英语必修一第五单元
Unit 5 Nelson Mandela----A Modern Hero
Period one Warming Up and Reading 1
Ⅰ．Knowledge aims：
1) Key words and phrases：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 sb. adj, imagine, in one way, blankets, degree, allow sb to do sth., guard, stop from，educated，come to power，beg for, terror, fear, cruelty，reward, rights, be proud to do
2) Key sentences
It was in 1952 and he had opened a black law firm to advise poor people on their problems.
After trying hard，I got a job in a gold mine.
He told me how to get the correct papers so I could be in Johnnesburg.
Ⅱ. Ability aims：Talk about great people and express your points of view
Ⅲ. Emotional aims：
1). Learn about some great people and qualities they have in common.
2). Develop the students` moral ability.
3). Strengthen the idea that friends should help each other.
Ⅳ. Important points：
1). Understand the real meaning of the hero
2). Talk about the fine quality of great people to improve the students`speaking
ability
3). Improve the students` reading ability
Ⅴ. Difficult points：
1). How to express their own opinions and ideas
2). How to grasp the main idea of the text
Step 1. Warming up
1．Ask students some questions and have a short discussion
Who is the most popular student in our class？
Can we say he is a great person？
2．Present six pictures about six famous persons：Albert Einstein, Norman Bethune, Sun Yat-Sen, Madam curie, Neil Alden Armstrong, Michale Jordan
Step 2. Pre-reading：
Give them a short introduction about Nelson Mandela
Step 3. While –reading (4 tasks)
Task one；get the students to read the text quickly and make a timeline of Elias` life until he met Nelson Mandela.
1940----------------------------------------------------------------------------
1942-----------------------------------------------------------------------------
1946------------------------------------------------------------------------------
1948--------------------------------------------------------------------------------
1952--------------------------------------------------------------------------------
Task two：Read the text again and find the answer
1) Elias` life before meeting Mandela
information：------------------------
his problem：------------------------
2) black people`s problem--------------------
3) life after meeting Mandela
Mandela`s help------------------------------
Support for Mandela-------------------------------
Task three：listen to the tape part by part and find the main idea of each part，give the main idea of each paragraph
Part 1(paras1-2): The life of Elias` life before he met Nelson Mandela
Part 2(paras3-5): The change of Elias life after he met Nelson Mandela and what Mandela did.
Task four：what`s the relationship between Elias and Mandela？
Step 4 Post-reading
1．Pair work：have an interview
2．Discussion：enjoy a flash and have a discussion，and then ask them to talk about the things they have seen.
Step 5 summary：
Step 6 Homework
Read the passage more and try to retell
Underline some useful words and phrases
Period Two Warming up and Reading
Important points：
1). Get the students to know the qualities a great person should have
2). Get the students to learn about Nelson Mandela
3). Get the students to learn difficult reading skills
Difficult points：
1). Develop the students` reading ability
2). Enable the students to learn how to give their opinions
Knowledge aims：
Learn the useful words and expressions：hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold, youth, league, stage, vote, position, accept, violence, equal, lose heart, in trouble, worry about, out of work, as a matter of fact, blow up, put．．．in prison
Ability aims：
1). Develop the students` reading ability
2). Enable the students to learn how to give their opinions
Step one Warming up：Discuss the following questions to lead in the topic
1). When talking about a person，what adjectives can you think of to describe his
or her qualities？
(kind, honest, brave, loyal, happy, wise, smart, friendly, warm, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined)
2). What kind of person are you？do you think you have the qualities to be a great
person？
3). What are the qualities you should find in a great person？
Step two Pre-reading
1.looking and answering after looking the six people in the part pre-reading and answer
the following questions
Can you recognize the six person? Who are they?
Do you think they are important people? Why or why not?
Do you think all of them are great people?
2.Discussing and speaking:
I think / I don`t think….. in my opinion,……..
I agree / I don`t agree……. I prefer ……….
What`s your opinion? Why do you think so ?
What do you think of ……../
Step three While – reading
1.Lead-in and guessing：what kind of person the text is？
2.Skimming for topic sentences and the general idea
Topic sentences：
Paragraph one：the time when I first met Nelson Mandela was a very difficult period of my life
Paragraph two：Sadly I did have this passbook because I was not born there and I was worried about whether I would be out of work
Paragraph three：The day when Nalson Mandele told me what to do and helped me was one of the happiest day of my life
Paragraph four：The last thirty years have seen the greatest number of laws stopping our rights and progress until today we have reached a stage where we have almost no rights at all
Paragraph five：We first broke the law in a way which was peaceful；when this was not allowed．．only then did we decide to answer violence with violence
Main idea：Elias describes how Nelson Mandela helped the black people through his own experience
3.Scanning for detail information：
Read the text carefully to locate particular information and then do Exercise 2 and 3 Choosing the best answers according to the text
⑴What disadvantages did Elias have in finding a job？(He had poor education)
⑵When was Elias born? (in 1940)
⑶What is the purpose of the writer in writing the passage?
