2019整理人教新课标英语必修1全册精品教案(U5).docx

人教新课标英语必修1全册精品教案(U5)Unit5Nelsonandela—aodernheroPartone:TeachingDesignPeriod1:AsapleplanforreadingAisTotalaboutpeople’squalitiesToreadaboutenablepeople’slifestoryTostudyTheAttributiveclauseTolearntoritelettersProceduresI.aringuparingupbydescribingBoysandgirls,thisorninge’lltaeupUnit5inhiche’lllearntodescribepeople.Nolet’sdescribeourselvesfirst.Thequestionsinthearinguppar tillhelpyoufindouthatqualitiesyouhave.Thentellehati ndofapersondoyouthinyouare.Doyouthinyouhavethequali tiestobeagreatperson?hatqualitiesdoyouthineshouldfi ndinagreatperson?a.Givethestudentsoneinutetoanserthequestions.b.Assoestudentstotalabouttheironqualitiesaccordingt otheiransers.c.Haveadiscussioniththeholeclassandhelpthetosuupthe qualitiesthatagreatpersonhas.aringupbybrainstoringBoysandgirls,inUnit5eilltalaboutNelsonandela,agreat leaderhofightsfortherightsoftheblacpeople.hentaling aboutaperson,hatadjectivescanyouthinoftodescribehis orherqualities?hatarethequalitiesyoushouldfindinagr eatperson?aringupbyexpressionsBoysandgirls,earegoingtolearnaboutsoegreatpeopleinU nit5.canyounaesoegreatpeople?Nodiscussingroupsoffou r:hodoyouadireost?hatindofpersonishe/she?hataretheq ualitiesthatgreatpeoplehaveinon?Sunyat-senasachineserevolutionaryleaderandstatesanh oisconsideredbyanytobethe“Fatherofodernchina”.HehadasignificantinfluenceintheoverthrooftheQingDynastyandestablishentoftheRepu blicofchina.Afounderoftheuointang,Sunasthefirstprov isionalpresidentoftheRepublicofchinain1912anddefact oleaderfro1923to1925.Hedevelopedapoliticalphilosoph ynonastheThreePrinciplesofthePeople.Sunisuniquelyad iredbyostchinese.yet,hislifeasoneofconstantstruggle andfrequentexileasfeofhisvisionsforhiscountryateria lized.II.Pre-readingNo,looatthesixpeopleinthepre-readingpart.canyoureco gnizethe?Doyouthintheyareiportantpeople?Butdoyouthi nallofthearegreatpeople?illiaTyndaleasa16thcenturypriestandscholarhotransla tedtheBibleintoanearlyforofodernEnglish.Althoughnue rouspartialandpleteEnglishtranslationshadbeenadefro the7thcenturyonard,Tyndale’sasthefirsttotaeadvantageoftheneediuofprint,hichall oedforitsidedistribution.2.Speaingtas:Studentsreadtheinforationofeachofthesixpersonsanddiscussinpairstofindouthetherheisagreatp ersonornotaccordingtothecriteriatheyoredoutinthepre viousstep.Reindthestudentstousethefolloingexpressionsforgivin gandasingforopinions:Ithin/Idon’tthin…;inyopinion;I’afraid…;Iagree/don’tagree…;Iprefer…;hat’syouropinion?hydoyouthinso?hatdoyouthinof…?Asapledialogue:A:DoyouthinilliaTidalisagreatperson?B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andl aterhediedforhisor.A:yes.Iagree.illiaTyndaleentthroughalotofstrugglesa nddifficultiesandevensacrificedhislifetorealizehisd rea.HeisagreatpersonthateverybodyhopicsuptheBibleus tthinof.No,let’setoNoranBethune.hatdoyouthinofhi?B:….III.ReadingSiingforgeneralideaSofarehavetaledalotaboutgreatpeople.Doyouanttonoore abouttheandlearnfrothe?ell,thisorningearegoingtorea daboutNelsonandela,hoasconsideredasaodernhero.Noope nyourboostopage34andreadthetitleofthetext.hatindofr itingisthetext,canyouguess?…yes.Astoryisusuallyapieceofnarrativeriting.Nosithet exttogetthegeneralidea:hatdoesEliastellaboutinhisst ory?Listeningandscanningfordetailinforationa.ListentothetextagainanddoprehendingEx....1.True:2,4False:1,3,5,6,7,8b.ScanthetextanddoprehendingEx.2.Suggestedansers:40—Eliasasborn.1948—Eliasleftschool.42—Eliasastoyearsold.1950—Nelsonandelaopenedhislafir44—Eliasasfouryearsold.1952—Eliasas12andetNelsonandela.46—Eliasbeganschool.1954—Eliasas14andencouragedbyandela.3.QuestionsforfurtherunderstandingDiscussthefolloingquestionsingroupsoffour:a.Hodidthehitepeoplestoptheblacpeoplefrobeingtreate dfairly?b.hydidEliassupportandela?c.hydidhesupportviolencehenhedidnotagreeithit?Suggestedansers:a.Throughunfairlas.b.Therearethreereasonsforthis.Firstly,andelaoncehel pedhiandhethoughtandelaindandgenerous.Secondly,heag reedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.c.Becausetheirattepttoattacthelainapeacefulayfailed .Theyhadtoanserviolenceithviolence.IV.closingdonclosingdonbydiscussinga.hatdoyoulearnaboutNelsonandelafroELIAS’SToRy?b.DoyoulietheayEliastellshisstory?Giveareason.Suggestedansers:a.Inothatandelaisagreatleaderhofoughtforequalrights fortheblacpeopleallthroughhislife.HeorganizedtheANc youthLeaguehichfoughtagainstthegovernent.Heisinfavo rofpeacefulfighting.Heisind,helpful,generous,brave, anddeterined.b.Variousansersarepossible.Forreference:IlietheayEl iastellsthestory.Eliasisablacorerithonlyalittleeduc ation,soheusessoesipleandshortsentencestodescribehi sexperiencesandhiscontactithandela,andthusaesthehol estoryorereal-lieandclosetothereaders.Thequotedspee chinthestoryobjectivelyrevealsandela’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.closingdonbyretellingRetellthestoryaccordingtothefolloingclues:introductionofElias’proble;andela’shelp;Elias’supportclosingdonbyanintervieAsthestudenttodoanintervieinpairs.Ajournalistisinte rvieingEliasiththefolloingquestions:hendidyoufirsteetandela?canyoutelleoreabouthohehelpedyou?canyoutelleabouttheproblesthattheblacpeoplearefacin g?Hodoyouliehisideaofpeacefulfighting?hatdoyouthinofhi?hatillyoudotosupporthiinthefuture?Period2:AsapleplanforLearningaboutLanguageAisTohelpstudentslearnaboutattributiveclauseintroduced byhen,here,hy,andprep.+hich/hoTohelpstudentsdiscoverandlearntousesoeusefulordsand expressionsTohelpstudentsdiscoverandlearntousesoeusefulstructu resProceduresI.aringuparingupbydiscoveringusefulordsandexpressionsTurntopage35anddoexercisesNo.1and2.checyouransersag ainstyourclassates’.II.LearningaboutgraarReadingandthiningTurntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.Thinoverthisquestion:onhatcircustancedoeusehen/here /hytointroducedanattributiveclause?Forreference:ThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.ThisasatiehenyouhadgottoliveinBeijing.ThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdaysofylife.ehavereachedastagehereehavealostnorightsatall.Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.TheplacesheretheyeresenttoliveerethepoorestareasinS outhAfrica.2.paringanddiscoveringTurntopage36.DoEx.1.Thenparethefolloingsentencesand findouthyeusedifferentordstointroducetheattributive clauseshiletheantecedentsarethesae.a.Thegovernentbuildinghereevotedasverygrand.b.Thegovernentbuildinghich/thatepaidavisittoyesterd ayasverygrand.c.Thegovernentbuildinginhichevotedasverygrand.Insentencea),arelativeadverb“here”isusedbecauseitrefersto“inthegovernentbuilding”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “inthegovernentbuilding”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thegovernentbuilding”hichservesastheobjectofthepredicate“visited”intheattributiveclause.pareanotherthreesentences:a.ThedatehenIarrivedasthe5thAugust.b.Thedatehich/thathetoldeasthe5thAugust.c.ThedateonhichIarrivedasthe5thAugust.Insentencea),arelativeadverb“hen”isusedbecauseitrefersto“onthatdate”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “onthatdate”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.Readthefolloingsentenceandfindouta.ThereasonhyIgotajobasbecauseofyhardor.b.Thereasonthat/hichhegaveforgettingthejobasbecause ofhishardor.c.ThereasonforhichIgotajobasbecauseofyhardor.Insentencea),arelativeadverb“hy”isusedbecauseitrefersto“forthisreason”hichservesastheadverbialintheattributiveclause.