人教版高中英语必修一Unit5教案文档格式.docx
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1.征求意见(askforopinions)
Whatdoyouthinkof⋯.?
What’syouropinion?
Whatareyourideas?
Doyouhaveanythoughtsonthat?
Howdoyoufeelaboutthat?
Whydoyouthinkso?
上述征求意见的功能句子,要注意常用和不常用的提示。
比如,Doyouhave
anythoughtsonthat?
就是不常用的,不需要学生会用,能读懂即可。
2.发表意见(givingopinions)
Ithink/Idon’tthink⋯Ibelieve/Idon’tbelieve(that)⋯
Inmyopinion⋯Tomyunderstanding,
Iamwithyou.Ifeelthat⋯/Idon’tfeelthat⋯
定语从句(以when,where,why,介词+which,介词+whom引导的定语从句)
TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
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Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.
MandelawastheblacklawyertowhomIwentforadvice.
Hewasgenerouswithhistime,forwhichIwasgrateful.
1、定语从句是初高中的重要语法项目,也是学生较为容易理解的项目。
2、鉴于高考专门测试定于从句主要是在多项选择题题型中,而且是出现在较为简单的句型中,因此,建议不要将此部分的讲解难度提高,而是注重学
生对于主要定于从句经典句型的快速理解、大声朗读和意群朗读上去。
至于教材中的定语从句难句,学生都能够理解并朗读即可。
Thefirstperiod------warmingup
教材分析:
本单元以NelsonMandela——amodernhero为话题,目的在于使学
生了解一个伟大的人应具备怎样的品质,学会表达自己的观点,并用所学的句型来描写一个伟人。
1、本单元从warm-up开始,到最后的writing,都是以第三人称的角度来进行描述的,因此,
教学中要注意这种人称的前后一致,否则无法前后一致的引导学生进行学习和表达。
2、Reading部分侧重于理解,以及理解基础上的summary,这为最后的writing做好的铺垫
和积累(尤其是关键单词、句型和结构的积累),最后的writing要是前面阅读后的仿写(当
然能力较强的学生也可以不受限制的开展写作)。
3、如何激发学生学习关于这些伟人的文章,是需要教师思考的:
这些伟人学生会感兴趣吗?
学生了解多少关于这几位伟人的伟大业绩?
从哪些角度来导入会让学生更加的感兴趣?
4、教学目标建议增加:
通过学习文章和相关素材,进一步了解伟人的生平事迹,尤其是如何
才能成为伟人。
培养学生初步使用相关词汇、句型和文章结构进行人物生平描述的口语表
达和基础写作能力。
Teachingaims:
1.ToarouseSs’interestinlearningaboutheroesinhistory
2.TodevelopSslistening’andspeakingability.
Teachingprocedures:
Step1warmingup
Describeyourselves
Firstwhatkindofpersonareyou?
(shy,outgoing,fun,mean,immature,nice,kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,tense,cold,unkind,miserable,dull,strong-minded,determinedetc.)
Discussion(Encouragestudentstogivefiveorsixqualitiesthattheythinkgreat
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personshave,andgivetheirreasons.)提示:
Whatkindofgreatpersons?
Politicians,scientists,or?
Differentkindsofgreatpersons,differentqualities.
Question1:
Whodoyouthinkarethegreatestmeninyourmind?
Canyounamesome?
Question2:
Inwhatwaydoyouconsideramanisagreat?
Whatisyourstandard?
Lookatpage33andthenasktheSsifthesefamouspeoplearegreatpeople.Conclusion:
Agreatpersonisapersonwhohasfollowedhisorherideasandsacrificed(牺牲)somethingsothattheycouldberealized.Apopsingermaybeverypopularwiththeyoungpeople,buthe/sheisnotagreatman/woman.
Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnobleaims,theycannotbecalledagreatperson.
Step2languagepoints:
1.devotevt
oneselfto献身于、致力于。
。
devoteone’slife/one’stimeto⋯.把生命、时间献给。
⋯to⋯把。
用于。
E.g.Hedevotedhislifetopromotingworldpeace.
Hedevotedhislifetothepromotionofworldpeace.
devotedadj忠实的,深爱的
bedevotedto对⋯忠实,对⋯深爱
adevotedfriend
Sheisdevotedtoherhusband.
即学即练
Themanagerdevotesallhissparetime______theviolin.B
A.topractiseB.topractisingC.inpractisingD.forpractising
2.fightfor为⋯⋯而战
fightagainst与⋯⋯作斗争;
与⋯作战
fightwith同⋯并肩作战;
与⋯作战
E.g.Wewillhavetofightagainstdifficulties.
I’llfightwithyou,inotherwords,I’llsupportyou.
Slaveswerefightingforfreedom.
3.giveup表示主动放弃或屈服
e.g.Hehasdecidedtogiveupsmoking.
givein表示被动屈服或认输,后面不带宾语。
如果接宾语用giveintoe.g.Youcan’twinthegame,soyoumayaswellgivein.
Thesecondperiod-----extensivereading
3
1)TohaveSslearnaboutsomeinformationaboutNelsonMandelaandthesituationwheretheblackwasbadlyorunfairlytreated.
2)TogetSstolearnaboutreasonwhyNelsonMandelahelpedtheblackpeopletogetthesamerightaswhitepeople.
Step1makeprediction:
Readthetitleofthetextandguesswhatkindofwritingthetextis.(Narrativewriting)Step2scanning:
readthetextquicklyandthendecidehowmanypartsthistextcanbedividedintoandthengivethemainideasofeachpart.
