unit 5 Nelson Mandela a modern hero教学课件07
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 。
高中英语必修1Unit5NelsonMandelaamodernhero教学安排及6课时参考教案附反思
Warming up
第一步：通过问学生一些问题引入本课的话题:
1. Who do you think is the most powerful student in you class?(以身边同学为例，引发学生兴趣，调动学生对该话题的讨论积极性)
2. What qualities do you think he has? Or can you use some adjectives to describe him/her? (回忆所学过的关于描述人的形容词:honest, humorous, hard-working, quick-minded, co-operative, smart, tall, handsome, easy-going, ready to help others, etc)
第三步：两人活动，交流以上问卷调查中的个人资料后总结，教师可用以下问题提示：
What qualities does your partner have?
Is he/she a great person?
Will he/she be a great person in the future?
第四步：个别学生向全班介绍同伴的品质。
第二课时
Reading& Comprehending
第一步：学生浏览Exercise 1的题目，以对本文的主要内容有一定了解；
第二步：学生阅读课文，完成Exercise 1；
第三步：老师与学生一起讨论Exercise 1的答案，了解学生对文章的理解，遇到False的题，让个别学生解释为什么不对并改正；
Important person: plays an important role in some field, organizations or great events.
Unit5 Nelson Mandela——a modern hero全单元课件
智慧谋略： Mndel善于运 用策略成功地领 导了反对种族隔 离的运动。
仁爱宽容：在南 非实现民主转型 后他倡导和解、 宽恕与和平共处 为国家的团结与 稳定作出了巨大 贡献。
对南非历史进程的影响
领导南非反种族隔离运动推动南非民主化进程 1994年当选南非第一位黑人总统实现南非种族和解 推动南非经济转型提高黑人地位和福利 倡导和平、宽容、和解为南非和世界树立了榜样
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课件封面与简介
课件标题
课件标题：Nelson Mndel—— modern hero
课件封面：包含Nelson Mndel的照片和课件标题
课件简介：介绍Nelson Mndel的生平和成就以及本课件的主要内容和结构
作者信息
课件简介
课件标题： Nelson
Mndel—— modern hero
推动经济改革：他主张通过经济 改革来改善南非的经济状况而不 是依赖国际援助
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呼吁国际合作：他主张通过国际 合作来解决南非的问题而不是孤 立南非
倡导和平与和解：他主张通过和 平与和解来解决南非的种族问题 而不是通过暴力和冲突
和平过渡与民主改革
政治理念：反对种族隔离追求平等与自由 行动：领导南非反种族隔离运动推动民主改革 成果：1994年南非首次民主选举实现和平过渡 影响：为南非和全球民主化进程做出贡献被誉为“现代英雄”
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Nelson Mndel的 政治理念与行动
非暴力不合作运动
发起人：Gndhi
目的：争取印度独立
特点：采用非暴力手段抗 议英国殖民统治
影响：成为印度独立运动 的重要思想基础
为南非种族平等而斗争
Unit 5 Nelson Mandela - a modern hero 教案1-公开课-优质课(人教必修1精品)
Unit 5 Nelson Mandela - a modern hero 教案1(ELIAS’ STORY <PART 1>)IntroductionIn this period, after the warming up, students will first know about the qualities of a great person, and know something about Nelson Mandela. And during the process of reading, the students could master some reading skills to help them to attain the knowledge about this unit.Objectives1. Get the students to know the qualities of a great person.2. Get the students to learn about Nelson Mandela.3. Develop the students reading ability and let them learn different reading skills.Focus1. Get the students to know about the qualities a great person should have.2. Get the students to learn about Nelson Mandela.3. Get the students to learn different reading skills.AidsMultimedia facilities, tape-recorder, photos, diagramsProceduresStep 1 Warming upGood morning, class. Today we will learn new unit. Firstly, let’s discuss the following questions: the qualities a great person should have.1. When talking about a person, what adjectives can you think of to describe his or her qualities?2. What kind of a person are you? Do you think you have the qualities to be a great person?3. What are the qualities you should find in a great person?Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have.The answers of the questions:1. Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined…2. Open.3. A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.Step 2 Pre-reading1. Looking and answering:Look at the six people in the part Pre-reading and answer the following questions.1) Can you recognize them? Who are they?2) Do you think they are important people? Why or why not?3) Do you think all of them are great people?One minute for students to think them over. Then check with the whole class.Suggested answers:2) Yes, they are, because they have done something really important to benefit a country or the world.3) No, I think not all of them are great people.2. Discussing and speakingStudents read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.When they are discussing, remind the students to use the following expressions for giving and asking for opinions:Several minutes later, ask some pairs to act out their dialogues.A sample dialogue:A: What qualities do you think make a great man?B: In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.A: What is the difference between a famous person and a great person?B: A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person.A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A: I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?B: . . .Step 3 Reading1. Lead-in and guessingTell the students: So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is?