“forhich”canalsobeusedasinsentencec)becauseitalsoeans “forthisreason”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.III.ReadyusedaterialsforattributiveclauseDefinitions:Attributiveclause:Anattributiveclauseis aclauseodifyinganounorpronouninapoundsentence.Antecedent:Theordbeingodifiedbyanattributiveclauseiscalledtheantecedent.Relative:Theordthatisusedtointroduceanattributivecl auseiscalledarelative.Therearetoindsofrelatives,i.e .relativepronounsincludinghich,that,ho,ho,hose,as,e tc.andrelativeadverbsincludinghere,henandhy,etc.Note:Relativesplaysthreeiportantrolesinanattributiv eclause,i.e.introducinganattributiveclause,replacin gtheantecedentineaning,andfunctioningasasentenceele entintheattributiveclause.e.g.:Thegirlhoistalingtor.Lioverthereisysister.Inthesentence,Thegirlistheantecedentandhoisusedtoin troducetheattributiveclauseastheantecedentisaperson .Itreferstothegirlandfunctionsasthesubjectintheattr ibutiveclause.Thechoiceoftherelativesistheostdifficultinlearningt heattributiveclause.Hoever,therearesoerulesthatcanh ually,hichrelative tochoosedependsonhattheantecedentisandhatsentenceeleenttherelativefunctionsintheattributiveclauseassho ninthefolloingchart:AntecedentRelativeSentenceeleentpeoplehothatsubjectobjecthoobjectthingshichthatsubjectobjecttiehichthatsubjectobjecthenprep.+hichadverbialplacehichthatsubjectobjecthereprep.+hichadverbialreasonhyprep.+hichadverbialNote:relativescanbeoittediftheyservesastheobjectsin theattributiveclauses.Ifarelativefunctionsastheobjectofaprepositioninthea ttributiveclause,theprepositioncanusuallybeplacedbe foretherelative.Inthissituation,euse“hich”forthingsand“ho”forpeople,andtheycanneverbeoitted.Hoever,iftheprepo sitionandaverbforasetphraseintheattributiveclause,t heyshouldnotbeseparated:Theschoolheoncestudiedinisveryfaous.Theschoolinhichheoncestudiedisveryfaous.ThisisthegirlIenttotheGreatallith.ThisisthegirlithhoIenttotheGreatall.Thesentence“Thisistheatchyouarelooingfor.”cannotbechangedinto “Thisistheatchforhichyouarelooing.”because“loofor”isasetphrase.Noturntopage36andlet’sdoEx.2and3.IV.closingdonbydoingaquizToendtheperiodyouaregoingtotaeaquizonattributivecla use.choosethebestanser:Theeatherturnedouttobeverygood,____asorethanecoulde xpect.A.hatB.hich c.that D.itAfterlivinginPairsforfiftyyearshereturnedtothesallt on____hegreupasachild.A.hichB.herec.that D.henThehouse______eliveisnotlarge.A.hichB.inhichc.onhichD.athichRecentlyIboughtanancientchinesevase,_____asveryreas onable.A.hichprice c.thepriceofhichc.itspriceD.thepriceofhoseHelivedinLondonfor3onths,during____tiehelearnedsoeE nglish.A.thisB.hich c.athichD.soeIillneverforgettheday_____hecaetoseee.A.thatB.hich c.athich D.henThevisitorasedtheguidetotaehispicture_____standsthe faoustoer.Athat B.here c.hich D.thereThestudents____departentsingoredtenyearsagoloodonup onoen.A.inhichB.inthat c.inhose D.hoseIdon’tlie_____youspeatoher.A.theayB.theayinthat c.theayhich D.theayofhich0.Ihadneitheraraincoatnoranubrella._______Igotetthr ough.A.It’sthereasonB.That’shyc.There’shyD.It’shoPeriod3:AsaplelessonplanforUsingLanguage AisTohelpstudentsreadthepassageTHERESToFELIAS’SToRTohelpstudentstousethelanguagebyreading,listening,s peaingandritingProceduresI.aringupandlisteningSofarehavereadastoryaboutElias.Doyoureeberhyitasdif ficultforhitogetajob?hatisapassboo?hyisitiportant?L et’slistentoashortpassageandfindout.Turntopage37.Readthequestionsandchoosethebestansera fterlistening.DiscussthequestionsinEx.2.II.GuidedreadingReadingandanseringquestionsAseno,inordertosupportandela,Eliashelpedhibloupsoeg overnentbuildings.canyouiaginehatouldhappentohiifheascaught?Actually,heascaughtandputintoaprisononRobb enIsland.Hoever,heaslucyenoughtogethelpfroandelaeve nhenheasinprison.TurntoPage38,readthepassagequiclyandfindout:HodidandelahelpedEliashenheasonRobbenIslandHodidandelahelpEliasafterhecaetopoer?ReadinganddoingexercisesReadthepassageagainanddotheexerciseonPage38.TasNoehavefinishedthestoryaboutElias.Nextearegoingtodo agroupactivity.eilldoitingroupsoffour.Supposeoneofy ouisEliasandorsasatourguideonRobbenIsland.Theothert hreeofyouaretouristshoareveryinterestedintheislanda ndandela’slifeandasingthetourguidethefolloingquestions.Elias ustanserthe.Tourist:HodidyougettonoNelsonandela?Elias:Itasin1950.IasoringasainerinjohannesburgbutIh adn’tapassbootolivethere.SoIenttoandela’slafirtoasforadvice.Tourist:canyouexplaintoesoeofNelsonandela’spoliticalideasorbeliefs?Elias:yes.Hefoundthateblacpeopleerenottreatedasequa llyasthehitepeopleandheouldfightforourrights.Hoever ,hesaidthateshouldfightinapeacefulay.onlyhenthisasn otalloeddidedecidetoanserviolenceithviolence.Tourist:Hodidhehelpyouthroughyourlife?Elias:First,hehelpedetogetthecorrectpaperstostayinj ohannesburgandeepyjobasIentionedabove.Thenhetaughte toreadandritehenIasinprison.Thisisveryiportanttoebe terhegave eypresentjob.Tourist:hataslifelieonRobbenIsland?Elias:iserableandcruel.Theguardsandsoldierstreatedu sbadly,beatusviolentlyfornoreasonsandinsultedusindi fferentays.Tourist:HodidyouanagetostudyonRobbenIsland?Elias:estudiedduringthelunchbreasandtheeveningsheneshouldhaveasleep.ereadboosunderourblanetsandusedany thingecouldfindtoaecandlestoseetheords.Tourist:hatindsofjobhaveyoueverdone?Elias:Ainer,anofficeorerandnoatourguide.Tourist:hatdoyouthinofyourpresentjob?Elias:Ilieitveryuch.AndIaproudtoshovisitorsoverthep rison,forIhelpedtoaeourpeoplefreeinouronland.III.GuidedritingPreparationforritingIaginenorandelaisinprison.youaregoingtoritealettert othePresidentofSouthAfricaasinghitofreeNelsonandela .Doyoureebertheforatofaletter?hatshouldbetheaincont entofthisletter?Hoouldyoutrytopersuadethepresident?ritingaletterReadtheinforationaboutandela.Discussit hyourpartnerandcollectideasfortheletterriterdontheideasandputtheintoagoodandlogicalorder.ritetheletter.IV.FurtherapplyingFindinginforationGotothelibrarytoreadorgetonlinetosearchfororeinfora tiononNelsonandela.Taenotesofyourfindinganddoanoral presentationnextperiod.ritingadescriptionriteadescriptionofNelsonandelausingtheinforationyou havefound.V.closingdonbysharingShareyourletterithyourpartnersandaenecessarychanges.Shareyourletteriththeclassbyreadingitaloud.Part2:TeachingresourcesSection1:AtextstructureanalysisofELIAS’SToRI.TypeofritingandsuaryoftheideaTypeofritingThisisapieceofnarrativeriting.ainideaofthepassageEliasdescribeshoNelsonandelahelpedtheblacpeoplethro ughhisonexperienceTopicsentenceof1stparagraphThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.Topicsentenceof2ndparagraphSadlyIdidnothavethispassboobecauseIasnotborntherean dIasorriedabouthetherIouldbeoutofor.Topicsentenceof3rdparagraphThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdayofylife.Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnuberoflasstop pingourrightsandprogressuntiltodayehavereachedastag ehereehavealostnorightsatall.Topicsentenceof5thparagraphefirstbroethelainaayhichaspeaceful;henthisasnotallo ed…onlythendidedecidetoanserviolenceithviolence.II.AtreediagraElias’lifebeforeeetingandelaElias’lifeaftereetingandelainforationofEliasElias’sprobleandela’shelpblacpeople’sproblessupporttoandelablacorerdifficultperiodlafir sixleavenotpaygoldinepassbooorriedaboutElias’storytellhelpcorrectpapersforgetjoinnorightsvoteliv ejobpoorestareasnotgrofoodpositionacceptfightpeacef ullybloupputinprisonrealizeequalIII.Aretoldpassageo fthetextEliasisablacorerinSouthAfrica.Hisfailyassopoorthath teron,heasab letoorasagoldinerinjohannesburg.Butashehadn’tgotapassboohichasrequiredifoneantedtoliveinjohanne sburg.Heasorriedaboutbeingdisissed.Hoever,heaslucye noughtogetsoehelpfroNelsonandelaandanagedtogettheco rrectpapers.Afterthat,hebegantonooreandelaandhispol iticalideas.Heagreedithandela’sviesontheunfairlasagainsttheblacpeopleandhisideaab outpeacefulfighting.Healsonethatallandelaantedtodoa stofightforequalrightsfortheblacpeople.Sohesupporte dhiheartandsoul.Section2:BacgroundinforationonNelsonandelaandothersI.NelsonandelaNelsonRolihlahlaandela,,beforebeingPresidentofSouth Africa,asoneofitschiefanti-apartheidactivists,andas alsoananti-apartheidsaboteur.Heisnoalostuniversally consideredtobeaheroicfreedofighter.Hespenthischildh oodintheThebuchiefdobeforeebaringonacareerinla.Thenaeadibaisanhonorarytitleadoptedbyolderaleeberso fandela'sclan;hoever,inSouthAfricathetitleissynonyo usithNelsonandela.II.courtrooquotesbyNelsonandela“IhavefoughtagainsthitedoinationandIhavefoughtagai nstblacdoination.Ihavecherishedtheidealofadeocratic andfreesocietyinhichallpersonslivetogetherinharonya ndithequalopportunities.ItisanidealhichIhopetolivef orandtoachieve.Butifneedsbe,itisanidealforhichIapre paredtodie.”“hyisitthatinthiscourtrooIafacingahiteagistrate,co nfrontedbyahiteprosecutor,escortedbyhiteorderlies?c ananybodyhonestlyandseriouslysuggestthatinthistypeo fatospherethescalesofjusticeareevenlybalanced?hyisi tthatnoAfricaninthehistoryofthiscountryhaseverhadth ehonorofbeingtriedbyhisonind,byhisonfleshandblood?. ..Iaablacaninahitean’scourt.Thisshouldnotbe.”.“outoftheexperienceofanextraordinaryhuandisasterth atlastedtoolong,ustbebornasocietyofhichallhuanityil lbeproud...ehave,atlast,achievedourpoliticaleancipa tion.epledgeourselvestoliberateallourpeoplefrotheco ntinuingbondageofpoverty,deprivation,suffering,gend er,andotherdiscriination.Never,never,andneveragains hallitbethatthisbeautifullandillagainexperiencetheo ppressionofonebyanother...Thesunshallneversetonsogl oriousahuanachieveent.”III.ANcandANcyouthLeagueTheANcisanationalliberationoveent.Itasforedin1912to unitetheAfricanpeopleandspearheadthestruggleforfund aentalpolitical,socialandeconoicchange.ForninedecadestheANchasledthestruggleagainstracisandoppression, organisingassstudentsresistance,obilisingtheinterna tionalunityandtaingupthearedstruggleagainstaparthei d.ebershipoftheANcisopentoallSouthAfricansabovethea geof18years,irrespectiveofrace,colourandcreed,hoacc eptitsprinciples,policiesandprograes.TheANcyouthLeagueasfoundedin1944.Theleaguepropagated“Africanis”anditsottoas“Africa’scauseusttriuph.”Itasradicalandilitant.Theebersofitrejectedtheideaof “foreign”leadershipandarguedthatblacAfricansustprovidetheiro nleadershipandrelyupontheselves.Section3:ordsandexpressionsI.ordsforaringupqualitn.soethingtypicalofapersonoraterial:indnessishisbes tquality.Sheshosqualitiesofleadership.illingadready:Areyouillingtohelp?activeadableorreadytotaeaction:Althoughheisover70;heissti llactive.Anactiveeberoftheclubissuretoattendeveryee ting.loseheart灰心，丧失信心Iusedtoorinthegardeneveryee.ButIlosthearthenallthep lantsdied.Don’tloseheart;youstillhaveorechances.loseone’sheart爱上，喜欢上Shelostherhearttohiassoonasshesathehandsoesoldier.troublen.麻烦：introuble有麻烦，处于困境中；getintotrouble陷入困境；aetrouble制造麻烦；asfortrouble自找麻烦；havetroubledoingsth.做某事有困难II.ordsforReadingadvisev.totellhatonethinsshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advise thatsb.dosth.;Iadviseaitinguntiltheteacheres.Thedoc toradvisedaee’srest/taingaee’srest.Iadvisedthatheshouldtaearest.Iadvisedhinottod rive/againstdriving.hatdoyouadviseetodo?advicen.opiniongivenbyonepersontoanotheronhothatothershou ldbehaveoract:givesoeadvicetosb.;fivesb.soeadvice;f ollosb’sadvicecontinuevi&vt.goon:continuetodosth/doingsth;continuesth.;go ondoingsth./ithsth./todosth.Thesportseetcontinuedfo r3days.Hecontinuedtostudy/studyingasifnothinghadhap pened.eustcontinueourjourneyuntilefindater.orrn.&v.tobeoraeanxious：orrysb.，orryabout…;bbeorriedabout…;youdon’thavetoorryaboutyourhealthifyoueepabalanceddiet.our parentsustbeorryingbecauseeareingbaclate.Hersicstud entsorriede.hathesaidaddedtoherorries.stagen.aperiodainacourseofevents;theraisedflooronhichpla ysareperforedinatheater:stagedirection;stagedirecto r;putsb.onthestage;atanearlystageinourhistor votev.&n.toexpressone’schoiceofficiallyfroaongthepossibilitiesoffered;ana ctofaingachoiceordecisiononaatterbyeansofvoting:vot efor/againstsb.oststudentsvotedforjiastheythoughthi capableandhonest.ostpeoplevotedagainsttheforerleade rbecauseofruorabouthi.IgaveyvotetoLiGao.Theneleader aselectedthroughasecretvote.positionn.theplaceheresoeoneorsoethingisorshouldbe;aparticu larplaceorraninagroup:hatInoabouthiasthatheisinahig hpositioninthepany.canyoutellethepositionofyourcity ontheap?acceptv.totaesoethingofferedillinglreceivev.toget:IreceivedsoerosesfrojaconValentines’DaybutIdidn’tacceptthe.Haveyouacceptedthejobtheyofferedyou?Here ceivedanypresentsonhisbirthday.violenceeifbodilyforcetohurtorhar;verygreatforceinactio norfeelingviolentadViolenceintheediahasinfluencedteenagersalot.asaatteroffact:infact;actually:Asaatteroffact,hedis coverthetruthquitebyaccident.Asaatteroffact,Ifeltex treelynervoushenIasgivingthespeech.blov.bloup:bloupthebuilding/bridge/da;bloupthetire;blo off;blooutprisonn.aplaceherecriinalsareeptlocedupasapunishent prisonern.apersoneptinaprisonforsoecrieorhileaitingtobetire d.putinprison:Ifyoucontinuedoingthoseindsofthings,you illendupinprison.Theyereputinprisonforbloingupthego vernentbuilding.adthesaeinsize;nuber;value;ran;etc.;havingenoughstr ength;ability;etc.:Allenerebornequal.cutthecaesinto threeequalpieces.oendeandequalpayforequalor.Billise qualtothejobofrunningtheoffice.n.personhoisequal:Th eteacherispopularbecausehetreatsthechildrenashisequ als.III.ordsforUsingLanguageiaginev.toforinind:iaginesth.;iaginedoingsth.;iaginesb.do ingsth.;iaginethat…;canyouiaginelifeithoutelectric ity?IcannotiagineLilycooingdinnerfortentypeople?you cannotiaginehatlifeaslieonRobbenIsland.poern.politicalpoer;superpoer;eto/intopoer;inpoerterrorn.Shetrebledithterrorhenthethiefpointedanifeather.S hescreaedithterroronhearingtheexplosion.Theurdercas easaterrortoeverybodyinthesallton.n.