人教版高中英语必修一 教案: unit 5 Nelson Mandela--a modern hero Language points4
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 。
高中英语人教版必修1教案 unit 5 Nelson Mandela--a modern hero Language points 教案 (系列一 Word版
必修一Unit 5 Nelson Mandela—a modern heroLanguage points从容说课This is the second teaching period of this unit. The teacher can first check the students’ homework and offer chances for the students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meanings in the context, then give some explanations about them, later offer some exercises to make the students master their usages. Some words and expressions, such as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc. are very useful and important. So are the sentence patterns “Do you easily lose heart when you are in trouble? ”. . . only then did we decide to answer violence with violence. ”“. . . we were put in a posi tion in which we had either to accept we were less important, or fight the Government. ”, and so on. We ought to pay more attention to them and design special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.教学重点1. Enable the students to grasp the usages of such important new words and expressions as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc.2. Get the students to master the patterns:“. . . only then did we decide to answer violence with violence. ” and “. . . we were put in a position in which we had either to accept we were less important, or fight the Govern ment. ”教学难点1. Let the students learn the usage of the word “advise”.2. Enable the students to master the usage of the pattern “. . . only then did we decide to answer violence with violence. ” and understand some difficult and long sentences.教学方法1. Discussing, summarizing and practicing2. Cooperative learning教具准备The multimedia and other normal teaching toolsKnowledge aims:1. Get the students to learn and grasp the important new words and expressions:hero quality willing active republic fight peaceful prison prisoner period law advisecontinue fee gold youth league stage vote position accept violence equal lose heart in trouble worry about out of work Youth League as a matter of fact blow upput. . . in prison2. Get the students to learn the following useful sentence patterns:1)Do you easily lose heart when you are in trouble?2)The time when I first met him was a very difficult period of my life.3)As a matter of fact, I was worried about whether I would be out of work.4)The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.5).only then did we decide to answer violence with violence.6)The parts of town where they lived were places decided by white people.Ability aims:1. Enable the students to use some useful words and expressions correctly.2. Enable the students to make sentences after the useful sentence patterns.Emotional aims:1. Stimulate the students’ interest in learning En glish.2. Develop the students’ spirit of cooperation and teamwork.教学过程设计方案(一)→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage Elias’ Story.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations:a poor black worker, South Africa, a very difficult period of one’s life, open a law firm, advise sb. on. . . , three kilometers away, pay the school fees, the bus fare, get a job, a gold mine, be worried about, out of work, one of the happiest days of one’s life, the ANC Youth League, as soon as one could, have almost no rights at all, grow food, in fact, break the law, with violence, as a matter of fact, blow up, put. . . in prison, be happy to do. . . , realize one’s dreamRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsShow the following form on the screen and allow the students several minutes to finish them.1. Look at the reading passage again to find words and expressions that mean the same.2. Complete the following passage with some of the words or expressions above.When Elias lost his job and was______________, his wife was very unhappy. She knew this meant he was______________ when all she wanted was a______________ life with enough money every month. She tried to______________ him not to fight the government as she thought it was better to______________ that in South Africa black people were not as important as white people. But he was willing to______________ the fight and help Nelson Mandela with equal rights for black people. For a______________ of time she felt helpless and______________, but Elias encouraged her with stories of how good life would be when white and black people and played together.Explain the problems the students meet while checking the answers.Suggested answers:1.2:out of work; in trouble; peaceful; advise; accept; continue; period; lost heart→Step 4 Language Points1. quality n. something typical of a person or material质量(不可数);品质,性质(可数);才能(可数)Quality is more than quantity.质量比数量重要。
高中英语人教版必修1教案: unit 5 Nelson Mandela--a modern hero
人教版英语精品资料(精修版)必修一Unit 5 Nelson Mandela—a modern heroUsing languageIntroductionLanguage is learned to be used in and for communication. So in this period we shall have the students not only listen but also read and write in English. The most attention goes to reading and writing.Objectives■To help the students listen about the same topic as is read in the first period■To help students read another passage about the same person covered in the first period■To help students write an imaginary letter making use of the learned words and structures Procedures1. Warming up by listeningWe have read a story about Elias. Do you remember why it was difficult for him to get a job? Yes, you are right. He didn’t have a passbook. But what is a passbook? Why is it important?Let’s listen t o a short passage and find out. Now turn to page 38. Listen to the tape for the text. 2. Reading and copyingOn page 38 you see a passage entitle THE REST OF ELIAS’ STORY. Go over it to find the sentences you can’t understand. And copy down all the useful expressions at the same time.Useful expressionsmake…afraid, escape from…, spend the hardest time, help…in one way, begin a school for…, study very little, during the lunch break, under one’s blanket, make candles, study for one’s degree, allow…to join…,stop…from…, pass the exam, get a degree, feel good about…, finish four years in prison, find a job, work in…, blow up…, lose one’s job, come to power, beg for…, take …round…, feel bad, work for…, show…over…, make …free in one’s own land3. Acting a text dialogueNext we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide. The other three of you are tourists who are very interested in the prison and Mandela’s life.Tourist: How did you get to know Nelson Mandela?Elias: It was in 1950. I was working as a miner in Johannesburg but I hadn’t a passbook to live there. So I went to Mandela’s law firm to ask for advice.Tourist: Can you explain to me some of Nels on Mandela’s political ideas or beliefs?Elias: Yes. He found that we black people were not treated as equally as the white people and he would fight for our rights. However, he said that we should fight in a peaceful way. Only when this was not allowed did we decide to answer violence with violence.Tourist: How did he help you through your life?Elias: First, he helped me to get the correct papers to stay in Johannesburg and keep my job as I mentioned above. Then he taught me to read and write when I was in prison. This is very important to me because it enables me to get more job opportunities. Later he gave me my present job.Tourist: What was life like on Robben Island?Elias: Miserable and cruel. The guards and soldiers treated us badly, beat us violently for no reasons and insulted us in different ways.Tourist: How did you manage to study on Robben Island?Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candles to see the words.Tourist: What kinds of job have you ever done?Elias: A miner, an office worker and now a tour guide.Tourist: What do you think of your present job?Elias: I like it very much. And I am proud to show visitors over the prison, for I helped to make our people free in our own land.4. Doing a guided writing task⑴Preparing for writingImagine now Mr Mandela is in prison. If you are going to write a letter to the President of South Africa asking him to free Nelson Mandela, what would be included? Do you remember the format of a letter? What should be the main content of this letter? How would you try to persuade the president?Now go over Life of Nelson Mandela on page 39 for any useful information.⑵Writing the letterDoctor 26, 2007The Honorable President of South AfricaDear Mr. President:We are writing you bec ause we think South Africa’s policy toward Mr Mandela is not right, and that we may soon face a threat in our country more serious than any we have known since the end of last century.Mr Mandela is a great person. He works for the equal rights of the black people. The blacks are human beings. They have the same right as the whites’ to live in this land. In your upcoming New Year’s Speech, you have an op portunity to plan a clear and determined course for meeting this threat. We ask you to seize that opportunity, and to work out a new policy that would protect the interests of the people. That policy should aim, above all, at the freedom of Mr Mandela. We stand ready to offer our full support in this difficult but necessary effort.We ask you to ac t decisively. If you act now to end Mandela’s imprisonment, you will be acting in the most fundamental national interests of the country. If you keep him still in prison, you put our interests and our future at risk.Sincerely,Elliott Abrams, Richard L. Armitage, William J. Bennett 5. Closing down by sharingTo end this period share your letter with your partners and make necessary changes.。
高中英语人教版必修1教案: unit 5 Nelson Mandela--a modern hero Reading 教案 (系列五)
必修一Unit 5 Nelson Mandela—a modern heroReadingIntroductionIn this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people.Three exampl es of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students learn to describepeople■To help students learn to read anarrative text■To help students better understand“freedom for all”■To help students learn to use someimportant words and expressions■To help students identify examples of the attributive clause < where, when, why, pre. +which/ whom>FocusWords devote, vote, attack, escape, educate, beg, rewardExpressions out of work, as a matter of fact, in trouble, turn to, lose heart, come to power, set up, be sentenced toPatterns The time when I first met Nelson Mandela was a very different period of mylife.We have reached a stage where we have almost no rights at all.Only then did we decide to answer violence with violence.As a matter of fact,I do not like violence…Procedures1. Warming up⑴Warming up by describing yourselvesHello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you? (shy, outgoing, fun, mean, immature, dramatic or nice, 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)⑵Warming up by describing a great personWe take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like? (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.)Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?⑶Warming up by getting to know MandelaBefore we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.Nelson Mandela is one of the great moral and political leaders of our time: an international hero whose lifelong dedication to the fight against racial oppression in South Africa won him the Nobel Peace Prize and the presidency of his country. Since his triumphant release in 1990 from more than a quarter-century of imprisonment, Mandela has been at the center of the most compelling and inspiring political drama in the world. As president of the African NationalCongress and head of South Africa's antiapartheid movement, he was instrumental in moving the nation toward multiracial government and majority rule. He is revered everywhere as a vital force in the fight for human rights and racial equality.2. Pre-reading by looking and sayingNow, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people?You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people?Patterns to be usedI think/ I don’t think…; in my opinion; I’m afraid…; I agree/ don’t agree…; Iprefer…; What’s your opinion? Why do you think so? What do you think of…?A sample dialogueA: 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: Yes. 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: …3. Skimming for main idea of each paragraphNow open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story?Type of writing and summary of the ideaType of writing This is a piece of narrative writing.Main idea of the passage Elias describes how Nelson Mandela helped the blackpeople through his own experienceTopic sentence of 1st paragraph The time when I fist met Nelson Mandela was a verydifficult period of my life.Topic sentence of 2nd paragraph Sadly I did not have this passbook because I was not born there and I was worried about whether I would be out of work.Topic sentence of 3rd paragraph The day when Nelson Mandela told me what to do and helped me was one of the happiest day of my life.Topic sentence of 4th paragraph The last thirty years have seen the greatest number of lawsstopping our rights and progress until today we havereached a stage where we have almost no rights at all. Topic sentence of 5th paragraph We first broke the law in a way which was peaceful; whenthis was not allo wed … only then did we decide to answerviolence with violence.4. Scanning for specific informationScan the test specific information to finish Comprehending Ex. 3.Suggested answers1940—Elias was born.1942—Elias was two years old.1944—Elias was four years old.1946—Elias began school.1948—Elias left school.1950—Nelson Mandela opened his law firm.1952—Elias was 12 and met Nelson Mandela.1954—Elias was 14 and encouraged by Mandela.5. Discussing questions in groups of fourHow did the white people stop the black people from being treated fairly?Why did Elias support Mandela?Why did he support violence when he did not agree with it?Suggested answers:a.Through unfair laws.b. There are three reasons for this.Firstly, Mandela once helped him and he thought 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. c. Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.6. Reading to make a diagramLet’s go over the text once more to make a diagram of it with key words of each paragraph placed in the box.7. Retelling the text in your own wordsWith the help of the diagram try to retell the story in your own words.A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t Elias ’ life before meeting Mandela Elias ’ life after meeting Mandela Information of Elias Elia s’s Elias ’Mandela ’s help Black people ’s problems Support to Mandela Black worker difficult period law firm Six leave not pay gold mine passbook worried about Tell help correct papers forget join No rights vote live job poorest areas not grow foodPosition accept fight peaceful blow up put in prison realize equalgot a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.8. Closing down by taking a quizFill in the blank with one word to complete the summary of the text.Nelson Rolihlahla Mandela 1_____ born in Transkei, South Africa 2 _____ July 18, 1918. Mandela himself was educated 3 _____ University College of Fort Hare and the University 4 _____ Witwatersrand and qualified in law in 1942. He 5 _____ the African National Congress in 1944 6 _____ was engaged in resistance 7 _____ the ruling National Party's apartheid policies 8 _____ 1948. He went on trial for treason in 1956-1961 9 _____ was acquitted in 1961. Nelson Mandela 10 _____ released on February 11, 1990. After 11 _____ release, he plunged himself wholeheartedly into 12 _____ life's work, striving to attain the goals 13 _____ and others had set out almost four decades earlier. 14 _____ 1991, at the first national conference 15 _____ the ANC held inside South Africa 16 _____ the organization had been banned in 1960, Mandela 17 _____ elected President of the ANC while his lifelong friend 18 _____ colleague, Oliver Tambo, became the org anization’s National Chairperson.(Keys: 1 was 2 on 3 at 4 of 5 joined 6 and 7 against 8 after 9 and 10 was 11 his 12 his 13 he 14 In 15 of 16 after 17 was 18 and)Choose the best answer to complete the sentence.1. A law firm was opened to advise the poor farmers _____ their problems.A: at B: about C: with D: on2. The factory _____ I studied law was far away from _____ I lived.A: where, that B: that, where C: where, where D: which, which3. 2007 has _____ the greatest number of coal miners killed in various accidents.A: watched B: seen C: experienced D: looked4.I was put in a position_____ I had either to give up my job or accept less pay.A: in which B: in that C: at which D: about that (Keys: 1. D, 2. C, 3. B, 4. A)。
高中英语人教版必修1 Unit5-Nelson Mandela - a modern hero完整教案
第五讲Nelson Mandela - a modern hero 适用学科英语适用年级高三适用区域全国课时时长(分钟)60知识点名词辨析;动词辨析;副词辨析;形容词辨析;动词短语辨析;完成句子;句子翻译;教学目标知识: 1.快速复习掌握本单元词汇。
2. 快速扩词汇量。
方法: 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。
2. 学生将不认识的词汇整理到笔记本上,并默写出所整理的词汇的汉语意思。
能力: 1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学重点1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学难点重点单词、短语的灵活运用教学过程一、课堂导入通过有效的引入伟大人物的话题,自然的进入课堂教学内容。
Can you tell us some great men?Why could they be great men?二、复习预习1)The important words in unit four:lion n. __________2.event n. ___________3.dirt n. _____________4.ruin n. vt. __________5.suffering n. _________6.injure vt. _____________7.destroy vt. ____________8.rescue n. & vt. __________9.rap vt. n. _______________10.disaster n. _____________11.bury vt. _______________12.reporter n. _____________13.damage n. & vt. _________ 14.frighten vt. _____________15.express vt. n. _________【答案】1 .百万2 .事件;大事3.污垢;泥土4.废墟;毁灭5.苦难;痛苦6 .损害;伤害7.破坏;毁坏;消灭8 .援救;营救9.使陷入困境陷阱;困境10 .灾难;灾祸11.埋葬;掩埋;隐藏12 .记者13.损失;损害14 .使惊吓;吓唬15 .表示;表达快车;速递2)The important phrases in unit four:1.right away _________________2.as if ______________________3.at an end __________________4.in ruins ___________________5.dig out ____________________6.a (great) number of __________【答案】1.马上2.仿佛;好像3. 结束;终结4.废墟;毁灭5.掘出;发现6.许多;大量的三、知识讲解(一)词汇串串烧翻译下面由本单元词汇所编成的故事要求学生在翻译过程中不会的词汇用横线标出(一)The passage5.The Great President伟大的总统As the founder of the republic, the president had many good qualities. Before coming to power, he was a generous lawyer. He was willing to selflessly help everyone who turned to him. He accepted no fee to offer legal guidance and opinion s to those who were out of work or un educate d. Later, believing all mankind to be equal, he devote d himself to stopping the unfair anti-black laws. He set up the Black Youth League and was vote d to be the leader. However, though he kept peaceful principle s without violence and terror, his mean enemies still blew up his house and attack ed his relative s, and he himself couldn’t escape be ing sentenced to 30 years in prison.Not fearing of the prison guards’ cruelty, he kept active and beg ged no mercy from them. As a matter of fact, he was always hopeful and never lost heart during the stage even though he was in trouble.Finally, people reward ed him with the leader’s position and a gold blanket.作为共和国的创始人,这位总统具备许多的优秀品质。
人教版高中英语必修一教案:Unit5NelsonMandelaamodernhero.docx
