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1、 必修一 第五单元 单元教学内容分析单元教学目的和要求：Topic: The qualities of a great person; the lives of some great peopleVocabulary: 音形义 generous, found, principle, selfish, selfless, republic, livelihood, nationalism, peaceful, leap, giant, guidance, Legal, illegal, fee, Hopeful, stage, violence, Violent, willing, unfair
2、, Release, relative, terror, Reward, president, opinion, Attack, escape, quality, However, vote, cruelty, Active, devoted, educated, in trouble, come to power, out of work , be generous with, die for/from 应用 devote, escape, as a matter of fact, encourage, proud, allow, give away, give back, give in,
3、 give in to, give off, give up Important sentences:重点句子(P.33) He helped black people get the same rights as white people.(P.33) He was the first man to land on the moon in July 1969.(P.34) Sadly I did not have it.(P.34) The last thirty years have seen the greatest number of laws stopping our rights
4、and progress, until today we have reached a stage where we have almost no rights at all.(P.34) Only then we decided to answer violence with violence.(P.38) but they did pass their exams.(P.38) Since I was better educated, I got a job working in an office.Grammar:定语从句the attributive clause II -where,
5、 when , why, 介词+which/whom) 本单元出现定语从句17句（who P.33, P.38 ; to whomP.34; when P.34 P.38; for which P.34 P.38; in which P.34; where P. 34; which P.34; 省略关系代词P.34 P.38）Daily language:(课本第39页) 1、征求意见（asking for opinion） 2、发表意见（giving opinions）Emotional goal: 了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境
6、下为人类做贡献、不追求享乐的高尚品质，以提高自身的素质。Writing:人物描写（|Description of a famous person）本单元的中心话题是伟人的品格、几位伟人的生平，内容涉及伊莱亚斯的故事，纳尔逊曼德拉的生平简介，威廉廷代尔的故事，比尔盖茨明等，而主要内容是围绕当代英雄纳尔逊曼德拉展开的。教材接穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的纳尔逊曼德拉的故事，这样的写法有别于惯常所采取的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加的亲切感人，引人入胜，还留给了学生更多的思考空间。伊莱亚斯的故事分成了三部分。第一部分是主课文，伊莱亚斯向我们介绍1952-19
7、63年期间的曼德拉；第二部分是听力短文，伊莱亚斯讲述了他为了争取与白人平等的权利而参加了曼德拉的非洲国民大会青年联盟；第三部分也是阅读短文，伊莱亚斯讲述了他在罗本岛见于服刑期间得到了曼德拉的帮组，在非国大（ANC）掌权后，在曼德拉的安排下，伊莱亚斯又回到了罗本岛见于担任解说，向游客介绍罗本岛的过去。Warming up部分： 列出了24的形容词，要求学生从中选择哪些可以用来描述伟人，引导学生思考伟人应该具有的品格，开展讨论并列表说明。这样的安排既突出了本单元的主题-为人的品格，又体现了本单元的功能项目-发表意见与评论。Pre-reading部分： 设计了讨论题。著名的人物是否也是伟人呢？让学生
8、结合书中所列出的古今中外的六位人物进行讨论，发表意见。Reading部分：题为“伊莱亚斯的故事”由伊莱亚斯向我们叙述曼德拉的故事，时间是从1952年到1963年。伊莱亚斯初遇曼德拉时还是一个年仅12虽的黑人少年，正处于人生的一个非常困难时期，曼德拉开办 了转为黑人服务的律师事务所，帮助黑人解决困难。伊莱亚斯正式在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利。在曼德拉的教育下，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，宽容博大的胸怀让他深深感动，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人国民大会青年联盟，聆听曼德拉的讲演，积极参加他组织的反政府活动，为争取获得黑
9、人与白人平等的权利而战斗。Comprehending部分：设置了四个练习，主要用来帮助学生更好地理解阅读课文的内容。练习1要求学生依据课文内容判断练习所给句子的正误，并说明理由。主要是检查学生对课文中的某些细节内容的理解情况。练习2要求学生根据课文内容回答问题。练习3要求学生按照课文内容列出伊莱亚斯的生活年表。练习4要求学生听磁带模仿读音，注意长句朗读是的听读现象，并对所列出的语句进行分析，在理解的基础上用自己的话复述出来。 Learning about language部分：由词汇学习和语法学习两部分组成，分别对词汇和语法进行练习。 Using language部分：让学生运用本单元所学的语
10、言知识点进行听说读写的综合训练。高中英语教学设计教学课题Unit 5 Nelson Mandela Warming up, pre-reading, reading and comprehending课程类型听说课课时一课时教材分析本课涉及的内容有：Warming up, pre-reading, reading and comprehending，通过一系列活动让学生了解伟人具有的品格，学习有利于自己发展的品德与行为。学情分析 学生对本单元中出现的几位伟人或名人多有所了解，课程内容方面应该不会有太大的问题，但口语交流肯定是一大难关，听力方面的练习仍欠缺。教学重点1.New words 2.