(To tell us how great Nelson Mandela, to let us know why they had to fight for human rights with violence and to let us know the living situation of the blacks in South Africa at that time)
⑷What can it be inferred from the passage?
(Nelson Mandela helped Elias to keep his job)
4.Further understanding Read the text again to answer the questions
1）What disadvantages did Elias have in finding a job/
（Poor education，no permit to live in Johannesburg）
2）How did the white people stop the black people from being treated fairly？
（through unfair law）
3）How did the new government in South Africa treat the white people？
（they treated the white people as well as the black people）
4）Why did Elias support n Mandela？
（Firstly, Mandela once helped him and he considered him kind and generous.
Secondly，he agreed with Mandela`s political ideas. Thirdly，he knew what Mandela fought for was to make black and white equal.）
5）Why did he support violence when he did not agree with it？
（Because their attempt to attack the law in a peaceful way failed，they had to answer violence with violence）
https://www.doczj.com/doc/d516873972.html,nguage points
Play the tape for the students to listen and follow.
Step four after-reading
1．Discussing and answering after they have read the text again, ask them to answer the questions.
1）Do you think it is fair to treat others badly or things they cannot change，like the colors of
2）The skin or eyes or the race belongs to？Give a reason.
3）What do you learn about Nelson Mandela from Elias` Story？
4）Do you like the way Elias tells his story？Give a reason.
2．Playing and interview game：ask the students to do an interview in pairs, Suppose one is a journalist，and the other is Elias with the following questions.
1）When did you first meet Mandela？
2）Can you tell me more about how he helped you？
3）Can you tell me about the problems that the black people are facing？
4）How do you like his idea of peaceful fighting？
5）What do you think of him？
6）What will you do to support him in the future？
Step five Consolidation：ask them to retell the story
Step six Homework
Finish off the related exercises
Read the text Elias` story again and try to retell it
Period three Language points
Important points：Enable the students to grasp the usages of such important words and expressions：as fight, advise, accept, continue, lose heart, in trouble, in prison, as a matter of fact
Difficult points：Let the students learn the usage of the word “advise”，and enable the students to master the usage of the pattern “．．．．only then did we decided to answer ．．．．．．”
Ability aims: Enable the students to use some useful words and expressions correctly and make sentences after the useful sentence patterns
Emotional aims: Stimulate the students` interest in learning English and develop the students` spirit of cooperation and teamwork
Step 1 Revision
Check the homework exercises
Ask some students to retell the reading passage Elias` Story
Step 2 Reading and Finding:
Get the students to read the passage to underline all the new words and expressions or collocations in the passage: a poor black worker, South Africa, a very difficult period of one`s life, open a law firm, advise sb on, pay the school fees, the bus fare, get a job, a gold mine, be worried about, grow food, as a matter of fact, blow up, realize one`s dream
Step 3 Discovering useful words and expressions
1. Alternative expressions Words and expressions from the text
feel hopeless
lose one`s job
brave man
in fact
have some difficult problems
be taken to prison
some time
be ready to
tell somebody what to do
go on
always doing new things
what people do in war
agree to take
go against a law
quiet and calm
3.Filling blanks:
When Elias lost his job and was____, his life was very unhappy. She knew this meant he was ____ when all she wanted was a ____ life with enough money every month. She tried to ____ him not to fight the government as she thought it was better to ____ that in South Africa black people were not as important as white people. But he was willing to ____ the fight and help Nelson Mandela with equal rights for black people. For a ____ of time she felt helpless and _____, but Elias encouraged her with stories of how good life would be when white and black people lived together.
Step 4 language points
(1) Quality：something typical of a person or material 质量，品质，性质Quality is more important than quantity。
The new model is of high quality and is not expensive either。
(2) Willing：ready to do something 愿意帮助人的，乐于….的
I am willing to concede that I have hurt her, but that`s not my real intention.
(3) Active: able or ready to take action
She is very active in school activities.
(4) Lose heart: to be discouraged; to feel hopeless
相关短语：lose one`s heart to爱上，喜欢: 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 by heart记熟,
(5) In trouble: in a situation that involved danger, punishment, pain, worry,etc
相关短语：ask for / look for找麻烦: 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
(6) Fight: 打仗，与谁打仗
相关短语：fight for为了…..而战, fight against与…..作斗争, fight with与….并肩作战, fight back, fight a battle战斗, fight a fire救火, fight one`s way杀出一条路
(7) In prison: 在狱中，在坐牢
相关短语：go to prison入狱, put sb. in prison把某人关进监狱, send sb. to prison把某人投进监狱, throw sb. into prison把某人投进监狱
(8) Advise: give advice to sb. Recommend建议，忠告，建议
相关短语：advise doing sth. advise sb. to do sth. advise sb. on sth.
Step 5 sentence focus
(1) The time when I first met Nelson Mandela was a very difficult period of my life.
I shall never forget the day when we first visited the beautiful island.
He came at a time when we were badly in need of help.
(2) The school where I studied for only two years was three kilometers away.
