高一必修一unit 5教案

英语必修一unit5教案【篇一：高一英语必修1 unit5教案】unit 5 nelson mandela– a modern hero一、单元教学目标和要求(teaching aims and demands)二、教材内容分析（analysis of the teaching materials）三、教学安排(teaching arrangements)四、单元预习任务(pre-unit activities: preview task)五、教学步骤 (teaching procedures)六、背景参考资料(background knowledge)七、评价与反思(assessment and reflection)临海市回浦中学李珊珊陈晓平余晶晶一、教学目标和要求(teaching aims and demands)根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1．语言知识（knowledge）词汇（vocabulary）：能理解、内化、运用以下生词---- hero, quality, willing, active, republic, 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短语(phrases and expressions)：lose heart, in trouble ,worry about, out of work, youth league, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to功能(functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（giving opinions）why do you think so? what do you think of ...? whats you opinion?agree / dont agree．i think / dont think .... i prefer .... in my opinion .... im afraid ....2．评论（making comments）good idea! thats an excellent idea．语法(grammar)：定语从句（ii）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, bible（圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott （联合抵制）。

此文档下载后即可编辑Unit5 Nelson Mandela--- a modern heroⅠ.Teaching aimsⅰ. Language aims1.Get Ss learn the key words and phrases in this unit (such as quality, mean, active,devote, beg, sentence, out of work, blow up, turn to come to power and so on)2.Get Ss to learn to ask for opinions and give opinions.3.Get Ss to learn attributive clauses based on the former study of unit4.ⅱ. Skill aims1.Get Ss to improve their skills of skimming and scanning.2.Get Ss to use the attributive clauses correctly.3.Get Ss to express their ideas clearly.ⅲ. Affective aims1.Get Ss to learn to recognize the correct value2.Get Ss to set up the awareness of great people and learn some good qualities of thegreat people.Ⅱ.The key points and the difficult pointsⅰ. The key words and phrases in this unit (such as quality, mean, active, devote, beg, sentence, out of work, blow up, turn to come to power and so on)ⅱ. The usage of attributive clauseⅲ.The cultivation of Ss’ fast reading skillsⅢ. Teaching methodsⅰ. Task- based teaching methodⅣ. Teaching procedurePeriod 1 words and expressionsStep1 . Explain the new words and expressions1.quality (n)品质，质量in quality 在质量上in quantity 在数量上2.active(adj)积极的，活跃的(反义词passive)actively（adv）, activity(n)3.self(n) 自我，自身selfish (adj)selfless（adj）selflessly(adv)4.devote(Vt) 献身，专心于devoted(adj) 忠实的，深爱的be devoted to doing sth.献身于…….be devoted to sth. 献身于……e.g. He devoted himself to his research for his whole life.5.out of work 失业out短语out of order 混乱，发生故障out of control 失去控制out of date 过时out of mind 心不在焉e.g. 1. She has been out of work since last month.2. The horse was out of control and ran away.6. vote.(Vt, Vi) 投票，选举vote for 投票赞成vote against 投票反对vote on 投票表决e.g. Most of us voted for her, so she was elected as chairman of Students’ Union.7. equal (adj) 相等的，平等的be equal with sb. 与某人平等be equal in sth. 在某方面平等8. turn to 求助于，致力于turn to sb. for help 向某人求助9. opinion （n）意见，看法，主张in one’s opinion/ view 在某人看来as far as I am concerned 就我而言step 2 HomeworkSs make sentences with the following phrases1.be devoted to doing sth.2.out of order3.be equal with sb.4.turn toPeriod 2 Warming up and pre-readingStep 1. Warming up1.Ss read and explain the Chinese meaning of the adjectives on page 33 by turn2.Ss discuss with their desk mates about the qualities that a great people has, andthen to stand up and give their own ideas.3.The T gives some comments on their performanceStep 2. Pre-readingThe T introduces the six famous people