Part1(Para.1---2)ThelifeofElias’beforehemetNelsonMandela
Part2(Para.3---5)ThechangeofAliaslifeafterhemetNelsonMandelaandwhatMandeladid.
Step3skimming:
Scanthetestspecificinformationtofinishcomprehendingpart.
Step4
Let’sgooverthetextoncemoretomakeadiagramofitwithkeywordsofeach
paragraphplacedinthebox.
Informationof
Elias
Elias’lifebefore
meetingMandela
Elias’sproblem
Elias’story
Mandela’shelp
Elias’lifeafterBlackpeople’s
meetingMandelaproblems
SupporttoMandela
Homework
Blackworkerdifficultperiodlawfirm
Sixleavenotpaygold
minepassbookworriedabout
Tellhelpcorrectpapersforgetjoin
Norightsvotelivejobpoorestareasnotgrowfood
Position
accept
fight
peaceful
blowup
put
inprison
realize
equal
1.Gooverthe“Reading”andfindouttheusefulexpressionsinit.
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Thethirdperiod----intensivereading
Languagepoints:
1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.when在句子中引导的是时间定语从句。
when指时间,在定语从句中做时间状语:
e.g.IstillrememberthedaywhenIfirstcametotheschool.
Thetimewhenwegottogetherfinallycame.
2.Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.
advicen.apieceofadvice一条建议askforadvice征求意见givesb.adviceon关于⋯⋯给某人建议
advisev.
1)advisesb.on/aboutsth.就⋯⋯给某人出主意e.g.Ihaveadvisedyouonthatsubject.
2)advisesb.todosth.建议某人干⋯⋯
e.g.OurmonitoradvisesmetopracticemorespokenEnglish.
3)advisedoingsth建议做某事
e.g.Iadvisewaitinguntiltomorrow.
4)advisethat+(should)do
e.g.Iadvisethatyou(should)noteatfruitthatisn’tripe.
即学即练I____myfathertogiveupsmoking,buthedidn’tthinkitarywas.Anecess
A.advisedB.hopedC.persuadedD.suggested
这种“即学即练”对于学生来说能锻炼什么呢?
我觉得还是练习阅读理解的,不是练习词义选择
的。
另外,这部分刚刚讲解的advice,学生从最普通的逻辑推理也会知道此练习题是要训练
advice的。
再者,从词义和语境的搭配角度来看,hoped、persuaded和suggested都可以的,
只是语法不对而已,这种单纯的考查词汇搭配记忆的题目,在目前的高考试题中,以及将来的高考试题中,都已经和应该被抛弃的。
3.⋯andIworriedaboutwhetherIwouldbecomeoutofwork.outofwork失业(做表语或后置定语)
e.g.Jimhasbeenoutofworkformonths.
Thenumberofpeopleoutofworkreached300.
Outof⋯常有“出于,由于,缺乏,没有;
放弃,丧失;
越出。
。
之外”等意义。
Attherailwaystation,themotherwavedgoodbyetoherdaughteruntilthetrainwas.(08高考)A
A.outofsightB.outofreachC.outoforderD.outofplace
个人觉得这种给出高考真题的练习题的方式不是最好,建议给出更多的几句例句,通过学生阅读理解句子的方式来锻炼理解短语在新语境中意思的能力。
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4.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.
see在此句意为“见证,目睹”;
(在某段时期)发生(某情况),经历,经受;
英语中有些动词的主语有时不是人,而是物,而且经常是表时间和地点的名词。
这是一种拟
人的用法,可以使句子显得生动有趣。
e.g.Thelastfewmonthshasseenmoreandmoretrafficaccidents.
Thecityhasseenmanychanges.
5.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.
accept接“受”,指的是主观上接受了
receive收“到”,指客观收到但不一定接受
上面的这个总结,应该是帮助学生通过理解不同的句子后自己总结的,而不该直接给出。
e.g.Iacceptedhisinvitationtotheparty.
译:
我收到了他的邀请,但我没有接受。
Ireceivedhisinvitation,butIdidn'
taccept.
6.⋯onlythendidwedecidetoanswerviolencewithviolence.
onlythen此处引起倒装句,当only修饰状语位于句首时,句子采用部分倒装的结构。
e.g.OnlybypracticingafewhourseverydaywillyoubeabletomasterEnglish.OnlythendidIrealizethatIwaswrong.
Onlyinthiswaycanyousolvetheproblem.
Onlywhenhecamebackdidweknowthesecret.
Youcanleaveonlywhenhecomes.=____________hecomes_____youleave.(Only
whencan)
注意1:
如果only所强调的为状语从句,该状语从句不倒装,只对主句进行倒装,从句不倒装。
2:
Only+主语在句首时,不用倒装e.g.Onlyheknowstheanswer.
Onlywhenachildgrowsupdoesheunderstandhisparentsentions.’int
Onlywhenthewarwasoverin1918washeabletogethappilybacktowork.
[即学即练]DACA
1)OnlywhenIleftmyparentsforItaly___howmuchIlovedthem.(08重庆)
A.IrealizedB.IhadrealizedC.hadIrealizedD.didIrealize
2)___youeatthecorrectfoods___beabletokeepfitandstayhealthy.(08江苏)
A.Onlyif;
willyouB.Onlyif;
youwillC.Unless;
willyouD.Unless;
youwill