(A story is usually a piece of narrative writing.)2. Skimming for topic sentences and general ideaGive the students three minutes, ask them to read the text fast and then fill in the form.Several minutes later, check the answers with the whole class.Suggested answers:3. Further understandingGive the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers.1) What disadvantages did Elias have in finding a job?2) How did the white people stop the black people from being treated fairly?3) How did the new government in South Africa treat the white people?4) Why did Elias support Mandela?5) Why did he support violence when he did not agree with it?The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class.Suggested answers:1) Poor education; no permit to live in Johannesburg.2) Through unfair laws.3) They treated the white people as well as the black people.4) There are three reasons: Firstly, Mandela once helped him and he considered Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.5) Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.4. Language problemsWhile checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems.5. Reading aloud to the recordingPlay the tape of the text for the students to listen and follow. Then ask them to read the text aloud. Step 4 After-reading1. Discussing and answeringGive the students several minutes to discuss the following questions and then ask them to answer them.1) Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason.2) What do you learn about Nelson Mandela from Elias’ Story?3) Do you like the way Elias tells his story? Give a reason.Several minutes later, discuss and check the answers with the whole class.Suggested answers:1) No, because there is nothing one can do to change or improve the situation.2) I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.3) (Various answers are possible. )I like the way Elias tells the story. Elias is a black worker withonly a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s polit ical views through which some aspects of Mandela’s qualities are shown clearly.2. Playing an interview gameAsk the students to do an interview in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias with the following questions.1) When did you first meet Mandela?2) Can you tell me more about how he helped you?3) Can you tell me about the problems that the black people are facing?4) How do you like his idea of peaceful fighting?5) What do you think of him?6) What will you do to support him in the future?1. Finish off the related exercises in the textbook.2. Read t he text Elias’ Story again and try to retell it.。
Unit 5 Nelson Mandela—a modern hero教学设计
Unit 5Nelson Mandela—a modern hero教学设计Unit Nelsn andela—a dern her教学设计Perid 2Iprtant Language Pints整体设计从容说This is the send teahing perid f this unit The teaher an first he the students’her and ffer hanes fr the students t revie hat the learned during the first peridThe ephasis f this perid ill be plaed n the iprtant ne rds, expressins and sentene patterns in the parts aring up, Pre-reading, Reading and prehending In rder t ae the students understand these iprtant pints thrughl, e an first get the students t understand their eanings in the ntext, then give se explanatins abut the, later ffer se exerises t ae the students aster their usages Se rds and expressins, suh as fight, advise, aept, ntinue, ative, lse heart, in truble, in prisn, as a atter f fat, et are ver useful and iprtant S are the sentene patterns “D u easil lse heart hen u are in truble? ” nl then did e deide t anser vilene ith vilene ”“ e ere put in a psitin in hih e had either t aept e ere less iprtant, r fight the Gvernen t ”, and s n e ught t pa re attentin t the and design speial exerisesAt the end f the lass, the teaher an ae the students d re exerises fr nslidatinIn ding s, the an learn, grasp and use these iprtant language pints ell教学重点1 Enable the students t grasp the usages f suh iprtant ne rds and expressins as fight, advise, aept, ntinue, ative, lse heart, in truble, in prisn, as a atter f fat, et2 Get the students t aster the patterns:“ nl then did e deide t anser vilene ith vilene ” and “ e ere put in a psitin in hih e had either t aept e ere less iprtant, r fight the Gvernent ”教学难点1 Let the students learn the usage f the rd “advise”2 Enable the students t aster the usage f the pattern “ nl then did e deide t anser vilene ith vilene ” and understand se di ffiult and