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  • 高一英语必修一unit5教案

    时间:2016-08-10来源:海达范文网

    相关热词搜索:英语 高一 必修 教案 unit5 高一英语人教版语法 高一英语必修一单词表 高一英语必修二语法ppt

    篇一:高一英语必修一unit5教学设计

    教材分析

    我教的是高一年级上册,人教版,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。

    第四部分的活动是由四个小的联系组成,分别为:①True / False exercise 一共六个判断题 ② Questions and answers exercise ③ Making a timeline of Elias’ life ④ Listen to the tape and read the quotes from Nelson Mandela. 编者是想通过这些活动来检测学生是否已理解文章的意思,并锻炼他们在阅读时使用scanning 的技巧。

    这四个小的活动我决定都采用,但具体的操作方式会做一些改编。比如,在这四个活动之前,首先要引导学生弄清文章每个段落的main idea,然后再利用前三个活动来检测学生对文章具体信息的理解。关于活动四,我认为这在引导学生探讨文章的implied meaning的时候是非常有意义的。让学生通过听Nelson Mandela 的引言, 可以让学生更直接地感受伟人身上那种激情和坚定地信念,对学生的内心产生激励作用,并且有利于提高他们的cultural awareness 以及humanistic consideration.

    另外,在时间允许的情况下,我还想做一些扩展性的教学活动,比如让学生复述Alias的经历,即达到检测学生的理解又能挑战学生说英语的能力。

    The background of students:

    From classroom observation, the students in Class8, Grade1 in Haikou Experimental Middle School (senior high) are described as follows:

    ● the basis of the class: The class is a large class with 72 lovely and energetic students (38girls and 34 boys).

    ● the attitudes: Students seem to actively respond to the teacher in chorus but they would not like to demonstrate their answers individually in public except some active top students.

    ● the ability: Most students can respond to display questions in mechanical practice after reading and can acquire new words with the help of teacher and their classmates but difficult to answer the questions in their own words. Some students have their own thinking but don’t know how to express their ideas correctly. Some want to learn more but they don't know how.

    ● the strategies: Students would like to talk when the teacher give clear instructions and necessary guidance for adaptive tasks that are in proper difficulty level. But they have not formed the habit of taking notes also some of them can not concentrate their mind when they are out of the teacher’s sight.

    What should the teacher do to help students in their reading lesson:

    (1) The supporting background information should be given to students before

    reading to get them ready and not feel difficult.

    (2) The teaching procedures and reading task should be designed adaptive to

    students’ current ability and their cognitive style.

    (3) Teacher should give students necessary guidance on reading strategies

    (4) Teacher should be amiable and patient to make students less nervous.

    (5) Teacher should be tolerant of students when they cannot answer questions

    correctly to encourage them and improve their confidence.

    Teaching Plan for S1 A reading lesson (Lesson 1, Unit 5, 必修1)Nelson Mandela---a modern hero

    Name: 颜巧云 Class: English 07(4) Group: 4-1

    Teaching/Learning objectives

    1. Be familiar with the vocabulary (words and phrases) from reading the text: hero, qualities, mean, active, generous, selfish, selfless, devoted, found, republic, principles, peaceful, mankind, lawyer, guidance, legal, fee, hopeful, stage, vote, attack, violence, equal; out of work, Youth League, as a matter of fact, blow up. 2. Get Ss to talk about people’s qualities and inspire them to discover the value of the great man’s work..

    3. Read and understand the passage of Elias’ story: his life experience and how Nelson Mandela helped him change.

    4. Develop reading skills: skimming, scanning and generalizing the central meaning of the text

    5. Understand the difference between a famous person and a great person through summarizing the implied meaning of the text to foster Ss’ cultural awareness and facilitate their critical thinking and humanistic consideration.

    Teaching procedures:

    Stage1. Pre-reading (5-10 minutes)

    Step1. Warming up: Who is your hero/heroine? / Who do you admire most in your

    heart? / Why do you like him so much? / What are his best qualities?

    Do you think he is a great man?

    (trigger Ss’ background knowledge)

    Step2. Guess game for prediction (present pictures of 6 famous persons both in

    China and foreign countries with brief introduction of them, some are real great person, others are only famous person)

    ( Read out the information on the screen, can you guess who this person is?

    Yes, he is/was…Do you admire him? Is he another hero in your heart?

    Step3. Show a picture of Nelson Mandela to introduce the reading task.

    Qs: Who is this man? What do you know about him? Is he a great man? Why? (Get into Brainstorming)

    T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of

    Nelson Mandela.

    Stage2. While reading (15-20 minutes)

    Step1. Global reading for understanding the main idea of the text by skimmingQs: What does the passage talk about? It is about whose story?

    What happened between Elias and Nelson Mandela?

    What does Elias think of Nelson Mandela?

    Step2. Check Ss’ understanding of the main idea of each paragraph through

    matching.

    Step2. Guide Ss to finish T/F exercises and give their reasons to check Ss’

    understanding of specific information.