to Ss, and then Ss decide whether they are great people or not.Period 3 ReadingStep 1. Fast reading1.Ss read the passage and divide then whole passage into two parts(the T providesthem two choices and they match them ) in 15 minutes. After that, the whole class checks the answers together.Part1. Before Elias met Nelson MandelaPart 2. After Elias met Nelson Mandela2.Ss read the whole passage again and complete the multiple choice on theirworkbooks in 10 minutes and then ask 5 students to give their answers.Step 2. Language points1.1).Ss read the first paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points2. 1).Ss read the second paragraph together, and then the T explains the key language points to Ss. After that, ask some students to translate some key sentences.2) key points2.1).Ss read the third paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) Key points3.1).Ss read the fourth paragraph together, and then the T explains the keylanguage points to Ss. After that, ask some students to translate some key sentences.2) key points4.1).Ss read the fifth paragraph together, and then the T explains the key languagepoints to Ss. After that, ask some students to translate some key sentences.2) key pointsStep 3 Post-readingSs complete the true or false exercise on page 35, then ask six students to give their own answers.Period 4 Using languageStep1. Lead inAsk Ss that do they want to know about the rest life of Elias and Nelson Mandela? Then bring out the topic of the reading passageStep 2. Pre-readingAsk Ss the following questions:1.Why could Elias get a job after get out of the prison?2.Why did Elias lose his job later?Ss read the passage and find the answers in 10 minutes.Step 2. Language points1.It was a prison from which no one escaped.escape( vi).escape与介词 from连用表示①逃脱；逃走:Eg.The soldier escaped from the enemy's prison.②(液体等)漏出E.g. Gas is escaping from the pipe. （Attention to the usage of prep.）cate (vt). 教育，培养，训练-----education n. 教育, 培养, 训练 educational adj. 教育的,受教育的3.reward n. 报酬；奖金vt. 给 ... 报酬，奖赏e.g.He got a reward for helping them.Step 3. ComprehensionSs complete the chart on page 39 in 5 minutes.Step 4. Conclusion and homework1.Ss retell the life of Elias according to the time line of this passage.2.Ss finish the exercise in the workbooks.Period 5 Grammar attributive clauseⅡStep 1. 关系副词when/where/why引导的定语从句-----当定语从句所修饰的先行词逻辑上在定语从句中做状语（表地点、时间、原因、方式等）时1.when 表示时间，做时间状语e.g. I’ll never forget the time when we worked on the farm.2.where表地点，引导地点状语从句e.g. The hotel where we stayed was very clean.3.why 表原因，其先行词一般是reason，在从句中在原因状语从句e.g. The reason why he was late was that he missed his train.4.关系副词通常可以用介词+ which替换when= at/ in / during/ on…+whichwhere= in/ at/ on…+whichwhy=for+whicheg. 1. the date when/on which we attended the meeting was June 18.2.Great changes are taking place in the city where/ in which we live.3.Is that the reason why / for which he was late for school?Step 2. 关系副词和关系代词的判断方法做状语，用关系副词或介词+ which做主语或宾语，用关系代词Eg. 1.I’ll never forgot the days when I played with you.3.The factory(that/ which) we visited yesterday was built last year.Step 3. 介词+which/whom引导的定语从句修饰物时--- which修饰人时---whomEg. 1.This is the room in which we lived last year.3.This is the person from whomn I borrowed the English novel.注意：1.含有介词的动词短语不能拆开，介词扔放在动词的后面。

Unit5 Discovering Useful Structures 名师教学设计●课时内容Describe your favourite thing主题语境：人与自我主题群：生活与学习子主题：语言学习规律和方法：德语学习经历和优点语篇类型：文本、故事文本分析：本节课设计了四个活动，第一部分为四个含有定语从句的句子，第二部分使用定语从句造句，第三部分为一段作者学习德语的经历，第四部分使用定语从句谈论自己喜欢和不喜欢的事。

本课的主要特点是把语法学习融人主题意义探究的过程中，提高学生话言学习的能力，发展学生的语言思维能力●课时目标1.识别出由“关系副词和介词十关系代词”引导的定语从句。

