下载文档原格式
必修一 Unit1 Anne’s Best FriendDo you want a friend whom you could tell everything to, like your deepest feelings and thoughts? Or are you afraid that your friend would laugh at you, or would not understand what you are going through? Anne Frank wanted the first kind, so she made her diary her best friend.Anne lived in Amsterdam in the Netherlands during World War Ⅱ. Her family was Jewish so nearly twenty-five months before they were discovered. During that time the only true friend was her d iary. She said, ”I don’t want to set down a series of facts in a diary as most people do, but I want this diary itself to be my friend, and I shall call my friend Kitty.” Now read how she felt after being in the hiding place since July 1942. Thursday 15th June, 1944Dear Kitty,I wonder if it’s because I haven’t been able to be outdoors for so long that I’ve grown so crazy about everything to do with nature. I can well remember that there was a time when a deep blue sky, the song of the birds, moonlight and flowers could never have kept me spellbound. That’s changed since I was here.…For example, one evening when it was so warm, I stayed awake on purpose until half past eleven in order to have a good look at the moon by my self. But as the moon gave f ar too much light, I didn’t dare open a window. Another time five months ago, I happened to be upstairs at dusk when the window was open. I didn’t go downstairs until the window bad to be shut. The dark, rainy evening, the wind, the thundering clouds held me entirely in their power; it was the first time in a year and a half that I’d seen the night face to face……Sadly …I am only able to look at nature through dirty curtains hanging before very dusty windows. It’s no pleasure looking through these any longe r because nature is one thing that really must be experienced.Yours,Anne第一单元友谊Reading 安妮最好的朋友你是不是想有一位无话不谈能推心置腹的朋友呢？或者你是不是担心你的朋友会嘲笑你，会不理解你目前的困境呢？安妮·弗兰克想要的是第一种类型的朋友，于是她就把日记当成了她最好的朋友。
Unit 5 Nelson Mandela--- a Modern HeroReading: Elias’ storyTeaching contents: Reading (page 34)Teaching aims:Language aims:To read on great people’s life storiesTo learn information about Nelson MandelaAbility aims:To improve the students abilities of speaking , talk about great people, express your point of view.To help the Ss to know something about early political life of Mandela and learn something about the living conditions of black people at that time and the race prejudice through different ways of reading skills.Teaching important points:The general idea of the text.Understand the real meaning of a great personLearn to write a passage of a great personTeaching methods:Skimming, fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individual ,pair or group work.Teaching aids: A computer, a projector and some slides.Teaching procedures:Step I Lead-in(Show two pictures of Lin Hao)In Unit 4, we have learnt something about earthquakes. When an earthquake, a flood or some other dangerous things happen, many heroes will appear. Lin Hao is such a person. When the 2008 Wenchuan Earthquake happened, Lin Hao was very brave and helped his classmates. So we can say Lin Hao is a hero. Today we will learn a foreign hero ---Nelson Mandela. Which country does he come from?(Yes, South Africa.) How much do you know about Nelson Mandela? (show the screen) Let’s look at his famous words. From his words we can learn something about Mandela. Today’s task: Read a story and learn more about Nelson Mandela.Step II Reading1) SkimmingQuestions : Let’s come to the part of reading. The title is ELIA S’ STORY. Skimming: How many parts can we divide the text into?Part 1 （Para. 1-2）The life of Elias ________ (after/before) he met Nelson Mandela.Part 2 (Para. 3-5) The life of Elias________ (after/before) he met Nelson Mandela .2) Fast reading ：true or false? If it is false, how to correct it?1. Elias went to see Nelson Mandela when he was in trouble. （T）2. Elias left school because the school was too far from his home. （F）3. Nelson Mandela helped him keep his job. （T）4. Elias trusted Nelson Mandela and he joined the ANC Youth League. （T）5. Elias was willing to blow up government buildings. （F）6.Nelson Mandela thought violence was a good way to help black people. （F）3) Careful readingPart 1 (Para. 1-2)Questions:1.When did Elias first meet Nelson Mandela? ( In 1952 )2. Why did Elias have to leave school?(Because his family couldn't afford the school fees and the bus fare.)Part 2 (Para 3-5) Answer the following questions by filling in the blanks according to the passage. Questions:1. What problems did the black people like Elias have at that time?They could not vote .They couldn’t get the jobs they wanted.They had to live in the poorest areas.