    Step3. Question and answer exercise to both check Ss’ understanding of detail

    information and train their independent thinking and judgment, and help to enhance their ability to organize their ideas logically.

    Qs: 1. Why did Elias visit Nelson Mandela?

    2. What did Nelson Mandela do to help black people?

    3. What was Elias’ attitude towards the unfair situation black people faced?

    How do you know?

    4. Why did Nelson Mandela turn to violence to make black and white

    people equal?

    Step4. Make a timeline of Elias’ life (use scanning) and work out the relationship

    between Elias and NM ( Bb)

    e.g. 1940: born

    1946: six, educated, 2 years

    1948: leave school, could not pay fee

    ……….

    Stage3. Post-reading (10-15 minutes)

    Step1. Ss retell Alias’ story and how Nelson Mandela helped him and their fighting

    for black people equal rights in group competition.

    Step2. Listen to the tape and read the quotes from Nelson Mandela to help Ss feel

    the passion and the firm faith of the great man.

    Step3. Guide Ss to summarize and explore the implied meaning of the text---a great

    man need not to be famous, he / she must have some good qualities and devote themselves to helping others.

    Step4. Homework:

    (1) Ss try to summarize the language points by themselves

    (转载于:www.smhaida.com 海 达 范 文网:高一英语必修一unit5教案)(2) Search the internet to find some information about a great man and write a short passage about his / her life story, his/her best qualities, and his/her contribution to the people and country. (with some writing guidance)

    Part of Verbatim Plan for Lesson1, Unit5, S1A, 必修1

    -----Nelson Mandela- a modern hero

    Stage1:Warming-up and introduction

    T: (After greeting Ss)

    Now, let’s begin our new English class. First, I’d like to ask you, who is your hero/heroine? / Who do you admire in your heart? (Bb: hero and explain its meaning)

    Ss: (speak some names they admire) (background knowledge)

    T: Yes, very good. Almost everyone has a hero a heroine in his/her heart. But why do you like him so much?

    Ss: (some Ss may give their opinions)

    T: Do you think he is a great man?

    Ss: Yes/No.

    T: Why?

    Ss: (Ss may give their reasons at a low level or just keep silence)

    T: Ok, it seems that you can’t decide it now. It doesn’t matter.

    Now, let’s play a guessing game. Class, look at the screen and read out the sentence, try to guess who the person is.

    Ss: (give their answers)

    T: Ok, let’s see who he is. (show the picture of the person) Now, you have known who he is. Do you admire him? Is he another hero in your heart?

    Ss: Yes/ No.

    T: What do you know about him? What are / were his best qualities?

    Ss: (background knowledge and their own opinions.)

    ( E.g. Norman Bethune, he was a Canadian, he was a doctor, he was against Japanese invaders during World War Ⅱ, he saved many Chinese soldiers’ lives in the anti-Japanese War. His qualities: active, brave, selfless, devoted…)

    ( some Ss may speak in Chinese, but T should encourage them to say in English with the help of T and other peers)

    (similar ways to show 4 pictures one by one)

    T: (Show the last picture of. Nelson Mandela)

    What do you know about him? Is he a great man? Why?

    Ss: (Get into Brainstorming)…

    T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela. I will give you five minutes, go.

    Stage2: While-reading

    T: Ok, class, have you finished it?

    Ss: Yes.

    T: Very good. Now let’s check your understanding. First, this passage is about whose

    篇二:人教版英语必修一unit5教案

    Teaching plan of unit 5

    Teaching aims:

    1. Topic

    The qualities of a great person;

    The lives of some great people.

    2. Useful words and expressions:

    hero quality willing active republic principle fight peaceful prison prisoner

    period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward

    right(n.)criminal leader president sentence(v.) sincerely

    lose heart in troubleworry aboutout of workYouth Leagueas a matter of fact blow up put… in prisoncome to powerset upbe sentenced to

    3. Functional items:

    A. Giving opinions:

    Why do you think so?

    What do you think of …?

    What’s your opinion?

    I agree/ don’t agree.

    I think/don’t think….

    I prefer….

    In my opinion….

    I’m afraid…

    B. Making comments:

    Good idea!

    That’s an excellent idea.

    4. Structures

    The attributive clause (II)

    由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

    The school where I studied only two years was three kilometers away.

    This was a time when you had got to have a passbook to live in Johannesburg.

    The reason why I got a job was because of my hard work.

    …we were put in a position in which we had either to accept we were less important, or fight the Government.

    The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.

    1

    Teaching procedures

    (Reading)

    Step 1. Warming up

    1. Ask Ss some questions:

    What are the qualities you should find in a great person?

    Who do you think is a great person?

    What qualities do you have?

