Unit 5 Nelson Mandela教案
林素芬人教版必修一Unit 5 Nelson Mandela单元教案
Unit 5 Nelson Mandela——a modern heroI．教学内容分析本单元的中心话题是当代英雄纳尔逊·曼德拉。
有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。
第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。
第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。
第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。
这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。
Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。
这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。
Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。
通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。
Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。
Comprehending部分分别从不同层面引导学生进行阅读。
通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。
Learning about Language部分主要着重于词汇和语法的学习与训练。
词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。
语法部分紧扣“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。
人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading
必修一Unit 5 Nelson Mandela—a modern heroReading一．Type 教学课型：Reading 阅读课本文以Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。
同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。
教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。
文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。
伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。
当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。
伊莱雅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，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。
曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。
因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。
这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。
在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。
为熟悉本课的内容作了铺垫。
虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。
本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。
1. Teaching Aims教学目标1）Knowledge objectivesa.Students will be able to learn the useful new words and expressions in this part:Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote, guidance, blow up, in troubleb. Enable the students to read Elias’ storyc. Guide the students to know the qualities of Nelson Mandela as a great leader2) Ability objectivesa.Develop the students ’reading skills, such as fast reading ,careful reading and summarizingb.Improve the students’ comprehension ability3) Emotion objectivesa,Understand the qualities great person have in common and learn the fine qualities from themb.Develop the students’ moral quality2.Teaching important points教学重点a.Enable the students to read Elias’ story and Learn to grasp the main idea of the text.b.Enable students to talk about the fine qualities of great people,especially Nelson Mandelac.Improve the students’ reading ability3.Teaching difficult points 教学难点a.How to grasp the main idea of the text.b.How to help develop students’ reading abilityc.How to help students learn from Nelson Mandela4.Teaching methods 教学方法a.Student-centeredb.Task-based teaching method(任务型教学)c.Discussion5.Learning methods 学习方法Individual or pair work and group work6.Teaching Aids 教具准备The multimedia三．教学设计1. 总体思路本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论) and role play 。
Unit 5 nelson mandela 教案
人物简介纳尔逊·罗利赫拉赫拉·曼德拉（Nelson Rolihlahla Mandela）是享誉全球的诺贝尔和平奖得主。
为了推翻南非白人种族主义统治，他进行了长达50年（1944—1994年）艰苦卓绝的斗争，铁窗面壁27年（1962—1990年）。
最终，从阶下囚一跃成为南非第一任黑人总统，为新南非开创了一个民主统一的局面。
南非终身名誉总统。
[2004年，南非广播公司举办了最伟大的南非人（SABC3's Great South Africans)票选活动，结果曼德拉被选为最伟大的南非人[2]。
政治经历1918年7月18日出生于南非特兰斯凯一个部落酋长家庭。
1938年进入黑尔堡学院，后又就读于威特沃特斯兰德大学，获法学学士学位。
1944年参加主张非暴力斗争的南非非洲人国民大会（简称非国大）。
1952年至1956年在约翰内斯堡当开业律师。
曼德拉自幼性格刚强，崇敬民族英雄。
他是家中长子而被指定为酋长继承人。
但他表示：“决不愿以酋长身份统治一个受压迫的部族”，而要“以一个战士的名义投身于民族解放事业”。
他毅然走上了追求民族解放的道路。
1961年，他领导罢工运动，抗议和抵制白人种族主义者成立的“南非共和国”；1962年8月，曼德拉被捕入狱，当时他年仅43岁，南非政府以“煽动”罪和“非法越境”罪判处他5年监禁。
964年6月，他又被指控犯有“企图以暴力推翻政府”，改判为无期徒刑。
在狱中长达27个春秋，他备受迫害和折磨，但始终未改变反对种族主义、建立一个平等、自由的新南非的坚强信念。
1990年2月11日，南非当局在国内外舆论压力下，被迫宣布无条件释放曼德拉。
1991年7月当选为主席。
1994年4月，非国大在南非首次不分种族的大选中获胜。
同年5月，德拉成为南非第一位黑人总统。
Unit_5_Nelson_Mandela教案[1]
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Unit 5 Nelson Mandela--a 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)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, g old，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 ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... 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）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）。
Unit 5 Nelson Mandela 教案精编版
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）。
人教版高中英语必修第一册 《Unit 5：Nelson Mandela 》教案
人教版高中英语必修第一册 《Unit 5：Nelson Mandela - a modern hero》教案一、教学目标1.知识目标o学生能够掌握与纳尔逊・曼德拉及英雄品质相关的重点词汇和短语，如 “quality, devoted, equal, fight, stage” 等。
o学生能够理解并运用描述人物品质和事迹的句型和表达方式。
2.技能目标o学生能够听懂有关英雄人物的对话和叙述，获取关键信息。
o学生能够阅读并理解介绍纳尔逊・曼德拉的文章，把握文章主旨和细节。
o学生能够用英语谈论自己心目中的英雄并阐述原因。
o学生能够写一篇关于英雄人物的短文，突出其品质和贡献。
3.情感目标o引导学生学习纳尔逊・曼德拉的精神，培养积极向上的价值观。
o激发学生对正义、平等和奉献精神的追求。
二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。
o对课文中纳尔逊・曼德拉事迹和品质的理解。
o培养学生用英语描述英雄人物的能力。
2.教学难点o如何帮助学生深入理解纳尔逊・曼德拉的精神内涵，并能用英语准确表达。
o引导学生在写作中展现对英雄概念的深刻思考。
三、教学方法1.人物分析法：深入剖析纳尔逊・曼德拉的形象和品质。
2.故事讲述法：通过讲述曼德拉的故事，吸引学生兴趣。
3.启发式教学法：启发学生思考英雄的定义和价值。
四、教学过程（一）导入（5 分钟）1.展示纳尔逊・曼德拉的图片，提问学生是否了解他。
2.简单介绍纳尔逊・曼德拉的背景，引发学生的兴趣。
（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合曼德拉的事迹进行讲解。
2.通过词汇游戏，如猜词、接龙等，巩固词汇记忆。
（三）阅读前准备（5 分钟）1.让学生思考 “什么是英雄”，并列举一些他们认为的英雄。
2.提出问题引导学生对课文内容进行预测，如：What do you think this passage will talk about Nelson Mandela?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括曼德拉的主要经历。
人教版高中英语必修1Unit5NelsonMandela—amodernhero教案
Unit 5 Nelson Mandela - a modern hero【学习目标】掌握本单元的常用词汇表达。
【学习重难点】熟练记住常用词汇与词组。
【学习方法】速读、细读、归纳、练习【学习内容】一、重点词汇1.devote vt. 献身；专心于A great person is someone who devotes his/her life to helping others.伟人就是将他/她的一生致力于帮助别人的人。
［例句探源］①I'm devoting all my time and energy to caring for my son right now. 目前我把所有的时间和精力都放在照顾儿子上。
