Dynasty
even today
Today
Qin Dynasty
in one unified direction
Emperor Qinshihuang united the seven major states into one
unified country where the Chinese writing system began to
Activity 4 Detailed-reading
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Unit5 Languages around the world
Reading and Thinking
教学目标
By the end of the class, you will be able to:
01 Retell the development history of the Chinese characters writing system.
develop in one direction. That writing system was of great
人教必修一Unit5_Reading_for_Writing_名师教学设计
Unit5 Reading for Writing 名师教学设计●课时内容Write a blog about English study主题语境：人与自我主题群：生活与学习子主题：语言学习的规律方法语篇类型：网络日志文本分析：本节课提供一些中国学生学英语论坛里的帖子，里面给出了学习英语时遇到的问题及建议，学生在真实情境中用语言去交流，体会到学习英语的用途。
●课时目标1.学会写网络日志。
2.提高分析问题和解决问题的能力。
●重点难点重点：英语学习中遇到的问题及建议。
难点：用恰当的英语表达方式提出问题及给出合理的建议并学会评价、修改初稿。
●教学准备教师准备：可以搜集一些类似的网络日志。
学生准备：用英语思考、表达英语学习中遇到的问题。
●教学过程StepⅠ学习理解活动一：Read for Writing（SB，P66，Activity 1）Read these posts from an online for Chinese students who are learning English and fill in the table on page 67.【设计意图】在Read for Writing环节中，设计了一个活动，让学生上网查找一些中国学生学英语论坛里的帖子，从中获取ideas，本次写作的主要内容就是根据相应的问题提出建议。
Step Ⅱ应用实践活动二：Work in groups. List your problems in learning English and brainstorm some useful advice.（SB P67，Activity2）语言支架：I don't know how to…I have no idea how/what……is a big difficulty for me.My biggest problem is…I Cannot.I (also) have trouble with…You might try…It's very important to…This worked for me…Problem：e.g. I cannot understand the teacher's English in class. …Advice：…【设计意图】通过搭建语言支架，学生能用正确的句式将自己的想法表达出来，其中有表达问题的句式，也有给出建议的句式。
2019新人教高中英语选择性必修一Unit 5 Reading and Thinking公开课教案
2019新人教高中英语选择性必修一Unit 5 Reading and Thinking公开课教案Teaching aims:1.Enable students to know the story about Yuan Longping and summarize his characteristics;2.Express their ideas on the given topics through critical thinking;3.Analyse the text and know the characteristics of language in the text.Teaching key points:1.Enable students to know the story about Yuan Longping and summarize his characteristics.2.Let the students know the characteristic of language of a biography.Teaching difficult points:1.Summarize the characteristics of Yuan Longping.2.Express the ideas on the given topics through critical thinking.Teaching procedures:Step ⅠLead-inTalk about the picture on page 50.1.Who is the man in the photo? What crop is he holding in his hands?______________________________________________________________2.What do you know about the man?What else do you want to know about______________________________________________________________Suggested answers:1.The photo is of Yuan Longping,holding sheaves of his hybrid rice.2.I know that he is often called the “father of hybrid rice”,and his work has sparked a farming revolution in China.I want to know what he thinks about the future of China’s agriculture.StepⅠFast readingActivity1:Read the title and the first sentence of each paragraph.What kind of writing doyou think this is?Where can you find such a piece of writing?Suggested answers:I think it is a biography.We can always find this kind of writing in a journal.Activity 2Read the text.Match the main idea with each paragraph.Para.1 A.Yuan conducted research and developed hybrid rice.Para.2 B.Yuan is old but still working hard to fulfil his dreams.Para.3 C.Yuan considers himself a farmer.Para.4 D.Yuan decided to study agriculture.Para.5 E.Yuan’s innovation has helped to feed more people.Para.6 F.Yuan cares little for fame or wealth.Suggested answer:CDAEFBStepⅠ Detailed readingRead the text again and answer the questions.1.Why does Yuan Longping consider himself a farmer?