人教版高中英语必修一-Unit-5教案新部编本

优选授课授课设计设计|Excellentteachingplan教师学科授课设计[20–20学年度第__学期]任授课科：_____________任教年级：_____________任教老师：_____________市实验学校育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|ExcellentteachingplanUnit5NelsonMandela——amodernhero话题词汇功能句式

Thequalitiesofagreatperson;thelivesofsomegreatpeopleQuality,mean,active,generous,self,selfish,selfless,selflessly,devote,devoted,found,republic,principle,peaceful,mankind,lawyer,guidance,legal,fee,hopeful,youth,league,stage,vote,attack,violence,equal,willing,unfair,African,escape,blanket,educate,educated,beg,relative,terror,cruelty,reward,sentence,anti-anti-black,president,opinionoutofwork,asamatteroffactblowupintroubleturntoloseheartcometopowersetupbesentencedto1.征采建议（askforopinions）Whatdoyouthinkof.?What’syouropinion?Whatareyourideas?Doyouhaveanythoughtsonthat?Howdoyoufeelaboutthat?Whydoyouthinkso?上述征采建议的功能句子，要注意常用和不常用的提示。比方，Doyouhaveanythoughtsonthat?就是不常用的，不需要学生会用，能读懂即可。2.公布建议（givingopinions）Ithink/Idon’tthinkIbelieve/Idon’tbelieve(that)InmyopinionTomyunderstanding,Iamwithyou.Ifeelthat/Idon’tfeelthat语法定语从句（以when,where,why,介词+which,介词+whom引导的定语从句）TheschoolwhereIstudiedforonlytwoyearswasthreekilometersaway.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.ThereasonwhyIgotajobwasbecauseofmyhardwork.Wewereputintoapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.MandelawastheblacklawyertowhomIwentforadvice.Hewasgenerouswithhistime,forwhichIwasgrateful.提示：1、定语从句是初高中的重要语法项目，也是学生较为简单理解的项目。2、鉴于高考特地测试定于从句主若是在多项选择题题型中，而且是出现在较为简单的句型中，因此，建议不要将此部分的讲解难度提高，而是侧重学生对于主要定于从句经典句型的快速理解、大声朗读和意群朗读上去。至于教材中的定语从句难句，学生都可以理解并朗读即可。Thefirstperiodwarmingup教材解析：本单元以NelsonMandela——amodernhero为话题，目的在于使学生认识一个伟大的人应具备怎样的质量，学会表达自己的见解，并用所学的句型来描述一个伟人。育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|ExcellentteachingplanTeachingaims:ToarouseSs’interestinlegaboutrninheroesinhistoryTodevelopSslistening’andspeakingability.Teachingprocedures:Step1warmingupDescribeyourselvesFirstwhatkindofpersonareyou?(shy,outgoing,fun,mean,immature,nice,kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,tense,cold,unkind,miserable,dull,strong-minded,determinedetc.)Discussion(Encouragestudentstogivefiveorsixqualitiesthattheythinkgreatpersonshave,andgivetheirreasons.)Question1:Whodoyouthinkarethegreatestmeninyourmind?Canyounamesome?Question2:Inwhatwaydoyouconsideramanisagreat?Whatisyourstandard?Lookatpage33andthenasktheSsifthesefamouspeoplearegreatpeople.Conclusion:Agreatpersonisapersonwhohasfollowedhisorherideasandsacrificed(牺牲)somethingsothattheycouldberealized.Apopsingermaybeverypopularwiththeyoungpeople,buthe/sheisnotagreatman/woman.Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnobleaims,theycannotbecalledagreatperson.Step2languagepoints:1．devotevtoneselfto献身于、致力于。。。devoteone’slife/one’stimeto.把生命、时间献给。。。to把。。。用于。。。E.g.Hedevotedhislifetopromotingworldpeace.Hedevotedhislifetothepromotionofworldpeace.devotedadj忠实的,深爱的bedevotedto对忠实,对深爱adevotedfriendSheisdevotedtoherhusband.即学即练Themanagerdevotesallhissparetime______theviolin.BA.topractiseB.topractisingC.inpractisingD.forpractisingfightfor为而战fightagainst与作斗争；与作战fightwith同并肩作战;与作战E.g.Wewillhavetofightagainstdifficulties.I’llfightwithyou,inotherwords,I’llsupportyou.Slaveswerefightingforfreedom.3.giveup表示主动放弃或信服育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|Excellentteachingplane.g.Hehasdecidedtogiveupsmoking.givein表示被动信服或认输，后边不带宾语。