必修一 nuit5 英语学案5

长春市第六中学高一英语b(1)Unit 5 学案一Warning upLearning aims(1)knowledge and skills：learn words-mean,devote,die for,and fight(2)process and methods:listen, read, and then imitate.(3)feelings and value: Enable the students to tell what a great person is and helpthe students develop a good quality.difficult points of learning(1)How to express one’s point of view.main points of learning(1)how to tell important people from great people.温故知新1. of high quality2. have sb do sth__________3.be about to do…… when……__________4.be frightened to do5. use up__________6.refer to__________新知探究1.meane.g. What does that word mean?He did not mean to hurt herMissing the train means staying here a day long.自我总结: mean v. 1)_______ 2)_________3) _________2 He is always mean with money.Don’t be so mean to your employees.自我总结: mean adj. 1)_______ 2)_________即时演练:1.This is a very______ thing to do.A.meanB. meansC.meaningD.to mean2.He meant______English abroad.A.to studyB.studingC.studiedD.has studied3.What he said didn’t mean______her.A.hurtB.hurtingC.hurtedD.to hurt2. devote vt. 献身，致力，专心She devoted herself to her career and never married all her life___________He devoted his life to caring for the poor.___________自我总结：devote oneself to_________devote one’s life/time to sb/sth________ _devoted adj.He is a devoted father.He is a devoted friend.Tom is devoted to his music.总结: 1.2.be devoted to3.die for 为……而死They died for the people; their death is weightier than Mount Taishan ___________die for 也意为“渴望，切望”（只用于进行时态）I am dying for a cup of water.讨论总结：die fromdie of4. fight (fought, fought)We will have to fight against difficulties.They told the workers to fight for their rights.自我总结：fight for_________fight against_________综合检测单词填空1. As a matter of ____, you must pay for these goods for in cash, not by check.2.This new model is of high q ______and is not expensive, either.3. Nowadays millons of people around the world f ______against cancers4. He is an a____ member of this club and takes part in every performance organized by the club.5.He was sent to p_____ for damaging public property.单项选择1.He was very active ________ politics(政治) and later became a president.A.toB. inC.onD. about2.Mr Wang died ________overworkA.ofB. fromC. onD.to3.His father was born in the year when our country________.A.was foughtB. was fightC.was foundD. was founded4.He ________in prison for five years and he________in prison for stealing thingsfrom the supermarket.A.has been put; wasB.was; putC. was;was putD. has been; was put5. He wanted to devoted his energies novels.A.inB. to writingC. to writeD. on writing课后反思。

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）。

Book 1 Unit 5Period 6 Discovering useful structuresⅠ. Review1.基本概念✓定语从句：在主从复合句中，对某一名词或代词起修饰作用的从句；✓先行词：被修饰的名词或代词；✓关系词：引导定语从句的连接词（关系代词和关系副词）。

关系代词指代在定语从句中所充当成分人物句子主语宾语定语whowhomwhichthatwhose3.关系代词的选择①找出先行词并判断是指人或是指物；②观察先行词之前有无特殊情况；③分析句子所缺成分；④选择合适关系词。

➢巩固内化1. There were deep cracks ______________ appeared in the well walls.2. A quake __________ caused damage was more than 150 kilometres away in Beijing.3. Two thirds of the people ________ lived there were dead or injured.4. The number of people _________ were killed or badly injured in the quake was more than 400,000.5. The army sent 150,000 soldiers to Tangshan to dig out those ______ were trapped and to bury the dead.6. Workers built shelters for survivors _________ homes had been destroyed.7. China is widely known for its ancient civilisation ____________ has continued all the way through into modern times, …8. People in modern times can read the classic works _________ were written by Chinese in ancient times.Ⅱ. 关系副词的用法◆观察以下句子，探索关系副词的用法①I can never forget the day when (on which) I first saw you.②Do you remember the days that/which we spent together at school?③This is the first time that the president has visited the country.④After living in Paris for fifty years he returned to the small town where (in which)he grew up as a child.⑤The accident has reached to the point where both their parents are to be called in.⑥The school which/that we visited yesterday is newly built.⑦Unsuccessful people ca n always find reasons why (for which) they’re not doing well.⑧I don’t believe the reason that/which he gave me for his being late.➢自主发现1. 先行词指时间、地点、原因时，在从句中_________________；用关系副词用_________________，相当于。

