lhySB I unit 5 Nelson Mandela
人教版高一Unit5 Nelson Mandela说课稿
Unit5 Nelson Mandela—a modern hero说课稿各位老师：大家好！我是XX号考生顾雨，来自河南财经政法大学成功学院。
我今天所说的课题是高中一年级英语上册第5单元Nelson Mandela—a modern hero。
我说课的内容包括五部分，包括教材分析，学生分析，教学方法，教学过程和板书设计。
一、教材分析1.教材内容分析今天我说课的内容是高一英语必修1第五单元Nelson Mandela—a modern hero.，本单元讨论的话题是“great people”介绍了几位伟人的生平和伟人身上的品质，主要内容是围绕当代英雄纳尔逊曼德拉展开的。
通过学习本单元内容，学生学习伟大人物的优秀品质，不断提高自身的品格修养。
2、教学目标分析新课标提出了立体三维教学目标，本课我设计的教学目标如下：1）知识目标：熟悉本课的一些新单词,短语和句型。
语法方面掌握语法方面掌握以where，when,why,介词+which，介词+whom引导的定语从句2）能力目标：训练学生的阅读技巧（略读、寻读等），形成用英语获取信息、处理分析信息的能力。
并鼓励学生开口说英语。
3）情感态度目标：①通过学习激发学生对英语学习的浓厚兴趣；②使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。
③通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
3、教学重点、难点：1）教学重点：①让学生熟悉与本话题相关的一些重点单词、短语。
②提高学生的阅读能力，掌握多种阅读方法，如寻读，精读，理解等。
2）教学难点：对阅读中所获取的信息进行加工学习，形成有效的学习策略。
鼓励学生开口说英语。
二、学生分析高一年级的学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力。
但学生的英语水平参差不齐，教学既要进一步培养尖子的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
Unit5NelsonMandela教案设计
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）。
高一英语Unit 5 Nelson Mandela
照对市爱民阳光实验学校高一英语Unit 5 Nelson Mandela——a modern hero【本讲信息】一. 教学内容：Unit 5 Nelson Mandela——a modern hero1. 单词短语用法讲解2. 课文难点句解析二. 知识总结与归纳：单元内容简介：主题：了解认识历史名人的根本情况，主动思考并表述对心目中英雄任务的看法，学习他们的优秀品质，以提高自身素质。
同时初步学习用英语表达评论和表述自己的看法的方法。
三. 讲解与归纳：1. What are the qualities you should find in a great person?quality:1〕量，品质Quality is more important than quantity.质量比数量更重要。
He has all the qualities of a good teacher. 他具有一个好老师的所有品质。
2〕质，特点One quality of wood is that it can burn.木头的特点之一是它会燃烧。
注意：quality 质量quantity 数量2. Do you ask for help when you think it necessary?ask for help 寻求帮助ask for sth. 要求得到〔某物〕ask for sb. 要求见某人，找某人Every time he gets home, he asks for money. 每次他到家总是要钱。
Mr. Black is asking for you. 布来克先生要求见你。
词组：ask about sth. 问有关……的情况ask sb. for sth. 要求某人给予某物3. Are you willing to do public service work without pay?willing:1〕be willing to do sth. 愿意做某事I am willing to help you.2〕willing: adj. 乐意的，自愿的They are willing workers. 他们是自愿做的。
高一英语Unit5NelsonMandela—amodernhero人教实验版知识精讲
高一英语 Unit 5 Nelson Mandela—a modern hero人教实验版【本讲教育信息】一.教课内容：Unit 5 Nelson Mandela—a modern hero1.重点单词短语用法解说2.课文难点句分析3.定语从句解说二.知识总结与概括：单元内容简介：1.持续认识英豪人物的基本状况。
2.持续定语从句的用法。
三.重点解说与概括：1.He taught us during the lunch breaks and the evenings when weshould have been asleep.when: 关系副词，指引定语从句，修饰breaks 和 eveningsshould have done ：本来应当做而没有做的事He should have come here in the morning.他本该清晨就来的。
Mr. Wang should have arrived at 8:00, but he didn’t appear.他应当八点钟到的，可是却没有出现。
拓展：1） shouldn ’ t have done本来不应做却做了的事情You shouldn ’t have cheated in the exam.你考试时不应舞弊。
2） must have done过去必定做过某事It must have snowed last night.昨天夜晚必定下雪了。
3） can’t have done过去不行能做过某事He can’t gone to Shanghai. I saw him just now.他不行能去上海了。
我刚才还看见他了。
4） needn’t have done本来不用做某事而做了You needn’t have washed your clothes.你本来用不着洗衣服的。
asleep ：表语形容词，跟在系动词以后作表语，表示“睡着的”sleep ：动词或名词，“睡觉”sleepy ：形容词，“瞌睡”的—Is he still sleeping?他还在睡吗？—Yes, he is fast asleep.是的，他睡得很熟。
高中英语《Unit 5 Nelson Mandela--- a modern hero》优质课教案、教学设计
普通高中课程标准实验教科书英语必修一 Unit 5 Nelson Mandela--a modern hero语言运用课教学设计一、教学内容：Using Language （P38-39）本节课要处理人教版必修一 Unit5 Nalson Mandela----a modern hero 的 using language 部分。
设计了听、读、说、写四个环节。
二、教学目标：1.能力目标在本节课结束后，学生能够λ借助上下文推测听力短文中空缺的内容，在听的过程中能记录所听到的关键词。
λ选取适当的形容词描述著名人物，能简单介绍他们的成就。
λ初步总结和归纳伟人的共性和特点。
λ简单介绍自己心目中的英雄人物，发表自己的见解。
2．目标语言：λ掌握本单元的重点词汇和短语。
熟练定语从句的使用。
λ掌握征求意见和表达意见的基本功能语句：I think/I don’t think (I)believe/I don’t believe that …In my opinion, …To myunderstanding, …I feel/don’t feel that …What do you think of…?What’s your opinion?What are your ideas?Do you have anythoughts on that?How do you feel about that?Why do you thinkso?3.文化目标：了解曼德拉的生平以及所生活的时代背景，尤其是他为南非黑人争取自由的故事。