(From these we can see that the living conditions of black people were really bad at that time.)2. How did Nelson Mandela support Elias?Mandela told him how to get the correct papers so that he could stay in Johannesburg.(From it we can see that Mandela always tried his best to help poor black people in their life.)3. How did he support Mandela?He joined the ANC Youth League . He helped Mandela blow up some government buildings.(From it we can see Mandela was willing to help Mandela fight for equal rights against enemies.)Step III Do some listening and then retell the storySince we have learnt the contents of the passage, now I’d like you to listen to the tape, trying to be familiar with the details of the passage and then fill in the blanks according to the passage to retell the story.Elias is a poor black worker in South Africa. When he first met Mandela he was in a difficult period of his life. He began school at six. But had to leave because his family could not continue to pay the school fees. When he got a job, he was worried because he didn’t have a passbook. Then Mandela told him what to do and helped him. When Mandela organized the ANC Youth League, Elias joined it. At that time, black people had no vote and could not choose their leaders. In 1963 he helped blow up some government buildings, though it was dangerous for him, because he knew it would help them achieve their dream of making black and white people equal.Step IV DiscussionFrom the passage we have known Mandela is a great person and we know to be a great person calls for some good qualities. Now discuss the topic in groups of four:What qualities do you think a great person/a hero should have?(Selfless, determined, generous, kind, easy-going, warm-hearted, honest, hard-working, brave, confident, devoted, helpful, responsible, independent, broad-and-open minded…) Assignment:1. Surf the Internet to know more about Nelson Mandela.2. Try to use your own words to write a short passage about Mandela.Feedback: The students in this class are really good. Although they are not familiar with us, they still try to adapt to me and my teaching. Their cooperation, their love for English has moved me deeply.Blackboard designUnit 5 Reading: Elias’ story determined generousselflessconfidentdevotedhonest helpfulresponsiblebrave启示与思考1.新课程教学中应以学生为主体。
《Elias’ story》教学设计执教者曹洪师指导老师闫守忠课题Elias’ story解读理念面向全体学生，着眼于学生的全面发展，帮助学生过积极健康的生活，促进学生个性发展；尊重学生，充分调动学生学习的主动性和积极性；引导学生解决成长过程中的实际问题；鼓励学生实施自主、合作、探究学习，注重培养学生的独立思考能力和实践能力。
学情分析在初中英语学习的基础上，高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但我校属于农村中学大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置任务型教学模式下完成本课文的学习，使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教材分析内容标准阅读部分由伊莱亚斯向我们叙述纳尔逊·曼德拉的故事，时间是从1952年到1963年。
伊莱亚斯初遇曼德拉时处于人生的一个非常困难的时期，纳尔逊·曼德拉开了为黑人服务的律师事务所，帮助黑人解决困难。
伊莱亚斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的帮助下，伊莱亚斯也体会到了人生的快乐和希望。
曼德拉亲切和蔼的态度，宽容博大的胸襟让他深深感动，永生难忘。
因此，伊莱亚斯在第一时间加入了曼德拉领导的非洲国民大会青年联盟，积极参加他组织的反政府活动，为争取获得黑人和白人平等的权利而战斗。
教学目标情感态度价值观目标了解纳尔逊·曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身修养。
能力目标提高阅读中速读，细读和总结文章大意的能力。
把握篇章中心内容，获取关键信息。
知识目标学习并理解“伊莱亚斯的故事”，能分析不同阶段伊莱亚斯和曼德拉关系的变化。
伊莱亚斯的故事我叫伊莱亚斯。
我是南非一个穷苦的黑人工人。
第一次见到纳尔逊曼德拉的时候，是我一生中非常艰难的时期。
当时我才12岁。
那是在1952年，曼德拉是我寻求建议的黑人律师。
他为黑人提供法律问题上的指导。
他对此从不吝惜自己的时间，在这一点上我很感激他。
我需要他的帮助是因为我只受到很少的教育。
我六岁开始上学。
学校离家有3英里远，我仅仅在那里读了两年。
我不得不辍学，因为我的家庭无法支付学费和交通费。
我既不会读，也不会写。
几经周折，我才在一家金矿找到工作。
可是那个时候你想要住在约翰内斯堡就非得要有身份证不可。
非常遗憾的是我没有这个证件，因为我不是在那里出生的，我很担心我会不会失业。
有纳尔逊曼德拉帮助的日子是我一生中最快乐的时光。
他告诉我要在约翰内斯堡站住脚，应当如何获取证件。
我对自己的未来更充满了信心。
我永远不会忘记曼德拉多么善良。
当他组织了非国大青年联盟时，我立即加入了这个组织。
他说:“过去30年来所出现的许多法律剥夺了我们的权利，阻挡了我们的进步，一直到今天我们还处在几乎什么权利都没有的阶段。
”他说的是真话。
当时黑人不能选举或选择他们的领导人。
他们不能做自己想做的工作。
他们在城里的住宅区都是由白人决定的。
他们被打发去居住的城镇之外的地方是南非最贫穷的地区。
在那儿没有人能够种庄稼。
事实上就像纳尔逊曼德拉所说的：“……我们被置于这样一个境地：我们要么被迫接受低人一等的现实，要么跟政府斗争。
我们选择向法律进攻。
首先我们以和平的方式来打破法律法规，而当这种方式也得不到允许时……只有到这个时候，我们才决定用暴力反抗暴力。
”事实上，我并不喜欢暴力……但在1963年的时候，我帮助他炸毁了一些政府大楼。
那是很危险的事情，因为如果我被抓住了，可能要做几年牢。
但是我乐于帮忙，因为我知道，这有助于实现我们黑人和白人平等的梦想济南版八年级下册生物重点知识1、原始生命诞生的条件：（1）物质条件-----原始大气；（2）能量条件---紫外线、闪电、高温；（3）场所---原始海洋。
阅读教学设计：《伊利亚的故事》The Teaching Designment ofthe Reading：Elias’s story《伊利亚的故事》（Elias’s story）是人教版高中英语课本必修1第5单元《曼德拉——一位现代英雄的阅读文章》（unit5 Nelson Mandela-----a modern hero）。
本教学设计以新课标以学为本为理念，将学科教育与信息技术充分整合，一、教材分析（Teaching material analysis）人民教育出版社英语必修(1)的总体特点为：1、结构新定位：“有单元无课时”新教材结构不再采取原有的一个单元分几个课时的做法，而是各单元含有若干个板块，如Warming Up, Pre-reading等。
这样的编排给教师从实际出发灵活地使用教材提供了空间。
教师可以整合教材，更加有效地进行教学。
针对新教材的特点，教师可以围绕单元话题让学生进行整体感知、整体理解、整体巩固和整体运用。
备课时，教师应从实际出发，灵活划分课时，粗线条把握进度，自主确定教学进程，采用灵活的教学手段和教学方法。
2、理念新定位：课堂主体地位变化3、技能新定位：侧重阅读能力4、知识新定位：语法以归纳法的形式出现5、教学模式新定位：任务型语言教学本单元以 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。
