人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案
人教课标版高中英语必修1Unit5_Reading_名师教学设计(一)
Unit5 Reading 名师教学设计（一）高一英语人教版必修1Unit 5 Nelson Mandela- a modern hero Period 1 Reading Elias’ Story教学设计一、教材分析人教版必修一第五单元的中心话题是当代英雄纳尔逊·曼德拉(Nelson Mandela—a modern hero)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊·曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。
本次上课的内容为“阅读(Rea ding)”部分，Elias以第一人称向我们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情况，介绍了1952~1963 年期间的曼德拉，通过南非青年Elias讲述自己的故事从侧面向学生展现了曼德拉的高尚品质。
二、学情分析语言：高一学生已具备较丰富的语言基础知识，语言表达能力较强。
文化：高一学生对多元文化具有较好的理解力。
思维：学生能够积极参与课堂讨论，开展较为活跃的思维活动。
三、教学目标设定1. 知识目标：以下重点单词和词组学生均已学过重点单词：youth league stage vote position accept violence equal重点词组：worry about out of work Youth League blow up put. . . in prison重点句型：The time when I first met him was a very difficult period of my life. (the Attributive Clause)Only then did we decide to answer violence with violence. (Inversion)2. 能力目标：学生能够使用阅读技巧如甄别信息、解码信息、整合信息等来解读文章。
人教版高中英语必修一Unit5 Reading名师教学设计
S:...
通过预习，激活学生关于描述伟人的背景词汇和对伟人背景的了解，培养学生良好的预习习惯，为课堂的有效展开进行铺垫。
教学难点：
1)分析文章文体，其基本要素和作者写作目的。
2）口头分享一个自己的故事。
建
议
教
法
任务型教学法:注重真实场景下的、以明确目标为导向的语言交际活动；它要求学生通过完成任务的学习活动来掌握真实、实用和有意义的语言。学生在参与课堂活动时是带着极大的兴趣和热情的，所以整个课堂是一种积极有效的学习过程。它提倡以教师教学为主导、以学生的学习为主体的教学活动。在教学过程中教师不再是高高在上的权威和主宰，而是以组织者、引导者、顾问或者同伴的身份出现，学生的学习也成为一种满足需要、发展兴趣、提高能力的过程。
1.T:Check the answers of their sheet of preview.
S: Check their answers and correct the wrong ones.
T:leads in the topic by asking the students the following question: what adjectives below would you use to describe Nelson Mandela? Why?
Unit5 Reading名师教学设计
教材版本：人教版册数：必修一单元：Unit 5课型（课时）：阅读课
教
材
分
析
本单元的中心话题是“伟人的品格、几位伟人的生平”，内容涉及伊莱亚斯的故事、纳尔逊·曼德拉的生平简介、威廉·廷代尔的故事等，而主要内容是围绕当代英雄纳尔逊·曼德拉展开的。教材借穷苦的黑人工人伊莱亚斯的口吻，叙述发生在他身边的有关纳尔逊·曼德拉的故事。这样的写法有别于惯常所采用的平铺直叙，虽然只反映出了曼德拉的一个侧面，但读起来却更亲切感人，引人入胜，还留给了学生更多的思考空间。“阅读”(Reading)部分题为“伊莱亚斯的故事”，由伊莱亚斯向我们叙述纳尔逊·曼德拉的故事，时间是从1952年到1963年。对文本的分析与解读可以从以下五个方面进行：1.侧重语言知识。我们可以把所要教的语言知识渗透于阅读教学的三个阶段，即读前、读中和读后，从而达到结合阅读文本使学生真正理解、掌握和运用这些语言知识，如文中用词的讲究、句型的多样都渗透着语言的美感；2.侧重体裁分析。我们可以从体裁的角度帮助学生了解篇章模式和篇章类型，分析作者谋篇的特点，设定相应的阅读要求，如从记叙文体裁出发对文本进行解读；3.侧重阅读技能。我们可以使用预测、略读、精读以分析句子逻辑关系等策略来提升学生的阅读效率和整合文本信息的能力，如本文可以训练学生的寻读、归纳段落大意等；4.侧重写作技能。要求学生通过阅读文章，获取记叙文要素，了解作者写作目的，分析写作手法如引用等，在达到一定输入量时安排仿写；5.侧重文化意识和感情态度。我们可以引导学生学习伟大人物的伟大品质，树立帮助他人的意识。
必修1Unit 5 Elias’ story教学设计
Unit 5 Nelson Mandela--- a Modern HeroReading: Elias’ storyTeaching contents: Reading (page 34)Teaching aims:Language aims:To read on great people’s life storiesTo learn information about Nelson MandelaAbility aims:To improve the students abilities of speaking , talk about great people, express your point of view.To help the Ss to know something about early political life of Mandela and learn something about the living conditions of black people at that time and the race prejudice through different ways of reading skills.Teaching important points:The general idea of the text.Understand the real meaning of a great personLearn to write a passage of a great personTeaching methods:Skimming, fast reading and careful reading; asking and answering activities to check the student’s understanding of the text; Individual ,pair or group work.Teaching aids: A computer, a projector and some slides.Teaching procedures:Step I Lead-in(Show two pictures of Lin Hao)In Unit 4, we have learnt something about earthquakes. When an earthquake, a flood or some other dangerous things happen, many heroes will appear. Lin Hao is such a person. When the 2008 Wenchuan Earthquake happened, Lin Hao was very brave and helped his classmates. So we can say Lin Hao is a hero. Today we will learn a foreign hero ---Nelson Mandela. Which country does he come from?