树立正确的价值观。
学习欣赏曼德拉作为伟人的美好品质。
三、教学步骤：步骤一听力 Listening1.导入 Lead in：让学生欣赏一张图片，让学生猜测这照片有什么历史意义，了解曼德拉的历史功绩。
设计意图：首先导入采用了一张图片，让学生了解到是通过了曼德拉的终生的努力，黑人和白人才能平等地站在一起。
南非的人和英国的人才能平等地站在一起。
unit5NelsonMandela（教学设计）
unit5NelsonMandela（教学设计）Unit 5 Nelson Mandela-A Modern HeroDiscovering useful words & expressions教学设计Yidu No.1 Senior High School Liu Fen教师：宜都市一中刘芬年级：高一课题名称：新人教版英语必修－Unit 5 Nelson Mandela－A modern hero教学内容：Discovering useful words & expression教材分析：本节课的教学内容是必修一第五单元的Discovering useful words & expressions本课例是高一第五单元的第二课时。
“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。
词汇部分提供了三个题目第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。
设计思路：“一切的语言输入必须是有意义的，词汇应放在不同的具体语境当中去教”（刘润清，1996）学生只有在真实的语境中才能真正理会词语的意义，根据这一理论，我把这节课的设计重点放在于结合课文，围绕本单元中心话题A Modern Hero“当代英雄”，创设不同的具体语境，让学生能学习，掌握并能运用重点词汇和短语。
Ⅰ. T eaching objectives:1. Knowledge objectives:1) All students know some great qualities of a great person through lead-in.2) All students learn proper ways to communicate with others by group work.3)All students know the pronunciation and remember the meaning and spelling of newwords: principle, willing, guidance, devoted, quality, hopeful, violence, attack, lawyer, generous, equal, selfless by individual and group work.2. Ability objectives:1）All students know the skills to enlarge their vocabulary by adding some prefixes and suffixes.2）Most students can communicate with others about their heroes or heroines in their hearts.3）Most students can make up some correct sentences using the following new phrases: be devoted to doing, be hopeful about/of, as a matter of fact, out of work, in trouble, turn to somebody for something by group work.3. Emotion objectives:1. Students will be interested in word study through many kinds of interesting pictures,exercises and games.2. Students will learn some noble qualities from different kinds of heroes. And they also willbe aware of the importance of cooperation and teamwork and the fact that everyone can be a hero.Ⅱ.T eaching important points:1. To teach them the new words and phrases by many kinds of interesting pictures, exercisesand games.2. To teach them how to use new words and phrases correctly.Ⅲ. T eaching difficult points:1. How to develop students’ skills needed in daily communication.2. How to make students fully understand the importance of learning some good qualities from heroes andtry to be heroes.Ⅳ. T eaching approac hes:1. Group work2. Task-based approach3. DiscussingⅤ. Teaching procedures:Step 1 Lead-inHave a free talk with students and introduce the topic-hero to them by showing them some interesting pictures.Step 2 W ord study1) Teach some new words and phrases by showing them some interesting pictures.2) Invite students to read the words after the teacher and review some new words andphrases included in the story by showing some relative interesting pictures.Step 3 Read & RememberAllow students about 2 minutes to read and remember the words and phrases and1) Encourage students to match the word with the meaning!1. guidance have difficulty in doing sth2. out of work not having a job3. devoted help and advice given to sb4. principle basic general truth5. generous having hope6. equal the same in value, number.7. in trouble showing great love8. attack try to hurt or damage9. lawyer a person who can offer help about law10. hopeful ready to give freely2) Invite students to fill in the blanks in El ias’ story using the given words.Elias’ StoryNelson Mandela was a black_____ who was _______to helping black people, offering _______ to them on problems in law. when they are_______. I often worried about my job, because