There can be few streets in London where you cannot but books.
The room where my father once lived in not far from here.
(3) Sadly I did not have it because I was not born there, and I worried about whether I would become out of work.
out of work: 失业
worry about: 为…..而担忧
(4) The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. see: 见证，遇见，经历
stage, situation等词引导的定语从句常用where, when或in which来引导。(5) ......we were put into a position in which we had either to accept we were less important, or fight the government.
He was respected by the people with whom he worked.
(6) We first broke the law in a way which was peaceful; when this was not allowed…..only then did we decide to answer violence with violence.
Only after the lesson did she discover that she had lost her handbag.
Only recently have I thought of them.
Only when the war was over was he able to return home.
Only then —how much damage had been caused.
A. had she realized
B. she realized
C. did she realized
D. she had realized
(7) As a matter of fact, I don`t like violence …..but in 1963 I helped him blow up some government buildings.
Step 6 workbook
Do the exercises in using words and expressions on page 70
Step 7 Consolidation
1) Translate the following phrases;
愿意做某事
在某方面活跃
灰心，泄气
担心，着急
失业
事实上
爆炸，炸毁
把某人关进监狱
2) Translate the following sentences;
我们将同村民们一起同污染作斗争.
爸爸建议我多读英文报纸.
别泄气，你会成功的.
我们应尽力阻止这种事再次发生.
我第一次听到这首歌就喜欢上了.
只有那时，他才意识到自己错了.
她昨天没来上学的原因是她病了.
我永远不会忘记我见到曼德拉的那天.
Step 8 Homework
Finish off the workbook exercises.
Learn the new words and expressions by heart.
Period 4 Grammar (The Attributive Clause Ⅱ)
Important points：get the students to master the Attributive Clause introduced by the relative adverbs and prepositions +which / whom
Difficult points：Enable the students learn how to choose relative adverbs and how to use preposition + which / whom correctly
Ability aims：Enable the students to use attributive Clause correctly and properly；to know how to choose proper relative adverbs and prepositions
Emotional aims：get the students to become interested in grammar learning and develop their sense of group cooperation.
Step 1 Revision
1．Check the homework
2．Dictate some new words and expressions.
Step 2 Grammar review
Review relative pronouns：choose which，that，who，whose to fill in the blanks.
1．Is he the man ______ wants to see you？
2．He is the man ______ I saw yesterday.
3．They rushed over to help the man ______car had broken down.
4．The package ＿_＿you are carrying is about to come unwrapped.
Step 3 Grammar learning
1．Reading, finding and thinking.
The time when I first met Nelson Mandela was a very difficult period of my life. The school where I studied for only two years was three miles away.
However，this was a time when one had got to have a passbook to live in Johnnesburg.
The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. The parts of town in which they had to live were decided by white people.
The places outside the town where they were sent to live were the poorest parts of South Africa.
We were put into a position in which we had either to accept we were less important, or fight the government.
2．Comparing and discovering
The government building where we voted was very grand.
The government building which / that we voted in was very grand.
The government building in which we voted was very grand.
The date when I arrived was the 5th August.
The date which / that he told me was the 5th August.
The date on which I arrived was the 5th August.
Is this the reason which he was late for？
Is this the reason for which he was late？
Is this the reason why he was late？
Step 4 Grammar practice
Fill in the blanks with proper relative adverbs and preposition + which / whom
(1) The speed _____ light travels is 300，000km per hour.
(2) This is the teacher_____ I borrow the book.
(3) Don`t bring the children to see the animals ______ they are afraid.
(4) The person ____ you should be grateful for a peaceful South Africa is Mandela.
(5) Harvard is a a world-famous university _____ he studied applied physics.
(6) In 1951 Dr Wang founded his own company _____ computers were made.
(7) He became a very successful entrepreneur in the USE in 1985，_____ he made ＄3 billion.
(8) This is Dr Wang _____ the computer belonged.
(9) Robbin Island is the place _____ Mr．Mandela once was kept.
Complete these sentences using Attributive clauses
(1)That was the reason why I had to go hospital (我必须去医院) and I could not go on my holiday to Britain.
(2)Mary Brown moved to a place where she was close to the sea (他靠近大海), so she could go swimming every day.
(3)This was the time when the harvest failed three years in a row (庄稼连续三年歉收), and everyone was cold and hungry.
(4)It was the year when the electricity failed（没有电)and everybody had to cook their dinner by candlelight.
(5)I went back to the town where I was born（我出生的), so I could see the house where I used to live.
(6)He will never forget the park where he first met his wife (他第一次见到妻子).
Step 5 Grammar summary
Attributive clause: an attributive clause is a clause modifying a noun or pronoun in a compound sentence.
Antecedent：the word modified by an attributive clause is called the antecedent Relative: the word is used to introduce an attributive clause is called a relative，relative pronouns and relative adverbs.
Note: relatives plays three important roles in an attributive clause，
⑴introducing an attributive clause.
⑵replacing the antecedent in meaning.
⑶functioning as the subject in the attributive clause.