若是接宾语用giveintoe.g.Youcan’twinthegame,soyoumayaswellgivein.ThesecondperiodextensivereadingTeachingaims:TohaveSslearnaboutsomeinformationaboutNelsonMandelaandthesituationwheretheblackwasbadlyorunfairlytreated.TogetSstolearnaboutreasonwhyNelsonMandelahelpedtheblackpeopletogetthesamerightaswhitepeople.Teachingprocedures:Step1makeprediction:Readthetitleofthetextandguesswhatkindofwritingthetextis.(Narrativewriting)Step2scanning:readthetextquicklyandthendecidehowmanypartsthistextcanbedividedintoandthengivethemainideasofeachpart.Part1(Para.12)ThelifeofElias’beforehemetNelsonMandelaPart2(Para.35)ThechangeofAliaslifeafterhemetNelsonMandelaandwhatMandeladid.Step3skimming:Scanthetestspecificinformationtofinishcomprehendingpart.Step4Let’sgooverthetextoncemoretomakeadiagramofitwithkeywordsofeachparagraphplacedinthebox.Elias’storyHomework1.Gooverthe

InformationofBlackworkerdifficultEliasperiodlawfirmElias’lifebeforemeetingMandelaSixleavenotpaygoldElias’sproblemminepassbookworriedaboutMandela’shelpTellhelpcorrectpapersforgetjoinElias’lifeafterBlackpeople’sNorightsvotelivejobpoorestareasnotgrowmeetingMandelaproblemsfoodPositionacceptfightSupporttoMandelapeacefulblowupputinprisonrealizeequal“Reading”andfindouttheusefulexpressionsinit.Thethirdperiodintensivereading育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|ExcellentteachingplanLanguagepoints:1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.when在句子中引导的是时间定语从句。when指时间，在定语从句中做时间状语：e.g.IstillrememberthedaywhenIfirstcametotheschool.Thetimewhenwegottogetherfinallycame.2.Itwasin1952andMandelawastheblacklawyertowhomIwentforadvice.advicen.apieceofadvice一条建议askforadvice征采建议givesb.adviceon对于给某人建议advisev.1)advisesb.on/aboutsth.就给某人出想法e.g.Ihaveadvisedyouonthatsubject.2)advisesb.todosth.建议某人干e.g.OurmonitoradvisesmetopracticemorespokenEnglish.3)advisedoingsth建议做某事e.g.Iadvisewaitinguntiltomorrow.4)advisethat+(should)doe.g.Iadvisethatyou(should)noteatfruitthatisn’tripe.andIworriedaboutwhetherIwouldbecomeoutofwork.outofwork失业(做表语或后置定语)e.g.Jimhasbeenoutofworkformonths.Thenumberofpeopleoutofworkreached300.Outof常有“出于，由于，缺乏，没有；放弃，丧失；越出。。。之外”等意义。即学即练Attherailwaystation,themotherwavedgoodbyetoherdaughteruntilthetrainwas.(08高考)AA.outofsightB.outofreachC.outoforderD.outofplace4.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.see在此句意为“目击,目击”;(在某段时期)发生(某情况),经历,经受;英语中有些动词的主语有时不是人，而是物，而且经常是表时间和地点的名词。这是一种拟人的用法，可以使句子显得生动幽默。e.g.Thelastfewmonthshasseenmoreandmoretrafficaccidents.Thecityhasseenmanychanges.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfightthegovernment.accept接“受”,指的是主观上接受了receive收“到”,指客观收到但不用然接受e.g.Iacceptedhisinvitationtotheparty．译：我收到了他的邀请,但我没有接受。Ireceivedhisinvitation,butIdidn'taccept.6.onlythendidwedecidetoanswerviolencewithviolence.育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|Excellentteachingplanonlythen此处引起倒装句,当only修饰状语位于句首时,句子采用部分倒装的结构。e.g.OnlybypracticingafewhourseverydaywillyoubeabletomasterEnglish.OnlythendidIrealizethatIwaswrong．Onlyinthiswaycanyousolvetheproblem.Onlywhenhecamebackdidweknowthesecret．Youcanleaveonlywhenhecomes.=____________hecomes_____youleave.(Onlywhencan)注意1:若是only所重申的为状语从句,该状语从句不倒装,只对主句进行倒装,从句不倒装。Only＋主语在句首时,不用倒装e.g.Onlyheknowstheanswer.Onlywhenachildgrowsupdoesheunderstandhisparents’intentions.Onlywhenthewarwasoverin1918washeabletogethappilybacktowork.[即学即练]DACA1)OnlywhenIleftmyparentsforItaly___howmuchIlovedthem.(08重庆)A.IrealizedB.IhadrealizedC.hadIrealizedD.didIrealize2)___youeatthecorrectfoods___beabletokeepfitandstayhealthy.(08江苏)A.Onlyif;willyouB.Onlyif;youwillC.Unless;willyouD.Unless;youwillItwasannouncedthatonlywhenthefirewasundercontrol____toreturntotheirhomes.