I was not _____ to get _____work. Luckily, he was _______ with time, helping me to be more ______about my job and future.To make black and white people ____, he often ________the laws with_violence___. ______As a matter of fact___, it was not the best way. But He was put into a position where he had to. He was the ______of black people.3)Invite students to choose words and make up a short story about their heroes orgiven to them to learn and enjoy.Sample:The heroine in my heart is my mother, who is around me giving me more love t han others. As a matter of fact, she isn’t great in the way of a famous singer or a movie star and does nothing big. But from her, I learn a lot.She brought me up with care although she was once out of work. Whenever I am in trouble, she will always be willing to help me out of trouble,offering me guidance and trying to cheer me up. Besides, as a teacher, she is devoted to the progress of her dear students as well.My mother is a loving mother, a selfless teacher, and a real heroine in my heart. Step 5 Games & RevisionAfter learning the words and phrases and doing some relative exercises, it’s necessary for students to get relaxed, reviewing at the same time.1)Let me guess:(within 3 minutes)(one word, one point):Student A explain in English or use body languageStudent B guess1. lawyer2. guidance3. heroine4. attack5. devote6. out of work7. equal 8. active 9. violent 10.willing 11. hopeful 12. devoted13.in trouble 14. generous2) List at least 6 words or phrases learnt today3) Spell the words below①指导（n）②忠实的，深爱的（adj）③（怀）有希望的（adj）④原则（n）4)Translate the sentence using “ be devoted to…”事实上，那个律师一生都会致力于帮助别人.Step 6 Consolidation & SummaryAsk students to think about a question “Where a hero really lies?”, and then invite to enjoy and follow a song“hero”. After hearing, ask students the same question again to give students a moral lesson---The hero lies in you! Everyone can be a hero!( the lyrics of the song will be given to them before the class) It's a long road 漫漫长路When you face the world alone 当你独自面对世界No one reaches out a hand 没有人伸出手For you to hold 让你握住Y ou can find love 你一定能找到爱If you search within yourself 如果能在自己身上找到勇气And the emptiness you felt 你曾感到的空虚Will disappear 将会消失And then a hero comes along 会有一位英雄向你走来With the strength to carry on 带着继续奋斗的力量And you cast your fears aside 你会把恐惧抛开And you know you can survive 你知道自己能挺过来So when you feel like hope is gone所以当你感到希望似乎破灭Look inside you and be strong 审视自己，保持坚强And you'll finally see the truth 最终你将明白That a hero lies in___ 英雄气魄就在__身上Step 8 Assessment教学反思：1．在这节课上，始终围绕“当代英雄”这一话题，创设具体语境，把书本与我们的生活结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质。
人教版必修1Unit5Nelson Mandela 第一篇课文理解
Unit5Nelson Mandela第一篇课文理解课题: Unit5 Nelson Mandela学习目标: learn the text of the Unit5(学习第5单元的课文)教学重点：Get the general idea of the text.（了解文章大意）Teaching steps(教学步骤)Step1.检查作文范文的背诵。
Step2. 口头提问上个学案的知识点。
Step3. 检查Unit5 单词的朗读。
Step4. Fast reading（快速阅读）The structure of the whole passage.(理清文章的结构)文章共7个自然段，可分为四个部分，请同学们快速浏览课文，根据每一部分的段落大意，划分文章的结构。
1.Elias went to see Nelson Mandela when he was in trouble.( )2.Elias left school because the school was too far from his home .( )3.Nelson Mandela helped him keep his job.( )4.Elias trusted Nelson Mandela and he joined the ANC Youth League.( )5.Elias was willing to blow up government buildings.( )6.Nelson Mandela thought violence was a good way to help black people.( )Step6.Read part1 and choose the right answer.(朗读文章的第一部分，选择正确选项)①.Which of the statements about Elias is wrong?A. He had to leave school for poverty when he was 8.B. Lack of education, he was poor in reading and writing.C. He worried that he would lost his job because he had no passbook inJohannesburg.D. It’s hard for him to find a job in a gold mine so he value it much.