_____________________________________________2.Why did Yuan decide to study agriculture?_____________________________________________3.What is the main advantage of hybrid crops?_____________________________________________4.How has Yuan’s work helped China and other countries?_____________________________________________5.What attitude does Yuan hold toward money or fame?What does he do?______________________________________________6.What is Yuan’s latest vision?_______________________________________________Suggested answers:1.Because he continually works the land in his research.2.He considered that farmers had poor harvests and sometimes even had a shortage of food to eat.3.One characteristic of hybrids is that they usually attain a higher yield than conventional crops.4.Yuan’s innovation has helped feed not just China,but many other countries that depend on rice as well,such as India and Vietnam.5.He cares little for celebrity or money. Instead,he makes large donations to support agricultural research.6.Seawater rice.StepⅠ Text type analysis1.Since we have learned something about Lin Qiaozhi and Tu Youyou,do you still remember the main ideas of the two passages?___________________________________________________________2.Can you tell me what should be included when we are introducing a person to others?And what are included in this passage?____________________________________________________________3.In the text,the writing technique of contrast is used for many times.Can you find out them?_____________________________________________________________Suggested answers:1.Lin Qiaozhi overcame a lot of difficulty and sacrificed a lot to become the “mother of ten thousand babies”while Tu Youyou and her team did a lot of research to obtain artemisinin.2.Birth,education,achievements,awards,deeds,evaluation,characteristics and so on. In this passage,education about Yuan, his education, his efforts, his achievements,and his characteristics are all mentioned.3.Para.1 father of hybrid rice vs farmer;Para.2 his parents’ wish vs his own decision;Para.3 the general assumption about hybrid rice vs his belief;Para.5 retire to a life of leisure vs continue to work the land as a man of the soil.Step Ⅰ SummaryAfter reading the passage,what do you think of Yuan Longping? Think about some adjectives to describe him.Suggested answers:1.modest;2.generous;passionate;4.simple/plain;5.creative;6.determine d;7.devoted/committedStepⅠ Critical thinkingFood is the most significant thing in the world,because everyone lives on food.Do you know what kinds of measures can we take to make sure everyone can save food well?Suggested answer:First of all,governments should call on people to save food and avoid wasting food.