11、Summarize the characters of a great person. 3. Finish the exercises. 4. Improve the listening skills 教学难点1.How to help the Ss express themselves better. 2. How to help the Ss summarize the main quality of a great man.教学目标（一）知识目标 1.New words and expressions: quality, mean, active, generous, self(-les
12、s, -ish, -lessly), devoted, willing, found, principle, peaceful, mankind 2. Functions: I think（二）能力目标 1.选取适当形容词描述著名人物，能简单介绍他们的成就； 2.听懂一段人物介绍，并能获取与该人物有关的数字、地点、成就及其影响等信息。 3. 借助上下文推断听力短文中的空缺内容，在听的过程中，能记录所听到的关键词。 4.简单介绍心中的英雄人物，发表自己的见解。 5.初步总结归纳伟人的共性和特点。（三）情感目标 学习伟人不畏艰辛、勇于挑战的精神，重塑自我三观世界。教学方法 1. Discussio
13、n 2. Co-operative 3.Task-based activities教学过程设计时间教学步骤教师活动学生活动设计意图minStep 1Lead in Ask the Ss to make a guess about the topic of this unit from the title and pics.Read the title and pics and make a guess读前预测能有效的调动学生原有相关知识储备，激发对未知知识的欲望minStep 2Warming up New wordsShow some pics of some famous men ith
14、relative information and words.Describe the men and wordsSeparate the class into groups to make introduction to the famous men.Q Are famous people all great ones?Listen and go over the wordsDiscuss in group Report it outDiscuss选取学生熟悉的人物以激发他们的学生兴趣呈现新词复习利用合作避免个人失误，鼓励后进minStep 3ReadingdiscussionAsk the
15、 Ss to go through pre-reading and guess the meanings of the new words.Make the Ss guess the differences between famous and great people.Discussion.Read and guessDiscuss在上下文中猜测词义独立思考合作交流结论minStep 4Listening Ask the Ss to focus on William TyndaleHave you ever heard of him before?Why do you think his w
16、ork was so important?Play the tape.1.listern and do Ex1. 2.listen again and check the answersListen to the first part again and do Ex2Listen to the second part again and answer Qs. Q1 What happened to him after he was found in Belgium? Q2 What do people think of his work now?Read the introduction an
17、d answer Qs.让学生针对人物自己提出问题，不仅能帮助学生过渡到听力教学步骤中，还让学生以探究的姿态投入到新的学习内容中来minStep 5Talking Talk about your hero. Tips:Think of a person you admire and respectUse the Qs in Talking to help youUse the expressions on P39 to ask for others opinions or express your own.开放性的话题能提高学生说的的积极性（掌握本单元的功能语句，逐步形成用英语表达的习惯和能力
18、）minStep 6Summary homework1.Write a passage of 50 words to describe your own hero, including his name, things he did, his qualities, etc.2.Review the words that you have learnt in Warming up and pre-reading.Reflection After Teaching(教学反思)在实际教学中，见于课文中出现了诸多的定语从句，担心会影响学生顺利开展阅读，所以，将阅读课延后，先语法课，然后再进行本文的阅读
19、教学。从实际效果来看，较好。（阅读文中无新的知识点）高中英语教学设计 教学课题Grammar: The Attributive Clause II课程类型Grammar课时2课时(1 for explanation, 1 for practising)教材分析两节课内容包括如下：简单复习上一单元所学的定语从句，借此导入本单元的新课。学习关系副词、介词+关系代词； 做一些练习学情分析 学生对从句的认识尚未到位，对从句有些抵触与不适应。尽管在第四单元学习了一些入门，但仍有很多的学生未能掌握到位。教学重点1.关系副词、介词+冠关系代词的应用规则 2.解题技巧教学难点 如何让学生较容易的接受、掌握相关
20、的语法项目，了解、掌握相应的解题技巧教学目标（一）知识目标 1.学习定语从句II 2.了解、掌握应用诀窍（二）能力目标1.了解熟悉从句，会做相应的题目 2.尝试将从句运用到日常写作中。（三）情感目标 体会英语中的从句应用，了解不同于母语之处。教学方法 1.温故而知新，平稳过渡 2.以连带学 3.练中摸索，步步推进教学过程设计时间教学步骤教师活动学生活动设计意图minStep 1练习一：复习1.在黑板上呈现复习题目，要求学生可采取独立或合作的形式完成2.核对答案，并介词复习上一单元所学有关知识采取自己喜欢的方式，完成题目，借以复习上单元所学，以便于进行本节课的新课学习复习巩固，并未导入新课服务m
21、inStep 2练习二：导入1.呈现第二组题目，要求学生完成2.发现问题：无法用上一单元所学知识来完成，缺少介词3.引入新知识及解题技巧研究新题目。积极发现问题，激发对新知识的兴趣实践中发现问题所在，激发学生学习新知识的兴趣minStep 3新课一：介词+关系代词讲解如何断定介词的出现，并如何选择正确的介词认真听讲，努力领会新知识，并尝试新方法学习新课minStep 4练习三：用介词+关系代词填空呈现练习，并让学生运用所学，用“介词+关系代词“完成句子核对答案，并做相应必要的解释告诉学生，其实，这其中的部分句子还有另外一种处理方式导入新课中的另外一个话题：关系副词运用新知识完成句子，进行锻炼在
22、应用中巩固所学新知识，并借此组题目导入另一个新知识点minStep 5新课二：关系副词简单介绍关系副词的运用，并引导学生一起将练习三中可以替换的题目用关系副词完成学习新课，认知领会学生如果掌握了介词+关系代词一节，那么这一节就显得很容易了，完全可以在这个替换练习中轻松掌握。minStep 6练习四呈现最后一组练习，要求学生用本节课所学习的内容完成题目核对并做相应必要的解释运用教师提供的综合练习进行实践练习，巩固本节课所学新知识，争取尽快掌握运用练习，帮助学生尽快掌握性知识minStep 7总结汇总带领学生对本节课所学内容进行汇总，并归纳相应的注意事项和解题技巧：介词+关系代词和关系副词包含：如
