人教版高中英语必修一Unit5 语言点 教学设计

Unit5口语课教案Explore Different Kinds of English一、Teaching Objective:The main objective of this lesson is to explore different kinds of English language skills and techniques. Students will be able to understand and apply various forms of English, such as spoken, written, and creative expression. This will help them improve their overall English language proficiency.二、Teaching Points:1. Different forms of English language skills and techniques2. Importance of mastering different types of English3. Strategies for improving English language skills in each form4. Engaging in group discussions and activities to practice these skills三、Teaching Key Points:1. Understanding the different forms of English language skills and techniques2. Applying these skills in real-life situations3. Improving overall English language proficiency through diverse learning methods四、Difficulties:1. Overcoming the fear of making mistakes when practicing different forms of English2. Maintaining focus and engagement during group discussions and activities五、Student Analysis:This class is designed for high school students who are at an intermediate level of English language proficiency. They should have a basic understanding of grammar rules and vocabulary, but may struggle with applying these skills in real-life situations or expressing themselves creatively in English.六、Teaching Process:1. Introduction (5 minutes)-Briefly introduce the topic of exploring different kinds of English and their importance in today's globalized world.- Discuss common challenges that students may face when learning English and how this class can help overcome them.2. Formative Assessment (10 minutes)-Have students work in pairs to discuss their favorite ways to practice English (e.g., reading, writing, listening, speaking) and why they enjoy these activities.-Encourage students to share examples of how they have used English in their daily lives.3. Learning Objectives (15 minutes)-Introduce the different forms of English language skills and techniques (e.g., spoken, written, creative expression).-Discuss the benefits of mastering each form and how it can improve overall English language proficiency.- Provide examples of each form and discuss strategies for improving each skill.4. Application (20 minutes)-Break students into small groups and assign each group a specific form of English language skill or technique to explore (e.g., poetry writing, storytelling, debate).- Have students engage in group discussions and activities related to their assigned skill, using a variety of resources (e.g., books, articles, videos).- Encourage students to share their findings with the class and provide feedback on each other's work.5. Closing (5 minutes)- Review the key points covered in the lesson and emphasize the importance of practicing different forms of English in order to improve overall proficiency.- Ask students to reflect on what they learned in this lesson and what they plan to do differently moving forward to improve their English language skills.七、Homework:1. Write a reflection paper on the different forms of English language skills and techniques covered in the lesson. Discuss how you can apply these skills in your own life to improve your overall English language proficiency.2. Practice a new form of English language skill or technique outside of school by setting aside time each day to engage in the activity (e.g., reading a book in English, watching a movie without subtitles, joining an online forum to practice writing).3. Share your progress with your teacher or classmates by presenting your reflection paper or sharing your experiences practicing a new form of English language skill or technique.。

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。

Unit 5 Nelson Mandelaa modern heroContents 目录一、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NF (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)、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 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 , setup , 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 …？ What's you opinion?agree / don't agree. I think / don't think .... I prefer .... In myopinion ....I'm afraid ....2.评论(Making comments)Good idea! That's 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)The school where I studied only two years was three kilometres awayThis was a time when you had got to have a passbook to live in JohannesburgThe reason why I got a job was because of my hard work .•••we were put in a position in which we had either to accept we were less important, or fight the Government .The person to whomyou should be grateful for a peaceful South Africa is Nelson Mandela.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)2.语言技能(Skills)听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

汉字演变的相关认知。

学生能够根据标题和图片，预测所学的文本主题；同时在预测中，通过与老师的问答交流，对生词的存在产生初步的认知。

Prereading【Activity 1】T lets Ss look at the title and picture below. Predict what thetext will be about. Then T picks 12 Ss to share theirpredictions.(TITLE: THE CHINESE WRITING SYSTEM:CONNECTING THE PAST AND THE PRESENT)PICTURE:见下During T talks with the volunteer Ss, T asks some questionsabout 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 pictureshows jiaguwen. Some symbols were carved on longgu byancient Chinese people. Maybe they are the earliest Chinesecharacters.T can ask following questions, or replaces Ss' wording intheir speech by new words underlined above.1.What's in the picture?1.Help Ss to get a basicprediction of the text;2.Expose Ss to some newwords that to be learnt inthe text in the situationalconversation.1.Ss can predict the text contentaccording to the title and picture.2.Ss can get to be exposed to newwords in the conversation with T.英文进行表达。

Unit 5 Languages Around the WorldPeriod 3 Discovering Useful Structures教材分析本节课为语法课，主题为“描述你喜欢的事物”(Describe your favorite things)。