Unit 5 Nelson Mandela -a modern heroTeaching plan for the second period授课对象Class 1 人数45人时间40分钟授课内容Reading; exercise(page35), language points教具准备Computer, projector, some slides教学重点1.Talk about Mandela^ qualities2.To enable Ss analyze the text from different points of view3.Some new usages of the words: see vote Only+状语教学难点How to improve the students' reading skills教学目标认知1-1 Talk about Mandela's great qualities1-2 Learn about the difficulties for black people1 -3 Learn some new words and expressions情感2-1 Learn about great men and follow their examples2-2 Students can take an active part in the class activities技能3-1 Cultivate student^ creativity and independent thinking ability3-2 Cultivate student's ability to cooperate with others when doingpair or group workTeaching Procedures时间分配教师活动学生活动教学工具的使用2minutes Step 1 Greetings and revision1 • Greet the whole class as usual.2. Check the homeworksStep 2 Lead-inAsk the Ss the following questions:(Boys and girls, we have known that great people suchas Bill Gates have many great qualities: responsible,vise...Can you name more?Greet theteacherBrainstormas manyadjectivesas possible2minutes 1 • Do you know this person? Is he a great person?2. What qualities does he have?InteractivebetweenT&SsBlackbloard3. How much do you know about him? Show theanswers on PPTNelson Mandela is:• a famous leader in South Africa•be in prison for thirty years.•The first black president in South Africa.•founded the ANC Youth League•selfless fighter•devoted his life to helping black people•fought for equal rights for the black people(such as the right to vote)Have a pairdiscussionPowerpoint Step 3 Warming upRowerpointMandela is a great person, he helps black personfight for equal rights. But do you know how he helped?Now let's read a story ——Elias story. Look at thescreen, Mandela is a great person but Elias is anordinary person. What happened between them? GuessWhat the relationship between?(Multi-choice)2minutesA eStrangersB.Helper and supporterC.Father and sonD.Teacher and studentPowerpointStep 4 Skimming and scanning1. Show the Ss some pictures by PPT on the screen. AskSs read the text quickly and fill the formPowerpoint Time Read andPlace fill theCharacters Mandela & Elias form2minutes 2minutesEventsScan andmatchGroup workPowerpointPowerpoint2.Ask a student to give the answer and then check it.3.Show the screen and ask the students to match theyears and the things1940 He left school1946 He began school1948 He was 12 and met Mandela1952 He was born.1963 He helped Mandela blow up somegovernment buildings4.a sk a student to give the answer and then check it5.explain the time order and this kind of writing is forBiographyStep 5 Fast reading1 .read again and try to divide the text(Show PPT)Parti Paragraph ( ) the life of Elias, lifebefore he met MandelaPart2 Paragraph ( ) the change of Elias' lifeafter he met Nelson Mandelaand what Mandela did3.Ask a group leader to give the answer and thencheck it.Step 6 Intensive reading IRead the first two paragraphs carefully and discusswithin the group to fill the blanks or answer thequestions.l.The hard life of Elias before he met MandelaGroup work(1) Information about MandelaKnow theirHe was a black . taskHe offered to poor black people ontheir problems.4minuteHe was with his time.Powerpoint(2) Information about EliassHe was a worker in South Africa.Group He had little < • so he could not read orwrite wellwork He worked in aRead and(3) Elias' problem doHe needed to get a so he could livein Johannesburg.Ask students from three groups to fill the blanks. Thenpoint out where the information is in.2. The change of Elias,life after he met NelsonMandela and what Mandela did>(discuss withingroup)1- How did Mandela help Elias?Group2. What unfair situation did black people face in SouthAfrica?workPowerpointSminutes 3. How did Elias support Mandela?Group4. Why did Elias support violence when he workdidn't agree with it?Ask one group answer one question.Suggested answers:1.He told Elias how to get the correct papers, so Eliascould stay in Johannesburg.2.1) They couldn't vote or choose their leaders2)They couldn^t get the jobs they wanted.,3)They lived in the poorest parts of South Africa 3.l)He joined the ANC Youth League.2)He helped Mandela blow up some governmentbuildings.4. Because he knew it would help realize their dream of making black and white people equal •Step 7 Intensive Readingfll) (True or False)Ask S,s answer the question one after another.1.E lias went to see Nelson Mandela when he was introuble.2.Elias left school because the school was too farfrom his home.3.Nelson Mandela helped him keep his job.4.Elias trusted Mandela and he joined the ANCYouth League.5.N elson Mandela thought violence was a good wayto help black people.6.E lias was willing to blow up governmentbuildings.Powerpoint Powerpoint2minutes 4minutes Step 8 DiscussionWhat qualities does Mandela have? And why doyou think so?Use the expressions we have learnt together.Work together.Step 9 Make a summaryFill in the blanks togethenElias is a poor worker in South Africa.When he first met Mandela he was in a difficultof his life. He school at six. But hehad to leave because his family could notto pav the school fees and the bus fare.When he got a iob. he was about beingbecause he didn't have a . Then Mandela,who offered to poor black people on theirproblems, told him what to do and helpedhim. When Mandela the ANC YouthLeague, Elias joined i匸At that time, black peoplecouldn^t _or choose their leaders, get the jobthey and live in the parts of town which weredecided bv people. With the help ofMandela they chose to the laws, fought againstthe white people with . In 1963 he helpedup some government buildings, though itwas for him, because he knew it was totheir dream of making black and whitepeople •Suggested answers:bJack period began continue worriedpassbook guidance legal organized vote wantedwhite attack violence blow achieve dangerous equalStep 10 Language points and practiceGroup workPowerpoint2minutes 6minutes1.match the meanings to the words1 .Group of people organized Out of workfor special purse.2.Feel hopeless In trouble3.Lose one 9s jobleague4. Brave man Put inprison5.In fact厶osehope6.some difficultproblems As a matter of fact7.Be taken to prisonhero2.learn the new word and usages together.!)• The last thirty years have seen the greatest numberof laws ...see在此句意为“见证,Fl睹”;(在某段时期)发生(某情况),经历,经受;为某事发生之时,主语为时间The last few months more and moretraffic accidents.The citv many changes.2) (l)n投票,选票I gave my vote to Mr. Wang.我投王先牛的票。
人教版高中精品英语必修1教案: unit 5 Nelson Mandela--a modern hero Grammar 教案 (系列一)
展示学习目标:“介词+关系代词”介词的选择
齐读学习目标
让学生明确本节课的目标
活动导学
1、完成句子:
让学生独立完成《练习册》P69页,“介词+关系代词”对应的练习。
2、小组讨论各自的答案,并作出更正。
3、教师解答疑惑、补充说明。
1、让学生独立完成《练习册》P69页,“介词+关系代词”对应的练习。
板书设计
学生展示答案:
1、… 1、…
2、… 2、…
教学反思
(三)学情分析:
大多数学生语法基础薄弱,句子成分搞不清楚,教师要结合学生的实际学习情况,通过观察、总结、模仿等方式来学习定语从句。并通过课本第36页中的练习来巩固。
教学目标
1.关系代词和关系副词的选择;
2.关系代词where,when,why在意义上相当于一个“介词+which”的结构。
3.“介词+关系代词”结构里介词的选择。
必修一Unit 5 Nelson Mandela
—a modern hero
Grammar
教学背景分析
(一)课标的理解与把握
本单元的语法是定语从句,学习要点是以where,when, why,介词+which,介词+whom引导的定语从句的用法。
(二)教材分析:
本单元的语法是定语从句,学习要点是以where,when, why,介词+which,介词+whom引导的定语从句的用法。此外,在语法教学中还应注意一下问题:1.关系代词和关系副词的选择;2.关系代词where,when,why在意义上相当于一个“介词+which”的结构。3.“介词+关系代词”结构里介词的选择。
高中英语人教版必修1教案-Unit_5_Nelson_Mandel_-_a_mod_教学设计_教案_1