②. What does the word “leave” in the 3nd line of Para 2?A. go away from a placeB. give up; stopC. forget to takeD. cause sb. to be in a certain condition2.Read part2 and answer the following questions.(朗读文章的第二部分，回答下面的问题)1.What help did Elias get from Mandela?_________________________________________________________________2.What difficulties did the black people in Johannesburg have to face?_________________________________________________________________3.Read part3 and answer the following questions.(朗读文章的第三部分，回答下面的问题)What did the black people do to fight for their equal rights?_________________________________________________________________.Step7. Homework(作业)1.准备Unit5 单词的检测。
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）。
高中英语 Unit 5 Nelson Mandela Grammar Elias's story教学设计 新人教版必修1
Unit5 Nelson Mandela教材内容分析本节课为Module1 Unit5 Nelson Mandela语法学习课。
内容整合了教材Discovering Useful structures及Using Language中的Speaking and Writing的内容。
虽然是语法的教学，但是内容围绕Nelson Mandela的生平及当时南非黑人的不公正待遇进行展开，把语法学习与读、说等技能紧密结合。
教学目标（1）知识技能方面①通过阅读与观察，学生能说出非限定性定语从句“介词+关系代词”所指代的内容及含义。
②通过练习，学生能语境中为定语从句选择正确的“介词+关系代词”。
③通过阅读与讨论，学生能把两个简单句整合成一个定语从句。
④通过学习，学生能理解定语从句的功能——对所描述的人或物的信息进行补充说明，并能在对话中使用定语从句。
⑤通过对话练习，学生能够利用具体的事例来证明自己的观点。
（2）过程与方法①学生能观察、发现定语从句，并通过讨论探究定语从句的形式、意义及功能。
②学生能积极参与小组讨论与课堂小组竞争活动。
（3）情感态度价值观①通过阅读与图片，学生体会并说出南非黑人的不公正待遇，进一步了解种族歧视的问题。
②通过讨论，学生能在对话中说出Nelson Mandela作为伟人的品质。
教学过程Step 1 Free-talk (3mins)What things do you think were unfair in South Africa?[意图说明] 回顾上节阅读课所学内容，引入新课话题。
Step 2 Read and answer the following questions (5mins)Unfair situations in South AfricaIt was a time when the black were less important in South Africa. The black people were badly treated or even beaten by the white. The black children were only allowed to go to church schools, where they still couldn't enjoy the same rights as white children. The place where black people could live was decided by the white.A famous photo shows that a black man got on a whites-only bus by mistake, for which he became very nervous. Truly they had reached a situation in which the black had almost no right at all. That’s the reason why there appeared lots of brave fighters, among whom Nelson Mandela was the most famous one.Questions:（1）What was the black’s situation at that time?It was a time _________________________________________.（2）How were the black children treated in church schools?The black children were only allowed to go to church schools, ___________________________________________.（3）How would a black man feel if he got on a white-only bus?A black man got on a white-only bus by mistake, ______________.（4）What kind of situation do the black reached?Truly they have reached a situation _____________________（5）Who is the most famous one among those brave fighters?There appeared lots of brave fighters, ________________（6）Thinking: What do you think of South Africa at that time? (根据文章自由发表看法）It was a country where _____________________________.[意图说明] 结合历史图片呈现当时南非黑人所受的不公平待遇，激发学生兴趣。
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.。
Unit 5 Nelson Mandela教案(1)
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 利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟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 利用判断正误来整体理解课文。
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 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，要求写一封信。
注意信的格式。
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”。
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SB I unit 5 Nelson Mandela
Bravery is one of his good qualities.