阅读课文Elias’s story描述一个平凡人Elias与曼德拉相遇并受其帮助的事，从而歌颂了曼德拉的伟大。
本单元的语法重点是定语从句；功能句式是征求意见（ask for opinions）What do you think of….? What’s your opinion?What are your ideas? Do you have any thoughts on that?How do you feel about that? Why do you think so?发表意见（giving opinions）I think/ I don’t think … I believe/ I don’t believe(that)…In my opinion… To my understanding,I am with you. I feel that…/ I don’t feel that…这些重点在阅读教学中也是时有渗透，因此讲授阅读时教师对本单元的总目标要有清晰的认识，设计的活动和讲解的内容要与整单元目标有关联。
高一英语人教版必修一Unit5课文内容（共五则范文）第一篇：高一英语人教版必修一Unit 5 课文内容ELIAS’ STORY My name is Elias.I am a poor black worker in South Africa.The time when I first met Nelson Mandela was a very difficult period of my life.I was twelve years old.It was in 1952 and Mandela was the black lawyer to whom I went for advice.He offered guidance to poor black people on their legal problems.He was generous with his time, for which I was grateful.I needed his help because I had very little education.I began school at six.The school where I studied for only two years was three kilometres away.I had to leave because my family could not continue to pay the school fees and the bus fare.I could not read or write well.After trying hard, I got a job in a gold mine.However, this was a time when one had got to have a passbook to live in Johannesburg.Sadly I did not have one because I was not born there, and I worried about whether I would become out of work.The day when Nelson Mandela helped me was one of my happiest.He told me how to get the correct papers so I could stay in Johannesburg.I became more hopeful about my future.I never forgot how kind Mandela was.When he organized the ANC Youth League, I joined it as soon as I could.He said:“The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.”It was the truth.Black people could not vote or choose their leaders.They could not get the jobs they wanted.The parts of town in which they had to live were decided by white people.The places outside the towns where they were sent to live were thepoorest parts of South Africa.No one could grow food there.In fact as Nelson Mandela said:“…we were put into a position in which we had either to accept we were less important, or fight the government.We chose to attack the laws.We first broke the law in a way which was peaceful;when this was not allowed…only then did we decided to answer violence with violence.”As a matter of fact, I do not like violence…but in 1963 I helped him blow up some government buildings.It was very dangerous because if I was caught I could be put in prison.But I was happy to help because I knew it would help us achieve our dream of making black and white people equal.THE REST OF ELIAS’ STORY You cannot imagine how the name of Robben Island made us afraid.It was a prison from which no one escaped.There I spent the hardest time of my life.But when I got there Nelson Mandela was also there and he helped me.Mr Mandela began a school for those of us who had little learning.He taught us during the lunch breaks and the evenings when we should have been asleep.We read books under our blankets and used anything we could find to make candles to see the words.I became a good student.I wanted to study for my degree but I was not allowed to do ter, Mr Mandela allowed the prison guards to join us.He said they should not be stopped from studying for their degrees.They were not cleverer than me, but they did pass their exams.So I knew I could get a degree too.That made me feel good about myself.When I finished the four years in prison, I went to find a job.Since I was better educated, I got a job working in an office.However, the police found out and told my boss that I had been in prison for blowing up government buildings.So I lost my job.I did not workagain for twenty years until Mr Mandela and the ANC came to power in 1994.All that time my wife and children had to beg for food and help from relatives or friends.Luckily Mr Mandela remembered me and gave me a job taking tourists around my old prison on Robben Island.I felt bad the first time I talked to a group.All the terror and fear of that time came back to me.I remembered the beatings and the cruelty of the guards and my friends who had died.I felt I would not be able to do it, but my family encouraged me.They said that the job and the pay from the new South Africa government were my reward after working all my life for equal rights for the Blacks.So now I am proud to show visitors over the prison, for I helped to make our people free in their own land.第二篇：高一英语必修一UNIT5教案篇一：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。
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。