&vthefeelingthatonehashendangerisnear;tobeafraid: fearsth;feartodosth;fearthat…;forfearthat…;forfea rofescapev.&n.findaayout;getout;theactofescaping:anarroescap e;fireescape;escapedeathpunishent/beingpunished;esc apefroprison/reality;escapeoutofaburningbuilding.Th ebirdhasescapedfrothecage.Thebirdhasescapedbeingsho t.degreen.Hepassedtheexaandfinallygothisaster’sdegree.Theteperaturetodayistodegreeshotterthanyest erday.reardn.returnforororservice:Thepoliceareofferingareardfo rinforationabouttherobbery.v.togiveareardtHerearded theboyforbringbacthedog.sentencen.apunishentforacriinalfoundguiltyincourt:Thesenten ceastenyearsinprison.aheavysentence;alifesentence;u nderthesentenceofdeath;serveone’ssentencev.togiveapunishenttHeassentencedtothreeyea rsinprison.besentencedtodeath;besentencedforthief。

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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（2019）英语必修一text quickly ，find the main idea of each part, and then idea of the text and each paragraph.Task 2: T asks Ss to think about the style of theconcludetext according to the structure.the mainidea of thetext.Step 4 Teacher asks students to find out the the words Students Practise Scanning and phrases that describe a time, and then fill in a draw a time scanning to blank. line identifyaccording timethe words phrases andand phrases details.of time.Step 5Further-thinking Teacher presents the following questions andinstructs students to find the key words in thetext:1.How did written Chinese unify Chinesepeople divided by geography and dialects?2.How does written Chinese connect Chinesepeople today with those of the past?3.According to the writer, the Chinese writingsystem is one factor that has helped theChinese language and culture survive. Whatdo you think are some of the other factors?Studentshave adiscussionto answerthequestionsCultivatestudents’ability toanalyze andshare theiropinionsPost-readingStep 6 Nowadays, people are depending too muchon the computer and phones. Many of them don’twrite the Chinese characters by hands.Some argue that there is no need to learn towrite Chinese calligraphy.What’s your opinion?Students CultivateDiscussion state their studentsown spirits toopinions. inherit andcarryforwardChinesecharacterand itsculture. Homework Finish writing the following speech after class.你校将举行一次主题为“传承中华文明，传播中国文化”的英语演讲比赛，请你写一篇演讲稿，内容包括：1.如何传承；2.如何传播；注意：1.词数80 左右；2.可适当增加细节，以使行文连贯BlackboardDesignUnit 5 Languages Around the WorldPeriod 2 Explore the Chinese Writing System教学评价:课程内容反思内容自我评价主题作者重点突出了什么内容？语篇语篇是什么体裁？结构特征是什么？语言知识能否根据时间抽复述课文？语言技能能否通过图片，标题，主旨句及关键词来概括段落及文章大意？文化知识能否了解汉语所传递的文化内涵？学习策略哪些学习方法对自己的学习帮助最大？教后反思：高一学生已经学习英语多年，有较好的英语语言知识和基本的语言技能，具备从文中获取细节信息的能力，大部分学生能使用简单的英语表达观点和态度，但是多数学生在整合语言、分析论证、批判评价等方面的能力还比较欠缺。

文本主题；问答交流，Pre-reading【Activity 1】T lets Ss look at the title and picture below. Predict what the text will be about. Then T picks 1-2 Ss to share their predictions.(TITLE: THE CHINESE WRITING SYSTEM: CONNECTING THE PAST AND THE PRESENT) PICTURE:见下During T talks with the volunteer Ss, T asks some questions about their predictions, (or makes a conversation with them) which helps to introduce the new words in this unit.The basic facts that are covered in the video: The picture shows jiaguwen. Some symbols were carved on longgu by ancient Chinese people. Maybe they are the earliest Chinese characters.T can ask following questions, or replaces Ss' wording in their speech by new words underlined above.1.What's in the picture?英文进行表达。

【4min】【互动：T-Ss, T-S】1.学生能够通过细读第一段，并结合语境猜测出重点词语的含义。

2.学生能够在教师问题链的引导下思考第一段的作用，并且表达出自己的观点。

2019新人教高中英语必修一Unit5 Discovering Useful Structures教案Teaching aims:1.Enable students to have a good understanding of the basic usages of relative adverbs such as when,where,why in attributive clauses;understand the structure in/on/at which in attributive clauses is equivalent to where/when.2.Master the basic usages of relative adverbs of attributive clauses in the real situation through self-study and practice.3.Describe favourite things using the proper relative adverbs of attributive clauses.Teaching key points:1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence.2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.Teaching difficult points:Use attributive clauses to describe things.Teaching procedures:Step I Lead-inLook at these sentences and underline the restrictive relative clauses.Q:What kind of information does each clause communicate.1.It was a time when people were divided geographically.Information:a time for an event.小结 1 先行词（即被修饰的名词）在从句中作时间状语时，连接词使用when。

【2019统编版】人教版高中英语必修第一册全册教案教学设计目录1.1 Period 1 Listening and Speaking教学目标与核心素养：1. Let students master the useful words and expressions about school clubs and ways to express their hobbies or interests2. Let students briefly understand functions of different clubs and be aware of the ways of choose a suitable club.3. Get students to practice grasping topics and details while listening a dialogue.4. Get students to talk about topics relating to campus clubs.教学重难点：Importance:1. Get students to practice grasping topics and details while listening a dialogue.2. Get students to talk about topics relating to campus clubs.Difficulty:Guide the students to combine the topic with useful expressions about interests and preferences, and express themselves freely .课前准备：1.Ask the students to make preparations in vocabulary and phrases related to the theme of the period.2.Help the students to finish the Guided Learning Plan教学过程：Step 1Warming upActivity 1Ask Ss to match the photos with the names of the clubs. And hold a brief discussion about what the students are doing in the clubs.Step 2 Listening (1)Activity 2Guide the students to listen to the first two conversations and choose the correct answers.Remind the students to pay attention to the Predict Content:“Before you listen, you can read the questions and choices. It will help you topredict what you will hear.”1.What are they learning about in Conversation 1 ？(A)A. HearingB. SoundsC. Dogs.2.The students are discussing_____ in Conversation 2.