必修一unit5教案教案标题：必修一 Unit 5 教案教学目标：1. 通过本单元的学习，学生将能够掌握与环境保护相关的词汇和表达，并能够运用所学知识进行环境保护方面的讨论和写作。

2. 培养学生对环境保护的意识和责任感，激发学生积极参与环保活动的热情。

3. 提高学生的听说读写能力，培养学生的合作与沟通能力。

教学重点：1. 掌握与环境保护相关的词汇和表达。

2. 运用所学知识进行环境保护方面的讨论和写作。

教学难点：1. 运用所学知识进行环境保护方面的讨论和写作。

2. 培养学生的合作与沟通能力。

教学准备：1. 教材：《必修一》第五单元的教材和课后习题。

2. 多媒体设备：投影仪、电脑等。

3. 教学辅助材料：PPT、练习册等。

教学过程：Step 1：导入（5分钟）1. 利用图片或视频引入话题，激发学生对环境保护的兴趣。

2. 提出问题，引导学生思考：为什么环境保护对我们来说很重要？Step 2：词汇与表达（15分钟）1. 通过展示图片和示范，教授与环境保护相关的词汇和表达，如pollution, recycle, renewable energy等。

2. 搭配练习：学生根据图片或句子选择正确的词汇或表达。

3. 合作讨论：学生分组进行小组讨论，运用所学词汇和表达描述图片或提出环境保护的建议。

Step 3：听说训练（20分钟）1. 听力练习：播放与环境保护相关的录音，要求学生根据听到的内容回答问题。

2. 口语练习：学生分角色扮演，模拟环保宣传活动。

其中一人扮演环保志愿者，其他人扮演市民，进行对话和互动。

Step 4：阅读与写作（20分钟）1. 阅读理解：学生阅读与环境保护相关的文章，回答问题并进行讨论。

2. 写作练习：学生根据所给提示写一篇关于环境保护的短文，可以包括自己的观点和建议。

Step 5：拓展活动（10分钟）1. 观看相关视频或图片，进一步了解环境保护的现状和挑战。

2. 学生分组进行辩论活动，讨论环境保护的重要性和应该采取的措施。

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。

Unit 5 Elias'story S tep1.Lead-in1. When talking about a person, what adjectives can you think of to describe his or her qualities?Adjectives for describing a person:Positive qualities: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, strong-minded, determined,Negative qualities: weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, stubborn, dull2. What qualities do you think we should find in a great person?A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.Today we are going to read about nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now read the title of the te--x-t Elia's story . Can you guess what kind of writing the text is? A story is usually a piece of narrative writing.Step2. Fast reading Read the passage quickly and find out Topic sentence of each paragraph to get the main idea and the structure of the text. Topic sentence of each paragraph:Para1. The time when I first met nelson Mandela was a very difficult period of my life.Para2. Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out ofwork.Para3. The day when Nelson Mandela told me what to do andhelped me was one of the happiest day of my life.Para4. the last thirty years have seen the greatest number of laws stopping our rights and progress until today we havereached a stage where we have almost no right at all.Para5. we first broke the law in a way which was peaceful; when this was not allowed...only then did we decide to an swerviolence with viole nee.The quoted speech in the story objectively reveals Man de'politieal viewsSo What is the main idea of the text? What does Elias tell about in his story?Main idea of the passage E lias describes how n els on Man delahelped the black people through his own experie nee.He tells about his life, how Man dela helped him and how he supported Man dela.Step3 ・ I ntensive readin Read the passage carefully to locate particula in formati on and an swer some detailed questio ns.1・what do Mandela do to help black people?Man dela helped black people by offeri ng guida nee to them on legal problem. This preve nted them from being badly treated by thegover nment.2. Why did Elias visit Nelson Mandela? WhatEisas ' problemElias visited Nels on Man dela because he n eededlegal help. He Elias isa black worker in South Africa. He was not legally allowed to work withouta passbook. He did not have one because he was not bor n in Joha nnesburg. He was worried about whether he would be out of work ・Nels on Man dela was able to help him get the passbook.3. What was Elias attitude towards the unfair situation blackpeople faced? How do you know?Elias felt upset or angry about the un fair situati on black people faced. He tells us in the story that black people could not choosewhere to live, his job or his homela nd outside the city.4. Why did he support violence when he did not agree with it?Why did Nels on Man dela turn to viole nce to make black and whitepeople equal?Because their attempt to attack the law in a peaceful way failed. They had to an swer viole nce with viole nce. There was no other way of cha nging this un fair situati on.Step4. Language studyNow please read and underline all the useful expressions orcollocations in the passage. Copy them to your notebook after class as homework.discuss it by group working and work out the meaning together.if n ecessary, you can ask me for help In the last few minu tes you are asked to tran slate some difficulty senten ces in the passage.Step5 ・ ListeningPlay the tape of the passage for you to liste n and follow. pay attention to the pronunciation and intonation. At the same time, you can enjoy the beauty of the En glish Ian guage. And it can prepare you for the retelling the text in the next step.Step6 .Summary and retelling the text Retell the story according to the following clues:Elias ' probMandela' help;Elias ' supportElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Joha nn esburg. But he hadrbgot a passbook which was required if one wan ted to live in Joha nn esburg. He was worried about being dismissed.However, he was lucky eno ugh to get some help from n els on Man dela and man aged to get the correct papers. After that, he bega n to know more Man dela and his political ideas.He agreed with Mandela ' views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Man dela wan ted to do was to fight for equal rights for the black people. So he supported him heart and soul.Step 7. Discussiona. What do you learn about Nelson Mandela from ELlASTORY?We know that Man dela is a great leader who fought for equal rights for the black people all through his life. He orga ni zed the ANC Youth League which fought aga inst the gover nment. He is in favor of peaceful fight ing. He is kind, helpful, gen erous, brave, and determ in ed.b. What about the writing style of the passage?Do you like the wayElias tells his story? Give a reason.I like the way Elias tells the story. Elias is a black worker with only a little education, so he uses some simple and short sentences to describe his experie nces and his con tact with Man dela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela s political views through which some aspects of Mandela's qualities are shown clearly. Step8. Homework1. Copy the useful phrases and sentences you like to your notebook.2. Retell the passage and write it down in your own words.。

