高中英语：unit5 reading学案(新人教版必修1)

英语必修1人教新课标Unit5 Period 1：Reading I教案Period1：Reading ITeaching goals1.To talk about people’s qualities and inspire the students to discover the valueof the great man’s work.2.To read on capable people’s life stories and know more information about NelsonMandela.3.Enable the students to express their ideas logically.ProceduresStep 1. Warming up(Before class, get the Ss to enjoy a beautiful song Herofor 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: …Q: Why?S: …Q: Do you think he is a great man?S: …Q: Does he do anything for others? / What contributions does he make to society? S: …(Show 4 pictures in talking part one by one)Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?(Give background knowledge)Conclusion: Let Ss say: so a great man is a man_______________________________________.(Show a picture of. Nelson Mandela)Q: 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.Step 2.Fast ReadingQ: What does he think of Nelson Mandela?Why?What happened between Elias and Nelson Mandela?Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .Step 3 Careful readingT: Here is your first impression about NM according to the Elias’ story. If you look through the story carefully, you’ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?Q1: When and where was Elias born? What was he?( 1940, born, black worker )Q2: Was he educated? When? How long?( 1946( six), educated, two years )Q3: Why did he leave school so early?( not continue the fee )Q4: So what was the result? Could he get a job? What job? Was he happy then? Why? ( get, worried about, out of work, no passbook )Q5.Who helped him? What did Nelson Mandela do at that time?( Nelson Mandela, opened, advise )Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?( get …)Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?( ANC, no vote, not choose )Q8: Where did they live?( poorest )Q9: What did Nelson Mandela say?( accept, fight )Q10: How to attack the law?( broke, peacefully )Q11: But did they answer violence with violence? Why?( answer with violence, not allowed )Q12: Did Elias like violence? Did he join the ANC Youth League? Why?( realize his dream, make equal )Q13: So how did they do?(blow up )Q14: What would be the result if they were caught?( be put in prison )Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?( Robben island, not escaped )Q16: It was the hardest time of his life, right? But at this moment who appeared?Did he help him? How?( began, taught )Q17: Did Elias study hard? How?( under…make candles..)Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?( allowed… not stopped…)Q19: Could Elias get the degree? Why did he feel good about himself?〔 not cleverer 〕Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job?What job? Why?( four, educated )Q21: Could he do this job long? Why? So he lost the job. How long was he out of work?When did he find a job again? How?(found out, twenty years, came to power, helped again )Q22: Was Elias happy to accept this job? Did he give up this job? Why?( bad, came back to , encourage, said,)Q23: What did he think of this job now,? Why?( am proud to…)Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?Ss: The purpose of writing this story is to … . The writer tells…by….Step4 RetellingT: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elia s’ wife, would you like to tell us something impressive? Retelling (Choose one of them to retell )1.Suppose you were Nelson Mandela, retell the story.2.Suppose you were Elia s’ wife, retell the story.Step5. Role play (an interview )T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’turn to tell us some stories. One of you act as Elias, who is the tour guide on RobbenIsland. And the other three, you are tourists and you can ask questions(Let students e to the front to show their interview. Students can start the interview like this:Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)Step6. Homework1.Try to find out some useful expressions and phrases.2.Work in four to find more information about Nelson Mandela.附板书设计:〔Blackboard Design〕。

必修一Unit 5 Nelson Mandela—a modern heroReading一．教学背景分析1.教材分析：本课的教学内容是人教版高中英语必修一unit5阅读部分，该部分的重点学习内容是通过不同的阅读技巧（如通过略读和查读从文章中获取主要信息等）理解全文，并能针对阅读内容表达自己观点。

话题贴近历史人物的学习。

本课的重点词汇有found, republic, principle, peaceful, mankind, lawyer…etc.等。

教师在课堂上要通过一系列的课堂活动和任务培养学生的阅读技能，提升学生的阅读能力。

2. 学情分析1.学生在学习本课之前已学的词有hard-working, active, generous, selfless 等及描述人物品质的形容词。

因此，在导入环节，教师要遵循从已知到未知的学习规律，展现学习过的词进入新课的学习。

在阅读活动环节利用填空，判断题使学生在完成课堂任务后能快速获取主要信息。

2. 高一的学生相对来说好胜心比较强，课堂竞赛是激发学生学习积极性的好方法。

3. 本课主题以历史人物为话题，教师要充分激活学生对历史人物的崇拜之情，让学生富有爱戴之情完成阅读任务。

教师可让学生在课前上网查找曼德拉的相关信息。

4. 学生基础一般，学生程度参差不齐。

在设计这堂课时，任务应考虑学生的认知能力，从简到难，以适合各个层次的学生，使教学有效、高效。

二、教学目标：1. 知识与技能目标：1学习新单词found, republic, principle, peaceful, mankind, lawyer…etc.2)重点短语：out of work, as a matter of fact, blow up;3)通过不同的阅读技巧（如通过略读和查读从文章中获取主要信息等）理解全文，并能针对阅读内容表达自己观点. [中小学教育教学资料]2. 过程与方法目标：通过所设计的课堂活动和任务，让学生主动参与，在合作探究中学会学习和理解文章。