教学准备1. 教学目标Knowledge aims:1. Get the students to go over useful new words and expressions.2. Have the students review the grammar:the Attributive Clause introduced by relative adverbs and preposition+which/whom.Ability aims:1. Develop the students’ ability to use the important language points.2. Enable the students to learn to use relative adverbs andpreposition+which/whom correctly.Emotional aims:1. Encourage the students to learn from famous persons and great persons.2. Strengthen the students’ sense of group cooperation.2. 教学重点/难点教学重点Get the students to review and consolidate what they have learned in this unit.教学难点Get the students to turn what they have learned into their ability.3. 教学用具课件4. 标签Unit 5 Nelson Mandel - a mod教学过程Step 1 Revision1. Check the homework exercises.2. Dictate some useful new words and expressions in this unit.→Step 2 Lead-inTell the students: Up to now, we have finished Unit 5. Have you learned and grasped all in this unit? Turn to Page 40. You can check yourself by filling in the blanks in the part Summing Up.→Step 3 Summing UpFive minutes for the students to sum up by themselves. Then check and explain something where necessary.Suggested answers:Write down what you have learned about Nelson Mandela.We have learned many noble qualities about Nelson Mandela, such as intelligent, determined, generous, kind, unselfish, hard-working, brave, confident, and so on.From this unit you have also learneduseful verbs:fight, advise, continue, vote, accept, fear, reward, sentenceuseful nouns:hero, quality, republic, principle, fight, prison, prisoner, period, law, fee, gold, youth, league, stage, vote, position, violence, blanket, degree, guard, terror, fear, cruelty, reward, right, criminal, leader, presidentuseful adjectives:willing, active, peaceful, gold, equal, educated, anti-blackuseful expressions:lose heart, in trouble, worry about, out of work, Youth League, as a matter of fact, blow up, put. . . in prison, come to power, set up, be sentenced tonew grammar item:the Attributive Clause introduced by relative adverbs and preposition+which/whom→Step 4 Word and expression exercisesShow the exercises on the screen or give out exercise papers.1. Fill in the blanks with the missing words according to the first letter or Chinese meaning given.1)Nelson Mandela was regarded as one of the best l of the black people.2)I think you must solve your problem in a p way. Fighting can’t solve any problem.3)The full name of our great motherland is the People’sR of China.4)I don’t think ten years is a long p of time.5)You must try to improve the q of all your products.6)Nobody forced me to do it; I was w to do it.7)At present, women hold an important______________ (地位)in our country.8)A middle-aged woman killed her husband, which showedher______________ (残忍).9)You must be______________ (积极的)in all kinds of sports to keep healthy.10)I______________ (劝说)her to give up that idea, but she didn’t listen to me.11)I like all the______________ (男主角)of this play, because theyare so kind.12)Don’t you think fighting is a serious act of______________ (暴力)?13)Since he was better______________ (受过教育的), he got a job in an office.14)The actress in poor health and has to leave______________ (舞台)soon.15)I guess this film will______________ (持续)for another fifteen minutes.2. Fill in each of the blanks with the proper phrase given. Changethe form where necessary.put. . . in prison in trouble set up out of work be sentenced to death break into pieces come to power worry about lose heart stop. . . from1)The sudden heavy snow______________ them______________ getting home as early as expected.2)His glasses fell down to the ground and___________________________ _______________ .3)Don’t____________ ____________her health; I think she will take good care of herself.4)I just can’t understand why she is___________ ________________________ again.5)You can’t___________ ___________in face of any difficulty.6)Boys and girls, let’s do our best to help those____________________________ .7)It is reported that the new president will__________________________ ________________ next month.8)It is said that a new factory will be____________________________ in my hometown.9)The murderer will___________ _____________ _______________________________for killing a few girls.10)The thief will____________ ______________ ____________________________for stealing quite a few expensive cars.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations when necessary.Suggested answers:1. 1)leaders 2)peaceful 3)Republic 4)period 5)quality 6)willing 7)position 8)cruelty 9)active 10)advised 11)heroes 12)violence 13)educated 14)stage 15)continue2. 1)stopped; from 2)broke into pieces 3)worry about4)out of work 5)lose heart 6)in trouble 7)come to power8)set up 9)be sentenced to death 10)be put in prison→Step 5 Grammar exercisesShow the exercises on the screen or give out exercise papers.1. Complete the following sentences with “preposition+which/whom”.1)This is the rock______________ the boy fell down into the sea.2)Yesterday we had a meeting,______________ we discussed a lot of questions.3)The film star______________ we talked a lot will give us a speech tomorrow.4)Nothing can grow on the moon______________ there is neither water nor air.5)The West Lake______________ Hangzhou is famous in the world will be more beautiful.6)The newspaper______________ he often writes articles is China Daily.7)The stories about the Long March are well written,______________this is one example.8)The subject______________ Xiao Wang is good is physics.9)The professor______________ Mr. Smith shook hands yesterday has made new discoveries in science.10)At last I met the writer______________ I had heard long before.2. Fill in the blanks with proper relative pronouns or relative adverbs.1)The city______________ I was born has a lot of parks.2)I don’t like cities______________ have a lot of factories.3)New Year’s Eve is a time______________ I am always looking forward to.4)My birthday is a day______________ I think about my future.5)He is the cleverest boy______________ I have ever seen.6)I saw a house the windows of______________ are broken.7)I saw a house______________ windows are broken.8)I will never forget the days______________ I worked together you on the farm.9)He has got himself into a dangerous place______________ he is likely to lose his way.10)We expressed the hope______________ they had expressed.First get the students to do the exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1. 1)from which 2)at which 3)about whom 4)on which 5)for which6)for which 7)of which 8)at which 9)with whom 10)of whom2. 1)where 2)which/that 3)(which/that) 4)when 5)(that)6)which 7)whose 8)when 9)where 10)(which/that)→Step 6 Learning tipAsk the students to turn to Page 40. Read through the passage and make sure they understand it. Encourage them to do as the passage tells to because if they are doing so they will be teaching themselves a useful way of learning.