（C）A. school workB. relationshipsC. dating.3.Circle the two clubs where these two conversations happened. （A）（D）A. Science ClubB. Ballet ClubC. Nature ClubD. Debate ClubActivity 3Guide the students to listen to conversation3. Then finish the following exercise.1. Tick the activities that happen in each club.Ballet Club Nature Club Cartoon Club Volunteer Clublearn new movements listen to lectures watch cartoons help old peoplewatch dance programs grow plants writes stories clean up parksmake Ballet clothes work in a greenhouse draw cartoons give directions.2. Adams says that he likes ___________but is not so interested in _________ .(B)A. stories, cartoonsB. animals, plantsC. making friends, cleaning up.3. Which club do you think is suitable for Adam? Why?I think Adam should join the Volunteer Club because he likes to do something outdoors.Step 3 SpeakingActivity 4Organize the students to working pairs and help each other choose a school club.Make some preparations before pair work.Brainstorm USEFUL WORDS and EXPRESSIONS FOR THE PAIR WOWRK. Are you going to join …？. I’d like to…, but I am not sure….. Which club do you like to join?. Have you decided which club to join?. My dream is to be……. …is not for me.. I like …，but I am not so interested in….…Provide an example for the students to modify.EXAMPLEA: Hi, Sam! I've decided to join the Music Club.B: Good decision!A: How about you? Are you going to join a club?B: Yes I'm wondering which one I should choose:the Act Club or the Ballet Club?A: I guess the question is… Do you like dancing better than acting?B: Actually, I like acting better, but my friends go to the Ballet Club and I want to be with them.A: Hmm…If you ask me，I think you should choose what you like.Step 5 PronunciationActivity 5Listen and repeat.Guide the students to listen and pay attention to the combinations of lettersEncourage the students to add more words to each groupProvide help whenever necessary.al talk, wall, ball，fall，call, all…ay pay, stay, delay, day, may, play, display, away…ai paint, daily, gain, pain, hailstone, wait…are care, declare, dare, prepare, spare, scare…ar bar, hard, car, star, large, enlarge…er her, prefer, teacher, farmer, paper …ir bird, circus, circle, ,third, thirsty, fir, birthday, shirt, dirty……or horse, absorb, bore, door, story…or word, work…ur burn, hurt, fur, turn, nurse, turtle, purple…ee keen, tree, fee, seem, feet, teeth…ea clean, eager, teach, leave, speak…ea head, ready, bread, weather, sweater, heavy…ear clear, appear, fear, hear, dear, near, ear, …ear earn, heard, search, learn, earn, earth…oa boat, coach, coat, goat, load, …ow show, grow, low, blow, slow, follow, eyebrow……ow now, shower, town, down, how, tower…ou out, loud, about, loud, doubt, mouth, house, mouse…ore more, bored, forecast, forehead, core…2. Guide the students to listen to the proverbs and repeat. Notice the pronunciation of the letters in bold.1. The early bird catches the worm.2. Always prepare for a rainy day.3. Actions speak louder than words.4. All work and no play makes Jack a dull boy.5. Distance tests a horse’s strength. Time reveals a person's character.Period 2 Reading and Thinking教学目标与核心素养：1. Let students master useful words and phrases related to the text;2. Let students understand the challenges Adam meets in his new schooland compare the similarities and differences of their school and Adam’s;3. Help the students finish vocabulary exercises in the text book.4. Get students to understand they should learn to face difficultiesand challenges in senior high school for their own future.教学重难点：Importance:Help the students to master key words and phrases in the text.Guide students to compare school life in different places.3. Guide the students to learn about Adam’s school life and understand that everyone should overcome difficulties in a new situation.Difficulty:Guide the students compare their school life and Adam’s, and discussways to deal with challenges.课前准备：1.Ask the students to prepare new words and phrases related to the contents of the text.2.Mark the new words in the textbook, understand the meaning in context, or consult the dictionary to understand the meaning.教学过程：Step 1 Preparationfreshman ___________ junior high school ___________ Senior high school___________confusing ___________ choose courses___________ signup___________extra-curricular activities___________ hand out ___________ homeless people___________in the community ___________ get used to doing___________ keep upwith ___________challenge _________ topic________ fluent _________ graduate ________recommend ___________ literature_________ obviously_________quit_________be responsible for _________ schedule_________ editor_________Step 2 Warming upCompare school life in different placesActivity 1Guide the students to take part in the group work and discuss schoollife in and out of China.Ask Ss to work in groups and discuss the questions.What do you want to know about the school life in other countries?Possible answers:I want to know whether they take extra courses during summer or winter vocations.I wonder if they have enough free time to develop their own interests.I am interested in what subjects they study at school.…What would you tell a teenager from another country about school lifein China？I am happy to come to my new school and know a lot of new friends.Our teachers are patient and helpful.I feel a little worried about my study because I have more subjectsto learn.…Activity 2Read the text quickly to find the main idea of each paragraph.Guide the students to read the text quickly and fill in the blanks in this part.Possible answers:Paragraph1：Senior high school is a Challenge.Paragraph2：It is important to choose courses.Paragraph3：Extra-curricular activities are also important.Paragraph4：A senior high student must work harder and be more responsible.Step3 Intensive readingActivity 3Read the text again and answer the questions.Guide the students to read the text carefully and find the answers to the following questions.What causes did Adams choose? Which one do you think would be his favorite? Why?What does “make the team” in paragraph mean?What is Adam worried about?Is Adam confident that he will get used to senior school life? How do you know?Possible answers:Adam chooses Math, English chemistry, world history and Chinese. I think. English advanced literature is his favorite because he likes English, and he is good at it.It means joining the football team.He is worried that he can’t keep up with other students in his advanced course and get used to all the homework.Yes, he is. On the one hand, Adam knows that he has to study harderas a senior school student to be well prepared for his future. On the other hand, Adam knows that school advisers and teacher can give him help when he is faced with problems.Activity 4Complete the outline. Then discuss the questions below with a partner.Get the students to work in pairs and fill in the blanks after discussing the questions carefully. Encourage the students to find clues from the text.Guide the students to discuss the following questions and encourage them to answer the questions according to Adam’s story and their own situation.What kind of person do you think Adam is? Why?Do you face the same challenges as Adams? What other challenges areyou facing?What are some differences between Adam’s school and your school life?Possible answers:Adam is clear-minded and responsible for himself. When he chooses courses, he knows his advantages。