(Yes, South Africa.) How much do you know about Nelson Mandela? (show the screen) Let’s look at his famous words. From his words we can learn something about Mandela. Today’s task: Read a story and learn more about Nelson Mandela.Step II Reading1) SkimmingQuestions : Let’s come to the part of reading. The title is ELIA S’ STORY. Skimming: How many parts can we divide the text into?Part 1 （Para. 1-2）The life of Elias ________ (after/before) he met Nelson Mandela.Part 2 (Para. 3-5) The life of Elias________ (after/before) he met Nelson Mandela .2) Fast reading ：true or false? If it is false, how to correct it?1. Elias went to see Nelson Mandela when he was in trouble. （T）2. Elias left school because the school was too far from his home. （F）3. Nelson Mandela helped him keep his job. （T）4. Elias trusted Nelson Mandela and he joined the ANC Youth League. （T）5. Elias was willing to blow up government buildings. （F）6.Nelson Mandela thought violence was a good way to help black people. （F）3) Careful readingPart 1 (Para. 1-2)Questions:1.When did Elias first meet Nelson Mandela? ( In 1952 )2. Why did Elias have to leave school?(Because his family couldn't afford the school fees and the bus fare.)Part 2 (Para 3-5) Answer the following questions by filling in the blanks according to the passage. Questions:1. What problems did the black people like Elias have at that time?They could not vote .They couldn’t get the jobs they wanted.They had to live in the poorest areas.(From these we can see that the living conditions of black people were really bad at that time.)2. How did Nelson Mandela support Elias?Mandela told him how to get the correct papers so that he could stay in Johannesburg.(From it we can see that Mandela always tried his best to help poor black people in their life.)3. How did he support Mandela?He joined the ANC Youth League . He helped Mandela blow up some government buildings.(From it we can see Mandela was willing to help Mandela fight for equal rights against enemies.)Step III Do some listening and then retell the storySince we have learnt the contents of the passage, now I’d like you to listen to the tape, trying to be familiar with the details of the passage and then fill in the blanks according to the passage to retell the story.Elias is a poor black worker in South Africa. When he first met Mandela he was in a difficult period of his life. He began school at six. But had to leave because his family could not continue to pay the school fees. When he got a job, he was worried because he didn’t have a passbook. Then Mandela told him what to do and helped him. When Mandela organized the ANC Youth League, Elias joined it. At that time, black people had no vote and could not choose their leaders. In 1963 he helped blow up some government buildings, though it was dangerous for him, because he knew it would help them achieve their dream of making black and white people equal.Step IV DiscussionFrom the passage we have known Mandela is a great person and we know to be a great person calls for some good qualities. Now discuss the topic in groups of four:What qualities do you think a great person/a hero should have?(Selfless, determined, generous, kind, easy-going, warm-hearted, honest, hard-working, brave, confident, devoted, helpful, responsible, independent, broad-and-open minded…) Assignment:1. Surf the Internet to know more about Nelson Mandela.2. Try to use your own words to write a short passage about Mandela.Feedback: The students in this class are really good. Although they are not familiar with us, they still try to adapt to me and my teaching. Their cooperation, their love for English has moved me deeply.Blackboard designUnit 5 Reading: Elias’ story determined generousselflessconfidentdevotedhonest helpfulresponsiblebrave启示与思考1.新课程教学中应以学生为主体。