→Step 7 Assessment1. Checking yourself (on Page 75 in the Workbook)First get the students to think about these questions individually. Then they can discuss in groups sharing their experience. The teacher can join in and give them advice and suggestions where necessary.2. Testing assessmentShow the exercises on the screen or give out test papers.1)Choose the best answers.(1)Dorothy always spoke highly of her role in the play,______________, of course, made the others unhappy.A. whoB. whichC. thisD. what(2)I shall never forget the days______________ I lived in the country with my parents.A. thatB. whichC. whenD. at which(3)The factory______________ his brother works lies in the south of the city.A. thatB. whichC. on whichD. where(4)My family climbed up the hills,______________ we had a picnic.A. on the top of whichB. on its topC. on the top of thatD. on the top of it(5)We were next-door neighbors for three years, during______________ we met only twice.A. whichB. thisC. thatD. the(6)All______________ is needed is some oil.A. the thingB. thatC. whatD. which(7)I, who______________ your friend, will go all out to help you.A. isB. areC. amD. be(8)They took care of the old man______________ son lost his life in the fire.A. whoB. thatC. whichD. whose(9)The scientist,______________ my father worked, went abroad last year.A. by whomB. with whomC. whoD. whom(10)Can you tell me the name of the company______________ you visited last week?A. /B. whereC. whatD. to which2)ClozeRead the following passage, get the main idea and fill in the blanks according to the first letters given to complete the passage.Nelson Mandela, b on July 18, 1918, is the first black president of South Africa. He studied l after he entered university. In 1944 he f the ANC Youth League. Then in 1952 he set up a law o to help poor black people. Because of his fight a the government and anti-black laws, he was s to five years hard labor. Fighters from ANC began tob up buildings in 1963 and he was sentenced to life imprisonment on Robben Island. Twenty-seven years later, he wasf by the white government. In 1993 he wasm president of South Africa and the government by and for black people was finally set up.Nelson Mandela is a g man.First get the students to do the following exercises. Then the answers are given. The teacher can give them explanations where necessary.Suggested answers:1)(1)B (2)C (3)D (4)A (5)A (6)B (7)C (8)D (9)B (10)A2)born; law; formed; office; against; sentenced; blow; freed; made; great→Step 8 Homework1. Finish off the Workbook exercises.2. Review and summarize what you have learned in Unit 5.课堂小结学了这节课,你有什么收获?课后习题单词拼写1.Wemust follow the ________(原则)thateducation should be fair to everyone.2.Itdoes serious harm to children's character that too much________(暴力)isshown on television.3.Theproduct is of very good ________(质量),soit sells well.4.Tomis rich,but he is very ________(吝啬的).Henever lends his money to others.5.Inthe past,the black people in the USA had noright to ________(选举).6.Asa student,John is very a________ inclass.For example,heoften answers teachers' questions.7.Hestudied hard at law and became a good l________ after graduation.8.Heis popular with his friends because he is w________ to help them whenthey are in trouble.9.Billis a g________ person,whohas given millions of dollars tohelp those people in disasterhit area.10.Hesaid that he would d________ all his life to his career.板书Unit 5 Nelson Mandel - a mod。
人教版高中英语必修一Unit5NelsonMandelaamodernhero教案
Unit 5 Nelson Mandela——a modern hero教材分析I.教学内容分析本单元的中心话题是当代英雄纳尔逊·曼德拉。
有别于一般故事的直叙手法,本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法,从不同的侧面反映故事的主题内容。
第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。
第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。
第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助,非国大(ANC)掌权后,伊莱亚斯又回到罗本岛监狱担任导游。
这样的写法尽可能剔除作者的主观看法,留给学生更多的思考空间,启发学生自己去思考,主动地表述对自己心目中英雄人物的看法。
Warming up部分通过学生的讨论,了解彼此及对伟人的品质看法。
这部分的词汇都与学生的日常生活和学习有关,所以能调动学生讨论的积极性,同时了解学生的特点,达到热身的效果。
Pre-reading部分提供了六个重要的历史人物,这可以作为对学生知识面开阔与否的考察;同时借助有效的文字信息,要求学生读懂每个人的基本情况。
通过讨论区分伟人和重要人物,理解伟人、重要人物之间的区别和联系,判断他们中谁能称得上是伟大的人。
Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉:开设黑人律师事务所,为遇到麻烦的穷苦黑人提供咨询服务;以和平的方式来获取黑人应有的权利。
Comprehending部分分别从不同层面引导学生进行阅读。
通过判断正误,检测学生对阅读篇章的表层来理解程度;通过小组讨论,回答问题;根据不同的时间,分别列出曼德拉和伊莱亚斯的经历,要求学生充分的把握文章的结构。
Learning about Language部分主要着重于词汇和语法的学习与训练。
词汇学习部分主要通过词语释义、缺词填空等形式的练习,帮助学生熟悉重点词汇和短语。
语法部分紧扣“when, where, why,介词+which,介词+whom引导的定语从句”这一语法项目,重点学习如何选择合适的引导词,通过填空以及举例的形式进行综合操练。
人教版高中英语必修一教学设计:Unit 5 Nelson Mandela——a modern
Unit 5 Nelson Mandela ---- a modern heroReading Elias` storyTeaching aims:1.knowledge aims:a. vocabulary: selflessly, peaceful, equal, violenceb. phrases: fight for, be in prison, offer guidance to, out of work, blow up2.reading ability aimsa. improve the students` ability of getting detailed informationb. enable the students to learn how to give their opinions3.emotional aimsa.learn great qualities from great personsb.learn from Nelson Mandela to develop their moral qualitiesTeaching difficulties:a.get to know the qualities a great person should haveb.how to get detailed informationc.how to give their opinionsTeaching methodsa.task-based teaching and learningb.group or pair workTeaching procedures:Step1.A guessing gameWHO is he?Step2. Warming upWhat qualities does a great person have?Are these famous people also great people?Step3.Skimming1.What’s the relationship between Mandela and Elias?2.What is the general idea of the story?Step4. Careful readingPart 1. (paras 1-2 )1. Nelson Mandela was a black___.2. Elias went to see Nelson Mandela when he was _____.3. Elias left school because_______.4. Elias had to get a ____ to keep his job.Part 2. (paras 3-5)1.What kind of unfair situation did black people in South Africa face?⑴Black people could not ______ or choose their leaders.⑵Black people could not get the ______ they wanted.⑶The place where they lived were______________.⑷No one could__________ there.2. Why did Elias help Mandela blow up some government buildings? Step5.Group work1. Find out some sentences from the passage that show the great qualities of Mandela .2. Why did Elias’ life change?3. A timeline of Elias`s life.Step6. Pair workMake an interviewJournalists from all over the world attend it. Suppose two students are Elias and Nelson Mandela, the others are reportersStep7. HomeworkRetell the story in your own words。
人教版高中英语必修一 Unit 5 Nelson Mandela-a modern hero 教案
教学设计中学英语题目:Unit 5 Nelson Mandela-a modern hero(reading)Teaching Plan for ELIAS’STORYModule 1 Unit 5Nelson Mandela-a modern heroReading-ELIAS’ STORY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。
人教版高中英语必修一教案Unit 5 Nelson Mandela (含答案)