“Clear the plate” campaign is one of the effective measures.As for us students,we should order what we can eat.If we have ordered too much,we’d better pack and take the left-over st but not the least,when we witness others wasting food,it’s our duty to warn them not to do so.At the same time,we should educate the people around us to build up the idea that wasting is a shame.StepⅠ Language useFill in the blanks to complete the passage.Yuan Longping,born in 1930 in Beijing,chose to study agriculture to tackle food 1. (short).After 2.(graduate) in 1953,he worked as a researcher.Yuan was convinced that the creation of hybrid rice could solve this problem.Through intense effort,Yuan overcame enormous technical difficulties to develop the first hybrid rice in 1974,3.enabled farmers to expand their output greatly.Today,it is estimated that about 60 percent of domestic rice consumption in China 4.(comprise) of crops generated from Yuan’s hybrid strains.Yuan’s innovation has helped feed not just China,but many other countries 5.________ (depend) on rice as well,such as India and Vietnam.Because of his invaluable contributions,Yuan Longping has received numerous awards both in China and abroad.6. a man of the soil,he cares little for celebrity or money.7.,he makes large donations to support agricultural research.8.impresses people most about Yuan Longping is his ongoing ability to fulfil his dreams.His latest visionfor “seawater rice” has also become a reality,and 9.(potential) opened up nearly one million square kilometres of salty land in China for rice production.Despite his advanced years,Yuan Longping is still young at heart and full of vision,and everyone is waiting to see what he will dream up next.10.(know) as the“father of hybrid rice”,Yuan Longping is really one of China’s most famous scientists.Suggested answers:1.shortage2.graduating3.which4.is comprised5.depending6.As7.Instead8.What9.potentially10.KnownStepⅠ Homeworksurf on the Internet to find more about Yuan Longping and take notes.。
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案教学设计方案：Unit 5《Elias的故事》方案目标这个方案的目的就是给老师们一个详细的教学框架，帮助他们更好地讲解人教版英语必修一的第五单元《Elias的故事》。
通过这个设计，学生们不仅能理解故事情节，还能提升他们的阅读能力，培养思辨和表达能力。
最终希望学生们能在讨论和写作中，真实地表达他们对故事的理解和感受。
组织现状分析在现在的教学背景下，很多学生的英语阅读能力其实挺薄弱的，特别是在理解长篇故事和提取主要信息方面。
常常一碰到新词汇或复杂句子就懵了，这让他们很难完全理解文本的意思。
同时，在对故事情感的理解和角色分析上，学生们也显得有些力不从心。
因此，亟需一个全面的方案来帮助他们克服这些挑战。
实施步骤教学准备1. 教材分析教师需要认真阅读《Elias的故事》，分析主题、人物、情节和背景，明确哪些词汇和短语是重点，同时准备一些相关的教学资源，比如图片、视频等。
2. 学习目标设置设定几个具体的学习目标，比如：- 理解故事的主要情节和人物关系。
- 能够用新学的词汇进行简单表达。
- 培养团队合作能力，通过小组讨论深入分析角色和故事情感。
课堂教学1. 导入环节通过展示与故事相关的图片或视频来引导学生进入故事情境。
老师可以问一些开放性的问题，激发他们对故事主题的思考，比如“你觉得勇气和坚持对一个人来说意味着什么？”2. 阅读理解- 分段朗读老师带着学生们分段朗读故事，期间停下来讨论每一段的主要内容，帮助学生理解人物的情感变化。
- 词汇学习针对文本中出现的新词，老师可以设计一些小游戏，比如词汇接龙，帮助学生记忆和运用这些词汇。
3. 角色分析进行小组讨论，学生分成小组分析不同角色的动机和情感。
老师可以提出引导性问题，比如“Elias在故事中遇到了哪些挑战？”和“你认为他的行动反映了什么？”4. 情感共鸣让学生通过写日记的方式，表达对Elias故事的感受。
人教版英语必修一Unit5Reading Elias’Story教学设计方案
学生活动设计
小组讨论：学生分组讨论Elias的故事，分享各自的感受和启示。 角色扮演：学生扮演Elias和其他角色，通过情景模拟加深对故事的理解。 写作练习：学生写一篇关于自己与Elias相似经历的短文，锻炼写作能力。 课堂展示：每组选派一名代表展示小组讨论成果，全班共享。
05
教学过程
导入环节
长句。
动词时态：重 点讲解一般过 去时态，让学 生理解文章中 使用的时态及
其意义。
词汇用法：讲 解文章中的重 点词汇和短语， 帮助学生积累 词汇并理解其
用法。
语法点练习： 设计相关练习 题，让学生通 过实际操作巩 固所学语法点。
文化背景介绍
介绍南非的历 史背景，特别 是种族隔离时
期的情况。
讲解南非黑人 的生活状况和 面临的困境， 以及他们对自 由和平等的渴
02
教学目标
知识目标
掌握本单元的词汇和短语，理解其在语境中的意义和用法。
掌握本单元的语法点，理解其在句子中的作用和意义。
能够运用所学知识进行简单的英语交流和表达。
能力目标
学生能够理解并运用本单元的词汇和语法结构 学生能够运用所学知识进行简单的英语交流和写作 学生能够通过阅读理解文章的主旨和细节，提高阅读理解能力 学生能够通过听力训练，提高听力理解能力