2.使用定语从句表达自己喜欢的事物和人。

●重点难点重点：理解“关系副词和介词+关系代词”引导的定语从句。

难点：在语境中使用“关系副词或介词+关系代词”引导定语从句。

●教学准备教师准备：定语从句的相关练习学生准备：利用语法书、网络等学习关系副词引导定语从句的用法。

●教学过程StepⅠ学习理解活动一：复习关系代词引导的定语从句用关系代词填空。

（答案可能不唯一）（that，which，who，whom，whose）1. This is the man _____ wants to see you.2. The student _____ answered the question is Zhang Hua.3. The man _____ you went to see has come.4. The runner _____ you are asking about is over there.5. The person _____ you should write to is Mr. Ball.6. The man _____ was passing by saw what happened.7. Here is the pen _____ you lost the day before yesterday.8. These books _____ you lent me were very useful.9. The storybook _____ I have just read cannot be easily forgotten.10. A clock is a machine _____ tells people the time.Suggested answers：1. who/that2. who/that3. whom/that4. whom/that5. whom/that6. who/that7. which/that8. which/that9. which/that 10. which/that 活动二：识别时态（SB，P64，Part1）1. Understand the sentences. Ask students to read the four sentences and translate it into Chinese to understand their meaning.2. Recognize the tense. Ask students to work in groups first to underline the restrictive relative clauses and discuss the tense and try to analyze how it is used.【设计意图】通过翻译句子，讨论时态，教师适当讲解，学生在学习过关系代词引导的定语从句之后，进一步理解关系副词引导的定语从句。

新人教版必修一 Unit 5 Languages around the World 单元整体教学设计与分析一．本单元整体教学设计理念《普通高中英语新课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。

英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力。

学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。

同时考虑《新课标》提出的语言学习六要素，英语学习活动观和教学实施建议中提出的：“关注主题意义，制定指向核心素养发展的单元整体教学目标”，制定本单元整体教学设计，及学习评价。

本单元在设计时参考了新课标对理解性技能和表达性技能在必修阶段的以下要求：必修阶段理解性技能要求：1. 从语篇中提取主要信息和观点，理解语篇要义；2. 理解语篇中现行或隐性的逻辑关系；3. 把握语篇中主要事件的来龙去脉；4. 抓住语篇中的关键概念和关键细节；5. 辨认关键字词和概念一迅速查找目标信息；6. 批判性地审视语篇内容；7. 识别书面语篇中常见的指代和衔接关系；必修阶段表达性技能要求：1.根据交际需要发起谈话并维持交谈；2.清楚地描述事件的过程；3.使用文字和非文字手段描述个人经历和事物特征；4.在口头书面表达中借助连续性词语，指示代词，词汇衔接等语言手段建立逻辑关系；5.在书面表达中借助标题，图标，图像，表格，版式等传递信息，表达意义；6.根据表达目的选择恰当的语篇类型；7.根据表达的需要选择词汇和语法结构；8.根据表达的需要选择正式与或非正式语；9.借助语调和重音突出需要强调的意义。

本单元教学设计核心是：基于主题意义探究的单元整体教学设计。

二. 单元主题：人与社会 --- 社会责任，语言认知，社会需要，交际拓展三. 单元标题：Languages Around The World四．单元内容分析：本单元主题是围绕语言发展和语言学习展开，内容涉及联合国的工作语言，汉字的发展，英式英语和美式英语的主要区别，英语学习中遇到的困难和解决这些困难的建议等。