Unit 5Nelson Mandela —a modern heroPart One: Teaching Design第一部分：教学设计Period 1: A sample plan for reading(ELIAS’ STORY)AimsTo talk about people’s qualitiesTo read aboutenable people’s life storyTo study The Attributive Clause (where, when, why, prep.＋which/ whom)To learn to write lettersProceduresI. Warming upWarming up by describingBoys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a.Give the students one minute to answer the questions.b.Ask some students to talk about their own qualities according to their answers.c.Have a discussion with the whole class and help them to sum up the qualities that a great person has. (Suming up: A great person should be determined, hard-working, unselfish, and generous. Heshould follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)Warming up by brainstormingBoys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?(Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined,)Warming up by expressionsBoys and girls, we are going to learn about some great people in Unit 5. Can you name some great people? Now discuss in groups of four: Who do you admire most? What kind of person is he/she? What are the qualities that great people have in mon?Sun Yat-sen(November 12, 1866–March 12, 1925) was a Chinese revolutionary leader andstatesman who is considered by many to be the “Father of Modern China”. He had a significantinfluence in the overthrow of the Qing Dynasty and establishment of the Republic of China. Afounder of the Kuomintang, Sun was the first provisional president of the Republic of China in1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as theThree Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one ofconstant struggle and frequent exile as few of his visions for his countrymaterialized.II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (Yes. Because they have done something really important to benefit the world or a country. ) But do you think all of them are great people?2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions:A sample dialogue:A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s e to Norman Bethune. What do you think of him?B:….III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books topage 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. A story isusually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.)2.Listening and scanning for detail informationa. Listen to the text again and do prehending Ex.... 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do prehending Ex. 2.3.Questions for further understandingDiscuss the following questions in groups of four:a.How did the white people stop the black people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?IV. Closing downClosing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you like the way Elias tells his story? Give a reason.Closing down by retellingRetell the story according to the following clues:introduction of Elias’ problem; Mandela’s help; Elia s’ supportClosing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions:When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing? How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?。

Unit5 Reading 公开课教学设计（二）谷桃Step 1. Warmers (Warming up and pre-reading)Activity 1—Divergent Thinking① Listen to a part of Martin Luther King, Jr’s speech—I have a dream.② Listen to Obama’s speech and pick out the adjectives he used in his speech.③ Listen to other people’s opinions about Mandela and pick out the adjectives they usedActivity 2—Active Thinking(qualities of great people) P 33able determined helpful loyal responsible wbrave e humble nice scalm f independent optimistic thoughtfulc g k popular wiseActivity 3—DescriptionIn my opinion/I think William Tyndale is a great/famous person who is hard-working and strong-minded.I think Norman Bethune is a great person who …Step 2. Fillers (Active Reading)Activity 1—Skimming1. Predict the relationship between Mandela and Elias.2. Who is the person on Page 34?3. What’s the main idea of the story?4. Search the information.time What happened to Elias?19521963Activity 2—Detailed Reading1. Before Elias met Mandela.Please read Para. 2 and answer the questions.1) What was Elias’ life like?His family… His ability… His job…2) Please find adjectives to describeElias’feelings____________________2. After Elias met Mandela—E got help from M. Please readPara. 3 and finish the tasks.1) What help did Mandela offer to Elias? He told Elias…2) Which adj. did Elias use to describe the day? __________3) How did Elias feel about his future then? __________3. After Elias met Mandela—E supported M.Please read the last Para..1) Please find adjectives to describe Elias’ situation and his feelings. _____________ but ___________.2) Please find two sentences to support the adjectives._____________________________________________________________________ _________________________________________________________Step 3. Coolers (Post-reading)Activity 1— ConclusionAs for Elias, Mandela’s help changed __________________________________.As for black people, Mandela helped them______________________________. Mandela devoted all his life to helping others.Great people are those who devote____________________________________. Activity 2—Integrated Development1) Mandela in my students’ eyes.2) Mandela in your eyes (Write down your ideas).Consolidation Homework Compulsory1) 你担任你校报社小记者，请用英语为报社人物专栏介绍一位传奇人物Nelson Mandela。