lng sentenes教学方法1 Disussing, suarizing and pratiing2 perative learning教具准备The ultiedia and ther nral teahing tlsnledge ais:1 Get the students t learn and grasp the iprtant ne rds and expressins:her qualit illing ative republi fight peaeful prisn prisner perid la fee gld uth league stage vte psitin aeptvilene equal lse heart in truble rr abut ut f r uth League as a atter f fat2 Get the students t learn the flling useful sentene patterns:1)D u easil lse heart hen u are in truble?2)The tie hen I first et hi as a ver diffiult perid f life3)As a atter f fat, I as rried abut hether I uld be ut f r4)The last thirt ears have seen the greatest nuber f las stpping ur rights and prgress, until tda e have reahed a stage here e have alst n rights at all ) nl then did e deide t anser vilene ith vilene6)The parts f tn here the lived ere plaes deided b hite pepleAbilit ais:1 Enable the students t use se useful rds and expressins rretl2 Enable the students t ae sentenes after the useful sentene patterns Etinal ais:1 Stiulate the students’interest in learning English2 Develp the students’spirit f peratin and tear教学过程设计方案（一）→Step 1 Revisin1 he the her exerises2 As se students t retell the reading passage Elias’Str→Step 2 Reading and findingGet the students t read the reading passage again t underline all the ne rds and useful expressins r llatins in the passagellatins:a pr bla rer, Suth Afria, a ver diffiult perid f ne’s life, pen a la fir, advise sb n , three ileters aa, pa the shl fees, the bus fare, get a b, a gld ine, be rried abut, ut f r, ne f the happiest das f ne’s life, the AN uth League, as sn as ne uld, have alst n rights at all, gr fd, in fat, brea the la, ith vilene, as a atter f fat, bl up, put in prisn, be happ t d , realize ne’s dreaRead the alud and p the dn in the exerise b after lass→Step 3 Disvering useful rds and expressinsSh the flling fr n the sreen and all the students several inutes t finish the 1 L at the reading passage again t find rds and expressins that ean the sae Alternative expressinsrds and expressins fr the textgrup f peple rganized fr a speial purpsefeel hpelesslse ne’s bbrave anin fathave se diffiult prblesbe taen t prisnse tiebe read tne paid fr ging t shltell sebd hat t dg nalas ding ne thingshat peple d in ara ell etal fr aing a ringagree t taeg against a laquiet and al2 plete the flling passage ith se f the rds r expressins abvehen Elias lst his b and as______________, his ife as ver unhapp She ne this eant he as______________ hen all she anted as a______________ life ith enugh ne ever nth She tried t______________ hi nt t fight the gvernent as she thught it as better t______________ that in Suth Afria bla peple ere nt as iprtant as hite peple But he as illing t______________ the fight and help Nelsn andela ith equal rights fr bla peple Fr a______________ f tie she felt helpless and______________, but Elias enuraged her ith stries f h gd life uld be hen hite and bla peple and plaedtgetherExplain the prbles the students eet hile heing the ansers Suggested ansers:1Alternative expressinsrds and expressins fr the text grup f peple rganized fr a speial purpseleaguefeel hpelesslse heartlse ne’s but f rbrave anherin fatas a atter f fathave se diffiult prblesbe in trublebe taen t prisnbe put in prisnse tieperidbe read tillingne paid fr ging t shlshl feestell sebd hat t dadviseg nntinuealas ding ne thingsativehat peple d in arfighta ell etal fr aing a ringgldagree t taeaeptg against a labrea the laquiet and alpeaeful2:ut f r; in truble; peaeful; advise; aept; ntinue; perid; lst heart→Step 4 Language Pints1 qualit n sething tpial f a persn r aterial质量（不可数）；品质，性质（可数）；才能（可数）Qualit is re than quantit质量比数量重要。
2019年人教版高中英语 必修一 Unit5 《Nelson Mandela ---a modern hero ---Reading》 课件 (共57张PPT)
8. die for 为…而死
1) They di_e_d_f_o_r___ the people; their death is weightier than Mount Tai.
2) Many people d_ie_d__fo_r____ need of food.
3) I’m d_y_in_g__fo_r__ a cup of water.
⑵ 质量比数量更重要。
__Q_u__a_li_t_y__matters more than q__u_a_n_t_i_ty_.
2.active adj.积极的；活跃的
be active in ...在某方面很积极，很活跃
派生：act v.& n.行动 actively adv.积极地；活跃地 activity n.活动 actor n.男演员
13. period n. 学时,课时,一段时间,时期,周期
1) She studied French history for a long p_er_i_o_d_s_ of time.
2) Let’s finish this p_e_r_io_d__ and have a break.
3) We have six p_e_r_io_d_s_of science a week.
⑴ She w__a_s_e_d_u_c_a_t_ed(educate) in England in the 1930s.
⑵ An__e_d_u_c_a_t_o_r_ (educate) must first educate himself.
⑶ She has had a good__e_d_u_c_a_ti_o_n_ (educate).