The choice of relatives is the most difficult in learning the attributive clause. Usually, which relative to choose depends on what the antecedents and what element
the relative functions in the attributive clause as shown in the following chart.
Relatives Sentence element Antecede
nt
People Who / that Subject / object
Whom Object
Things Which / that Subject / object
Time Which / that Subject / object
When / prep．＋which adverbial
Place Which / that Subject / object
Where / prep．＋which adverbial
reason Why / prep．＋which adverbial
Step 6 Workbook
Do the exercises in Using structures on page 71.
Step 7 Consolidation
Do the exercises by choosing the correct answers.
(1) We shall never forget the days _____ we worked together.
A. that
B. in which
C. on which
D. which
(2) The pencil，with _____ I had been writing，was broken.
A. which
B. that
C. as
D. it
(3) I still remember the year ______ we spent together.
A. /
B. when
C. on which
D. in which
(4) The reason ______ he didn`t pass the exam was that he didn`t study hard.
A. which
B. in which
C. for which
D. of which
(5) The days are gone forever ______ we used foreign oil.
A. when
B. that
C. which
D. at which
(6) The school ______ my sister studies at is far from here.
A. where
B. that
C. at which
D. in which
(7) My hometown is no longer the place ______ it used to be.
A. that
B. what
C. where
D. as
(8) He was the only one of the boys who _____ late for school.
A. are
B. were
C. is
D. was
(9) She was one of the girls who _____ late for class.
A. are
B. were
C. is
D. was
(10) He is the guest _____ the manager first introduced.
A. whose
B. to whom
C. who
D. of whom
(11) He made a hole in the wall ______ he could get into the house.
A. in which
B. which
C. through which
D. by which
(12) Is this the house ______ you have bought yourself？
A. one
B. the one
C. where
D. that
(13) The film brought the hours back to me _____ I was taken good care of in that faraway village. A. until B. that C. when D. where
(14)After living in Paris for fifty years he returned to the small town _____ he grew up as a child. A. which B. where C. that D. when
(!5) I can still remember the sitting room ______ my mother and I used to sit in the evening. A. of which B. which C. that D. where
(The answers: BAACA BADBC CDCBD)
Step 8 Homework
Finish off the workbook exercises
Learn the important grammar points by heart
Period 5 Reading and speaking
Difficult points: Develop the students` reading skills by extensive reading. Important points: Enable the students to learn to express their own opinions and ideas in order to get the students to learn to grasp the main idea of a text or a passage.
Step 1 Lead-in
1. Skimming for the answers:
What happened to Elias?
Can you describe Robbin Island?
2. Scanning foe detailed information
Good things Bad things
3. Discussing the questions in pairs
What would have done if you were Elias?
How do you think his wife and family felt when he was in prison?
4. Some important language points:
(1) I felt bad the first time I talked to a group.
(2) We read books under our blankets and used anything we could find to make candles to see the words.
(3) As they were not clever than me, but did pass their exams.
5. Retelling ( choose one of them to retell)
1) Suppose you were Nelson Mandela.
2) Suppose you were Elias` wife.
Step 4. Role-play
Suppose you are Elias and work as a tour guide on Robbin Island. Your partner is a tourist who is interested in the island and Nelson Mandela`s wife. He is now asking the following questions:
How did you get to know Nelson Mandela?
What did he do to help you keep your job in a gold time?
Can you explain to me some of Nelson Mandela`s political ideas or beliefs?
What was Nelson Mandela`s way of fighting?
Why did he change to violence?
What was life like on Robbin Island?
Why did you become a tour guide?
What do you think of your present job?
Step 5 Reading task
Information on Bill Gates
Job
Achievement
What did he give up for his beliefs?
Generosity
Why does he have enemies?
Why attacked by the government?
Great man Not a great man
Step 6. Homework
Finish off the workbook exercises
Collect more information about Bill Gates
Period 6 Writing and Writing Task
Important points：develop the students` writing skills by writing a summary and an article for a newspaper.
Difficult points：get the students to learn how to write a good article for a newspaper。
Knowledge aims：get the students to learn and master the new words and useful expressions：leader, president, anti-black, sentence，sincerely, set up, be sentenced to Emotional aims：enable the students to master writing skills and write excellent articles；motivate the students to learn good qualities from great people.
Step 1 Revision
1．Check the homework exercises
2．Correct the mistakes in each sentence of the following
1）He told us about the countries where we visited.
2）We shall visit the college where his father worked there.
3）The days when we spent together cannot be easily forgotten.
4）This is the knife with that the doctor did the operation.
5）I know the reason which she looked so worried.
6）The old man has three sons，whose two are doctors.
Step 2 Warming up
1．Talk about and discuss with the students some information about Nelson Mandela.
2．Read the passage life of Nelson Mandela on page 39
3．Discuss the question：What qualities make Mandela a great man？
Step 3 Writing （Ⅰ）
Divide the students into two groups。The students in Group 1 write a summary of Nelson Mandela`s life. The ones in group 2write a short paragraph about their ideas on Nelson Mandela.（5 minutes）
Step 4 Writing （Ⅱ）
1. Imagine now Mr. Mandela is in prison. You are going to write a letter to the president of South Africa asking him to free Nelson Mandela.