23、何判断需要介词和如何正确选择合适的介词，如何选择合适的关系副词在教师的带领下梳理新知识，是指条理化、网络化和实效化梳理知识脉络，理清头脑，以方便更好的掌握和运用minStep 8拓展如果时间允许，还可以引导学生进行下列的思考定语从句的引导词有关系代词和关系副词，而关系副词=介词+关系代词，由此两句话不难得出如下结论：定语从句的引导词聚焦在是否加介词和加什么介词上，因此，在定语从句中，如何正确的选择合适的介词便显得尤为重要了。明了考查重点和重心，做到有的放矢minStep 9作业复习本节课所学，并借助讲义巩固，争取形成自己的行之有效的技巧与方法。Reflection After Teaching
24、(教学反思) 附录教学步骤具体教学内容补充Step 11. They couldnt get the job _ they wanted. 2. This is the factory _ we visited.3. This is the man _ we saw last year. 4. We first broke the law in a way _ was peaceful.Step 21. This is the factory _(in which/where) we worked last year.2. This is the man _ (about/to whom) w
25、e talked yesterday.3. Mandela was the black lawyer _ (to whom) I went for advice.4. He was generous with his time, _(for which) I was grateful.5. The parts of town _ (in which) they had to live were decided by whiter people.6. We were put into a position _(in which/where) we had to accept we were le
26、ss important.Step 41. The time _ I first net Nelson Mandela was a very difficult period of my life.2. The school _ I studied for only two years was three kilometers away.3. The day _ Nelson Mandela helped me was one of my happiest.4. The places outside the towns _ they were sent to live were the poo
27、rest.5. This was a time _ one had got to have a passbook to live in Johannesburg.Step 61. It was a prison _ no one escaped.2. Nelson Mandela began a school for those of us _ had little learning.3. He taught us during the lunch breaks and the evenings _ we should have been asleep.4. We read books und
28、er our blankets and use anything _ we could find to make candles to see the words.5. I remembered the beatings and the cruelty of the guards and mu friends _had died.6. The way to solve the problems by the police _ he thought of turned out to be useless.7. The reason _ he gave us for his absence was
29、 unbelievable.8. Its Tom _ help wed be grateful.9. The reason _ he was absent yesterday was that he was ill.10. I dont like the way _ he talked to his mother.11. This is the way _he thought of to solve the problem.历年高考真题演练 定语从句（二）when, where, why, 介词+which/whom1.(05上海,40)If a shop has chairs _ women
30、 can park their men, women will spend more time in the shop. A. that B. which C. when D. where2.(05重庆,32)Mark was a student at this university from 1999 to 2003, _ he studied very hard and was made Chairman of the Students Union. A. during which time B. for which time C. during whose time D. by that
31、 time3.(05湖南,27)Franks dream was to have his own shop _ to produce the workings of his own hands. A. that B. in which C. by whichD. how4.(05江西,25)The schools themselves admit(承认)that not all children will be successful in the jobs _ they are being trained. A. in that B. for that C. in which D. for w
32、hich5.(05辽宁,28)I walked in our garden, _ Tom and Jim were tying a big sign onto one of the trees. A. which B. when C. where D. that6（05福建,35）-Is that the small town you often refer to ? - Right, just the one _ you know I used to work for years. A. that B. which C. where D. what7. (05江苏,32)The place
33、_ the bridge is supposed to (=should)be built should be _ the cross-river traffic is the heaviest. A. which, where B. at which, which C. at which, where D. which, in which8.(05广东,35)Many people who had seen the film were afraid to go to the forest when they remembered the scenes(场景)_ people were eat
34、en by the tiger. A. in which B. by which C. which D. that9.(06山东,26)Were just trying to reach a point _ both sides will sit down together and talk. A. whereB. that C. when D. which10.(06浙江,13)I was given three books on cooking, the first _ I really enjoyed. A. of that B. of which C. thatD. which11.(