馈
评价与反馈的 意义：帮助学 生认识自己的 不足，提高学
习效果
06
教学反思
反思教学目标达成情况
教学目标是否明确具体，可衡 量和达成？
教学过程中是否有效落实了教 学目标？
学生是否真正掌握了教学内容， 能否运用所学知识解决问题？
教学方法和手段是否符合学生 的学习需求和特点？
反思教学方法的有效性
人教版高一英语必修一unit5教学设计
教材分析人教版高一年级上册必修1，Unit5, Nelson Mandela---a modern hero 的第一课，这是一节高中阅读课。
教材上这一部分主要分为四个部分：第一部分为warming up。
编者在这部分列出了很多描写人物品种的词，有褒义的也有贬义的，目的是想通过问题引导学生思考判断哪些形容词可以用来描述a great person。
第二部分是六张不同的人物图片，并附以他们的简介，主要的活动是让学生讨论if they were / are great man.由于第一、二部分联系比较紧密，活动设置也比较好，但我觉得这两部分的活动顺序可以调整一下，即把第二部分放在前面，先呈现图片和简介以引起学生注意力和兴趣，以图片展示的形式激励学生用英语进行语言实践活动，然后归纳出hero的一个模糊标准，为阅读活动做好铺垫。
然后再让他们自己说出他们所认为的a great person 所拥有的品质，这样可能更符合学生的思维习惯特点，并且有利于调动他们的积极性和培养他们说语言的能力。
因此，我决定吧第一、二部分结合在一起作为pre-reading 部分来讲，但顺序做一下调整，之后是正式人物曼德拉的登场，进入主题Alias眼中的曼德拉，重点把Nelson Mandela 挑出来，附加更多关于他的信息，稍加重点地呈现，因为他的信息与接下来的reading passage 联系非常紧密，我想通过重点呈现关于他的信息来提高给学生更多background information，帮助他们更好地理解reading text.第三部分是一个关于Elias’ Story 的reading text，属于人物传记式的阅读，但是文章的写作角度比较特别，由穷苦的黑人工人Alias叙述他眼中的曼德拉，这样的写法比较客观可信。
Alias的故事与遭遇同时也成为本文与本课的一条贯穿总线,也是这堂课的中心阅读任务。
学生要做的主要活动就是阅读并理解文章的内容和大意，同时注意一些重点细节信息的把握。
【教案】Unit+5Reading+for+writing+教学设计人教版高中英语必修第一册
主题单元分课时教学设计课题 指向学科核心素养的高中英语主题教学 (第5课时)课时类型reading for writing学时40分钟教学素材PPT,黑板,白板；指导思想与理论依据《普通高中英语课程标准》明确提出：发展学生英语语言技能，就是使学生能够通过听、说、读、看、写等活动，理解口头和书面语篇所传递的信息、观点、情感和态度等；并能利用所学语言知识、文化知识等，根据不同目的和受众，通过口头和书面等形式创造新语篇。
教师要引导学生充分利用语篇知识有效地获取和传递信息，表达观点和态度，达到运用语言与他人沟通和交流的目的。
美国西北大学教授Wallace Douglas认为，写作是一个过程，写作课应该教授的是构成写作过程的一步步的操作方法。
许多学者都将写作看成是一种复杂的、循环式的心理认知、思维创造和社会交互的过程，提倡注重学生作为写作主体的能动性。
写作的过程被分为pre-writing、drafting、revising、editing等阶段，各阶段间不是简单的线性顺接关系，而是一种循环往复的过程。
内容分析/语篇研读/文本分析What本课语篇是实用性文本，其文体为博客，内容是三名网友对Wang Le在网上提出的“英语学习最大的困难是什么？”这一问题的回答，其中，Liu Wen, Jia Xin和 Li Rui 的回复各有侧重，其回顾了自己英语学习的经历，并分别提出了听母语人士讲英语、得体使用英语、记忆单词上的困难，并且在文中表达了求助的想法，希望自己的困难能够得到解决。
Why文章中，三名发帖人通过叙述自己学习英语的经历，向读者分享自己学习英语的历程和遇到的困难，展示英语学习的方法，并激发读者对解决语言学习问题的热情。
同时，文中跟帖者关于上一名网友问题的解答，旨在给具有同样困惑的学生以启发。
引导学生反思和总结自己在英语学习中遇到的困难，并积极探索解决方法。
How本课语篇属于非正式文体，体现了网络博文的典型特点，在语言运用上，三段跟帖语言简洁、用词灵活，风格随意，个性化强。
人教版选择性必修一Unit 5 Reading and Thinking 教案
Unit 5 A Pioneer for All People---reading and thinking教学设计文本分析主题语境：人与自然（粮食危机的与农业生产）语篇类型：记叙文（人物介绍类）【what】作者较客观介绍了我国著名农业科学家袁隆平的伟大而平凡的一生。
文章人他对于自我身份认识开始讲起，他认为自己是一个道地的农民。
他在大学毅然决然地选择了农业作为自己的专业。
在大学学习期间，尽管遇到了许多困难，他仍然坚持发展杂交水稻，做了许多研究，终于成功地种植出了杂交水稻。
他在事业上的成功为他带来了巨额财富，但是他没有沉迷于这小小的成功，他把钱捐给了国家农业发展，自己也投身到了超级杂交水稻的研究中。
他一生致力于让中国人不挨饿，让世界人民不会因为饥饿死亡，他做到了。
【why】文章通过走进袁隆平，认识并了解他的事业和理想的发展过程，一是让学生们学习他的奉献精神，科学苦干精神，个人前途与祖国利益相结合的时代选择；二是了解中国科学家在解决世界粮食问题中做出了艰苦的尝试并且取得了巨大的贡献和成就。
希望能使学生能有所感悟，并结合自身的真实情况和当今中国的需要，以及当代世界格局进行有益的思考和探所。
【How】篇章结构：这篇文章以时间为线，从袁隆平的出身讲起，依次介绍了他的教育，研究，成就，美德以及他的理想和愿景，从而在 who, what(how),why 三个方面证明了袁隆平是当之无愧的人类的先锋楷模。
文本语言：本文使用第三人称，采用过去时描述袁生平，用现在时展现他的品质，尽量客观地展示了袁隆平人生的各个方面。
其中作者也使用了客观地Activity 4 (7mins)Summarize the text.1.How is the article developed?2.What are the values behind the storyof Yuan?。
Unit5LanguagesaroundtheworldReadingandthinking教学设计
活动五
教师引导学生回顾本节课所学知识，进行知识的整合和梳理；教师搭建支架帮助学生建立相关词汇库，同时也为下面的活动做好词汇、语法知识储备。
回顾本节课知识进行整合和梳理；
能够根据老师的指导建议汉语发展的词汇库
设计意图：利用表格分类整理本课所学的相关主题词汇，构建汉语发展相关的词汇库