2. Discuss with the class the following questions;
Do you remember the format of a letter?
How can you persuade people to follow your advice?
3. Collect and arrange ideas for the letter.
4. Begin the letter to the president of South Africa like this:
I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be freed…..
5. Finish the letter with “Your sincerely” and your name. (15 minutes and then share)
Step 5 Summary
1. Discuss with the students how to write a persuasion passage.
2. Structure of a persuasion passage
Para.1. Personal information
Para.2. His / her hard work and achievements
Para.3. His / her good qualities
Para.4. Your opinion
Step 6 Writing Task
1. Ask students to try to write a persuasion passage, suppose you are going to write a letter to the senior organizations of the Nobel Prize to persuade them to give the Noble Peace Prize to Mother Teresa.
Mother Teresa.
Personal information Born in Yugoslavia, on August 27, 1910, a nurse Hard work and achievements Helping the poor and comforting the dying in the
street of the city; her work spread to other parts of
India
Good qualities Hard-working, kind-hearted, persistent
Your opinions A well-known person, worth the prize
2. Ask the students to turn to page 75 and read through the directions. Then they write a letter for a newspaper about a great person they admire. After about 10 minutes , ask as many students as possible to read it out or give them a sample writing as above.
Step 7 Homework
Finish off the Workbook exercises.
Write a short passage about a great man you admire.
1、下列各项中加点字注音有误的一项是（）（2分） A宽恕（shù）胚(pēi)芽阔绰(chuò) 风雪载(zài)途 B收敛（liǎn）愧怍(zuò) 慰藉(jí) 妇孺(rú)皆知 C彷(páng)徨沉湎(miǎn) 繁衍(yǎn) 颔(hàn)首低眉 D哺(bǔ)育告罄(qìng) 馈(kuì)赠粗制滥(làn)造 2、下列加点字注音全部正确的一项是（）（2分） A、峥嵘（zhēng）黝黑（y?u）地窖（jiào）头晕目眩（xuán） B、慰藉（jí）攫取（jué）羁绊（bàn）水皆缥碧（pi?o） C、胆怯（qiè）蹿升（cuān）蓦然（mù）随声附和（hè） D、嗔视（chēn）干瘪（bi?）怄气（òu）气息奄奄（y?n） 3、下列词语中加点字的注音有错误的一项是（） A.觅食mì惧惮dàn 萧索xiāo 臆测yì B.山麓lù栈桥jiàn 惘然mǎnɡ煞白shà C.汲取jí诅咒zǔ孕育yùn 窒息zhì D.亵渎xiè搓捻cuō芳馨xīn 繁衍yǎn 4、下列各组词语中，加点字的注音不全正确的一项是（）（2分） A. 扒（pá）窃枯涸（hé）背（béi）包小心翼翼（yì） B. 稽（jì）首嫉（jì）妒屏（píng）蔽迥（jiǒng）异不同 C. 哽（gěng）咽亢（kàng）奋豆豉（ch?）苦心孤诣（yì） D. 蜷（quán）伏星宿（xiù）空乘（chéng）毛骨悚（sǒng）然 5、下列词语中加点的字，读音全部正确的一组是（3分） A．落难(nàn) 确凿(záo) 触(cù)目伤怀长吁(xū)短叹 B．称(chèn)职勾(gòu)当百鸟啾(jiū)啾大彻(chè)大悟 C．嗤(chī)笑倒坍(tā) 一抔(póu)黄土苦心孤诣(yì) D．绮( qí)丽执拗(niù) 影影绰(chuò)绰味同嚼(jiáo)蜡 6、下列各项中书写有误的一项是（）（2分） A瞻望深遂陨落翻来覆去 B疮痍伎俩迁徙沧海桑田 C嶙峋荒谬涟漪忍俊不禁 D点缀骸骨蓦然天伦之乐 7、下列词语书写全部正确的一项是（） A.禀告滑稽险象叠生随机应变 B.归咎潺弱骇人听闻恪敬职守 C.鄙夷阴霾囊萤印雪肃然起敬 D.匀称酬和望眼欲穿鳞次栉比 8、下列词语中有两个错别字的一项是（）（2分） A．高谈阔论坛花一现迫不及待窃窃私语 B．神采奕奕彬彬有礼破镜重圆月白风清 C．世外桃园晓风残月顺藤摸瓜事半功倍 D．四面楚歌挺而走险厚此薄彼貌和神离 9、下列词语中没有错别字的一项是 A．和谐其实是美丽的一种更高境界，它能够平和心境，净化心灵。 B．中华大地喜迎盛事，北京将张灯节彩迎接各地嘉宾。 C．正因为我们心中有盏红绿灯，我们的生活才能井然有绪，多姿多彩。
外研版英语精品资料 Module 4 Carnival Period One Teaching aims: 1. To revise Chinese and western festivals. 2. To develop the students reading ability. 3. To understand what is about Carnival. Important and difficult points: 1 Get the students to understand the history of carnival. 2 Get the students to describe the festivals in groups. Teaching procedures: Step 1. Revision. Read the new words of this passage. Step 2. Introduction 1. We have learned many festivals both Chinese and the Western. What festivals do you know? Divide the class into 2 groups. One group is for Chinese Festivals, the other group is for Western festivals. Make a list of them on the blackboard.. 2. Turn to Page 31—Match the festivals with the description. Step 3. Lead-in Today we will learn another festival ---- Carnival. It originates from Europe, and during these days, people often love wearing special clothes and masks for it. Step 4. Fast-reading Match the main idea with every paragraph. Paragraph 1 A meaning of carnival and how it was celebrated Paragraph 2 B the law about wearing masks Paragraph 3 C general impression of carnival Paragraph 4 D how it is celebrate today in Venice and the feature of it Paragraph 5 E carnival in Venice and the problem it caused Paragraph 6 F the revival of the tradition of celebrating it. (Answers: 1—6 CAEBFD) Step 5. Further-reading Read the passage and answer the questions. 1. Where does Carnival come from? What does it mean?