Unit 5 Nelson Mandela ---a Modern Hero
英语教案Unit 5 Nelson Mandela-a modern hero (全套教案)
英语教案Unit 5 Nelson Mandela-a modern hero (全套教案) Teahing plan f Unit Nelsn andela-a dern herTeahing ais:1 TpiThe qualities f a great persn;The lives f se great peple2 Useful rds and expressins:her qualit illing ative republi priniple fight peaeful prisn prisner perid la advise ntinue fee gld uth league stage vte psitin aept vilene equal blanet degree guard eduated terrr fear ruelt reard right(n) riinal leader president sentene(v) sinerellse heart in truble rr abut ut f r uth Le ague as a atter f fat bl up put… in prisn e t per set up be sentened t3 Funtinal ites:A Giving pinins:h d u thin s?hat d u thin f …?hat’s ur pinin?I agree/ dn’t agreeI thin/dn’t thin…I prefer…In pinin…I’afraid…B aing ents:Gd idea!That’s an exellent idea4 StruturesThe attributive lause (II)由here, hen, h, 介词+ hih, 介词+ hen 引导的定语从句。
英语教案Unit 5 Nelson Mandela-a modern hero 全套教案
英语教案Unit 5 Nelson Mandela-a modern hero (全套教案)Teaching plan of Unit 5 Nelson Mandela-a modTeaching aims:TThe quala grea;The livgreat peopl2. Useful words and ex:quality willing active republle fight peacefuld law advue fee gold youth league stage vaccept violence equal blanket degree guard educatedar cruelty rewardright(n.) criminal leadd(v.)lylose heauble worry about out of work Youth League as a maact blow up put…wer set up bdFunctional items: A. Giving:Why do you?What do you…?What’s you?I agree/ don’t agI think/don’t think….I prefer….I….I’m afraid…B. Making:Good idea!That’s an excellent ideauctuThe attributiveclause (II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。
Tl where I studied only two years walawaThis was a time when you had got to have a passbook to livannesburg.The reason why I got a job was becauard w…we were put in awhich we hadaccept we were laght the GovTwhom you should be grateful for a peaceful South Africa is Nelson Mandela.Teaching proceduresPeriod 1 (Reading)Warming uAquestions:What are the qualu should find in a grea? Who do youa grea?What qualities do you have?2art on pag2. Pre-readingwures about six greaand lguess wa2. All waaWhile-readingFirst reading: Ss read the text andding 1 on pag2. Ss read again and make a t imellias’ life untilNelsonMandela0______________ 1942____________________________ 1946____________________________ 1950 _______________2______________ 1954 _______________ad the whole passage and see how many paxt can be divided into, and give the general idea of each pauggested answers: Part I paragraph 1-2The llias’ bNelson Mandela.Part II paragraph 3-5The change of Elias’ life aNelson Mandela and what Mandela didAfter-readingdiscuss:How the ANC Youth League figGovernment?What can we leaxt about Nelson Mandela?xtensive readingGleaabout Nelson Mandelaad thepassage:lias’age 38, and answllowingquestions:When did Elias lb?2. Does Elias lwork?HomewRx2. Retell the text.Period 2. (language learning and grammar)Revll the text, usingwn word2. LanguagTwhen INelson Mandela was ….2. advise…be …awaLant than…ly then did we decide to… (倒装句)discovering useful words and exad Elias’ story again andd words that mean thesaag2. Ss read the passage on page 36, part 2 andlwate wordGrammar: The attributive clauad the followingandd the rulTwhere I got a job wThe reason why I got a job was becauard wTwhen I joined the ANC Youth League was late at nigThe govbuilding where we voted was very grand.The date when I arrived waAugu2. Practice:age 36, part 2Prado Wb using structures: ex2. Ss do the exercise 2 on pagwan attributive clause.Period 3. SpeakingRevDictation: The teaallowingwdown in EnglTwhen INelson Mandela was a very difficult period of my l2. Mandela had openeda black lawadvblack peoplblI was worried about whether I would be out of wWe were put in awhich we hadaccept we were laght the GovIt was very dangerous because if I was caught I could be puaI knew it was to realize our dream of making black and wle equal2. Talkinganswer the question:What are the qualu should find in a grea?2groups talk abou/age 69. Wdiscuullowing words: Good idea!That’s an excellent idea!I agree/ don’t agI prefer…I…I think/don’t think…I’m afraid…Why do you?What do you…?What’s you?aking tagroups andaking task on pagad the passage and gw what they are go to do; 2groups and begin to discuss;uld tawhile they are talking;uldgive a tallaDebatingdividwo parts and debaTopic: Mao Zedong is a greaao Zedonga greaPeriod 4. Extensive readingPre-readingwures and aag about Bill GaT: Do you know w?S: Bill GaT: Who can sag about him?S: Bill set up his own company “”.He malworld uuHe makes us learn about the world aT: Do you think Bill Gates a great man?discuss and answ2. Readingad the passage on page 73 and fillaInformation about Bill GabAchievWhat did he give ubeliefs?Why dav?Why attacked by the government?Discugroupsdiscuss what kindBill Gauggested answers:I think Bill Gates is a great man becauup the biggest Iation “”world. He made a lwware and gavlldollalp the education and health of many children around the world. Hation also provides a lb chaPeriod 