人教版高中英语Book 1 Unit 5 readign Elias' story 教学设计
《Elias’ story》教学设计执教者曹洪师指导老师闫守忠课题Elias’ story解读理念面向全体学生，着眼于学生的全面发展，帮助学生过积极健康的生活，促进学生个性发展；尊重学生，充分调动学生学习的主动性和积极性；引导学生解决成长过程中的实际问题；鼓励学生实施自主、合作、探究学习，注重培养学生的独立思考能力和实践能力。
学情分析在初中英语学习的基础上，高一学生已经掌握了略读、跳读等一定的阅读技巧以及识别关键词、确定主题句、预测等阅读微技能，形成了初步的阅读策略。
但我校属于农村中学大部分学生的基础知识仍然较为薄弱，运用英语进行交际活动的能力较差；主动学习的动力不够，然而他们学习比较认真，好胜心强，渴望在班集体里得到他人的承认，很在乎别人对他们的评价；求知欲旺盛，思维比较活跃。
部分学生的基础较好，能主动配合老师，愿意开口讲。
他们有着高中生独立、爱表现自我的特点。
因此，只有设置任务型教学模式下完成本课文的学习，使他们感兴趣的活动，因材施教，才能让他们投入到课堂活动中来。
教材分析内容标准阅读部分由伊莱亚斯向我们叙述纳尔逊·曼德拉的故事，时间是从1952年到1963年。
伊莱亚斯初遇曼德拉时处于人生的一个非常困难的时期，纳尔逊·曼德拉开了为黑人服务的律师事务所，帮助黑人解决困难。
伊莱亚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，在曼德拉的帮助下，伊莱亚斯也体会到了人生的快乐和希望。
曼德拉亲切和蔼的态度，宽容博大的胸襟让他深深感动，永生难忘。
因此，伊莱亚斯在第一时间加入了曼德拉领导的非洲国民大会青年联盟，积极参加他组织的反政府活动，为争取获得黑人和白人平等的权利而战斗。
教学目标情感态度价值观目标了解纳尔逊·曼德拉的生平事迹，学习伟大人物的优秀品质，不断提高自身修养。
能力目标提高阅读中速读，细读和总结文章大意的能力。
把握篇章中心内容，获取关键信息。
知识目标学习并理解“伊莱亚斯的故事”，能分析不同阶段伊莱亚斯和曼德拉关系的变化。
人教版必修一unit-5-reading-课堂教学设计
Teaching plan高中英语必修一Unit 5 Nelson Mandela--a modern heroReading --- Elias’story河北涿州中学曹立宁知识与能力目标：1.阅读目标：1.Enable the students to read Elias’ story.2.Guide the students to know the qualities of Nelson Mandela as a great leader II.能力目标：1.Develop the students’ reading skills, such as scanning( 略读), word--guessing(猜词), close reading(细读)and summarizing(总结)2.Improve the students’ comprehension ability.III.情感态度价值观：1.Understand the qualities great people have in common and learn the fine qualities from them.2.Develop the students’ moral quality课型：Reading教学重点：1.Enable the students to read Elias’ story.and understand the passage.2.Enable the students know Elias’lfe changed .教学难点：Let the students know how Elias’life changed before and after he met Nelson Mendela.教学方法：Listening ， Speaking, Reading ,Writing, Discussion, Practice学法指导:Individual work, pair work and group work教学过程:Step 1.presentation :Present some pictures of Nelson Mendela.T:Today, we will learn unit 5, Nelson Mandela. How much do you know him?(show the pictures)设计意图:.Let the students know something about Nelson Mendela.Step 2. IntroductionT: Today we will learn a passage named Elias’story. After reading it , we will know what happened between Elias and Nelson Mendela.设计意图: Lead to the topicStep 3. Fast readingT: Now read this passage quickly and find out the main idea of each paragraph , and then summary the main idea of the passage .Para 1 Black people’s rightsPara 2 Elias’ Self-introductionPara 3 Mandela helped EliasPara 5 Elias’ true feeling and actionsPara 7 Elias’ trouble –Poor education and jobPare 4 and 6 Mandela’s speechesThe text can t be divided into two parts. What are they ( Discussion),and then give the general idea of each part.PartI:_____________________________________________________________.Part II__________________________________________________________________.What is the general idea of the story?The story is about __________ .A. the poor life of black people in South Africa.B. the life of Mandela.C.The life of Elias’ changed before and after he met Nelson.D.how Elias met Mandela.Suggested answers:Para 1: Elias’ Self-introductionPara 2: Elias’ trouble –Poor education and jobPara 3: Mandela helped EliasPare 4 and 6 Mandela’s speechesPara 5: Black people’s rightsPara 7: Elias’ true feeling and actionsPartI:Paragraph 1-2 The life of Elias’ life before he met Nelson Mandela.Part II:Paragraph 3-7 The change of Elias’ life after he met Nelson Mandela and what Mandela did.What is the general idea of the story? C.