②Her son，to whom she is so devoted，went abroad last year，leaving her alone in the small village.她非常疼爱的儿子去年去了国外，留下她一个人在小村子里。
③His devotion to his wife and family is touching. 他对妻子和家人的关爱感人至深。
［即境活用］这些艺术家把终生献给了艺术，为艺术事业做出了巨大贡献。
These artists ___________ __________ __________ __________ _________ art ，and made great contributions to the artistic field.答案：devoted all their life to2.vote vt. & vi. 投票；选举n．投票；票Black people could not vote or choose their leaders.当时黑人没有选举权，他们无权选择他们的领导人。
［例句探源］①Did you vote for or against her? 你投了她的赞成票还是反对票？②We will listen to the arguments on both sides and then vote on it. 我们将先听听双方的论点，然后再表决。
Unit 5 Nelson Mandela 教案
Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标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）。
2.2 从训练目的上看，Warming up，Pre-reading，Talking, Speaking task都是一致的，可将三者结合在一起，设计成一节“口语课”。
2.3 将Learning about language，Using structures合在一起，设计成一节“语法课”（既有2.4 ”（二）2.5 ”。
2.6 写作课”。
3.IV.a.period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud ofb. 重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34 After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could stay in Johannesburg. P34I joined it as soon as I could. P34The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 We were put in a position in which we had either to accept we were less important, or fight the Government. P34But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34Step I RevisionCheck the homework of Unit 4.Step II ReadingGet the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to the exercises of Comprehending.T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some questions: Who do youadmire greatly? Why?Sa: Yao Ming. In my opinion, he is the best basketball player in our country.Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles.Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus (微积分) and discovered that white light is composed of every color in the spectrum (光谱).Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom,T:T: Let’T:T:Let’decided to answer violence with violence.6. False. Because at first they broke the law in a way which was peaceful, but when they failed, theydecided to answer violence with violence.T: Let’s come to Part 3 of Comprehending. Read the text again and try to finish the timeline of Elias’ life. Five minutes later.Suggested answers— 1940 ........He was born.— 1942 ....... He was a two years old baby.— 1944 ....... He was four years old.— 1946 ....... He began school.— 1948 ....... He left school.— 1950 ....... Nelson Mandela opened his law firm.— 1952 ....... He was 12 and met Mandela.— 1954 ....... He was fourteen and encouraged by Mandela.T:T:Now WhilePart IPart IIdid.T:please.T: Let’Step IIIT:Ss: Yes.T: Let’Three minutes later.T: Please read the text carefully, and do the exercise one on Page 39.Two minutes later.T: Let’s check your work.Check the answers with the students together.Suggest answersGood thingsHe became a good student.He felt good about himself.Bad thingsHe was not allowed to study for his degree.T: Please discuss the two questions on the slide with your partner.1. What would you have done if you were Elias?2. How do you think his wife and family felt when he was in prison?T: Who’S1: If I were Elias, I would have make more efforts to study for my degreeT: Then the second?S2: I think his family may feel very sad, but a bit comforted that he could be educated in prison.T: Good, thanks!Step IVT:T:今Then were lesswhich was peaceful; when this was not allowed… only then did we decide to answer violence with violence. From these sentences we know that they had tried to gain their equal rights in peaceful way, but it was in vain. So they turned to violence. In this sentence,in which we had either to accept…is an attributive clause, which is used to modify a position. And which was peaceful…is also an attributive clause, which is used to modify a way. Another example: I don’t like the way in which he talks.Step V Homework1. Recite the key sentences in the two texts.2. Preview Warming up and Pre-reading on Pages 33.The Second Period SpeakingTeaching goals 教学目标1.Target language 目标语言a. 重点词汇和短语quality, get on well with, be willing to do, be active in, lose heart, in trouble, Bible, fight against/for/with, invader, the German Nazis, republic, principle, nationalism, livelihood, peaceful,b.I’What’T e a c h i nT e a c h i n g d i f f i c u l t p o i n t s教学难点How to tell an important person from a great person.T e a c h i n g m e t h o d s教学方法Looking at the diagram and pictures (individuals).Pairs work to discuss (cooperative learning).T e a c h i n g a i d s教具准备A computer and a projector.T e a c h i n g p r o c e d u r e s&w a y s教学过程与方式Step I RevisionCheck the homework of last class.T: Good morning/afternoon, boys and girls! Please let me check your homework of the last class. I will have a dictation and ask two students to write them down in the blackboard. Now, let’s begin.The teacher speak them in Chinese, the students write them down in English.1. The time when I first met Nelson Mandela was a very difficult period of my life.4. We fight theT:Step IIT:6. Your friend needs bus fare home but you want to buy something to eat. Would you refuse to help?7. Are you active in school activities?8. Do you have hobbies?9. Do you easily lose heart when you are in trouble?10. Do you often help old people or little children when they need help?T: You can answer them with Yes or No.