(08江西)A.theresidentswouldbepermittedB.hadtheresidentsbeenpermittedC.wouldtheresidentsbepermittedD.theresidentshadbeenpermitted___bykeepingdowncostswillPowerDataholditsadvantageoverothercompanies.(2006浙江)A.OnlyB.JustC.StillD.Yet7.Asamatteroffact,Idonotlikeviolencebutin1963Ihelpedhimblowupsomegovernmentbuildings.1)asamatteroffact=infacte.g.Asamatteroffact,Idon’tknowthetruth.--Haveyoualwayslivedhere?--__________________(=Thetruthis)I'veonlylivedhereforthelastthreeyears.2)blow(sb./sth.)up使充气,爆炸,炸毁Theythreatenedto__________theplaneiftheirdemandswerenotmet.(blowup)Hedroveoveralandmineandhisjeep__________.(blewup)即学即练1.Wheneverwearein_______,wemustneverlose______,buttrytothinkofthewayout.CA.thetrouble;ourheartB.troubles;heartsC.trouble;heartD.trouble;ourheartShe_________________________therecitingworkontime.(hastroubleinfinishing)育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|Excellentteachingplan准时完成背诵作业对她来说有困难。Homework:dolearningaboutlanguage.Thefourthperiodgrammar关系副词引导的定语从句:1.When指时间，在定语从句中作时间状语，相当于“介词+关系代词(which)”。其先行词是表时间的名词（如：time,day,week,year,month,etc.）e.g.Myfatherwasbornintheyearwhen/inwhichtheSecondWorldWarbrokeout.★先行词为"时间名词"，可用when引导定语从句，when在定语从句中作状语；还可以用which或that引导，which或that在从句中作主语或宾语。比较:1.Istillrememberthedaywhen/onwhichmybrotherjoinedthearmy.（作状语）2.Istillrememberthedayswhich/thatwespenttogether.（作宾语）2.Where指地点，在定语从句中作地点状语，相当于“介词+关系代词(which)”。其先行词是表示地点的名词，如：place,school,factory,room,etc.如:e.g.Iliveintheroomwhere/inwhichheusedtolive.★先行词是"地点名词"，定语从句可用where引导，还可用which或that引导，which/that在从句中作主语或宾语。比较:1.Thisisthefactorywhere/inwhichheworkedlastyear.（作状语）Thisistheparkwhich/thattheyvisitedlastyear.（作宾语）●当先行词为case,point,situation时，而且这些词在句中作状语，这时也用关系副词where.Why指原因，在定语从句中作原因状语。先行词为reason时，可用forwhich指代；当关系词在从句中作主语或宾语时，则用which或that引导。如：e.g.1.Thereasonwhy/forwhichhedidn'tattendthemeetingwasthathewas（ill.作状语）Idon'tbelievethereason(that/which)hegaveme.（作宾语）Haveyouaskedhimthereasonthatmayexplainhissuccess?（作主语）即学即练October1,1949istheday___________wewillneverforget.（that/which）2.Isthistheshop___________sellschildren（which’sclothing/that）Thisisthefactory___________maketoys.(which/that)Thisisthefactory_______________heworkedtenyearsago.(where/inwhich)高考链接(ADDDAA)Hewaseducatedatthelocalhighschool,______hewentontoBeijingUniversity.(2007江苏)A.afterwhichB.afterthatC.inwhichD.inthat2.it’helpfulstoputchildreninasituationtheycanseethemselvesdifferently.（08福建）A.thatB.whenC.whichD.where3.Somepre-schoolchildrengotoadaycarecenter,_______theylearnsimplegamesandsongs.（2007全国卷I）A.thenB.thereC.whileD.where4.Today,we’lldiscussanumberofcasesbeginnersofEnglishfailtouse育人好像春风化雨，授业不惜蜡炬成灰优选授课授课设计设计|Excellentteachingplanthelanguageproperly.（2007陕西卷）A.whichB.asC.whyD.whereTheScienceMuseum,______wevisitedduringarecenttriptoBritain,isoneofLondon’stouristattractions（.08江苏卷）A.whichB.whatC.thatD.whereTheywillflytoWashington,___theyplantostayfortwoorthreedays.（08重庆卷）A.whereB.thereC.whichD.whenHomework:Dotheexercisesinp37Thefifthperiodlistening,speakingandwritingTeachingAims:TohelpthestudentslistenaboutthesametopicasisreadinthefirstperiodTohelpstudentsreadanotherpassageaboutthesamepersoncoveredinthefirstperiodTohelpstudentswriteanimaginarylettermakinguseofthelearnedwordsandstructuresTeachingprocedures:Step1Pre-listeningGroupwork:AskSstodiscusswiththeirpartnersingroupsoffouraccordingtothequestionsandtrytopredicttheanswerstothefollowingquestionsWhatisapassbook?Whyisitimportant?WhatjobdidEliaswa