Unit 1 Friendship 1. 合计_____________________________________; 3. 不得不；必须______________________________; 5. 遛狗_____________________________________; 7. 记下；放下________________________________; 9. 故意_____________________________________; 11. 在黄昏时刻______________________________; 13. 不再…___________________________________; 15. 从…中恢复过来___________________________; 17. 将…装箱打包_____________________________; 19. 相爱；爱上_______________________________; 21. 参加；加入_______________________________; 23. 松开了__________________________________; 25. 付钱；付款；买单__________________________; 27. 对(某人)重要_____________________________; 29. 笑话；取笑（某人）_________________________; 31. 在日记中________________________________; 33. 对…着迷；迷恋____________________________; 35. 深蓝色的天空____________________________; 37. 太多____________________________________; 39. 在楼上__________________________________; 41. 肮脏的窗帘______________________________; 43. 记日记；写日记___________________________; 45. 绑起来__________________________________; 47. 在公路上________________________________; 49. 说…的闲话；______________________________; 51. 与…交朋友_______________________________; 53. 给…一些建议_____________________________; 55. 过去的事件______________________________; 57. 试一试；尝试一下_________________________; 59. settle____________________________________; 2. 使…镇静下来______________________________; 4. 关心；挂念________________________________; 6. 经历；经受________________________________; 8. 一连串的；一系列的_______________________; 10. 为了____________________________________; 12. 面对面地________________________________; 14. 遭受…___________________________________; 16. 对…厌烦_________________________________; 18. 与…相处；进展____________________________; 20. 对（某人）表示感激________________________; 22. 度假____________________________________; 24. 被车撞了________________________________; 26. 考试作弊________________________________; 28. 最深的感受______________________________; 30. 在二战中________________________________; 32. 在藏身之处______________________________; 34. 与自然有关______________________________; 36. 保持醒着________________________________; 38. 碰巧____________________________________; 40. 下楼____________________________________; 42. 积满灰尘的窗子__________________________; 44. 列一个单，列出___________________________; 46. 没注意到________________________________; 48. 与…有麻烦；有矛盾________________________; 50. 与人交流________________________________; 52. 改变这种状况____________________________; 54. 喜欢与不喜欢的事情______________________; 56. 表达你的感受与想法______________________; 58. concern__________________________________; 60. tip______________________________________;
人教版高中英语必修5教案 Unit 3 Life in the Future Period 1 Warming up and reading Learning aims: 1. Learn some new words and expressions. 2. Help the students to talk about life in the past, at present and in the future. 3. Enable the students to describe the life in the past, at present and in the future. Important Points:To help students learn to read a narration about John Snow Difficult Points:To help students learn to describe people Teaching Procedures: Step 1 warming up Show the students some pictures or videos of the past and present life, and ask them their first impressions of the pictures. lead-in: Talk about how many changes there have been in the past and in the present. Step 2: pre-reading 1. Can you tell what problems people are facing today? 2. What problems do you think people in the future will have overcome? Which ones will still be there or even worse in AD3005? Key: 1. The problem of population will be solved, have begun to Control the birth rate. 2. The problems will be still there, and will even worse. 3. I don’t think so. Now scientists are trying their best to develop new resources that human beings can make use of ,such as solar energy. In my opinion…Step 3： fast reading 1. Read the text for the first time and tell what the text is about? It’s an e-mail written by a man Who has taken up a trip to the future. 2. Look at the following sentence, there are in wrong order, tell me the correct order for these sentence A. We were transported into the future by a comfortable time capsule. B. I arrived a t Wang Ping’s home and everything in his house made me surprised. C.I won a travel to the year AD3005 D. I have my first try to master a hovering carriage. Step 4 careful reading Task1. Questions & answers: 1. Why did I have the chance to travel to the year AD3005? 2. What is a “time lag”? 3. How did I feel when I was in the capsule? 4. Who guides my trip?