5. ListeningUsing language- listeningare asked to read the quand multiple answd out the listeninglabest answers and answwo quAay much aawhile listening. And tellal:Passbook: a book…Underground;Surface:Live:2. Listeningurn to page 69 and laBlisten, aad the quListening taFirst listening: Ss turn to page 72 andanswur qua2. Ss listen again and complables of part 2After listening:ask twanswer the question:Who do youaused the accident?Period 6. WritingPre-writingAag about Nelson Mandela.2. Ss read more about his l2.While-writinglldealetter. Wdown in ord2. Ss beginthe letter waddress and the date. They may begin l: Dear presidI am writing to ask youNelson Mandela. Here aasons why Iuld be free…Fletter l:ul(Your name)ad their luggested answan No.1 Middle Schoolandong, Chinaber 27, 2004Dear PresidI am writing to ask youNelson Mandela. Here aasons why Iuld bAs we all know, people with dlors should be equal. Nelson Mandela devoted all his laldream. Iunded the ANC Youth League to calllugglghts to vote. In 1952d a lawlblack peoplannesburgblems. The black people lovedIn 1962, Mandela encouraged people to use violence against anti-black laws to ggwad to five years hard labar later, aleadANC, he ledblow up the govbuildings to realdream of making black and wle equal, so that he was agadlife on Robben Island until now.Iwhat he did walulf. He has an unselfish and brave heart. Aa great man, you shouldBest wishes!urs trulLi HuaWriting taAwrite a greaGiva possible version aTeresaPersonal information Was bugoslavia, on August 27, 1910, a nurse, got the Noble Peace PHard workAchievement Helandg the dying; her wadarts of India Good qualities Hard-working, kind-hearteduAwell-knowwPeriod sevenTeachers can ud freeluggestion: Teachers can ud to let Ss sum up whaave learned and explain what Ss couldn’t understand very wellunit. Teachers can also addadlidate whaave learned. Finally, ag yourself. It is vavlearning。
Unit 5 Nelson Mandela--- a Modern Hero教案22
Unit 5 Nelson Mandela--- a Modern HeroReading: Elias’ storyTeaching contents: Reading (page 34)Teaching aims:Language aims:To read on great people’s life storiesTo learn information about Nelson MandelaAbility aims:To improve the students abilities of speaking , talk about great people, express your point of view.To help the Ss to comprehend the text through different ways of reading skills.Teaching important points:The general idea of the text.Understand the real meaning of a great personLearn to write a passage of a great personTeaching methods:Skimming, fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individua l ,pair or group work.Teaching aids: A computer, a projector and some slides.Teaching procedures:Step I Lead-inIn Unit 4, we have learnt something about earthquakes. When an earthquake, a flood or some other dangerous things happen, many heroes will appear. Lin Hao is such a person. When the Wenchuan Earthquake happened, Lin Hao was very brave and helped his classmates. So we can say Lin Hao is a hero. Today we will learn a foreign hero ---Nelson Mandela. Which country does he come from?(Yes, South Africa.) How much do you know about Nelson Mandela? (show the screen) Let’s look at his famous words. From his words we can learn something about Mandela. Today’s task: Read a story and learn more about Nelson Mandela.Step II Reading1) SkimmingQuestions : Let’s come to the part of reading. The title is ELIA S’ STORY. Skimming:How many parts can we divide the text into?Part 1 （Para. 1-2）The life of Elias ________ (after/before) he met Nelson Mandela.Part 2 (Para. 3-5) The life of Elias________ (after/before) he met Nelson Mandela .2) Fast reading ：true or false? If it is false, how to correct it?1.Elias went to see Nelson Mandela when he was in trouble.2.Elias trusted Nelson Mandela and he joined the ANC Youth League.3.Elias was willing to blow up government buildings.4.Nelson Mandela thought violence was a good way to help black people.Careful readingPart 1 (Para. 1-2)Questions:1.When did Elias first meet Nelson Mandela? ( In 1952 )2. Why did Elias have to leave school?(Because his family couldn't afford the school fees and the bus fare.)Part 2 (Para 3-5)Questions:1. What problems did the black people like Elias have at that time?They could not vote .They couldn’t get the jobs they wanted.They had to live in the poorest areas.2. How did Nelson Mandela support Elias?Mandela told him how to get the correct papers so that he could stay in Johannesburg.3. How did he support Mandela?He joined the ANC Youth League . He helped Mandela blow up some government buildings.Do some listening and then retell the storyElias is a poor _____ worker in South Africa. When he first met Mandela he was in a difficult _____ of his life. He began ______at six. But he had to leave because his family could not ________ to pay the school fees. When he got a job, he was _______ because he didn’t have a passbook. Then Mandela told him what to do and helped him. When Mandela ________ the ANC Youth League, Elias joined it. At that time, black people had no ______ and could not ______ their leaders. In 1963 he helped _____ up some government buildings, though it was _________ for him, because he knew it would help them ________ their dream of making black and white people _______.DiscussionWhat qualities do you think a great person/a hero should have?Selfless, determined, generous, kind, easy-going, warm-hearted, honest, hard-working, brave, confident, devoted, helpful, responsible, independent, broad-and-open minded…Assignment1. Surf the Internet to know more about Nelson Mandela.2. Try to use your own words to write a short passage about Mandela.Feedback:Blackboard designUnit 5 Reading: Elias’ storydetermined generousselflessconfidentdevoted honest helpfulresponsible brave。
