人教版高中英语必修一Unit 5《Nelson Mandela》教学设计

Teaching Aims
1. To distinguish famous people and great people and stimulate students’ interest in reading.
2. To know about Elias’ story.
3. To improve students’ reading abilities (scanning, close reading, summarizing).
4. To promote students’ own qualities according to Mandela’s qualities.
Teaching Procedures
Pre-reading
1. Enjoy a video.
2. Do you often help others?
3. Can you distinguish famous people and great people?
【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。

通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，导入新课。

Activity 1 Fast reading
What’s the main idea of the passage?
The story is about ____.
A. the poor life of black people in South Africa.
B. the life of Mandela.
C. how Mandela helped Elias and other black people.
D. how Elias met Mandela.
【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。

Activity 2 Careful reading ---- Details for Elias’ story (para.1-3)
【设计意图】根据课程标准及考纲对阅读的要求：训练学生的细读技巧，并完成本课阅读训练目标close reading 找到具体信息并理解大意，加深对文章的理解。

The elements of a narration:
1. __________
2. _________
3. __________
4. _________
5. __________
6. __________
Fill in the blanks according to the elements.
◆My name is _______, a poor black worker in ________. I had very little education. I could not read or write well.
◆When I was _____, I got a job in a gold mine.
◆However, this was a time when one had got to have a _________ to live in Johannesburg. Sadly
I did not have it because I was not born there. I ________ about whether I would become out
of work.
◆It was in ______ and Mandela was the black lawyer to whom I went for _______. He told me how to get the correct papers so I could ______ in Johannesburg.
【设计意图】以记叙文六要素为主线，根据故事结构，理清故事发展的起因，经过，结果。

Details for the black (para.4-5)
1. Which of the following statements are TRUE?
A. Black people had no rights to vote or choose who would rule them.
B. Black people could not get any jobs.
C. Black people lived in the poorest places in South Africa.
D. Black people could not grow food in the places where they lived.
【设计意图】了解黑人当时的境况，引导学生体会曼德拉的行为，伟人的品质得以体现。

2. Why did Elias still blow up the buildings if he was caught he could be put in prison?
____________________________________________________________________________ 【设计意图】训练学生的归纳能力，并能针对问题准确的表达自己的观点。

进一步引导学生体会黑人渴望与白人平等的心情。

3. Who on earth(究竟) did Elias help ?
____________________________________________________________________________ 【设计意图】拓展问题：曼德拉帮助的是谁？引导学生思考：他们最终帮助的是自己。

Activity 3 Summarizing information
【设计意图】根据课程标准及考纲对阅读的要求：训练学生的归纳技巧，并完成本课阅读
训练目标summarizing 总结概括文章内容。

1. Read the following passage and then fill in the blanks according to the mind map.
My Story
My name is _______, a poor black worker in ________. I had very ______ education. When I was 12, I ___________ in a gold mine. However, because I was not born in Johannesburg, I had no ______ so I could not live there. I was very _______. It was Mandela who was a black lawyer at that time that helped me ______________. So I could ______ in Johannesburg. I was very ______. When he organized the ANC Youth League, I _____ it as soon as I could. I even helped him ___________ some government buildings to be equal to white people. I was ______.
2. Retell the story according to the mind map.
【设计意图】利用思维导图，训练学生归纳的阅读技巧，复述伊莱亚斯的故事，完成教学目标。

Activity 4 Discussion
1. What qualities should we learn from Mandela ?
2. Why is it important for us to help others?
【设计意图】使学生通过讨论学习曼德拉的高贵品质，领袖魅力来提升个人品质, 并意识到人与人交往中帮助的重要性，主题升华，完成德育目标。

Homework
1. Surf the Internet to find more information about Nelson Mandela.
2. To finish the exercises in Learning about language in Page 36 of the textbook.
【设计意图】更深度的感悟曼德拉的伟人品质。