Unit-5教案设计(-Nelson-Mandela)

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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 。

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）。

Unit5NelsonMandela教学设计

Unit 5 Nelson Mandela--A Modern HeroTeaching aims1.K no wledge：Lear n and master the new words and exp ressi ons in this p eriod.2.Ability :（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.Emoti on：（1）Lear n about some great people and qualities they have in com mon.（2）Develop the students ' moral quality.Impo rtant teaching po intsHave a discussi on about the fine quality of great people to imp rove the stude nts ' sp eak ing ability.Difficult pointsHow to exp ress their own opinions and ideas using the lear ned words and exp ressi ons in proper situatio n.Teaching p rocedures:Ste p1 Warming upIntroduce the topic by a question.Who is your favorite star? The n in troduce some peopleYao Mi ngJay ChowSun Yat-se nNorma n Bethu ne目的：学生对本单元的主人公可能没有太多了解，通过猜名人来引出曼德拉，使得讲解显得自然承接，不突兀。

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。

Unit 5 Nelson Mandela 阅读教学设计

2. Memorize new words and phrases.
答案：
1、A great man is person who devotes his life to help others,never give up.
2、He is a poor black worker in South Africa
Part2(para_--para_)
The life of Elias________ (after/before) he met Nelson Mandela.
Careful - reading
Read the passage carefullyand do the following exercises.
Learning key points: To master the main idea of the text.
Learning difficult points: To know something about Nelson Ma.
教学设计
【课前预习】
1.Recite some important sentences .
2.What is a famous person?
What is a great person?
A great man is a person who devotes his life to help others
What qualities (品质) do you think a great person should have?
【当堂达标】Role- playing
Suppose that you were Mandela,with the help of the textbook,try to give a speech to the black people to encourage them to fight against unfairness in the law.

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。

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。

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。

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.。

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教案設計Teaching Plan Design學院：外國語學院學號：2011124330姓名：朱玲班級：20111242班Teaching Plan Design Contents1. Brief Report2. Teaching Aims3. Teaching Contents4. Teaching Stages5. AssignmentUnit 5 Nelson Mandela– a modern hero1.Brief Report1)Lesson 5, book 1, senior grade 1.2)Teaching Aids: multi-media,songs, pictures2.Teaching Aims1)To give the class practice in reading and speaking todevelop reading and speaking skills.2)To have the class learn new and key vocabulary andstructures by heart.3)To exert good influences from great people over theclass and to enhance the spiritual level of the class.3.Teaching Contents1)New vocabulary:hero, quality, willing, active, republic, peaceful, fee, prison, prisoner, period, law, advise, continue, fight, gold , youth, league, stage, vote, position,blanket, degree, equal, guard, educated, terror, violence, fear, cruelty,reward, right(n.), criminal, leader, accept, sentence(v.), president,sincerely.2)New phrases: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.3)Grammar: attributive clause guided by relative adverb, such as where, when, why, prep.+which, prep.+whomThe school where I studied for only two years was three kilometers away. The time when I first met Nelson Mandela was a very difficult period of my life.The reason why I got a job was because of my hard work....we were put into a position in which we had either to accept we were less important or fight the government.The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.4)Language skills:Listening skill: to understand the relation between persons and events in listening exercise.Speaking skill: to retell the story and to discuss questions with group members.Reading skill: to get the major information quicklyfrom the text; to guess the meaning of new words according to the context; to use different readingstrategies in the process of reading.Writing skill: to use appropriate sentences to depict characters and to briefly express opinions.4.Teaching Stages1)Pre-reading(Greet the whole class)A)Warming up(Before class,get the students to enjoy a beautiful song Hero for 3-5 minutes,after the song, ask the students some questions. ) B)Leading in[asking]:Well, a beautiful song, do you know what it is about ? [transition]:It is about hero. So who is your hero or heroine? Students: ...[asking]: Why?Students:...[asking]: Do you think he is a great man/ she is a great woman? Students: ...[asking]: Does he /she do anything for others?Students: ...(show four pictures one by one)[asking]:How about this person? Is he the hero in your heart?What do you know about him?(give background knowledge)Conclusion:let the students say: a great man is a man(show a picture of Nelson Mandela)[asking]:What do you know about him?Is he a great man? Students: ...[transition]: It seems that you know Nelson Mandela a little. Do you want know more about him? Let us read the following story and see what Elias thinks of him.2)While-readingA)Presentation(Before reading the story, let us see some new words:lawyer, guidance, legal, fee, out of work, hopeful, Youth League,stage, vote, attack, violence, blow up, as a matter of fact, equal)B)First reading:Teacher:Well, boys and girls, read the text quickly,then find the main idea.(after the first reading)Teacher:Have you got the main idea ?Students: ...Teacher: Elias ,a poor black worker in South Africa, tells us about his life and what he did with Nelson Mandela to fight forblack people. OK, after getting the main idea,let us read the story again.C)Second reading:Teacher:After the second reading, can you analyze the organization of the text?Now discuss with your parters.(after the discussion)Teacher:OK,which group can share your result of discussion? How do you analyze the structure of the text?Students: ...Part1 (1~2):Elias’s life before he met N.M.Part2 (3~5):The change of Elias’life after he met N.M.and what M did.Teacher: Then , do T/F questions.Elias went to see Nelson Mandela when he was in trouble. ( )Elias left school because the school was too far from his home. ( ) Nelson Mandela helped him keep his job. ( )Elias trusted Nelson Mandela and he jointed the ANC Youth League. ( ) D)Third reading:(after the third reading)Teacher: Boys and girls, let us find the attributive clauses of this text. Can you understand them clearly?（If students have difficulties , then explain them to students.）Teacher: All right, class, today we learn the attributive clause and we also know more about Mandela by Elias’story.3)Post-readingTeacher: Boys and girls , we have finished reading the text, I believe that you have already understood the text. Now, can you describe what kind of person Mandela is ? And what kind of qualities does he possess? [transition]: Mandela is selfless, devoted, generous, friendly, determined and so on .Thus he is worth being called a hero. Right?5.AssignmentWrite a composition to describe the hero/heroine in your heart.Review the text and finish the exercise P35~38.。