(Five minutes later)T: According to your answers, decide what kind of person you are. Perhaps you are or not. Now, according to the questions and answers, can you find out what qualities there are in a great person? You can choose words from the adjectives on page 33 and have a discuss with your parter. DiscussionSa: To my understanding, a great person is someone who should be hard-working, determined, unselfish and generous. If he/she works hard, however great the difficulty he/she meets is, he/she will go on working hard. If he/she is unselfish and generous, he/she will help others without pay and get respectSb: To and…T:Step IIIT:Sa: Yes, and NeilT:Sb:T: Why?Sb: Because he only landed on the moon, which is not only his work, but the work of many people.T: Any other opinions?Sc: I agree with him.T: Now, let’s discuss in pairs and decide who is a great man. Please give your reasons for your opinions. Five minutes later.T: Who can answer the questions voluntarily?Sa:I think Norman Bethune is a great man. He developed several innovative (革新的) surgical instruments which are still in use today. Norman Bethune is best known in China for his work as a field surgeon with the Eight Route Army from 1937-1939. During this time he invented mobile blood banks to provide blood transfusions to wounded soldiers in the field. Dr. Bethune died on November 12, 1939 in China. His sacrifice (牺牲) was commemorated by Mao Zedong in his essay "In Memory of Norman Bethune". Bethune’s spirit of service, courage and innovation continues to inspire Canada-China innovative partnerships today. He is a great internationalist.Sb:Sc:Mr. in theHe put—Sd:father Indians’the time of his death, Albert Einstein praised him as follows: Future generations, it may be, will hardly believe that such a person as this walked upon this earth.Se: I think Nelson Mandela is a great man. He is the former South African president. In order to make the black people get the freedom, he fought many years and was put in prison for thirty years. He helped the black people to realize the dream of making black and white people equal.Sf: In my view, Neil Armstrong is a great man. Neil Alden Armstrong is the first man to walk on the moon. As spacecraft commander for Apollo XI, the first manned lunar landing mission, Armstrong was thefirst man to walk on the Moon. "That’s one small step for a man, one giant leap for mankind." With these historic words, man’s dream of the ages was fulfilled.T: According to what you said just now, I think all the people on our book are great people.Step III TalkingTalk about your hero/ heroine.T: Let’s come to Page 69. Please look at the four pictures and answer the following questions, you can talk about each in pairs.T: OK, I’Sa:Sb: wiseSc: He putabout theSd: My hero is Qian Xuesen who is "the father of China’s aerospace" and "king of rockets". He is also one of the pioneers of China’s apace science. Because of his contributions, China launched its first manned spacecraft ——the Shenzhen V.Step IV Speaking TaskT: Work in pairs and think of a person you both agree is a great person. You can consider some possibilities on page 74. Then consider whether a great man has to be perfect? Do bad qualities make a person less great? And explain why. Minutes later I will ask one pair to report your choice and giveyour reasons.Five minutes later.T: Are you ready? Who’d like to tell us your choice?Sa: Li Shizhen is our hero. He developed BEN CAO GANG MU by traveling around the country in that undeveloped times. He is determined, brave and devoted.Sb: Marie Curie is our heroine. She studied radioactive materials and discovered radium. I like her because her discovery of radioactive elements laid the foundation for future discoveries in nuclearSc:isn’T:Step VT e a c h i na.b.The date when I joined the ANC Youth League was the 5th of August.The person to whom Elias could turn for help is Nelson Mandela.2. Ability goals 能力目标Learn the attributive Clause with prep+ the Relative Pronouns. And the Relative Adverbs: Where, when and why.3. Learning ability goals 学能目标Let the Ss learn how to use the relative Adverb to unite an Attributive Clause.T e a c h i n g i m p o r t a n t p o i n t s教学重点The use of the Relative clause: where, when and why.T e a c h i n g d i f f i c u l t p o i n t s教学难点The differences between where /when/why and that/which.T e a c h i n g m e t h o d s教学方法Explanation, study independently, practice.T e a c h i n g a i d s教具准备T e a c h i nT:S:Finn. InSb:Nobel I like hernuclear Step IIT:about Language". First let’s do Part 1 of Discovery Useful words and expressions.T:Now, please read the passage on Page 34 again and find the words that mean the same as the following expressions.Three minutes later.T: I will ask one student to tell us his or her answers. Volunteer!Sc: My answers are:1 league2 guidance3 out of work4 devoted5 mean6 stage7 the school fees8 fact9 mankind 10youth.T: Right. Thanks!T: I will give you two minutes to finish Part 2. OK, begin!Three minutes later, check the answers together.T: Now, please complete the passage in part 3.Five minutes later, check the answers together.T: Now, please turn to Page 70, let’s do exercises of "Using words and expressions". Please finish themStep IIIT: Let’cases,T:I’注意：就要用关系代词which /that来引导定语从句。
Unit 5 Nelson Mandela(教案)
Unit 5 Nelson Mandela – A modern heroReading Elias’ Story（教案）第二师八一中学牛芳Teaching aims:1.Ask the students to grasp the general idea of the text, and get to know the content of it.(领会文章大意,了解文章内容。