教学内容为限制性定语从句和关系副词when，where，why，介词+which的用法。

首先，通过观察上一课时“Reading and Thinking”课文中出现的句子，要求学生归纳限制性定语从句中关系副词的用法。

接着，通过完成单句填空、语篇填空等练习帮助学生更加熟练地掌握限制性定语从句中关系副词的用法。

最后，通过真实语境，进行语言输出。

利用定语从句准确表达自己的喜好，描述最喜欢的人、物、时间、地点、原因等。

教学目标在本课学习结束时，学生能够：1. 观察和归纳限制性定语从句中关系副词when，where，why，介词+which的用法。

2. 运用定语从句的语法知识，理解语境、语篇意义。

3. 运用定语从句表达看法和描述喜好。

教学重难点【教学重点】1. 掌握限制性定语从句中关系词的用法。

2. 理解含有限制性定语从句的语篇。

【教学难点】运用定语从句，准确描述喜好。

教学过程Step 1 Warming-up1. When does written Chinese language date back to?2. What is longgu?Step 2 ObservingRead the sentences from the passage and underline the restrictive clauses.设计意图：学生观察句子，复习限制性定语从句，找到由关系副词引导的限制性定语从句。

Step 3 Grammar SummaryRead the grammar notes on P110 and P111.设计意图：讲解课后P110-P111的语法要点，学习关系副词引导的限制性定语从句。

Unit5 Reading for Writing 名师教学设计●课时内容Write a blog about English study主题语境：人与自我主题群：生活与学习子主题：语言学习的规律方法语篇类型：网络日志文本分析：本节课提供一些中国学生学英语论坛里的帖子，里面给出了学习英语时遇到的问题及建议，学生在真实情境中用语言去交流，体会到学习英语的用途。

●课时目标1.学会写网络日志。

2.提高分析问题和解决问题的能力。

●重点难点重点：英语学习中遇到的问题及建议。

难点：用恰当的英语表达方式提出问题及给出合理的建议并学会评价、修改初稿。

●教学准备教师准备：可以搜集一些类似的网络日志。

学生准备：用英语思考、表达英语学习中遇到的问题。

●教学过程StepⅠ学习理解活动一：Read for Writing（SB，P66，Activity 1）Read these posts from an online for Chinese students who are learning English and fill in the table on page 67.【设计意图】在Read for Writing环节中，设计了一个活动，让学生上网查找一些中国学生学英语论坛里的帖子，从中获取ideas，本次写作的主要内容就是根据相应的问题提出建议。

Step Ⅱ应用实践活动二：Work in groups. List your problems in learning English and brainstorm some useful advice.（SB P67，Activity2）语言支架：I don't know how to…I have no idea how/what……is a big difficulty for me.My biggest problem is…I Cannot.I (also) have trouble with…You might try…It's very important to…This worked for me…Problem：e.g. I cannot understand the teacher's English in class. …Advice：…【设计意图】通过搭建语言支架，学生能用正确的句式将自己的想法表达出来，其中有表达问题的句式，也有给出建议的句式。

Reading for Writing 教学设计基本信息科目英语年级册次高一必修一版本单元人教版Unit 5姓名学校教学内容分析【What】本节课的写作任务是完成一篇关于英语学习的博客Write a blog about English Study。

该话题属于主题语境--人与自我--生活与学习。

子话题为语言学习的规律、方法等。

本文的阅读文本是一篇在线论坛中发布的一条话题帖（post）和三条回帖。

论坛话题为learning English，话题发起人发布的讨论话题是What are your biggest problems with learning English?非文字信息（图片）包括博客论坛版面设计。

论坛中，帖子发布者通过诉说英语学习困惑、征求学习建议和分享学习经验，互帮互助、共同提高英语学习的效果和效率。

文章共有两个部分，四个段落。

内容如下：第一部分（第一段）：话题发起人发布讨论话题，征询英语学习困惑。

第二部分（第二段至第四段）：三位跟帖者交流了自己在英语听力、口语中礼貌用语的表达、词汇学习三个方面的学习困惑。

同时，后两位发帖人就上一位发帖人的困惑，分享了自己的学习经验。

【Why】本篇文章话题贴合学生学习实际，文本形式新颖、有时代特色，内容简明扼要、叙述逻辑清晰，语言精练实用，能够极大的引发学生的阅读兴趣和写作热情。

本课语篇有助于培养学生合作学习的意识，愿意与他人分享学习资源和学习经验。

同时，及时发现学习中的问题，善于分析成因，制定切合实际的学习目标和调整学习策略。

学习策略的使用还具有迁移性，有助于促进学生终身学习能力的发展。

【How】从内容上，文章贯穿了两条线索。

文章的明线是围绕话题What are your biggest problems with learning English展开的讨论。

暗线是对英语语言学习元认知策略和认知策略的学习。

包括三个维度的探讨：（1）根据学习需要，选择合适的资源，拓展学习渠道的元认知策略。

段的青年学子学习外语既是时代的召唤，也是这个时代赋予的使命。

主题内容：人与社会——社会、历史和文化
人与自我： “语言学习的规律、方法等”“乐于学习，善于学习，终身学习”的主题语境内容。

主题文本分析：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。

要求学生在本单元学习中要具有国际视野，同时还能从国家和自身发展的需要出发，了解语言学习的重要性，即《课标》里要求的文化意识，了解汉字对我国文化传承和发展的积极意义，以及深度思考英语学习的策略和方法。