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。
高中英语Unit5《NelsonMandelaamodernhero》教案29新人教版
Unit 5 Nelson Mandela---a modern hero ReadingPART 1 Analysis of the Teaching Material(I)STATUS AND FUNCTION1,This text is a reading one. It can develop the student s’ reading skills and abilities.2,This lesson is the main part of Unit if the students can learn it well, it will be helpful to make the students learn the rest of this unit.3, This lesson is about Nelson Mandela. It can help the students know what qualities a great man should have? It can also help to develop their correct attitude towards life.(II)TEACHING AIMS AND DEMANDSKnowledge objects1, To make the students know what qualities a great man should have.2. To give the students a practice in the use of some important words and expressions. Ability objects3. To impr ove students’ reading and listening ability by reading and listening to the text.4. To develop students’ communicative ability by discussion.Moral objectTo make the students know how to be a useful person and enable them to love others and equality.(III)TEACHING KEY POINTS:1,Understand the real meaning of the hero / heroine2,Who is your hero / heroine ?3,Why do you like him / her so much ?(IV)TEACHING DIFFICULTIES:1,The Attributive Clause ( 2 ) --- where, when, why.Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and why 2,Learn to write a passage about a great person.(V)TEACHING AIDS:Tape-recorder, computerPART 2 Teaching Methods1>Five Steps Approach.2>Communicative Approach.PART 3 Studying Ways1. Teach the students how to be successful language learners.2. Teach the students how to master dialogues and how to communicate with others. PART 4 Teaching ProcedureStep 1 Warming upT: Please look at the pictures on the screen. Do you know who and what they are? Give the students some minutes to discuss the questions.(Show some pictures on the screen: Picture1—William Tyndale, Picture2—Norman Bethune, Picture3—Sun Yat-sen, Picture4—Mohandals Gandhi, Picture5—Neil Armstrong,Picture6—Nelson Mandela.)Then ask the students: Do you think they are famous people? Are they great people?Why do you think so? Help the students to draw a conclusion: A great person is someonewho devotes his/her life to help others.Step 2 ReadingGet the students to comprehend the passage quickly and accurately, andmeanwhile help the Ss to form a good habit of reading.Fast readingRead the text through in 3 minutes, and then try to find the main idea of the text: When did the story happen?Where did the story happen?Who is this story about?What event does it tell us?Extensive ReadingRead the text again and summarize the main idea of each part . Ask the Ss to pay attention to the first sentence of each paragraph.How many parts can this text be divided into? (2 parts )Give the main idea of each paragraphPart 1: (Para. 1 and 2 ) The life of Elias’ life before he met Nelson Mandela.Part 2: ( Para. 3 ----- 5) The change of Elias life after he met Nelson Mandelaand what Mandela did.Ask the students to read Part1 and use the information in this part to fill the blanks: Information of Mandela: He was a black _______. He offered _________to poor black people on their _______ problems. He was _______ with his time.Information of Elias : He was a _______ worker Who worked in a ______. He had little________ ,so he could not ________ or_________ well. He needed to get a _______ because he wanted to continue doing his work. Ask the students to read Part2 and answer the following questions1. How did Mandela help Elias?2. What unfair situation did black people face in South Africa?3. How did Elias support Mandela?4. Why did Elias support violence when he did not agree with it?Step3 Listening:Listen to the tape and decide True of False.went to see Nelson Mandela when he was in trouble. ( )left school because the school was too far from his home. ( )Mandela helped him keep his job. ( )trusted Mandela and he joined the ANC Youth League. ( )Mandela thought violence was a good way to help black people. ( )was willing to blow up government buildings. ( )Step 4 DiscussionAsk the students to discuss the questions: What qualities does Mandela have? Andwhy do you think so?Homework1. Memorize the new words and phrases . for retelling the story.3. Do exercise 1,2,3 on page 36.。