Unit 5 Nelson Mandela—a modern hero I.单元教学目标II.目标语言III. 教材分析和教材重组I. 教材分析本单元以Nelson Mandela —— a modern hero 为话题,目的在于使学生了解一个伟大的人应具备怎样的品质,学会表达自己的观点,并用所学的句型来描写一个伟人。
1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人,一个伟大的人应具备怎样的品质。
1.2 Pre-reading给学生提供了六个名人的图片,要求利用图片下面标注的人物的重要事迹以及学生对他们的了解,来判断这六个人谁是伟人,谁是重要的人但不是伟人。
1.3 Reading介绍Elias的生平,向学生展示Nelson Mandela是一个怎样的人。
这是一篇记叙文,让学生学会利用时间顺序描述一个人一生的主要活动。
1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。
练习2和4要求学生进一步了解课文细节。
1.5 Learning about Language分词汇和语法两部分。
其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇,Grammar是有关关系副词where, when, why以及“介词+关系代词”引导定语从句的用法,并通过练习加以巩固。
1.6 Using Language分为三部分,一是Listening,练习听力可配合P72的Listening Task进行。
二是Reading,这也是一篇精读文章,更详细地了解曼德拉。
三是Writing,要求利用时间顺序简要地描述一个人。
2. 教材重组2.1 因本教材重点强调的是阅读能力,故将Reading, Comprehending,Using Language 中的Reading合在一起设计成一节“阅读课”(一)(精读课)。
人教版高中英语必修一教案:Unit+5+Nelson+Mandela-a+modern+hero.doc
M1U5 Nelson Mandela——a modern heroUsing Language (Reading )临漳县第一中学王娜一、教学分析1. 教学内容分析本课选自高一第一学期的学习内容——人教版《英语》必修一第五单元Nelson Mandela——a modern hero,本节课教学内容为“语言运用”(Using Language) 部分。
该部分的文本材料“The Rest of Elias’ Story”是“阅读”(Reading) 部分“Elias’Story”的横向拓展,在内容上与之紧密相连,在篇章结构上与之呼应,在写作特点上与之相似。
这两篇阅读材料是一个有机的整体,按照故事的发生、发展顺序展开,表面上是一个普通而穷苦的黑人工人Elias的自述故事,实则侧面描写一代伟人——南非前总统Nelson Mandela,其一言一行所展现出来的优秀品质和伟大的品格,这也是对本单元中心话题的一个呼应。
这一部分的文本材料包含两个段落,即两个事件:一是Elias在罗本岛监狱服刑期间Mandela对他的帮助;二是Elias出狱后长达20年失业,一家人生活艰辛,Mandela和ANC上台执政后,再次对他给予了帮助。
学生学习了这篇文章后能够进一步认识曼德拉的高贵品质。
人物故事类的记叙文体裁对于学生来说,较为常见,也较为熟悉,且该文本结构清晰,故事情节也易于理解,教学重点是如何帮助学生深刻理解人物形象——通过Elias和Mandela所说所做解析Mandela伟人的品格,激发学生对伟人的敬佩之情。
而本节课的难点是如何引导学生演绎并探讨伟人成功的关键因素。
2. 学情分析授课对象为县级中学的高一年级艺术班学生,英语水平普遍较差;英语是他们的难点科目,学生学习和理解文章的过程比较艰难;大多数学生不具备在阅读中获取细节信息的能力,因此需要深入引导学生掌握文本信息。
学生具备一定的英语语言功底,能读懂文本材料,能用英语简单表达,但是在文本的深层理解方面、知识整合方面、逻辑推理方面以及发表观点和评价方面比较欠缺。
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。
高中英语人教版高一必修1教案:_unit_5_nelson_mandela-a_modern_hero_grammar_教案_(系列五)
必修一Unit 5 Nelson Mandela—a modern heroGrammar三维目标Knowledge aims:1 Get the students to lea rn the Attributive Clause introduced by the Relative Adverbs and preposition+which/whom.2 Let the students learn usages of relative adverbs and preposition+ which/whom.Ability aims:1 Enable the students to use the Attributive Clause correctly and properly.2 Enable the students to know how to choose proper relative adverbs for the Attributive Clause.3 Enable the students to know how to choose proper prepositions.Emotional aims:1 Get the students to become interested in grammar learning.2 Develop the students’ sense of group cooperation.教学重点Get the students to master the Attributive Clause introduced by the Relative Adverbs and preposition+ which/whom.教学难点Enable the students learn how to choose relative adverbs and how to use preposition+ which/whom correctly.教学方法Task-based teaching and learning, cooperative learning and practice.教学用具A projector and other normal teaching tools.教学步骤Step 1 Revision 5’1 看图合并句子①The girl is my sister.②She is sitting there.2 复习定语从句的结构。
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。
人教版高中英语必修一 教案: unit 5 Nelson Mandela--a modern hero Grammar
必修一Unit 5 Nelson Mandela—a modern heroGrammarTeaching goals 教学目标1.Target language 目标语言a. 重点词汇和短语right away, attract, continue, come to powerb. 重点句子The mines where I worked were 9 km from my house.The reason why I got a job was because of my hard work.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.Teaching important points 教学重点The use of the Relative clause: where, when and why.Teaching difficult points 教学难点The differences between where /when/why and that/which.Teaching methods 教学方法Explanation, study independently, practice.Teaching aids 教具准备A blackboard.Teaching procedures & ways 教学过程和方式Step I RevisionCheck the students’ homework.T: Who can tell us a great man?S: Mark Twain is a great man in my eyes. He is an American writer, journalist, humorist, who won a worldwide audience for his stories of youthful adventures of Tom Sawyer and Huckleberry Finn. In Green Hills of Africa, Ernest Hemingway wrote: "All modern American literature comes from one book by Mark Twain called Huckleberry Finn..." His main works are TOM SAWYER, THE PRINCE AND THE PAUPER, LIFE ON THE MISSISSIPPI and HUCKLEBERRY FINN.Sb: Marie Curie is my heroine. She is a famous chemist and physicist and the first person to won two Nobel Prizes for her work on radioactivity and her discovery of polonium and radium. I like her because her discovery of radioactive elements laid the foundation for future discoveries in nuclear physics and chemistry. Her best qualities are persistence, determination and modesty. Step II Discovering useful words and expressions (P36)Ask the students to finish the following form.T: So much for the Speaking, now please open your books and turn to Page 36. Let’s learn "Learning 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. V olunteer!Sc: My answers are:1 league2 guidance3 out of work4 devoted5 mean6 stage7 the school fees8 fact9 mankind 10 youth.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 them as soon as possible.About twelve minutes later. The teacher checks the answers to the first and third parts together and then ask four students to write down the answers to the translation of the second part on the blackboard. Then check them.Step III Discovering Useful StructuresT: Let’s come to Discovering Useful Structures on Page 37.In this part, teacher should tell the Ss the usage of where, when, and why in attributive clause. In most cases, where, when and why can be changed into prep+ which/whom.T: Today we’ll learn t he Attributive Clause with when, where and when.关系副词where/when/why在定语从句中分别作地点状语、时间状语和原因状语。
高中英语人教版必修1教案: unit 5 Nelson Mandela--a modern hero Reading 教案 (系列一)
必修一Unit 5 Nelson Mandela—a modern heroReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语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. P34After 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. P34It was a prison from which no one escaped. P38When I got there Nelson Mandela was also there and in one way it helped me. P382. Ability goals 能力目标Enable the students to describe a great person with the order of time.3. Learning goals 学能目标Help the Ss how to describe a great person.Teaching important points 教学重点The general idea of the text.Teaching difficult points 教学难点The characteristic of the writing in this unit.Teaching methods 教学方法Skimming method.Task-based method.Explaining method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures and ways 教学过程和方式Step 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 ques tions: Who do you admire 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, build up our own country and make us lead a happy life.T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is theformer