本单元主题图展示的是联合国大会的场景，会场周围上方的玻璃幕墙内是口译人员的工作间。

主题图旨在从“建立人类命运共同体”的视角，从理解全球事务协商，理解国与国之间沟通离不开语言的角度，引入语言学习这一单元主题。

本单元由对话、视频、演讲、说明文、博文等多模态语篇（见表 1）构成，共计 67 课时。

本单元整体教学目标与各课时教学目标，及其之间的联系如下（图13）：。

【2019统编版】人教版高中英语必修第一册Unit 5全单元备课教案教学设计Section ⅠListening and Speaking听音填空/American English—Wax//美式英语——Wax组合/ Wax组合演唱的《American English》演绎了一场美好的爱恋。

爱情无关语言，关键在美妙而真实的感觉。

Here comes my one and onlyTalking like a starlet on a Hollywood screenShe whispers something to meI hear the words but I don’t know what she 1．meansOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandLove 2．travels transatlanticI’m hot and bothered by her figure of speechCan’t 3．follow her semanticsBut when her body moves it’s clear to meOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her commandWe don’t need wordsTo express 4．what is realWe’ve got each otherThat says everything that we feelThere’s too much damn confusionWith all this talking going round and roundWe’ll 5．reach our own conclusionWe’ll make connection on the common groundOh she speaks American EnglishOh don’t always understandThough she speaks American EnglishGot the language of loveAt her command你是我的唯一说话像一个好莱坞屏幕上的明星她向我低语我听到这句话，但是我不知道她是什么意思哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控爱跨大西洋我困惑于她的话语不能理解她的语义但是，她的身体动作对我来说很明显哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控我们不需要言语表达什么是真实我们彼此拥有这就是我们的感觉有太多的困惑所有这些话语在脑海里绕了一圈又一圈我们会得出自己的结论我们将连接在共同点哦，她说美式英语哦，总是不理解虽然她说美式英语爱的语言由她掌控[词海拾贝]1．transatlantic[ˌtrænzət'lætIk]adj．在大西洋彼岸的2．semantics[sI'mæntIks]n．含义3．confusion[kən'fjuːʒ(ə)n]n．困惑Look at the following pictures, would you like to visit them? Discuss with your partners which official languages are spoken in these countries．Spain：圣家堂India：泰姬陵Germany：柏林自由女神像France：埃菲尔铁塔America：自由女神像Canada：西恩塔Britain：大本钟Russia：莫斯科红场Spain: SpanishIndia: EnglishGermany: _GermanFrance：FrenchAmerica: EnglishCanada: EnglishBritain: EnglishRussia: RussianⅠListen to a speech and tick the two languages with the most native speakers．Choose the official languages of the United Nations(UN)．(教材P60)Russian Chinese Korean JapaneseSpanish Arabic English FrenchThe most native speakers: Chinese,_Spanish．The official languages of the United Nations(UN): Arabic,_Chinese,_English,_French,_Russian,_Spanish．听力材料：Exploring Languages Around the WorldTo 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, English, 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．What do you think? Which other language would you choose to study and why?ⅡListen to the speech again and answer the questions．1．What is the main topic of this speech?答案：It_is_mainly_about_languages_around_the_world.2．How many languages are there in the world?答案：Nearly_7，000.3．How many billion people speak the UN’s official language as their native or second language?答案：2.8_billion.4．What is the attitude of the speaker towards foreign language learning?答案：He_believes_learning_foreign_languages_is_very_useful.Listening Tips1．注意细节Before listening to the text, look through the exercises quickly and find out the key points according to the exercises．2．巧判人物关系、身份与职业人物关系、职业、身份等相关方面的听力试题要求在某一特定环境下，对说话人的身份进行推理与判断。

Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组I. 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。

1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。

1.2 Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。

1.3 Reading介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。

这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。

1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。

练习2和4要求学生进一步了解课文细节。

1.5 Learning about Language分词汇和语法两部分。

其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where, when, why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。

1.6 Using Language分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。

二是Reading，这也是一篇精读文章，更详细地了解曼德拉。

三是Writing，要求利用时间顺序简要地描述一个人。

2. 教材重组2.1 因本教材重点强调的是阅读能力，故将Reading, Comprehending，Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。