Unit 5 Nelson Mandela-a modern hero阅读课公开课教案获奖版
Unit 5 Nelson Mandela——a modern heroElias’ Story1. Teaching aims: To analyze the thread and transition of the textTo judge the writing purpose and intended readers of the passage.To express ideas on the given topics by writing a continuation.2. Important and difficult points:How to use the timeline to let the students analyze the whole structure.How to analyze the thread and transition of the passage.3. Teaching Process:step1: lead-inAsk student a question: What day is April 1st day? They all know it is a fool’s day, but I will tell them it is now a hero’s day. Because the remains of 30 firefighters were found in April 1st day. step2: Discourse analysisPara1&2:Why did Elias ask Mandela for help?______________________________________________________________________________ Topic1:________________________________________________________________________ Para3&4:What was the unequal situation the black people faced in South Africa?______________________________________________________________________________ Para5:Why did they blow up some government buildings?______________________________________________________________________________ Topic2:________________________________________________________________________ Timeline:________________________________________________________________________ Thread:__________________________________________________________________________ Transition:_______________________________________________________________________ Topic1+Topic2=Theme:____________________________________________________________ step3: Topic-Related LexisP1&2: a poor black worker; the black lawyer; offer guidance; be generous with time; little education; school fees and the bus fare; a passbook; become out of workPara3&4&5:______________________________________________________________________ ______________________________________________________________________ step4: Pragmatic AnalysisWhy did the author write this article?To whom does the author write this article?Does the author give you all the expected information about Mandela?step5: Critical thinkingAfter Elias helped Mandela blow up some government buildings, what happened to them? Please write a continuation on your paper, no less than 50 words.Here are some key words for you.Mandela Elias violencevictory prison equalblack people white people herostep6: ReflectionLet students see if they have finished our teaching aims.To analyze the thread and transition of the textTo judge the writing purpose and intended readers of the passage.To express ideas on the given topics by writing a continuation.step7: AssignmentAfter the class, I hope you can write a passage about a hero around you like your mum, dad, even a stranger.Please write a same narration as Elias’ Story.。
高中英语Unit5《NelsonMandelaamodernhero》教案9新人教版
人教版必修一Unit 5 Nelson Mandela --- a modern hero FromFutian Middle School一、教学目标Teaching aims1．教学内容（Teaching contents）Writing on page 39 and page 752．能力目标 Ability aims1) Learn to write a short passage of a great man2) Let them know how to choose a great person in their eyes and how to writea short passage.3．语言目标Language aims1) Teach the Ss how to choose their words to write a short passage of a greatman.2) Teach them to know how to write a persuasion letter.3)Use what they have learnt in this unit in their speaking andwriting.二、教学重难点 Teaching important pointsLet the students know how to choose a great person in their eyes and how to writea short passage .三、教学方法Teaching methodsTask- based method, group work四、教具准备 Teaching aids:A projector and a computer五、教学步骤Teaching proceduresStep I. Greeting:GreetingsStep II. Lead inAsk the students to play a game. （This will get the students to know how to describe a person.)Show some pictures of some important or great people to the whole class.Each group will choose one student standing with his back to the blackboard. If he or she can guess the name of the personby listening to other students’ description, he or she will get one point. (We can ask the students to choose only some of the pictures describe.)Step III. Writing1. Tell the Ss some steps when writing:Before writing you can follow these steps:• collect ideas for the letter• write them down in any order• Sort them out in an order• Put those idea into a form so that you can easily see them• Use the form to help you as you write.2. Show them how to get some ideas before writing:1) In this unit we have learned a lot about the modern hero--- Nelson Mandela.Can you give me some information about him?2) After the Ss give some information about Nelson Mandela with thehelp of the text, the teacher may add some more information in a form.3) Enjoy the sample letter.Suggested answerJinan No. 1 Middle SchoolShandong, ChinaMay 27, 1989Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasons why I thinkhe should be free.As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he openeda law office to help the poor black people in Johannesburg on their problems.The black