)2. To improve the students’ reading ability by using different reading methods.(通过不同的阅读方法来提升阅读能力)3. Ask the students to learn the noble qualities from Nelson Mandela . (学习曼德拉的高尚品德)Teaching important points:1.To enable students to analyze the passage according to the timeline.2.To enable students to learn something about Mandela.Teaching difficult points:To enable students to understand the quotes from Mandela.Teaching method:Learning before teaching, practice in classTeaching aids:Computer, projector, learning materialsTeaching procedures:StepⅠ: GreetingsT: Good morning, everyone.S: Good morning, teacher.StepⅡ: Show the learning goals1.To grasp the general idea of the text, and get to know the content of it.2. To improve your reading ability by using different reading methods.3. To learn noble qualities from Nelson Mandela .StepⅢLearning GuidesGuide1 (Fast Reading ) Please read the text quickly and try to match the main ideawith each paragraph. (6mins)(Pay attention to the topic sentence of each paragraph.) Guide2 (Careful reading) Please read the passage carefully and work out the timelineto fit the events in Elias’ life. (10mins)prehend the text again and choose the best answer. (work in groups) (5mins) Guide 4. DiscussionWhat qualities does Nelson Mandela have? Please choose some proper adjectives to describe him.(3mins)hardworking, lazy, friendly, mean, wise, warm-hearted, selfish, calm, determinedactive, cruel, generous, unkind, brave, reliable, stubborn, selfless, devotedStepⅣPractice in classRead the passage again, Now let’s read paragraph4 and 5 to finish the blanks(10mins)StepⅤHomework1. Read the Elias story more after class.2. Finish the exercises on your exercise book P25, Part1.3. Try to use the adjectives that we have learned to describe a friend or a teacher with 3-5 sentences on your notebook, I will check this part next time.StepⅥThe design of writing on the blackboardUnit 5 Nelson Mandela – A modern heroReading Elias’ Storyguide1 Guide2 Guide4 Practice in class para1 A Timeline Elias ‘life1________ 2_________ para2 B 1940 3________ 4_________ para3 C 1948 5________ 6_________ para4 D 1952 7________ 8_________ para5 E 1963 9________ 10________。
高一英语必修一Unit5 Nelson Mandela 说课稿(含教学设计)
Unit 5 Nelson Mandela--A Modern Hero殷化丽Good evening! Everybody! I’m very glad to present my lesson here. My topic today is Elias’ Story, from Unit 5Nelson Mandela--A Modern Hero, Book 1.In the following time, I will explain my teaching structure from 6 parts.Part 1. Analysis of the Teaching MaterialFirst, let me talk about part 1 analysis of teaching material.1. Status and functionThis reading material concerns about a common person and a great man called Nelson Mandela who was a brave fighter for the black human rights. This reading plays an important role in English teaching of this unit. Through Elias’ narrative, the figure of Nelson Mandela was strongly highlighted and the students can know more about Nelson Mandela.2. Teaching AimsThe teaching aims are established according to High School English Syllabus(高中英语课程标准) and the teaching material, which include knowledge aims, ability aims and emotion aims.Knowledge aims:1. Grasp the useful words and expressions appearing in the reading.2. Understand Elias’ story.Ability Aims:1. Develop students’ different reading skills, like skimming and scanning.2. Develop students’ ability to express their own points and opinions.Emotional Aims:1. Let students learn from the noble qualities of great person, such asNelson Mandela.2. Develop students’ moral ability.3. Strengthen the idea that friends should help each other.3. Teaching key points and difficult points:Based on the teaching aims, I identify the teaching key points and difficult points as follows:Teaching key points:1. Develop students' reading skills.2. Talk about the fine quality of great people to improve the students’ speaking ability. Teaching difficult points:1. How to express their own opinions and ideas.2. How to grasp the main idea of the text.Part 2. Analysis of the StudentsNext, I want to talk about part 2 analysis of students.Senior One students have the basic abilities of listening, speaking, reading and writing, but they are still weak in scientific reading strategies. Some students have known sth about Nelson Mandela. Some new words and expressions in the text may cause learningdifficulties for them.Part 3. Teaching methods and learning methodsAccording to New Course Standard of English and the analysis of teaching material, combining with the language level of students, I will adopt two teaching methods: Task-based teaching method and communicative teaching method.As for learning methods, students can get comprehensive language using skills by autonomic learning, cooperating and exploring.Part 4. Teaching aidsIn the teaching process, I will use a blackboard and a multi-media computer to help students understand and grasp knowledge.Part 5. Teaching proceduresNext, let’s move to the most impo rtant part: part 5 teaching procedures. To achieve my teaching aims, I will divide my teaching procedures into six steps: lead-in, reading, consolidation, show time, summary, homework.Step 1. Lead-inEnjoying and guessingFirst I will play an old famous song（Glorious years performed by Beyond）for students, and then ask a question: Which person was the song written for? At the same time, I will give students more information to help them to guess the person.He became the first black president of South Africa from 1994 to 1999;He fought for the black people and was in prison for thirty years.He helped the black people to get the same rights as the white people.He won the Nobel Peace Prize in 1993Design purpose: with the help of the old famous song, the students’ learning interest can be aroused and the topic today will be introduced into the class naturally.Step 2. ReadingThis step includes three parts: pre-reading fast reading and careful reading.1. Pre-reading(new words and expressions):quality n. 品质，质量generous n. 慷慨的，大方的devoted adj. 忠实的，深爱的guidance . 指导，方法vote vt./n. 投票，选举escape vt./vi. 