Unite 5 First Aid Teaching Goals: 1. Enable the Ss to get some first aid knowledge 2. Enable the Ss to learn how to use what they’ve learnt to do first aid treatment for burns correctly. 3. Let the Ss learn the reading skill of getting the main idea of each para./ part & each passage . Key Teaching Points How to improve the Ss’ reading ability. Difficult points 1. How to grasp the main idea of each paragraph / part & each passage. 2. How to help the Ss use what they’ve learnt to do first aid treatment for burns correctly. Teaching methods 1). Skimming & scanning methods to make the Ss get a good understanding of the text. 1.Discussion methods to make the Ss understand what they’ve learned in class. 2.Pair work of group to get every student to take part in the teaching-and-learning activities. https://www.doczj.com/doc/d516873972.html,petition and role-play method to arouse the Ss’ interest Teaching procedures Step1. Lead-in Lead-in by telling the Ss a story, meanwhile, teach them some new words: bandage, first-aid-kit, ambulance and then ask them to think of words about accidents and first aid Step2. Pre-reading Show the Ss the picture of Pre-reading on P33 and ask them the following questions: What has happened? What sort of injuries the child will have? What kind of first aid would you perform? Step3. Fast reading Let the Ss read the passage fast and then find out the answers to the questions 1. What will the passage be about? 2. What do they tell you about the passage? 3. In which order are these topics covered in the text? Number them from 1 to 5. ____ the three types of burns ____ what to do if someone gets burned ____ the purpose of skin ____ the symptoms of burns ____ how we get burns Step4. Detailed reading 1). Tell if the following statements are true or false: 1.Our skin has three layers. 2.We will never get burned by the sun. 3.Burns are divided into three degrees according to the degree of pain. 4.Third degree burns are the most serious and painful. 5.Put cool water on any burns to cool them. 6.Don’t rub the burns 7.It’s better that you put so me butter or oil on burns. 2). Answer the questions 1.Why should you put cold water on a burn?
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放 必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly dise ase of its day. Neither its cause nor its cure was understood. So many thousand s of terrified people died every time there was an outbreak. John Snow wanted t o face the challenge and solve this problem. He knew that cholera would never b e controlled until its cause was found. He became interested in two theories that possibly explained how cholera ki lled people. The first suggested that cholera multiplied in the air. A cloud of dangerous gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the disease quickly attacked the body and soon the affected person die d. John Snow suspected that the second theory was correct but he needed eviden ce. So when another outbreak hit London in 1854, he was ready to begin his enqu iry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the d eaths were near the water pump in Broad Street (especially numbers 16, 37, 38 a nd 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he made further investigations. He discovered that these people worked in the pub at 7 Cambridge Street. They had been given free beer and so had not drunk the water from the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. H e immediately told the astonished people in Broad Street to remove the handle f rom the pump so that it could not be used. Soon afterwards the disease slowed d own. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deat hs that were linked to the Broad Street outbreak. A woman, who had moved away f rom Broad Street, liked the water from the pump so much that she had it deliver ed to her house every day. Both she and her daughter died of cholera after drin king the water. With this extra evidence John Snow was able to announce with ce rtainty that polluted water carried the virus.
UNIT 1 Anne’s best friend 你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担 心你的朋友会嘲笑你，会不理解你目前的困境呢？ 安妮弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她 最好的朋友。安妮在第二次世界大战期间住在荷兰的阿姆斯特丹。她一 家人都是犹太人，所以他们不得不躲藏起来，否则他们就会被德国纳粹 抓去。她和她的家人躲藏了二十五个月之后才被发现。在这段时间里， 她唯一的忠实朋友就是她的日记了。她说，“我不愿像大多数人那样在 日记中记流水账。我要把这本日记当作我的朋友，我要把我这个朋友称 作基蒂”。 安妮从1942年七月起就躲藏在那里了，现在来看看他当时 的心情吧。 1944年6月15日，星期四 亲爱的基蒂： 我不知道这是不是因为我长久无法出门的缘故，我变得对一 切与大自然有关的事物都无比狂热。我记得非常清楚，以前，湛 蓝的天空、鸟儿的歌唱、月光和鲜花，从未令我心迷神往过。自 从我来到这里，这一切都变了。 …比方说，有天晚上天气很暖和，我熬到 11点半故意不睡 觉，为的是独自好好看看月亮。但是因为月光太亮了，我不敢打 开窗户。还有一次，就在五个月以前的一个晚上，我碰巧在楼 上，窗户是开着的。我一直等到非关窗不可的时候才下楼去。漆 黑的夜晚，风吹雨打，雷电交加，我全然被这种力量镇住了。这 是我一年半以来第一次目睹夜晚… 不幸的是……我只能透过那满是灰尘的窗帘下那脏兮兮的窗 户看看大自然。只能隔着窗户看那大自然实在没意思，因为大自 然是需要真正体验的东西。 Using Language 亲爱的王小姐： 现在我同班上的同学有些麻烦事。我跟我们班里的一位男同学一直相处的很好。我们常常一起做家庭作业，而且很乐意互相帮助。我们成了真正好朋友。可是，其他同学却在背后议论起来，他们说我和这位男同学在谈恋爱，这使我很生气。我不想中断这段友谊，但是，我又讨厌人家背后说闲话。我该怎么办呢？
Module 1 British and American English I. 模块教学目标 技能目标Skill Goals ▲Talk about varieties of English ▲Practise giving reasons ▲Review of verb forms: present simple, present continuous, present perfect and future reference; for and since with present perfect ▲Identify a variety of English ▲Write about the Chinese language II. 目标语言 功能句式Practise giving reasons I like Leeds because there’s more going on here than back home in the States. Since English is spoken all over the world, there are lots of varieties. As I was the only British person in the school, they made a fuss of me. I’m getting on just fine, now that I understand the local accent. Everyday English How are you getting on? I don’t get it. ... get used to ... That’s a good point. ... make a fuss of ...