Unit5听力课教案Explore Languages Around the WorldI. Teaching Objectives and Key PointsObjective:By the end of the lesson, students will be able to:1. Understand the importance of language in communication and cultural exchange.2. Learn about different languages spoken around the world.3. Analyze the similarities and differences between languages.4. Develop an appreciation for the beauty and complexity of language.Key Points:1. The role of language in communication and culture.2. Examples of major world languages and their speakers.3. The structure and grammar of languages.4. Linguistic diversity and its impact on society.II. Teaching ProcessIntroduction (5 minutes)-Start by asking students what they know about language and why it is important. Encourage them to share their thoughts and experiences.- Introduce the topic of this lesson by explaining that we will be exploring different languages spoken around the world and their significance in today's globalized world.Section 1: The Importance of Language (10 minutes)- Discuss the role of language in communication and cultural exchange, highlighting how it enables people from different backgrounds to connect with each other.- Use real-life examples to illustrate the importance of language in various contexts, such as business, diplomacy, education, and travel.Section 2: Examples of Major World Languages (10 minutes)- Introduce the most widely spoken languages in the world, such as English, Mandarin, Spanish, Arabic, Hindi, French, German, Italian, Portuguese, Russian, Japanese, Korean, Chinese, and Swahili.-Provide a brief overview of each language's history, distribution, and cultural significance.- Ask students to share any personal experiences or connections they have with these languages or their speakers.Section 3: The Structure and Grammar of Languages (10 minutes)-Explain the basic structure of most languages, including alphabets, word order, sentence structure, and parts of speech.- Demonstrate some common grammar rules using simple examples in each language. -Encourage students to identify any similarities or differences between languages based on their structures and grammar.Section 4: Linguistic Diversity and Its Impact on Society (5 minutes)-Discuss the concept of linguistic diversity and its benefits for individuals and societies.-Emphasize the importance of preserving endangered languages and promoting multilingualism in today's globalized world.-Ask students to reflect on how understanding different languages can help them better appreciate the richness and complexity of human culture.III. Learning Activities (5 minutes)Problem-Based Introduction (1 minute)- Ask students to consider a real-life scenario where they would need to communicate with someone who speaks a language other than their own. How might this challenge affect their ability to understand each other?- Encourage students to share their thoughts and ideas on this topic in small groups.Content Theme (2 minutes)-Discuss the main theme of this lesson: exploring languages around the world and their significance in today's globalized world.- Ask students to brainstorm some additional themes related to language learning or communication that they find interesting or relevant.Teacher's Role (1 minute)-Introduce a short video presentation showcasing different aspects of language learning and communication around the world, such as accent reduction exercises, language exchange programs, or international conferences on linguistic diversity.- Assign students to watch the video independently or in small groups and take notes on any new vocabulary or concepts they encounter.Student Activities (5 minutes)-In pairs or small groups, assign each student to research one of the major world languages mentioned earlier and prepare a short presentation (5 minutes). Each presentation should cover at least three topics: history, structure/grammar, and culturalsignificance/uses. Students should also include a visual aid if possible.-After all presentations are completed, ask each group to briefly summarize their findings and compare their presentations with others. This will help reinforce key concepts and encourage active listening skills.Homework (1 minute)Assign students to write a short essay (500 words) on one of the following topics:1. The importance of learning multiple languages in today's globalized world.2. A personal experience with communicating with someone who speaks a different language.3. One aspect of language learning that you find particularly challenging or rewarding.4. Your favorite foreign language and why you enjoy learning it.。

Unit5听力课教案Exploring Languages Around the WorldI. Teaching Objectives1. To provide students with a basic understanding of the structure and function of languages.2. To introduce students to the major world languages and their unique characteristics.3. To encourage students to appreciate the diversity and richness of human communication.II. Teaching Key Points and DifficultiesKey Points1. The importance of language in human communication.2. The structure and function of languages.3. The major world languages and their unique features.Difficulties1. The complexity of language structure and grammar.2. The difficulty in understanding and speaking different languages.III. Teaching Process1. Introduction (5 minutes): Begin by asking students what they know about languages and why they are important. Use examples from their daily lives to illustrate the significance of language in communication.2. Lecture (20 minutes): Introduce the major world languages, focusing on their structure and function. Use visual aids, such as diagrams or videos, to make the material more engaging. Discuss the similarities and differences between each language, highlighting unique features such as vocabulary, grammar, and pronunciation.3. Practice (10 minutes): Have students practice basic greetings in each of the major world languages, using simple phrases such as "Hello" or "Goodbye". This will help them get a feel for the sounds and rhythms of the languages.4. Wrap-up (5 minutes): Review the key points