Our products are of high quality.
He is mean about money.他吝啬钱。
She apologized for having been so mean to me.她因对我如此刻薄而表示歉意。
It is mean to spread gossip about others.散布有关他人的流言是卑鄙的。
He meant no harm.
I mean to go there next year.我打算明年到那儿去。
I had meant to call you, but I was so busy .我是想来看望你的,但是,我太忙了。
What do you mean by not telling me the truth?
你不跟我说实话，这算什么意思?
What a lovely present! You are very generous to me.
He is very active in raising money for the poor.
He devotes his time to (doing) his research.
She is devoted to her music/her husband.
a devoted friend.
The scientist is devoted to finding a way to improve the production of the
He called on workers to fight for their rights.
他号召工人们为得到应有的权利而斗争。
Try to stop the children from fighting against/with each other. 别让孩子们在一起打架。
He will be put in prison for a very long time.
He was put in prison five years ago.
She is the first to arrive at the office.
Under his guidance, we finished the work smoothly.
在他的指导下，我们顺利地完成了工作。
这位医生的收费比我们预料的高。
If you want to join, there's an entrance fee of 20 dollars. 入会需20美元的入会费。
I feel hopeful that we’ll find a suitable house very soon.
He is not very hopeful about the result of the interviews.
The city has seen many changes.
The twentieth century witnessed two world wars.
The baby has reached the stage where he can stand up.
这个婴儿到了能站立的阶段。
It is a special stage when teenagers want to talk back.（顶嘴）We’d like you to offer him a stage where he can show his talents. There are many spotlights on the stage. 舞台上有很多聚光灯。
He won the election because he got the most votes.
他选举获胜了，因为他获得了大多数选票。
I vote against the plan.
They vote to choose a president.
Did you vote for or against her?
She had her first heart attack the other day.不久前她第一次心脏病发作。
Only by practicing more can you be able to master English.
Only when the war was over was he able to return home.
Only in this way can we learn English well.
Only then did I realize I was wrong.
The wind blew with great violence.风刮得很猛。
He is blowing up the balloon for his daughter.
The two desks are of equal size/the same size/a size.
Women demand equal pay for equal work. 妇女要求同工同酬。
Nobody can equal him in intelligence. 没有人在智力方面能比得上他。
In English she had no equal.
Three and five equals eight. 三加五等于八。
Will she be equal to such a task? 她能胜任这样一项工作吗?
He was equal to the difficult situation. 他能对付那困难的局面。
If you have any questions, turn to me for help.
The child turned to his mother for comfort.
He turned to the study of medicine. 他转向学医了。
turn to the next page
Some gas is escaping from the pipe.
To my surprise, he could escape from that big fire.
The boy was very lucky to escape punishment /being punished. His name escapes me right now.他的名字我一时想不起来。
You can’t stop people saying what they think.
You should educate your children to protect the environment. She is a highly educated woman and acts very properly.
We should educate children about the danger of smoking. higher education 高等教育
educational film教育片
They begged him for help.
I begged her to forgive me.
They begged us not to punish him.他们恳求我们不要处罚他。
SB I unit 5 Nelson Mandela
11
The police are offering a big reward for information about the robbery. 警方出大笔赏金要求提供那起抢劫案的破案线索。
As a reward for passing his examination, he got a new watch from his parents. He received a medal in reward for his bravery.他因勇敢获得一枚奖章。
I don't expect anything in reward.我不指望得到任何酬报。
They rewarded the winners with flowers and medals.
She was rewarded for her efforts. 她因自己所做的努力而得到奖赏。
set up one ’s own business
He was sentenced to death. 他被处以死刑。
The judge sentenced him to do hard labor 法官宣判他服苦役。
He has been sentenced to pay a fine of ￡1000.他被判罚款1000英镑。
The judge sentenced the murderer to death.
法官宣判杀人犯死刑。