必修一unit5学案【高考新动向】【考纲全景透析】【重点单词】1. active adj.积极的，灵活的，活性的Over seventy as he is, he is still active.I can’t tell whether it is an active volcano.拓展：be active in在……方面活跃，积极参加take an active part in积极参加act n./v.行为，举动，行动action n.行为，做法activity n.活动actor/ actress n.（男女）演员2. devote vt. 投入；献身devote… to… 献身于；专心于在devote… to…短语中，to是介词，后面接名词或动词-ing。

常见的类似短语还有：pay attention to（注意……）; stick to（坚持……）; lead to（导致……）; prefer…to（相比……更喜欢……）; look forward to（盼望……）;[典例]1). He devoted himself entirely to music. 他将一生奉献给了音乐。

2). Mary devoted her life to caring for the sick. 玛丽献身于为病人服务。

【即境活用】汉译英1). 她深爱她的孩子。

2). 我们应全力以赴地工作。

Keys: 1). She is devoted to her children.2). We should devote all our efforts to our tasks.3. vote v. 投票（决定）；选举n. 投票, 选票,表决, 得票数相关短语vote for/against 投票赞成/反对vote through 表决通过vote down 投票否决；投票击败vote in 投票选出；选举put… to the vote 将……付诸表决take/have a vote on 对……进行表决[典例]1). We voted Democrat in the last election. 我们在上次的选举中投了民主党的票。

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 Discovering Useful Structure 素养导学案课前预学区句式分析指出下面句子中的从句，并说出该从句是定语从句还是宾语从句。

1. This passage introduces how Chinese characters have changed over time._____________________________________________________________________ _____________________________________________________________________ 2. A: Have you decided where we should go for our holiday yet?B: After learning French for two years, I really want to visit a country where they speak French._____________________________________________________________________ _____________________________________________________________________ 3. According to an old story, there was once a time when the whole world spoke only one language._____________________________________________________________________ _____________________________________________________________________ 4. The reason why he found German so difficult was its grammar._____________________________________________________________________ _____________________________________________________________________课中导学区单元语法Task 1关系副词引导的限制性定语从句基础盘点1. when引导定语从句when引导定语从句时，从句的先行词为表示时间的名词，when在从句中作时间状语，相当于“介词in/at/on/during... +which”。