高一英语必修一unit5教案高一英语必修一 Unit 5 教案教学目标：1. 学会用现在进行时描述正在发生的动作。

2. 学会用一般现在时描述习惯和规律。

3. 学会用现在进行时和一般现在时描述地理事实。

4. 学会用祈使句提出建议和表示命令。

5. 学会询问和描述天气情况。

6. 学会用英语写信和描述活动。

7. 通过听说读写的综合训练提高语言技能。

教学重点：1. 动词的现在进行时和一般现在时的用法区别。

2. 知识点的灵活运用。

教学难点：1. 助动词be在现在进行时的变化。

2. 一般现在时和现在进行时的区别。

教学准备：1. 教材《高中英语必修一》。

2. 多媒体课件。

3. 学生练习册。

教学过程：Step 1：导入新课（5分钟）教师通过图片或实物引入新课，让学生猜测图片或实物所代表的词汇，并引导学生运用现在进行时进行描述。

Step 2：新课讲解（10分钟）通过多媒体课件，教师讲解现在进行时的基本构成和用法，并与一般现在时进行对比。

教师需要注意解释助动词be在现在进行时中的变化形式。

Step 3：练习（15分钟）1. 学生通过练习册完成现在进行时的练习题，巩固所学内容。

2. 学生通过小组活动，互相用现在进行时描述图片或实物，提高他们的口语表达能力。

Step 4：教师示范（10分钟）教师通过多媒体课件展示一些图片或实物，并运用一般现在时句型进行描述。

同时，教师将一般现在时和现在进行时进行对比，让学生理解两者的区别。

Step 5：练习（15分钟）学生通过练习册完成一般现在时的练习题，巩固所学内容。

学生也可以在小组活动中互相提问和回答，以增加口语训练的机会。

Step 6：拓展（10分钟）教师通过多媒体展示世界地图，引导学生提问和回答关于国家的位置、人口和面积等问题，并运用现在进行时和一般现在时进行描述。

Step 7：练习（15分钟）学生通过练习册完成地理事实相关的练习题，巩固所学内容。

同时，学生也可以在小组活动中进行口语训练，提高语言表达能力。

高一英语必修一教案：Unit5以下是作者为大家整理的关于《高一英语必修一教案：Unit5》，供大家学习参考！●镇定说课This is the first period of this unit.In this period，students are expected to discuss what kind of person theyare.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of thesix pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.●三维目标 1.Knowledge：Learn and master the new words and expressions in this period. Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equalPhrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2.Ability：(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Do reading practice to improve the students’ reading abilities. 3.Emotion：(1)Learn about some great people and qualities they have in common. (2)Develop the students’ moral quality. ●教学重点(1)Talk about the fine quality of great people to improve the students’ speaking ability. (2)Enable the students to grasp the main idea of the passage. (3)Improve the students’ reading ability. ● 教学难点(1)How to express their own opinions and ideas. (2)How to gr asp the main idea of a text or a passage. ●教具准备The multimedia and the blackboard. ●教学进程 Step 1 GreetingsGreet the whole class as usual. Step 2 Lead-in T： (Walk to one boy) Wang Bin，what do you usually do on weekends? S1：I sometimes play basketball with friends.I like basketball very much.T：Do you know who he is?S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens?S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.T：That’s right.But we all know that things aredifferent now.Do you know how they could have the same rights as the whites?S3：We don’t know much about this.Please tell us more.T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.(Show the following pictures and their information on the screen。

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：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。

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:(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.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 heroname: 颜巧云 class: english 07(4) group: 4-1teaching/learning objectives4. develop reading skills: skimming, scanning and generalizing the central meaning of the textteaching procedures:stage1. pre-reading (5-10 minutes)do you think he is a great man?step2. guess game for prediction (present pictures of 6 famous persons both in 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.information and train their independent thinking and judgment, and help to enhance their ability to organize their ideas logically.people equal?e.g. 1940: born1946: six, educated, 2 years1948: leave school, could not pay fee……….stage3. post-reading (10-15 minutes)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.(1) ss try to summarize the language points by themselvespart of verbatim plan for lesson1, unit5, s1a, 必修1-----nelson mandela- a modern herot: (after greeting ss)ss: (some ss may give their opinions)t: do you think he is a great man?ss: yes/no.ss: yes/ no.ss: (get into brainstorming)…t: ok, class, have you finished it?ss: yes.篇二：人教版高中英语必修一 unit 5教案unit 5 nelson mandela——a modern hero教材分析：本单元以 nelson mandela —— a modern hero 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。