covered in the lesson, and encourage students to continue exploring languages beyond what was covered in class. Provide resources for further study, such as online language courses or language learning apps.IV. Homework1. Comprehension Questions (5 minutes): Ask students to write down three interesting facts about a major world language they learned in class. These can be related to its history, usage, or cultural significance.2. Language Practice (10 minutes): Have students find a website or app that offers free language lessons in one of the major world languages they studied in class. They should spend 10 minutes practicing a few basic phrases or sentences using the language.3. Reflection (5 minutes): Ask students to reflect on what they learned in class and how it might impact their future studies or career goals. Encourage them to think about how language skills can open up new opportunities for them in the future.V. AssessmentAssessment will be based on students' participation in class discussions, their ability to identify and name the major world languages, and their homework assignments. Additionally, teachers may use quizzes or tests to assess students' understanding of the material covered in class.VI. Evaluation and ReflectionAfter teaching this lesson, teachers should reflect on their own effectiveness as instructors and consider ways to improve their teaching methods for future classes. They should also solicit feedback from students about their learning experience and any areas where additional support or clarification may be needed.。

2019新人教高中英语必修一Unit 5 Languages around the world整单元公开课教案2019新人教高中英语必修一Unit5 Listening and speaking教案Teaching aims:1.Enable students to get familiar with languages,especially the 6 official languages of the UN.2.Better understand the pronouns and what the pronouns refer to in listening.3.Talk about the languages and tell the reasons in simple English.Teaching key points:1.Help students get familiar with the vocabulary of different countries and their languages through listening practice.2.Try to arouse the students’ interest in language learning in thematic context. Teaching difficult points:1.Enable students to be aware of pronouns in daily conversation and be able to understand the content of pronoun reference correctly in the process of Listening.2.Enable students to fully discuss the reasons and motivation of language learning. Teaching procedures:Step1 Lead-inLook at the opening page and discuss the following questions with your students. T:Which languages do you think are officially used in the UN?Ss:English, French, Russian, Chinese, Spanish...T:How do you understand the quote:One language sets you in a corridor for life.Two languages open every door along the way?Ss:Mastering more languages can give you many chances in your life including your work opportunities, your horizon, your fully understanding of the world.Step2 Listening:Explore languages around the world Activity1 Warming upBefore you listen, match each photo with the correct country name. Then discuss which languages are spoken in these countries.（Ex1on page 60）123456France 3 French Russia 4 Russian Germany 2 German Spain 6 Spanish Canada 1 English, French India 5 Hindi, English Activity2: First listeningFor the first listening, you are required to tick the two languages with the most native speakers.Circle the official languages of the United Nations. And then answer the four questions below.1.What is the main topic of this speech? Learning a foreign language.2.How many languages are there in the world? Nearly 7000.3.How many people speak the UN’s official languages as their native or second language? Around 2.8 billion.4.What is the attitude of the speaker towards foreign language learning?It’s very useful to learn one or more foreign languages.Activity3 Second listeningT: Boys and girls, for the second listening, please pay special attention to the pronouns in the speech, especially focus on the italicized words in the sentences below and what they refer to.1.They think it means better job chances in the future.They:students who choose to study a UN language. it: studying a UN language2.They are spoken by around 2.8 billion people.They: the six official UN languages.Activity4 Third listeningListen to the speech for the last time and fill in the blanks with words and phrases you hear（通过最后一遍听力的练习，让学生掌握和熟悉表达态度以及原因的句式，从而为说的练习做好充足的语言支架）To some students,it seems that the only foreign language to learn is English.There are,however,nearly 7,000 languages in the world.After Chinese,the language with the most native language speakers isn’t English—it’s Spanish.Learning English is very useful,but, it is wise to learn at least one other foreign language if possible.There are many reasons why people learn a foreign language.Many students choose to study one of the languages that are spoken at the UN.As they think it means better job chances in the future.The UN has six official languages:Arabic,Chinese,French,Russian,and Spanish.They are spoken by around 2.8 billion people as their native or second language.Some students,though,choose to study a language because of family or friends.One American girl chose to learn Danish because her grandparents were from Denmark.When she was little,her grandpa used to read letters to her in Danish from their relatives in Denmark.Another young lady started learning French because she had several friends from African countries where French is spoken.Step3 Speaking1.Review the listening material and try to complete the table below.（红色部分为学生填写）2.Work in pairs or groups.Discuss which other languages you want to learn and why.(Ex5 on Page61)Example:A:What language do you want to study?B: I really want to study French. I think that the French language sounds beautiful. A:Why? Do you want to go to France some day?B: Yes, I’d love to. Also, French is used by many international organizations around the world. Do you know that FIFA’s full name is in French?A:oh, I remember that. But I don’t know how to pronounce it.Step 4 Homework1.Review the new words learnt from the listening material.2.Tell your partner what language you would love to learn in the future and why.2019新人教高中英语必修一Unit 5 Reading and Thinking教案Teaching objectives:1.Enable students to get familiar with the development history of the Chinese writing system.2.Apply prediction and scanning strategies for main idea in reading.3.Identify the main structure of the passage and talk about a topic through the timeline.e some important words and phrases to describe the development of Chinese writing system.Teaching key points:1.Figure out the main structure of the passage and know the development of the Chinese writing system and increase their cultural