逃脱，逃走，泄露be sentenced to 被判处…（徒刑）out of work 失业fight for 为…而战set up 建立，设立Design purpose: these useful words and expressions are very important in the reading. So learning them will help the students to understand the reading better.2.Fast readingIn the fast-reading part, students are required to read the passage quickly to finishthe following tasks.1. What’s the relationship between Mandela and Elias?A. StrangersB. FriendsC. Father and sonD. Teacher and student2. What is the general idea of the story?The story is about __________A. the poor life of black people in South Africa.B. the life of Mandela.C. how Mandela helped black people.D. how Elias met Mandela.Design purpose: by doing fast reading, the students can improve their reading skill---skimming and have a rough idea of the text. They can also have a good preparation for the following careful reading.3.Careful readingThen in the careful-reading part, I will let students read the passage carefully and do three exercises on the screen.1. answer True or False questions,2. finish a timeline of Elias’ life.3. translate two sentences into Chinese.1. We were put into a position in which we had either to accept we were less important,or fight the government.2. The last thirty years have seen the greatest number of laws stopping our rights andprogress.Design purpose: Different forms can arouse students’ interest and avoid boredom .So in this part, three kinds of exercises are adopted. They are all about the important details of the article. They can improve studen ts’ reading skill---scanning, and make students have a thorough understanding of the passage.Step 3. ConsolidationIn this step, the students will be given 3 minutes to fill in the blanks.Elias was a ______ _______in South Africa. He just received ______ education when he was young. So he had some ___________(difficulty) in his work. When he was at the age of 12, he met Mandela who offered _________ on his ________ problems. He was grateful for his_____________ (kind).During Elias’ time, life for the blacks was______. They had no rights to _______ and were treated___________ (equal). So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias ______it as soon as he could. At first they tried some _________(peace) way to break the law but it was___________ (allow) . As a result, they had to _______ _______ _____ _________ to realize their dream of making black and white people________.Design purpose: by filling in the blanks, students can improve their ability of language organization and have an overall understanding of the article. The teaching aims will be strengthened here.Step 4. Show timeIn this step, the students will be divided into groups of 6 to discuss the following topic: What qualities make a great person , such as Nelson Mandela?Each group can use any form they like to present their performance.Such as: a report, a short play, an interview (Suppose one were Elias, and the others were reporters. )…After their discussion, invite a few groups to present their performance to the class. Design purpose: Different forms can arouse students’ interest, imagination and creation. So the form of the performance is not appointed. And the group discussion can practice students’ oral English and cultivate thei r abilities of cooperation and communication.Step 5 Summary1. Great people can make people great.2.The qualities of great people: determined brave devoted easy-going confidentwarm-hearted independent responsible selfless hard-working generous…Design purpose: through the summary, the students will have a more thorough understanding of this lesson, and the emotional aims will be achieved and strengthened in this part.Step 6. HomeworkWrite a short passage to introduce a great person you admire.Design purpose: the homework can consolidate the knowledge that the students have learned and cultivate their writing ability.Part 6. Blackboard DesignUnit 5 Nelson Mandela ---a modern heroReading (一) Elias’ storywords and expressions: noble qualities:quality n. generous adj.devoted adj. determined adj.guidance . vote vt./n. easy-going adj.escape vt./vi. confident adj.be sentenced to warmhearted adj.out of work fight for selfless adj.set up responsible adj.Design purpose: through the blackboard, the students can know clearly what they’ve learned in this class and then try to master the knowledge.。
教案Unit5 Nelson Mandela
Unit5 Nelson Mandela--- a modern heroWarming up and speaking Teaching aims(教学目标)1.Knowledge：（语言知识目标）(1)students learn and master the words:(hard-working lazy friendly cruel warm-hearted mean determined wise active generous easy-going reliable unkind brave selfish stubborn selfless devoted handsome nice honest famous calm lovely)(2) Students can use the Attributive clause to describe how to can be a great person.(3 )Students can make a dialogue to talk about their hero/ heroine in group work by using the following expressionsWhat’s your opinion?What are your ideas?Do you have any ideas on that? What do you think of…..? How do you feel about that? Why do you think so?I think / don’t think…I believe\I don’t believe (that)…In my opinion…..To my understanding…?I’m with you.I feel that …\I don’t feel that …..2.Ability：（能力目标）（1）Talk about the fine quality of great people to improve the students’ speaking ability.（3）Learn to think about a person or a situation in different respects.3.Emotion：（情感目标）（1）Learn about some great people and qualities they have in common.（2）Develop the students’ moral quality.Important teaching points（教学重点）Students have a discussion about the fine quality of great people to improve the students’ speaking ability and learn to use give opinions by making a dialogue. Difficult teaching points（教学难点）Students how to express their own opinions and ideas in English in class. Teaching methods（教学方法）Ask and answer questions Group work to discuss Act out in class Teaching procedures（教学过程）Step 1. Lead- in(Before class, get the Ss to enjoy a beautiful song Hero for 2-3 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: …Q: Why?S: …Qs: Do you think he/she is a famous man? Does he/she a great person?S: …Step2:Warming up(Show pictures in talking part one by one)Qs: How about this person? Do you admire him/? Is he another hero in your heart? What do you know about him? Do they great people? Does famous person mean great person? What qualities does a great person have?