设计意图:The aim of it is to understand the passage quickly and find out the main idea of each paragraph.Step 4.ListeningT: listen to this passage and find out what happened according to the time order and then do some ture or false questions.1940 ….1946 ….1948 ….1952 …. 1963 ….Suggested answers:1940:He was born 1946 : He began school 1948 :He left school1952: He was 12 and met Mandela 1963 :He helped Mandela blow up some government buildingsComprehending （listening）Decide whether they are true or false and give a reason.1. Elias went to see Nelson Mandela when he was in trouble.2. Elias left school because the school was too far from his home.3. Nelson Mandela helped him keep his job.4. Elias trusted Nelson Mandela and he joined the ANC Youth League.5. Elias was willing to blow up government buildings.6. Nelson Mandela thought violence was a good way to help black people. Suggested answers:设计意图:The aim of this step is to let the students have a clear clue according to the questions.Step 5. Careful readingT: In order to have a better understanding of this passage , you should read this passage loudly and then answer the questions below.Questions: (para 1-2)1.When was Elias born?In 1942 B. In 1940 C. In 1946 D. In 19202.When did the writer receive the guidance from Nelson Mandela?In 1954 B. When Elias was 6 years old.C. In 1952D. When Elias was 8 years old.Suggested answers:1.B 2.APart 2. (para 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______________.⑷They couldn’t __________ there.2. Why did Elias help Mandela blow up some government buildings?_________________________________________________________________.3. How did the ANC Youth League fight against the government?A. They fought against the government in a peaceful way.B. They shoot the government officials.C. They decided to answer violence with violence.D.They ignored the rule of the government .4.Why did Elias help Mandela blow up some government buildings?A.Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.5.Which of the following statements is NOT the writer’s purpose of the passage?A. To let us know the living situation of the blacks in South Africa at that time.B.To tell us how great Nelson Mandela was.C.To let us know the living situation of the blacks in South Africa at that time.D.To tell us an interesting story.6.It can be inferred from the passage that :A.Nelson Mandela helped Elias to keep his job.B.Elias was happy to blow up the government buildingsC.the government was happy with Nelson Mandela and the ANC.D.Elias met Nelson Mandela at school.Suggested answers:1) vote 2)job 3) the poorest 4)grow food2.It would help us achieve our dream of making black and white people equal.3.C4.C5.D6.A设计意图:The aim of this step is to understand the passage .Step 6. Consolidation.T:Since you have understood the passage , go through this passage again , and then fill in the blanks with proper words.Black people’s problems:They couldn’t get the ______they wanted. They had to live in the ________ part of South Africa.Elias’ life :Before meeting MandelaA pool ______ worker in South Africa. He didn’t have a ________ to live in Johannersburg, So he would probably become out of _____.After meeting Mendela:Mandela told him how