按住Ctrl键单击鼠标打开配套教学视频名师讲课播放必修5 Unit 1 JOHH SHOW DEFEATS “KING CHOLERA” John Snow was a famous doctor in London - so expert, indeed, that he attend ed Queen Victoria as her personal physician. But he became inspired when he tho ught about helping ordinary people exposed to cholera. This was the deadly diseas e of its day. Neither its cause nor its cure was understood. So many thousands of terrified people died every time there was an outbreak. John Snow wanted to face the challenge and solve this problem. He knew that cholera would never be contr olled until its cause was found. He became interested in two theories that possibly explained how cholera kille d people. The first suggested that cholera multiplied in the air. A cloud of dangero us gas floated around until it found its victims. The second suggested that people absorbed this disease into their bodies with their meals. From the stomach the dis ease quickly attacked the body and soon the affected person died. John Snow suspected that the second theory was correct but he needed evide nce. So when another outbreak hit London in 1854, he was ready to begin his en quiry. As the disease spread quickly through poor neighbourhoods, he began to gat her information. In two particular streets, the cholera outbreak was so severe that more than 500 people died in ten days. He was determined to find out why. First he marked on a map the exact places where all the dead people had liv ed. This gave him a valuable clue about the cause of the disease. Many of the de aths were near the water pump in Broad Street (especially numbers 16, 37, 38 an d 40). He also noticed that some houses (such as 20 and 21 Broad Street and 8 and 9 Cambridge Street) had had no deaths. He had not foreseen this, so he mad e further investigations. He discovered that these people worked in the pub at 7 C ambridge Street. They had been given free beer and so had not drunk the water f rom the pump. It seemed that the water was to blame. Next, John Snow looked into the source of the water for these two streets. He found that it came from the river polluted by the dirty water from London. He imm ediately told the astonished people in Broad Street to remove the handle from the pump so that it could not be used. Soon afterwards the disease slowed down. He had shown that cholera was spread by germs and not in a cloud of gas. In another part of London, he found supporting evidence from two other deaths that were linked to the Broad Street outbreak. A woman, who had moved away fr om Broad Street, liked the water from the pump so much that she had it delivered to her house every day. Both she and her daughter died of cholera after drinking the water. With this extra evidence John Snow was able to announce with certaint y that polluted water carried the virus. To prevent this from happening again, John Snow suggested that the source o f all the water supplies be examined. The water companies were instructed not to expose people to polluted water any more. Finally "King Cholera" was defeated. COPERNICUS’ REVOLUTIONRRY THEORY
Teaching Plan Unit1 Friendship 教材人教版高中英语必修一 试讲者李瑶单位新疆师范大学 适用年级高中一年级单元第一单元 课题Anne’s Best Friend 课时共五课时，第二课时 （ Reading） 一．教材分析 Analysis of the Teaching Materials This unit is the first unit of the senior English studying which talks about friendship.As for the students, at the beginning of senior school life, making new friends is one of important things for them now,so the topic of this unit is appropriate at the present time. It can easily stimulate students’interests in English learning and help students think how to choose friends and the meaning of the friendship. The reading passage is the center of the unit. It mainly talks about the Anna , a Jewish girl , during the world war II, regarded the diary as her best friend to express her happiness, sorrow and missing to her hometown. 二．学情分析 Analysis of the Students As the students, grade1of senior high school,they have the basic abilities of listening,speaking,reading and writing,but they still need more chances to practice what they have learnt and improve their ability of communicating with others and expressing their ideas fluently and accurately. Meanwhile,it is also necessary to develop their autonomous learning ability and cooperative learning ability, as well cultivate the awareness of cultural differences. 三. 教学目标 Teaching Aims 1.Knowledge Objectives 1.Get students to know the main content of this article. 2.Learn about the formats of a diary. 2.Ability Objectives 1.Develop their reading ability and learn to use some reading strategies such as guessing, key sentences, skimming and so on. 2.Summarize different paragraphs. 3.Emotion Objectives