(Give background knowledge and then ask students to discuss and conclude what adjectives can describe a great person and how to use the attributive clause to express how to a great person.)Conclusion: Let Ss say: I think a great person is someone who is +adj._____________ In my opinion, a great person is someone who never+v.St ep3 SpeakingFirstly,students learn the expressions on how to give opinions.Secondly, students work in group to make a dialogue to talk about their hero.(Give some pictures of people and background knowledge to students)For example:A: Who is your hero?B: Nelson Mandela is my hero. He was born in South Africa.A: What do you think of him ?B: In my opinion, he helped the black people in South Africa to get equality. He is unselfishA: Does he a great person?B:Yes I think so. He sets a good example to us. We can learn from him.B: What about you ? Who is your hero?A:…………Thirdly, ask students in team work to write down the dialogue in a piece of papers . After 5minutes , ask them to act out it in class.Step4 SummeriseUse1/ 2 minutes what students have learned in this class.Step5 Homework1.Memorize new words and phrases.2.Surf the internet or read books to find some information about Nelson Mandela.3. Preview Elia’s Story.。
Nelson Mandela全单元教案
Unit 5 Nelson MandelaⅠ.Brief analysis of the teaching materialThis unit is mainly talking about great people (Nelson Mandela). A great person is someone who devotes his/her life to helping others. From this unit, students can know the qualities of great people and improve their moral ability. We will revise some rules of Attributive Clause and learn the Attributive Clause introduced by the relative adverbs and preposition + which/whom. In the part of using language, we can learn more qualities of Mandela. We can know how to write a good summary and article for a newspaper.There are 8 parts in this unit: Warming Up, Pre-reading, Reading, Comprehending, Learning about language, Using language, Summing Up and Learning Tip.Ⅱ.Theme:Nelson MandelaⅢ.Teaching Objectives1.Knowledge objectives:a.Get the students to know the qualities of great people.b.Enable the students to learn new words & expressions & structures.c.Enable the students to learn grammar2.Ability objectives:a.Help students learn how to talk about great people.b.Help the students improve their reading skills.c.Develop the students’ integrated skills.3.Emotional objectives:a.Learn about some great people and the qualities they have in common.b.Develop the students’ moral ability.c.Motivate the students to participate.d.Culture the students’ spirit of teamwork.Ⅳ.Key points:1.Understand the real meaning of the great people.2.Talk about the fine qualities of great people and improve the students’ speakingability.3.Improve the students’ reading ability.4.Enable the students to grasp the usages of such important new words andexpressions as fight, advise, devote, attack, equal, only, as a matter of fact, be willing to, escape, educate, beg, reward, come to power, set up, be sentenced to, etc.5.Get the students to master the patterns: “The time when I first met NelsonMandela was a very difficult period of my life.”, “…we were put into a position in which we had either to accept we were less important, or fight the government.”, “I felt bad the first time I talked to a group.”…6.Help the students learn the Attributive Clause introduced by the relative adverbsand preposition + which/whom.Ⅴ.Special difficulties:1.Help the students to improve reading skills.2.Help the students know how to express themselves in English.3.Enable the students to use some useful words and expressions correctly.4.Develop the students’ integrated skillsⅥ.Teaching methods:1.audio-lingual methodmunicative approach3.pair work4.group work5.discussion6.learning and practicing teaching7.task-based teachingⅦ.Teaching aids:1.pictures2.multi-media3. a tape recorderⅧ.Teaching arrangements:1.Period1:Warming up, Pre-reading, Reading2.Period 2~3: Important Language Points3.Period 4~5: Grammar4.Period 6: Listening and Speaking5.Period 7: Extensive Reading6.Period 8: WritingⅨ.Teaching procedures:Period 1: Warming Up, Pre-reading, ReadingⅠ.Teaching objectives:1.Knowledge objectives:Key words (mean, active, generous, selfish, selfless, stubborn, devoted )2. Ability objectives:a.Help students learn how to talk about great people.b.Help students learn how to express their points of view.c.Improve the students’ reading ability.3. Emotional objectives:a.Learn about some great people and qualities they have in common.b.Develop the students’ moral ability.Ⅱ.Key points:1.Understand the real meaning of the great people.2.Talk about the fine quality of great people to improve the students’speakingability.3.Improve the students’ reading ability.Ⅲ.Special difficulties:1.How to express their own opinions and ideas.2.How to grasp the main idea of the text.Ⅳ.Teaching methods:1.audio-lingual methodmunicative approach3.group work4.fast reading and careful reading5.discussionⅤ.Teaching aids:1.pictures2.multi-mediaⅥ.Teaching procedures:Step 1: Warming up1.Greet the whole class.2.Ask students questions and have a short discussion.●How many students in our class have QQ numbers?●Do you know there is a game that describes your friends in the QQ?●Who is the most popular student in our class?●Let’s find out some adjectives to describe him. (First, show students theadjectives on P33, Warming up part. Then, read some new words after the teacher.At last discuss with classmates. )●Is he/she a great person?Step 2: Pre-reading1. A guessing game.1)Sun Zhongshan●He studied medicine in China and Hong Kong and practiced as a doctorin Macao.●He is a political leader,●He founded the first Republic in China in 1911.●He strongly believed in the three principles: nationalism, people’s rights,people’s livelihood.2)Norman Bethune●He came from Canada.