语篇结构：本文介绍了中国书写系统发展演变的历史过程及其文化价值、现实意义，有两条整合性的线索。第一条是中国书写系统发展演变的时间线：“beginning(several thousand yearsago)the Shang Dynastyover the yearsthe Qin Dynastytoday”;第二条是中国书写系统文化价值及现实意义的拓展线：“symbols were carved…can still be seen in today’s hanzidevelopedinto different forms…leading to many varieties of dialects and charactersdevelop in one direction…unifying the Chinese people and cultureconnect the past and the present/more international students began to appreciate China’s culture and history”。中国书写系统发展演变的时间线和文化价值及现实意义的拓展线“双线合一”，明暗交错，共同串联起整篇文章，推动文章的行进，使得文章逻辑清晰、有条理，行文自然有序。
4. What do you think of Chinese writing system’s future trend?Will it take the place of English and bee the language that has the largest number of users in the world?
必修一英语unit5reading教案
Step2 Retelling
Step 3 Homework
Discuss with Ask the It would 9mins
their
students help
partners and to discuss students
try to retell and retell understan
the story.
they are discussing.
Teaching Methodology
My teaching philosophy: In today’s language teaching classroom, teachers should take the
role of scaffolding for the students. He should not tell the students everything, but provide support for the students to find things on their own. Another key element in language teaching is interaction, without which language cannot be learned. Therefore, the class time should be given to the students’ interactive activities.
then find how general
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人教版英语必修一Unit5Reading：Elias’Story教学设计方案
人教版英语必修一Unit5Reading：Elias’Story教学设计方案人教版英语必修一Unit5 Reading: Elias’ Story教学设计方案一、教学目标1. 通过阅读文章，了解并描述Elias的生活故事；2. 学习并掌握相关词汇和短语；3. 培养学生的阅读理解能力，提高学生的英语口语表达能力。
二、教学准备1. 教材：人教版英语必修一Unit5；2. 多媒体设备；3. 单词卡片和图片。
三、教学过程Step 1: 导入1. Greetings and warm-up:Teacher greets the students and asks some warm-up questions related to the topic of the unit, such as "Do you like reading stories? Why or why not?"Step 2: 预习讲解1. Pre-reading discussion:Teacher asks students to discuss the questions in groups: "What do you know about Ethiopia? Have you heard about children who have to work to survive?"2. Vocabulary introduction:Teacher presents and explains some key vocabulary related to the passage, using realia, pictures, and examples.Step 3: 阅读理解1. Skimming and scanning:Teacher guides students to skim the passage to get a general idea about Elias' story, and then scan specific paragraphs to find answers to given questions.2. Group discussion:Students work in groups to discuss and answer comprehension questions related to the passage.3. Class discussion:Teacher leads a whole-class discussion, and students share their answers and thoughts about Elias' story.Step 4: 语言点拓展1. Language focus:Teacher focuses on language points in the passage, such as grammar, sentence structure, and vocabulary usage. Examples and exercises are used to practice and reinforce the language points.2. Language practice:Students work individually or in pairs to complete language exercises related to the passage, using the target language points.Step 5: 拓展活动1. Extension activities:Teacher provides extra reading materials, videos, or interviews related to child labor and poverty issues for students to explore and discuss further.2. Role play:Students are divided into groups and assigned different roles to act out a dialogue or scene related to Elias' story, showcasing their understanding and empathy toward the topic.Step 6: 总结和评价1. Summary:Students summarize what they have learned from the passage and the activities.2. Evaluation:Teacher assesses students' performance in terms of their participation, comprehension, and language skills.Step 7: 作业布置1. Homework assignment:Students are assigned tasks such as writing a reflection on Elias' story, researching and presenting on child labor issues in different countries, or preparing a skit based on the passage.2. Review:Teacher reminds students to review the vocabulary, grammar, and reading strategies covered in this class.