South African president, who realized the dream of making black and white people equal. At the same time, show the picture of him on the slide.T: Let’ s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well.T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text again by yourselves to get the answers to Part 1 and Part 3 of Comprehending on Page 35.Three minutes later.T: Let’s check your work of P art 1 together.Suggested answers:1. True. Because Elias met Nelson Mandela at work2. False. Because his family could not continue to pay the school fees and the bus fare.3. True. Because Mandela told Elias how to get the correct papers so he could stay in Johannesburg.4. True.5. False. Because at first they broke the law in a way which was peaceful, but when they failed, they 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, they decided 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: According to the timeline, we can better understand the life of Elias.T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part.Five minutes later.Suggested answersPart I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.T: In order to better understand the text, please answer the following questions in Ex 2. Work in pairs please.Three minutes later.T: Let’s check the answers together.Step III Extensive ReadingGet the students to learn more about Nelson Mandela.T: So much for the text. Do you want to know more about Nelson Mandela?Ss: Yes.T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape. 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?Four minutes later.T: Who’d like to tell us your answer to Question one?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 IV Listening and Explanations of some language pointsT: Listen to the tape paying attention to pauses in the long sentences.After listening,T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. The first: The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰三百周年) where we have ....is an attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago.Then the second: We were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence. 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.。
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必修一Unit 5 Nelson Mandela—a modern heroLanguage points语言要点(模块)单元要点预览(旨在让同学整体了解本单元要点)Ⅰ词语辨析(旨在提供完形填空所需材料)与后面的分句对前一句话起到补充说明的作用II词性变化(旨在提供语法填空所需材料)Parents should _________ their children to behave well. (educate)s tudentsⅢ重点词汇(旨在提供综合运用所需材料)1. devote vt.投入;献身[典例]1). He devoted himself entirely to music. 他将一生奉献给了音乐。
2). Mary devoted her life to caring for the sick. 玛丽献身于为病人服务。
[重点用法]devote… to… 献身于;专心于在devote… to…短语中,to是介词,后面接名词或动词-ing。
常见的类似短语还有:pay attention to(注意……); stick to(坚持……); lead to(导致……); prefer…to(相比……更喜欢……); look forward to(盼望……);[练习] 中译英1). 她深爱她的孩子。
2). 我们应全力以赴地工作。
Keys: 1). She is devoted to her children.2). We should devote all our efforts to our tasks.2. vote v. 投票(决定);选举n. 投票, 选票,表决, 得票数[典例]1). We voted Democrat in the last election. 我们在上次的选举中投了民主党的票。
2). We’ll listen to the arguments on both sides and then vote on it.我们会先听取双方的论证后再作表决。
3). The votes are still being counted. 选票仍在统计中。
[重点用法]vote down 投票否决;投票击败vote in 投票选出;选举vote through 表决通过put… to the vote 将……付诸表决take/have a vote on 对……进行表决vote for/against 投票赞成/反对[练习]用恰当的介词或副词填空。
1). The suggestion was voted by a large majority.2). Shall we take a vote the question?3). The issue was put the vote.4). Was the vote or the matter?Keys:1). through 2).on 3). to 4). for; against3. reward n.报酬,奖金vt.酬谢,给以报答[典例]1). He worked hard but without much reward. 他工作很努力,但是报酬很少。
2). He rewarded me with a prize. 他用一个奖励来报答我。
[重点用法]in reward (for…) 作为(对……的)报酬、报答give a reward to sb. for sth. 为……给某人报酬、赏金reward sb. for (doing) sth. 因……报答、奖赏某人reward sb. with sth. 用……报答、奖赏某人[练习] 中译英1). 她的善良没有得到任何回报。
_______________________________________________________________________________ 2). 她向他报之以一笑。
_______________________________________________________________________________ Keys: 1). She got nothing in reward for her kindness.2). She rewarded him with a smile.4. equal adj.平等的;相等的[典例]1). Women demand equal pay for equal work. 女性要求同等工作获同等报酬。
2). All people are born equal. 人人生来平等。
[重点用法]be equal to 与……相等be equal with 与……平等[练习] 中译英1). 一单位酒精等于半品脱啤酒。
_______________________________________________________________________________ 2). 他们认为,在上帝眼中穷人和富人是平等的。
_______________________________________________________________________________ Keys: 1). One unit of alcohol is equal to half a pint of beer.2). They believe that in the sight of God the poor are equal with the rich.5. advise v. 建议[典例]1). I have advised you on that subject. 在那个问题上,我给过你建议.2). Christie advises us to practise oral English as often as possible. Christie建议我们要尽可能多练口语.3). I advise that you (should) not eat fruit that isn’t ripe. 我建议你不要吃那些没有熟的水果. [重点用法]advise sb. on sth. 就……给某人出主意advise +n. /pron. 建议……advise sb. to do sth. 建议某人干……advise (one’s) doing sth. 建议(某人)干……advise + (that) sb. (should) doadvice n.建议;意见a piece of advice一条建议go to sb. for advice = ask sb. for advice向某人寻求建议;征询某人的意见give advice to sb. on sth.就……对某人提供建议follow sb’s advice = take sb’s advice 接受某人的建议[练习] 中译英1). 我建议换个方式。
_______________________________________________________________________________ 2). 我们建议他们应该及早开始。
_______________________________________________________________________________ Keys: 1). I'd advise taking a different approach.2). We advised that they should start early/advised them to start early.Ⅳ重点词组(旨在提供综合运用所需材料)1. be in prison 在狱中,被监禁[典例]1). He fought for the black people and was in prison for thirty years.他为黑人而战且坐过三十年牢。
2). He has been in prison for five years for stealing. 因为偷东西, 他曾在监狱呆过5年.[短语归纳]put…in prison = send…to prison = throw …into prison 把……投入监狱The car thieves have been put in prison. 那些偷车贼都被关进监狱了。
[练习] 用be, put, send, throw的恰当形式填空。
1). The lawyer finally the murderer into prison.2). The robber in prison for several years.3). The thief begged the guard for not him to prison.4). Last year, the man in prison for stealing a car.Keys: 1). threw 2). has been 3). sending 4). was put2. out of work 失业,出问题[典例]1). Jim has been out of work for several months. 吉姆已经失业几个月了。
2). Mary’s cell phone has been out of work for several days, which brought her a lot of inconvenience. 玛丽的手机坏了好几天了,这给她带来了很多不便。
[短语归纳]in work 有工作out of breath 上气不接下气out of patience 不耐烦out of use 没用了out of date 过时out of order 次序颠倒;出故障out of control 失控out of danger 脱离危险out of shape 变形Out of sight, out of mind. 眼不见, 心不烦。
[练习]用适当的介词(短语)填空。
1). Although my computer is date now, but it’s still use.2). After fours’ operation, the patient has been danger.Keys: 1). out of; in 2). out of3. lose heart 丧失勇气或信心[典例]1). He failed many times, but he didn’t lose heart. 他失败了许多次,但他并没有失去信心。