高一英语必修一第五单元教案高一英语必修一第五单元教案作为一位杰出的老师，通常需要准备好一份教案，教案是实施教学的主要依据，有着至关重要的作用。

那么教案应该怎么写才合适呢？下面是小编帮大家整理的高一英语必修一第五单元教案，希望对大家有所帮助。

高一英语必修一第五单元教案1教学准备教学目标■To help students learn to express attitudes, agreement & disagreement and certainty■To help students learn to read the text and learn to write diaries in English■To help students better understand “friendship”■To help students learn to understand and use some important words and expressions■To help students identify examples of Direct Speech & Indirect Speech (I): statements and questions in the text 教学重难点Wordsupset, ignore, calm, concern, settle, suffer, recover, packExpressionsadd up, calm down, have got to, be concerned about, go through, set down, a series of, on purpose, in order to, at dusk, face to facer, no longer/ not …any longer, suffer from, get/ be tired of, pack (sth.) up, get along with, fall in love, join in Patterns“I don’t want to set dow n a series of facts in a diary as most people do,” said Anne. →Anne said that she didn’t wantto set down a series of facts in a diary as most people do.I stayed awake on purpose until half past eleven……it was the first time in a year and a half that I’d seen the night face to face…教学工具ppt教学过程Hello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?1. Warming up⑴ Warming up by defining friendshipHello, everyone. I’m so glad to be your teacher of English. I’d like to make friends with you, to build up a close friendship with you. Today we shall take Unit 1. The topic of this unit is Friendship. What do you think friendship is?Yeah, there are many explanations about friendship. However, friendship is a relationship that can’t be restricted(限制)by definition(定义). It can only be experienced. True friendship can exist between any two souls, be it between people or animals. It can happen at any moment, to anyone. Even to lifeless things, like a diary, a ball, a friendship can happen.Then what is your opinion about friendship?Do you think that friendship is important to our life? Why?⑵Warming up by learning to solve problemsNice to meet you, class. We shall be friends from now on. For everybody needs friends. But being a good friend can sometimes be hard work. Learning how to solve problems in a friendship can make you a better friend and a happier person. Discuss thesituation below and try to solve the problems wisely.Common problems among teenagersSolutionSome of the common problems include forgetting friends’ birthday, not keeping promises, letting out friends’ secrets and so on.Maybe we can have a heart-to-heart talk with our friends to ask for forgiveness.Situation 1: Friends get angry with each other when they try to talk about something difficult.Try to understand your friend/ Try to talk about the problem in a different way.Situation 2: Friends don’t know how to apologizeStart by telling each other that you are sorry. A simple apology is often enough and is a good starting point.Situation 3: Some friends don’t know how to keep secrets.Keep your secrets to yourselfTips on being a good friendTreat your friends the way you want to be treated. Keep secrets that are told to you.Pay attention when your friend is talking. Keep your promises. Share things with your friend. Tell your friend the truth. Stick up for your friend.⑶Warming up by doing a surveyGood morning, class. I am your teacher of English. Glad to be here with you. Today we shall take Unit 1 Friendship.To be frankly, I’d like very much to keep a close friendship with you, my dear students, in the following years. How about you then? Ok, thanks. I do hope to be your good teacher as well as your helpful friend (良师益友).Now please do the survey on page one.Add up your score according to the scoring sheet on page 8. You don’t have to tell your results. You c an just keep it a secret. 高一英语必修一第五单元教案2一、教学目标知识目标1. Get students to learn some useful new words and expressions in this part.2. Get students to read the play.3. Let students learn the expressions of ordering food.能力目标1. Develop students’ reading sk ills and enable them to learn how to use different reading strategies to read different reading materials.2. Enable students to understand and act out the play.3. Have students learn how to use the expressions to order food.情感目标1. Stimulate students’ i nterests of learning English by reading and acting this play.2. Develop students’ sense of group cooperation and teamwork.二、教学重点1. Develop students’ reading and speaking skills.2. Let students read and act the play.3. Have students learn to use the expressions to order food.三、教学难点1. Enable students to learn to use reading strategies such as skimming, scanning, and so on.2. Get students to act the play.3. Have students make a dialogue at the restaurant.教学过程→Step 1 Revision1. Check the homework exercises.2. Ask two students to retell the content of Act I, Scene3.in their own words.→Step 2 Warming upWe have learned that Henry got a letter from the two old brothers ,so please predict what will happen next.→Step 3 Reading1. Read the play fast to understand the gist and decide whether the following statements are true or false.1)The owner looked down upon Henry when he noticed Henry’s appearance.2)Henry asked for more of the same food because he is an American who like to eat a lot.3)When Henry saw the million pound bank note, he was happy and proud of it.4)The owner didn’t believe that the bank note was real and he asked Henry to get out of the restaurant.2. Read the play carefully and do the following:1)Answer these questions in small groups.(1)Whose behavior changes the most during this scene? Give examples.(2)What kind of person is the owner of the restaurant?(3)Why do you think the owner of the restaurant gave Henrya free meal?2)Pay much attention to the different attitudes towards Henry.Before Henry shows his million pound bank note:Owner Hostess WaiterThat one’s reserved.Well, we will have to take a chance.. . . if you pay the bill. . . My goodness! He eats like a wolf.It’ll cost a tiny bit.Again, everything?What’s there t o wait for?After Henry shows his million pound bank note:Owner Hostess WaiterI’m so sorry, sir, so sorry.Oh, please, don’t worry, sir. Doesn’t matter at all.Just having you sit here is a great honor! . . . bow. . . Screams And you put him in the back of the restaurant!bow. . . bow. . .3. Retell the story:With the envelope in hand, Henry decided to enter a restaurant for a meal. He ordered some ham and eggs and a nice big steak together with a tall glass of beer. The waiter told him the meal would cost him a tiny bit. After eating his first order, Henry asked for more of the same.When Henry opened the letter, he found it was a million pound bank note. He was surprised but the owner and the waiter were shocked. The owner was not sure if it was genuine or fake. They couldn’t believe Henry who was in rags could be so rich. At last, the note was proved to be real.After knowing that the bill is genuine, the owner thanked Henry again and again for his coming to his little eating place and even asked Henry to forget the bill . The owner, hostess and waiter all bowed together as Henry left.→Step 4 Language points1.order n.要(叫)的菜eg. May I take your order?n.顺序，次序eg. The books are arranged in order of size.n.命令eg. Soldiers must obey ordersv.命令eg. The officer ordered his soldiers to marchv.预定，预购eg. I have ordered a steak.2.take a chance碰运气Eg. As for whether he will win the game or not ,we must take a chance .Maybe true love is a decision, a decision to take a chance with somebody.也许真爱只是一个决定，一个与某个人一起冒险的决定。