四、教学反思通过本节课的教学设计，学生在阅读、讨论、语言点拓展和互动活动中，可以全面理解并描述Elias的生活故事。
Unit 5 Reading and thinking 教学设计-高中英语必修第一册
Reading and Thinking 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 5姓名学校教学内容分析【What】本节课的话题是阅读了解汉字的发展过程Reading about the development of Chinese characters。
该话题属于主题语境--人与自我--生活与学习。
子话题为语言学习的规律、方法等。
本文是一篇说明文。
标题为The Chinese Writing System，副标题为“Connecting the Past and the Present”。
非文字信息（图片）包括汉字表意特征、汉字“马”由甲骨文到秦统一文字的演进图。
作者通过介绍汉字特点、汉字由起源到秦朝统一汉字的发展过程、以及对比分析古今汉字的使用现象，来阐释说明汉字在古今中华文化传承中所起到的重要作用。
文章共有三个部分，六个段落。
段落内容如下：第一部分（第一段）：提出汉字是中华文化传承至今的重要原因。
第二部分（第二段至第四段）：介绍了汉字的起源和秦朝汉字统一的意义。
第三部分（第五段至第六段）：当代汉字使用的美学价值和文化传播意义。
【Why】本篇文章话题贴合文化交流实际需要，内容简明扼要、叙述逻辑清晰，能够极大的引发学生的阅读兴趣和探究愿望。
文章可以帮助学生理解汉字在中华文化传承中所起到的重要作用，形成文化认同、从而进一步推进中国汉字文化的传播和传承。
学生通过探究汉字的古今发展，可以提高语言运用能力和思维能力。
【How】从内容上，文章贯穿了两条线索。
文章的明线是汉字书写体系的历史发展。
暗线是汉字书写系统对中国文化的贡献。
包括三个维度的探讨：汉字在不同地域的发展与传播；汉字在不同时空的发展与传播；汉字在文化与艺术领域的发展与传播。
为了达到写作目的，作者采用了以下词汇语法手段：（1）文章为了记述汉字的历史发展过程，段落中间以时间连接词贯穿全文：at the beginning, by the Shang Dynasty, over the years, today等等。
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人教版Book1 Unit5 Nelson MandelaWarming up and Reading一Analysis of the students本课的授课对象为来自农村高一学生，在认知方面，他们对中国的英雄人物了解得较多，但对外国的英雄了解的甚少，文化背景非常缺乏。
在语言能力方面，他们已经积累了少有的语言知识，掌握了一些阅读技巧，但对于处理长篇课文的阅读技巧有待提高。
二Analysis of the teaching materials本课是高一年级必修第一模块，第五单元Nelson Mandela—a modern hero中的阅读课，课文题目为ELAS’STORY，属于记叙文文体，通过黑人工人Elias的叙述,主要介绍了纳尔逊.曼德拉的生平事迹,语言知识和语言技能等都是围绕这一中心话题展开的。
通过对这一话题的探讨，旨在使学生了解纳尔逊.曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
本课书分为两个课时进行处理。
第一课时进行阅读理解：指导学生尝试各种阅读策略，理解文章的主要内容和细节信息以及文化背景；第二课时进行词汇和语法学习：在第一课时的基础上，落实词汇和语法知识。
本教学设计是本课书的第一课时。
三Teaching aimsKnowledge Aims（知识目标）1. Learn and master the new words and phrases.2. Understand the general meaning of the new text.Ability Aims （能力目标）1. To develop Ss’ reading skills.2. to know about the qualities a great person should have.Moral Aims （情感目标）1. To train Ss’ cooperation spirit.2.To train Ss’ performing skills.四、Teaching key points1.Get the students to know about the qualities a great person should have.2.get the students to learn about Nelson Mandela.3.Get the students to learn different reading skills.五、Teaching difficult points1.Develop the students’ reading ability.2.Enable the students to learn how to give their opinion.六、Teaching methods：1.Task-based teaching and learning2.Cooperative learning3.Discussion七、教学辅助：计算机多媒体、黑板八、Teaching steps:Step 1: Warming up and pre-reading(5 minus)1.Enjoy a song together.—the glorious years (光辉岁月) sung by Beyond.2.T: Who is your hero? why? Describe them by using the Attributive Clause andqualities. y ou can refer to these people or someone else, that’s ok. You can use the pattern like this: My hero is…, who is…For example: My hero is Yangliwei,who is brave, confident and easy-going. He devotes himself to our country, so I think he is the hero of everyone in China. Now, please tell me something about your hero.S:…T: Good! Today we will going to learn another hero-Nelson Mandela.