人教版Boo1 Unit5 Neon MandeaWarming uateria本课是高一年级必修第一模块，第五单元Neon Mandea—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Eia的表达,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：在第一课时的根底上，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 aimKnowedge Aim〔知识目标〕1 Learn and mater the new word and eaning of the new tetAbiit Aim 〔能力目标〕1 To deveo〔情感目标〕1 To train S’ cooing i四、Teaching e ethod：teaching and earningearning七、教学辅助：计算机多媒体、黑板八、Teaching teing uinu1.Eno a ong together—the goriou ear 光芒岁月ung b BeondT: Who i our hero wh Decribe them b uing the Attributive Caue and quaitie oucan refer to thee eone ee, that’ o You can ue the ef to our countr, o I thin he i the hero of everone in China Now, e omething about our heroS:…T: Good! Toda we wi going to earn another hero-Neon Mandea〔Thi i intended to around tudent’interet The are ver farmiiar with thi ong, but ma be the don’t now the famou ong i about Neon Mandea 〕Ste odern heroWhat’ the reationhiand u ming for the main idea of each e wa one of m haot no right at aet Neon Mandea1.Severa minute atter，chec the anwer with the whoe ca2 Chooe the bet anwer1Who i Neon MandeaA a teacherB a awerC a doctor2What i the genera idea of the tor The tor i about_____A the et Neon Mandea, and what Mandea didD How Eia met Mandea3 It can be inferred from the ent buidingC Eia met Neon Mandea at chooD The government wa haentA The fought againt the government in a ent officiaC The ied man white e government buidingA Becaue he ied vioenceB Becaue it wa not dangerouC Becaue he thought it wa a wa to mae bac ouThi i intended to et the S now ome detai about Eia’ torStemarEia wa born in 1940 At the age of i, he______ choo However, he had to ______choo in 1948 becaue hi fami coud not _______ the choo ______and the bu _____ After tring hard, Eia got a ob Unfortunate, he wa amot ___ ___ wor ince he had no _________to ive in JohanneburgEia fet it a ver ________ e It wa in 1952 that Eia met Neon Mandea He offered ________ to Eia, which made Eia______ Therefore when Neon Mandea he oined it In 1963, Eia hee government buiding He beieved Mandea woud heae bac and white ain idea of the tet betterSte inute to dicu the foowing quetion and then a them to anwer them1Do ou thin Neon Mandea i a great -hearted inde ae ure S can earn ome good quaitie from Neon Mandea 〕SteeworRead the ret of Eia tor on odern hero Eia’ Stor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，2021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，2021 年6月；3?普通高中英语课程标准?，人民教育出版社, 2021年4月。

Unit 5 Nelson Mandela-- a modern heroWarming up & pre-readingThink about the following questions:1.Who is your hero?_____________________________________________________________________2.What adjectives would you use to describe a great person? And what qualities does a great person have? Discuss these great persons with your partner.___________________________________________________________________________ _______________________________________________________________3.Most great people are also famous people, but famous people may not be great people. A great person is someone who devotes his/her life to helping others. Read the information about these six men. Discuss if they were/are great men. Give reasons.___________________________________________________________________________ _______________________________________________________________Reading:Fast reading:1.What’s the relationship between Elias and Mandela._____________________________________________________________________Elias(introduction):_____________________________________________________Nelson Mandela(introduction):____________________________________________2.The text tells us about ________________________________________________3.Timeline: please find out what happened in Elias’life in the following years?1940:_____________________________________________________1946:_____________________________________________________1948:_____________________________________________________1952:_____________________________________________________1963:_____________________________________________________Careful reading:1.Read the passage carefully and decide whether they are true or false and give a reason.1).Elias went to see Nelson Mandela when he was in trouble.2). Elias left school because the school was too far from his home.3). Nelson Mandela helped him keep his job.4).Elias trusted Nelson Mandela and he joined the ANC Youth League.5). Elias was willing to blow up government buildings.6). Nelson Mandela thought violence was a good way to help black people.Work in pairs and answer the following questions.1)Why did Elias visit Nelson Mandela?___________________________________________________________________________ _______________________________________________________________2)What did Mandela do to help black people?___________________________________________________________________________ _______________________________________________________________3)What was Elias’s 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?___________________________________________________________________________ _______________________________________________________________Post reading:Discuss in your group whether people should fight against injustice with violence. Give your reasons.___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________________________________ ___________________________________________________。

布置作业让学生准备复述杨利伟的故事，要求说出自己的民族自豪感。

A Teaching Plan for Unit 3 Celebration Lesson 1 FestivalsHUANG SHUI PINGGeneral objectives:1.To read to learn the main Chinese seasonal festivals and their history origin and meanings.2.To help them learn some phrasal verbs and functional items about the topic and try to use them.Language aim:1.Phrases:Be celebrated by, fall on , mark, be decorated with, tradition/traditional, serve, take part in, get together2.important sentences:The Mid-Autumn Festival is celebrated by Chinese people.The Lantern Festival falls on the fifteenth day of the first lunar month. It marks the beginning of the hottest season of the year.Ability aim:1).Improving the ability of getting the general information and specific information from reading a text.2). Using own words to describe some important Chinese festivals. Emotion aim:To promote students’qualities of a patriotism(爱国主义精神，爱国心) by learning the main Chinese festivals and learn their history origin and their meanings。

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。