    2. Ss finish the chart on page 33.

    Step 2. Pre-reading

    1. Show Ss some pictures about some famous people and let them discuss who are great people.

    2. Ask Ss to tell why they are important persons or great people.

    Step 3. While-reading

    1. First listening: Ss read the text and finish comprehending 1 on page 35.

    2. Ss read again and make a timeline of Elias’ life until he met Nelson Mandela.

    1940______________ 1942 ______________

    1944 ______________ 1946 ______________

    1948 ______________ 1950 _______________

    1952 ______________ 1954 _______________

    3. Ss read the whole passage and see how many parts the text can be divided into, and give the general idea of each part.

    Suggested answers:

    Part I paragraph 1-2

    The life of Elias’ before he met Nelson Mandela.

    Part II paragraph 3-5

    The change of Elias’ life after he met Nelson Mandela and what Mandela did.

    Step 4. After-reading

    Ss discuss:

    How the ANC Youth League fights the Government?

    What can we learn from the text about Nelson Mandela?

    Step 5. Extensive reading

    Get the Ss to learn more about Nelson Mandela.

    Ss read the passage: the rest of Elias’ story on page 38, and answer the following questions:

    1. When did Elias lose his job?

    2. Does Elias like his present work?

    Homework

    1. Recite the key sentences in the text.

    2. Retell the text.

    2

    篇三:高一英语必修一unit5教案

    Unit 5 Nelson Mandela

    Reading

    Ⅰ.Find the expressions on the right that mean the same as the left.

    Ⅱ.Fast reading

    1. True or False questions.

    ( ) (1)Elias met Nelson Mandela at school.

    ( ) (2)Nelson Mandela was a black lawyer.

    ( ) (3)Elias was unable to read or write because he was lazy.

    ( ) (4)Nelson Mandela helped him keep his job.

    ( ) (5)Elias was happy blowing up government buildings.

    ( ) (6)Nelson Mandela believed that black people were being treated

    as well as white people in South Africa.

    ( ) (7) Nelson Mandela thought violence was a good way to help

    black people.

    ( ) (8) The government was happy with Nelson Mandela and the

    ANC.

    2. Read again and find how many parts can the text be divided into? Give

    the general idea of each part. (3 minutes)

    3. Detailed reading. Answer the following questions.

    (1). Why did Elias support Nelson Mandela?

    (2). what problems did the black people like Elias have?

    (3). Why did he support violence when he did not agree with it?

    4. Find out all the attributive clauses in Reading,and underline them

    using your pen.

    5. Retell the passage with the help of the following hints:

    Elias Elias’ time

    black workerlife for the blacks

    South Africahard rights

    little education choose unequally

    difficulties ANC Youth League

    at the age of 12 equal rights join

    Mandelapeaceful way

    with sb’s help law not allow

    moved violence with violence

    kindness dream

    Language Points

    1. quality n. 质量( 不可数 )(人的)品质;特性( 可数 )

    The products of their factory are all of good quality and so the supply

    fails to meet the demand every year.

    One quality of this plastic is that it is almost unbreakable.

    ※quantity 量a large /small quantity of

    large /great quantities of

    (以上两词组后加可数名词复数和不可数名词都可以,谓语动词取决

    于quantity的形式)

    Quantities of water are in the glass.

    A large quantity of water is in the glass.

    Quantities of books are on the desk.

    A quantity of books is on the desk.

    2. meanadj.吝啬的 , 自私的,卑鄙的

    be mean to sb 对某人吝啬,自私,卑鄙

    It is mean of sb to do sth某人做---真卑鄙

    be mean with/over/about sth 对---很吝啬

    eg. He is mean to everyone.

    It is mean of you to tease her.

    He is mean about money .

    ※means n. 手段,方法

    mean vt. 意指, 意味着,意思是meaning n. 意思,意义,含义

    mean to do sth .打算 mean doing sth . 意味着

    3. activeadj. 积极的,活跃的 actively inactively activity

    be active in在----方面很积极活跃

    take an active part in积极参加----

    eg. He is active in sports.

    She used to take an active part in physical labor.

    4 generous adj.慷慨的 大方的

    be generous to do sth. 做某事很慷慨,大方

    be generous with 对----慷慨,大方

    eg. Your uncle is very generous to buy that car for you.

    He is generous with his money.

    5. devote vt.

    devote+名 +to 名奉献(人生,时间,劳力等)于--, 把---

    致力 于,专用于

    eg. He devoted his life to promoting world peace.

    He devoted his life to the promotion of world peace.

    devoted adj.忠实的,深爱的

    be devoted to 对---忠实,对---深爱

    a devoted friend

    She is devoted to her husband.

    6.die for 为----而死

    be dying for (口语)渴望,很想

    He was dying for a drink.

    be dying to do 很想做,渴望做

    She is dying to see you.

    be dying to go abroad

    7.fight for 为事业,自由,权利,真理而战

    fight against 为反对---而斗争;与---搏斗/对抗

    fight with a. 与----并肩作战 b. fight against

    They are fighting for liberation.

    They fought with the Italians in the last war and against them in this. They fought___________________the enemy fiercely.

    He fought ________________ cancer and lived to be eighty.

    The soldiers fought bravely _______ the enemy ___ the liberation ____ their comrades.