people loved him.In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.I think, what he did was for his people, his country, not for himself. He hasan unselfish and brave heart. As he is a great man, you should set him free.Best whishes!Yours truly,Li Hua4) After reading the sample, ask them to tell me how to write a persuasion letter.5) Tell them the structure of a persuasion letter in general to make the writingeasy.Structure of such lettersPart 1. A small paragraph (Reason for the letter)Part 2. Body paragraphs (reasons in detail )Personal informationHard work achievementsGood qualitiesPart 3. Closing paragraph( your opinion)Step IV. Writing TaskAsk them to try to write a persuasion letter1.Suppose you are going to write a letter to the senior organizers of the NobelPrize to persuade them to give the Nobel Peace Prize to Mother Teresa.2.Read the information given below.3.Pay attention to the structure of such letters .4.Give them some time and ask to write the letter in groups.5. Share their ideas with the class by reading their letters aloud.6. Correct the writings together.Suggested answers:Dear senior organizers:I am writing to ask you to give the Nobel Peace Prize to Mother Teresa. Hereare some reasons why I think she should be given the prize.Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, Where she began to be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress.However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of Indian. She became a well-known person.When she travels the world, she opens many new schools and hospitals in poor countries.She is known for many great achievements . because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize.Step V. Homework:Read a passage about a great person or write a short passage about a great person in your hometown.。
Unit5NelsonMandela----amodernhero教学设计新部编版
精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 5 Nelson Mandela---- a modern heroKey Words(一 ). Words Review1._______ n. 质量；质量；性质2._______ adj. 小气的;自私的;鄙俗的 V. 意味,打算3.generous adj. _______;_______4._______ Vt. 建设,成立 ; _________ (过去式 )5._______ Vi. 逃脱,逃脱,泄漏 n. 逃脱,逃脱6._______ n. 建议,见解,主张7.principle n. ____,____,____8. relative n. ____,____; adj. ______;______9. ________ Vt. 攻击,攻击,抨击 n.攻击,攻击,抨击10. selfish adj.______→________ adj. 无私的11. _______ adj.愿意的→_________ adj. 不愿意的12. legal adj. ____,____→ _______ adj. 违纪的13._______ adj.踊跃的；活跃的→________ adv.踊跃地→ _______ n．活动14._______ Vt.献身;专心于→_________ n.奉献→_________ adj.忠实的，深爱的15.________ adj和.平的;沉静的;平和的→______ n.和平16.________ adj怀.有希望的;有希望的→ _________无望的,没希望的→______n. & v ．希望17.______ adj相.等的,同样的→_______adv相.等地→________ n．同样,同样18._______ Vt.教育;训练→_______ adj.受过教育的;有修养的→________ n.教育(二 ). Key Words from Mr. Yang’s Adventure1.quality(1)质量好 /坏： of _____/ _____/ _____ quality(2)have a quality/ qualities of (doing) sth.: _______________________E.g. It is said that Volkswagen is of well quality. (改错 )他具备了成为一名优异学生的全部质量。
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helpful
brave(勇敢）
persistent（坚持不懈）
determined（坚定）
kind （亲切，仁慈)
Nelson Mandela
1.He fought for the black people and was in prison for thirty years. 2. He helped the black people to get the same rights as white people. 3.He was the first black president in South Africa.
Before Elias met Mandela ,he was a ________in South Africa. Life was very _____ for him.He had little _______ and could neither ____nor _____ well. He was worried that he would become _______. After he met Mandela, Elias became more ______ about his future. With the help of Mandela , he knew how to get the correct ____ so he could stay in Johannesburg. He joined the _______ organized by Mandela and helped to ______ some government buildings. In a word , Elias was active in activities which helped black people ______________________.
1.What help did Mandela give Elias and poor black people? He offered ______________. He told Elias ________________ so he could keep his job.
He fought for black people to __________.
Words about qualities（品质）:
confident 有信心的 frank 直率的,真诚的 diligent 勤奋的，用功的 kind友好的 helpful strong-willed /strong-minded 意志坚强的 intelligent 理解力强的 unselfish 无私的 willing to help 助人的 Persistent
Nelson Mandela ----a modern hero
Do you think a famous person is the same as a great person?
Who is a great person in your eye?
A great person is one who follows his or her ideas ,devotes his/her life to helping others and even give his/her life to his/her noble cause. go through difficulties and struggles for their cause
responsible 负责任的 loyal忠诚的
Great Person
Do you think a great person is far away from us ?
Elias’s Story
?
Ordinary peFast Reading
Please read the text quickly and divide the parts according to the main ideas. Part1 Paragraph 1-2 Elias’ _____ life before he met Nelson Mandela Part2 Paragraph 3-5 change of Elias’ life _____ after he met the _______ Nelson Mandela and what Mandela did
A famous person may not be a great person.
What qualities make a great man?
In my opinion, As far as I am concerned, To one’s eye, In one’s view, From one’s perspective,