（This is intended to around students’interest. They are very farmiliar with this song, but may be they don’t know the famous song is about Nelson Mandela. ）Step2 Fast-reading1.Lead-in and guess.Well，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.What’s the relationship(关系) between them?A.StrangersB.Helper and supporterC.Father and sonD.Enemies(敌人)2. Skimming for the main idea of each para.para 1 ①The day when Mandela helped me was one of my happiest para 2 ②We answered violence with violencepara 3 ③Black people have almost no rights at all.para 4 ④I first met Nelson Mandela.para 5 ⑤I needed his help because I had very little education.（This is intended to teach the Ss to get the general idea of the passage）Step3 Careful-reading.1.2. Choose the best answers.1).Who is Nelson Mandela ?( )A. a teacherB. a lawyerC. a doctor2).What is the general idea of the story? The story is about_____A. the poor life of black people in South Africa.B. the life of Mandela.C. Elias’ life changed before and after he met Nelson Mandela, and what Mandela did.D. How Elias met Mandela.3). It can be inferred from the passage that_____.A. Nelson Mandela helped Elias keep the job.B. Elias was happy to blow up the government building.C. Elias met Nelson Mandela at school.D. The government was happy with Nelson Mandela and the ANC.4). How did the ANC Youth League fight againt the government?A. They fought against the government in a peaceful way.B. They shoot the government officials.C. They killed many white people.D. They decided to answer violence with violence.5). Why did Elias help Mandela blow up some government buildings?A. Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.(This is intended to let the Ss know some details about Elias’ story)Step4 Consolidation(summary)Elias was born in 1940. At the age of six, he______ school. However, he had to ______school in 1948 because his family could not _______ the school ______and the bus _____. After trying hard, Elias got a job. Unfortunately, he was almost ___ ___ work since he had no _________to live in Johannesburg.Elias felt it a very ________ period of his time. It was in 1952 that Elias met Nelson Mandela. He offered ________ to Elias, which made Elias______ .Therefore when Nelson Mandela he joined it. In 1963, Elias helped Nelson Mandela ____ ____ some government buildings. He believed Mandela would help to make black and white people ______.(This is intended to let the Ss grasp the main idea of the text better.)Step 5 After-reading (Discussing and answering )Give the students several minutes to discuss the following questions and then ask them to answer them.1)Do you think Nelson Mandela is a great person?2)What qualities does he have?Eg: kind-hearted , warm-hearted independent , hard-working（This is intended to make sure Ss can learn some good qualities from NelsonMandela ）Step6 HomeworkRead the rest of Elias story on P38Step7、Blackboard designUnit 5Nelson Mandela—a modern hero Elias’ Story参考资料1. 《普通高中课程标准实验教科书英语1》，人民教育出版社，2004年5 月；2.《普通高中课程标准实验教科书英语1教师教学用书》，人民教育出版社，2004 年6月；3.《普通高中英语课程标准》，人民教育出版社, 2003年4月。