confidence.2.Understand the narrative characteristics of “time-event”in the illustrative style and judge the writing purpose and intended readers of the passage.Teaching difficult points:1.Apply different approaches of discourage analysis to deepen the understanding of the text and language usages.2.Guide students to explore the function and importance of Chinese character writing system.3.Explore and understand the relationship between Chinese characters and the Chinese civilization.Teaching procedures:Step I Lead-inPlay the song Chinese Character by Chinese famous singer Yuan Yuan,ask them to sing together and share what they know about Chinese characters.Step Ⅱ PredictingAsk the students to look at the title and the picture on Page 62 and predict what the passage will be about.Suggested answer:The title is“The Chinese Writing System”, which is the topic,and connecting the past and the present is the focus, so the passage is about the development of Chinese writing system.Step Ⅱ Skimming for main ideasRead the passage quickly and find the topic sentence for each paragraph.The main idea of each paragraphSuggested answers:Paragraph 1:The Chinese writing system is one of the main factors why Chinese civilization has survived into modern times.Paragraph 2: Written Chinese was a picture-based language at the beginning.Paragraph 3: The writing system became well-developed and later developed into different forms.Paragraph 4: The writing system began to develop in one direction.Paragraph 5:Written Chinese connects China's present with its past,and has become an art form.Paragraph 6:The Chinese language is helping to spread China’s culture and history to the world.Step IV Scanning for detailsAsk the students to find the words and phrases that describe a time and what happened to the characters at each of those important times.Activity 1 Read the passage and find out the words showing the timeline,and then finish the timeline.Question: What kind of words can show the development of the Chinese writingsystem?Draw a timeline to show the narrative order.Suggested answer:modern times(Para.1)→at the beginning(Para.2)→dates back several thousand years(Para.2)→by the Shang Dynasty(around 1600—1046 BCE)(Para. 3)→over the years(Para.3)→the Qin Dynasty(221--207 BCE)(Para. 3,4)→even today (Para.4)→in modern times(Para.5)→today(Para.6)Activity 2 What happened to the Chinese characters at each of those important times?Fill in the table.Suggested answers:1.The Chinese civilization still continues.2.Written Chinese was a picture-based language.3.Longgu appeared.4.Symbols carved on longgu had become a well-developed writing system.5.The writing system developed into different forms, as the Chinese people were divided geographically, leading to many varieties of dialects and characters.6.The Chinese writing system began to develop in one unified direction.7.Chinese people can all still communicate in writing.8.Chinese people can read the classic works which were written by Chinese in ancient times.9.The Chinese writing system is still an important part of Chinese culture.StepⅡReading for languages featuresRead the passage again and find the sentences where the restrictive relative clauses are used.Suggested answers:1. There are many reasons why this has been possible...(Restrictive attributive clause)2.....animal bones and shells on which symbols were carved by ancient Chinese people.(Restrictive attributive clause)3.... it was a time when people were divided geographically.(Restrictive attributive clause)4.Emperor Qinshihuang united the seven major states into one unified country where the Chinese writing system began to develop in one direction.(Restrictive attributive clause)Step Ⅱ DiscussionEncourage students to work in groups,think independently first and then discuss with their partners.1. How did written Chinese unify Chinese people divided by geography and dialects?2.How does written Chinese connect Chinese people today with those of the past?3. According to the writer,the Chinese writing system is one factor that has helped the Chinese language and culture survive. What do you think are some of the other factors ?Suggested answers:1.It allowed Chinese people,no matter where Chinese people live or what dialect they speak to communicate with each other.2.People in modern times can read the classic works in ancient times.3.Except for the writing system of Chinese language, the continuous development of China's agriculture, a relatively powerful government,distinguished philosophical schools,and an open mind to embrace different cultures are all possible and important factors. Besides, education is always emphasized in China's family traditions.Step Ⅲ Vocabulary about the development of Chinese writing system.Activity 1Read the words below and learn them by heart.Activity 2 Use the words and phrases above to introduce the development of the Chinese writing system according to “time & event”.Suggested answer:Several thousand years ago,Chinese characters began as picture-based symbols carved on longgu. By the Shang Dynasty,the symbols had become a well-developed system. Over the years,the system developed into different forms. This, however, changed in the Qin Dynasty when the Chinese writing system began to develop in one direction because Emperor Qinshihuang united seven major states. Even today,not only can Chinese people communicate well by means of it but also many foreign friends come to China to appreciate China's culture and history through this amazing language.Step Ⅲ Homework1.Introduce the development of the Chinese writing system according to “time & event”.2.Try to describe your growth through a timeline.2019新人教高中英语必修一Unit 5 Discovering Useful Structures教案Teaching aims:1.Enable students to have a good understanding of the basic usages of relative adverbs such as when,where,why in attributive clauses;understand the structure in/on/at which in attributive clauses is equivalent to where/when.2.Master the basic usages of relative adverbs of attributive clauses in the real situation through self-study and practice.3.Describe favourite things using the proper relative adverbs of attributive clauses.Teaching key points:1.Help students to appreciate the function of relative adverbs of attributive clauses in a sentence.2.Enable students to master the usage of relative adverbs of attributive clauses flexibly.Teaching difficult points:Use attributive clauses to describe things.Teaching procedures:Step I Lead-inLook at these sentences and underline the restrictive relative clauses.Q:What kind of information does each clause communicate.1.It was a time when people were divided geographically.Information:a time for an event.小结 1 先行词（即被修饰的名词）在从句中作时间状语时，连接词使用when。