●He fought against the German Nazis and Japanese invaders during WorldWarⅡ.●He worked selflessly in China as a doctor and saved many Chinesesoldiers.2.Are they great persons? (A great person is someone who devotes his/her life tohelping others.)Discussion : What qualities does a great person have?3. Look at the video of Nelson Mandela and introduce him .→He is a modern hero. Step 3: Reading1. According to the title, what ’s the connection between Elias and Nelson Mandela?2. Find the information about the events.(fast reading)Skimming & Scanningyear event1940Elias was born.1946Elias began school.1948Elias left school.…Elias _______ but worried about losing it.…_______ told Elias how to get the correct papers.…_____ joined ANC.…Mandela told Elias theproblems of __________ .1963Elias helped Mandela blowup government buildings.got a job Mandela Eliasblack people Part1Elias ’life beforehe met N. M.Part2The change of Elias ’life after he met NM and what M did.(1~2)(3~5)__________________________________________________________________________________________________________3. main ideaElias who is a poor black worker in South Africa tells us about his life and what he did with Nelson Mandela to fight for black people. 4. multiple choice(careful reading)1).When Elias first met Nelson Mandela,____. A A. life was difficult for Elias B. Mandela was in trouble C. Elias was at schoolD. Elias was a very good student 2).In 1952, Mandela was a ____. DA. workerB. presidentC. teacherD. lawyer 3).Why did Elias have to leave his education? A A. Because his family didn ’t have enough money. B. Because Mandela wanted him to work with him. C. Because he had to do a more important job. D. Because he needed further education . 5. blank fillingQ1.What problems did the black people have at that time? They could not _________. voteThey couldn’t get _______they wanted. jobsThey had to live in________________________. the poorest parts of South AfricaQ2.How did Elias’ life change after meet ing Mandela?He became more ______ about his future. hopefulHe joined ______________________. the ANC youth leagueHe helped Mandela _______ some government buildings in 1963. blow up 6.true or false1)Elias went to see Nelson Mandela when he was in trouble. T2)Elias left school because the school was too far from his home. F3)Nelson Mandela helped him keep his job. T4)Elias trusted Nelson Mandela and he joined the ANC Youth League. T5)Elias was willing to blow up government buildings. F6)Nelson Mandela thought violence was a good way to help black people. F7.put the summary of the text into right orderElias’storyHis life beforemeeting MandelaHis life aftermeeting MandelaInformationof EliasElias’problemMandela’shelpBlack people’sproblemsSupportMandelaBlow up governmentbuildingsfight for equalBlack workerdifficult periodNo passbookworry out of workNo rights to voteor get a good joblive in poorest areasTell how to getcorrect papers8.read some sentences and find the qualities we can learn from Nelson Mandela1).He had opened a black law firm to advise poor black people on their problems.--------------helpful2). He told me how to get the correct papers so I could stay in Johannesburg.--------------kind & intelligent3).We were put in a position in which we had either to accept we were lessimportant, or fight the government. We chose to attack the law. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence.---------------brave & determined9.enjoy a song written for Mandela togetherⅦ.Homework:1.Find more great persons and tell the qualities you can learn from them.2.Read the text again and underline the new words and phrases.Period 2~3: Important Language PointsⅠ.Teaching objectives:1. Knowledge objectives:a. Get the students to learn and grasp the important new words and expressions:quality, active, devote, fight, found, believe, period, advise, stage. V ote, position, accept, attack, equal, be in prison, offer guidance on …, worry about, out of work, as… as one can, as a matter of fact, blow up, be in trouble, be willing to, turn tob. Get the students to learn the following useful sentence patterns:1)The time when I first met Nelson Mandela was a very difficult period of mylife.2)The school where I studied for only two years was three kilometers away.3)Sadly I didn’t have it because I was not born there, and I worried aboutwhether I would become out of work.4)The last thirty years have seen the greatest number of laws stopping our rightsand progress, until today we have reached a stage where we have almost no rights at all.5)…we were put into a position in which we had either to accept we were lessimportant, or fight the government.2. Ability objectives:a. Enable the students to use some useful words and expressions correctly.b. Enable the students to make sentences after the useful sentence patterns.3. Emotional objectives:a. Stimulate the students’ interest in learning English.b. Develop the students’ spirit of cooperation.Ⅱ.Key points:1.Enable the students to grasp the usages of such important new words andexpressions as fight, advise, devote, attack, equal, only, as a matter of fact, be willing to, etc.2.Get the students to master the patterns: “The time when I first met NelsonMandela was a very difficult period of my life.”and “…we were put into a position in which we had either to accept we were less important, or fight the government.”Ⅲ.Special difficulties:1.Enable the students to use some useful words and expressions correctly.2.Get the students to master the usage of the patterns.Ⅳ.Teaching methods:municative approach2.learning and practicing teachingⅤ.Teaching aids:multi-mediaⅥ.Teaching procedures:Step 1: RevisionRetell Elias’ story.Step 2: Language points1.quality n.[u] 质量of high/good/poor quality 质量高、好、差[c] 品质、性质；才能She has many fine qualities.Cf. quantity 数量a quantity of/quantities of大量的+ n. [c]/[u]We have had quantities of rain this summer.The squirrel hides a quantity of nuts in the tree.2.active adj. 积极的He is the most active student in our class.be active in=take an active part inI’m very active in school activities. = I take an active part in school activities.3.devote vt. 献身；专心于devote oneself to (doing) sth.Many great scientists devote themselves to Chinese science.= are devoted todevote one’s time/money/energy/effort to(doing) sth.Students shouldn’t devote their time to playing computer games.n. devotion adj. devoted4.fight (fought, fought)打战，战斗，斗争fight against 与。