35、06重庆,34)I saw a woman running towards me in the dark. Before I could recognize who she was, she had run back in the direction _ she had come. A. of which B. by which C. in which D. from which12.(06陕西,8)She was educated at Beijing University, _ she went on to have her advanced study abroad. A. after
36、that B. from that C. from which D. after which13.(07天津,11)Those successful deaf dancers think that dancing is an activity _ sight matters more than hearing. A. when B. whose C. which D. where14.(07重庆,30)Human facial expressions(面部表情)differ from those of animals in the degree _ they can be controlled
37、 on purpose. A. with which B. to which C. of which D. for which15.(07江西,32)After graduation she reached a point in her career(职业) _ she needed to decide what to do. A. that B. what C. which D. where16.(07辽宁,24)Eric received training in computer for one year, _ he found a job in a big company. A. aft
38、er that B. after which C. after it D. after this17.(07福建,27)The village has developed a lot _ we learned farming two years ago. A. when B. which C. that D. where18.(07四川,27)It is reported that two schools, _ are being built in my hometown, will open next year. A. they both B. which both C. both of t
39、hem D. both of which19.(07安徽,34)Last week, only two people came to look at the house, _ wanted to buy it. A. none of them B. both of them C. none of whom D. neither of whom20.(07陕西,20)Today, well discuss a number of cases _ beginners of English fail to use the language properly. A. which B. asC. why
40、D. where21.(07山东,30)- Where did you get to know her? -It was on the farm _ we worked. A. that B. there C. which D. where22.(07山东,35)The book was written in 1946, _ the education system has witnessed great changes. A. when B. during whichC. since then D. since when23.(07全国I,22)Some pre-school childre
41、n go to a day care center, _they learn simple games and songs. A. then B. there C. while D. where24.(08北京,28)Ill give you My friends home address, _I can be reached most evenings. A. which B. when C. whom D. where25.(08重庆,21)They will fly to Washington, _ they plan to stay for two or three days. A.
42、where B. there C. which D. when26.(05山东,26)Occasions are quite rare _ I have the time to spend a day with my kids. A. who B. which C. why D. when27.(08福建,31)By nine oclock, all the Olympic torch(火炬)bearers had reached the top of Mount Qomolangma, _appeared rare rainbow(彩虹)soon. A. of which B. on whi
43、ch C. from which D. above which28.(08湖南,31)The growing speed of a plant is influenced(影响) by a number of factors(因素), _are beyond our control.A. most of them B. most of which C. most of what D. most of that.29.(08四川,4)For many cities in the world, there is no room to spread out further, _ New York i
44、s an example. A. for which B. in which C. of whichD. from which30.(08安徽,26)All the neighbor admire(羡慕)this family, _the parents are treating their child like a friend. A. why B. where C. which D. that31.( 09北京,26)-What do you think of teaching, Bob?-I find it fun and challenging. Its a job _ you are
45、 doing something serious but interesting. A. where B. which C. when D. that32.( 09陕西,11)Gun control is a subject _ Americans have argued for a long time. A. of whichB. with which C. about which D. into which33.( 09重庆,34)Life is a long race(赛跑) _ we compete with others to go beyond ourselves. A. why B. what C. that D. where34.( 09福建,24)Its helpful to put children in a situation _ they can see themselves differently. A. that B. when C. which D. where35.( 09江苏,23)Because of the financial crisis(金融危机), days are gone _ local 5-star hotels charged 6,000 yuan for one night.