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。

高一英语必修一unit5教案高一英语必修一unit5教案1(一) 教材地位和教学内容分析本课是高一必修模块1第4单元的阅读课型，这单元围绕earthquakes这一主题开展听、说、读、写多种教学活动。

Reading设计为本单元的第2课时。

本课型是单元整体教学的重要环节，为学生的语言学习、语法学习提供了载体，并且是学生获取信息的主要来源。

“Reading―――A NIGHT THE EARTH DIDN’T SLEEP”具体描写1976年唐山大地震的震前、震中和震后。

本篇文章词汇量大，运用了大量的动词、复杂的数字，出现许多定语从句，篇幅较长，并且采用一些修辞手法，对学生的语言阅读能力提出了更高的要求。

但文章的结构较明显，较容易归纳出各部分的中心词。

(二)教学目标1. 语言知识目标：a)使学生了解自然灾害的相关词汇，并掌握复杂数字的表达法。

b)学习掌握与地震相关的词汇，如：shake,well,rise,smelly,pond,pipe,burst,canal,steam,ruin,injure,destro y,brick,dam,useless,steel,shock,quake,rescue,electricity,disaster,arm y,organize,bury,coal,mine,shelter,fresh,percent等，以及right away, at an end, dig out, give out, thousands of以及一些优美句子的赏析。

2. 语言技能目标：a)阅读技能的训练：让学生学会克服生词障碍，通过略读，归纳出文章的大意;通过细读，理清文章的总体框架与脉络，归纳出各部分的中心词;通过查读，捕捉文章的重要细节，培养学生获取、处理信息的能力。

b) 让学生复述课文，分析、感悟作者的写作意图。

c) 让学生运用本节课所学词汇、知识，通过采访唐山大地震幸存者的形式进行小组活动，提高学生用英语进行创造性交流的能力。