高一英语nelson mandela教案
Unit 5 Nelson Mandela – a modern hero1. quality(1)[u. c.]质，质量，品质e.g. Quality is more important than quantity.(2)[c.]性质，特性，特点e.g. One quality of wood is that it can burn.(3)[c.]品德，品性e.g. Modesty is one of his good qualities.注：quality作“品性”讲时，经常指一个人性格中美好的部分。
表示某物“具有……的品性”时用介词of。
2.warm – heartedcold – hearted kind - hearted warm - blooded cold – blooded3.mean(1)adj.吝啬的，小气的be mean with/about sth.对于……是吝啬的(2)adj.（人或其行为）卑鄙的，刻薄的be mean to sb./sth.e.g. They were mean to me.(3)adj.熟练的，出色的e.g. David Beckham is a mean football player.(4)vt. 意思是；意味着表示……的意思；打算；有……目的mean to do sth. mean doing sth.4.active(1)积极的be active in sth.在……方面积极的take an active part in sth.积极参加某事e.g. The government took active measures to prevent the spread of the disease.(2)（尤指体力上）忙碌的；活跃的(3)（思想上）充满活力的，活跃的e.g. That child has a very active imagination.5.devotebe devoted to sb./sth.be devoted to doing sth.devoted oneself to…to: prep. pay attention to…It is well know that he devoted his whole life to promoting world peace.（将他的一生奉献于促进世界和平）(devote, promote)6.die for(1)因……而死(2)渴望，极想（进行时态）e.g. I’m dying for a cup of water.7. fightfight + n.fight with sb.fight against sb./sth.fight for sth.fight back8.advicea piece of adviceadvice sb. (not) to doadvice sb. against doing sth.advice doingadvice that-clause (should do)advice sb. on sth.advice wh- to do9.guidanceunder/with the guidance of sb.10.afterafter后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
Unit5NelsonMandela教案.doc
But I was happy to help because I knew it was to realize our dream of
汇violence, equal, blanket, degree, guard, educated, terror, fear, cruelty, reward, right, criminal, leader, president, anti-black, sentence, sincerely
2.认读词汇
Nelson Mandela, William Tyndale, Bible, invader, nationalism, livelihood, Gandhi, Elias, passbook, Johannesburg, ANC, Robben
Island, Transkei
3.词组
子people on their problems.
7.The school where I studied only two years was three kilometers away.
8.I was worried about whether I would be out of work.
9.The last thirty years have seen the greatest number of laws stopping our rights and progress.
making black and white people equal. P34
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Unit 5 Nelson Mandela--a 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)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, g old，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 ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... 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）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。
说：在本单元的课文及练习讨论时，能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。
读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。
写：能用恰当的语言简单地描述人物，并简单地表达自己的意见。
3.学习策略(Strategy)：1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。
2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。
4.情感态度和价值观（Affect and Values）了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。
同时也学会一分为二的态度客观看待事物。
二、教材内容分析（Analysis of the teaching materials）本单元的中心话题是当代英雄纳尔逊·曼德拉。
故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。
这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。
第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。
第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。
第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。
这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。
为了让学生完成写作任务，教科书又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。
“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。
“读前”（Pre-reading）部分提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并判断他们中谁能称得上是伟大的人。
“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。
本单元的语法是when, where, why,介词+ which，介词+ whom 引导的定语从句。
“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。
学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。
该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。
其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。
练习册的写作要求学生学写有关伟人或名人的生平。
“学习建议”（Learning Tip）指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论，以学会正确地评价人物。
三、教学安排(Teaching arrangements)Period 1: Reading I (Elias’ story +the rest of Elias’ story)Period 2: Reading II (review +listening (sb)+language points)Period 3: More language input (reading task (wb) + listening (wb))Period 4: Language Practicing (grammar)Period 5: Writing本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L – leave out）、修补（A – Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。
新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。
但新教材也应与学生的实际相结合，我们不能全盘照搬。
同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。
本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。
我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。
在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。
最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。
由此我们从书本回归到生活，也成功升华，延伸了英雄的概念。
通过学习语言点、语法还有写作，学生在内化吸收了知识后，进行了输出。
第一课时是人物传记式的阅读课，但是文章的写作角度比较特别，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉，这样的写法比较客观可信。
伊莱亚斯的故事与遭遇同时也成为本文与本课的一条贯穿总线。
课文有关中心话题的有三个部分，第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。
第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。
第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。
考虑到故事发展与情节展开的连续性与关联性以及课堂时间，在这个课时，把第一篇阅读短文与第三篇阅读短文整合起来完成，听力则放在第二课时。