to get the correct ___So that he could ____in Johannesburg.He ____the ANC Youth League.He helped Mandala ____up some government______.Why did Elias’ life change?A. Elias changed himself.B. Nelson Mandela helped him when he was in trouble.C. Nelson Madela’s qualities influenced him a lot and made him realize to make black and white equal.D. Both B and C.Suggested answers: job poorest black passbook work papers stay joined blow buildings D设计意图:T he aim of this step is to have a detailed understanding.Step 7.SummaryT: Now let us have a short summary ,so that you can understand the passage better. Elias first met Nelson Mandela when he was twelve years old. At that time , Mandela was a black _________who offered _________to poor black people about their legal problem.Elias needed Nelson’s help because he had very little _________. He got a job in a gold mine. Sadly he did not have a passbook to live in Johannesburg and he ________about whether he would become __________of work. Mandela told Elias how to get the ___________papers so he could stay in Johannesburg .Elias never forgot how kind of Mandela was . When Mandela _______the ANC Youth Leagur , Elias ________it as soon as possible.In 1963, Elias helped Mandela ________up some government buildings. Though it was dangerous , Elias was very __________to help.Suggested answers: lawyer guidance education worried out correct organized joined blow happy设计意图: Let the students have an entire understanding of this passage.Step 8. 小结This passge is about Elias’story, according to what we have read, we know that__________________________________(在曼德拉的指导下）Elias’ life _______ (改变）before and after he met Nelson Mendela.Suggested answers : under the guidance of Nelson of Mandela , changed作业:position: write a short summary of this passage.2.Review the words and expressions of this unit .3.Preview the text : The rest of Elias’ story.教学反思:通过运用投影仪，录音机等教学工具，引领学生通过听，说，读，写，讨论的方法较好的完成了教学任务，达到了理解课文的教学目的。
新教材人教版必修第一册Unit5阅读课教学设计
新教材人教版必修第一册Unit5阅读课教学设计新教材人教版 B1U5 Reading教学设计1.教材分析本课选自新人教必修一第五单元，单元话题是世界语言。
本课要学习的内容是reading and thinking部分。
谈论的话题是中国汉字的发展以及其在中国繁盛历史中的重要作用。
旨在培养学生的文化意识以及民族自豪感。
2.学情分析学生是高一新生。
就文化背景来说，学生对于汉字的形成以及发展有一定的了解，但并不一定系统全面。
就语言能力来说，本文所用词汇并不难，因此学生可以了解文章大意，但教师需要帮助学生深层次理解文章内涵。
此外，经过三年中学的学习，在教师的指导下，学生有一定的获取信息、处理信息、分析信息以及解决问题的能力。
3.教学目标1.了解汉字的发展及其重要作用，并用英语介绍汉字的发展2. 提高略读和跳读的能力3. 提高语篇分析和逻辑思维能力4. 增强民族自信心和自豪感4.教学重难点教学重点：1.了解汉字的发展及其重要作用，并用英语介绍汉字的发展2. 提高略读和跳读的能力教学难点：1. 提高语篇分析和逻辑思维能力2. 增强民族自信心和自豪感5. 教学过程Step 1: GreetingGreet students and ask students to read the learning aims together.设计意图：让学生对于本课所要掌握的技能及要获得的知识了然于心。
Step 2: Lead in :Play two video clips and ask students a question: What makes China it is today despite many ups and downs in its history?设计意图：通过视频引发学生对中国经历了起起伏伏却仍繁荣的思考（这也正是第一段课文中隐含的一个思考点），学生肯定能回答出文化、文字方面，这就顺势引出了本课的话题。
Elia's story的教学设计
阅读教学设计：《伊利亚的故事》The Teaching Designment ofthe Reading：Elias’s story《伊利亚的故事》（Elias’s story）是人教版高中英语课本必修1第5单元《曼德拉——一位现代英雄的阅读文章》（unit5 Nelson Mandela-----a modern hero）。
本教学设计以新课标以学为本为理念，将学科教育与信息技术充分整合，一、教材分析（Teaching material analysis）人民教育出版社英语必修(1)的总体特点为：1、结构新定位：“有单元无课时”新教材结构不再采取原有的一个单元分几个课时的做法，而是各单元含有若干个板块，如Warming Up, Pre-reading等。
这样的编排给教师从实际出发灵活地使用教材提供了空间。
教师可以整合教材，更加有效地进行教学。
针对新教材的特点，教师可以围绕单元话题让学生进行整体感知、整体理解、整体巩固和整体运用。
备课时，教师应从实际出发，灵活划分课时，粗线条把握进度，自主确定教学进程，采用灵活的教学手段和教学方法。
2、理念新定位：课堂主体地位变化3、技能新定位：侧重阅读能力4、知识新定位：语法以归纳法的形式出现5、教学模式新定位：任务型语言教学本单元以 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。
阅读课文Elias’s story描述一个平凡人Elias与曼德拉相遇并受其帮助的事，从而歌颂了曼德拉的伟大。
本单元的语法重点是定语从句；功能句式是征求意见（ask for opinions）What do you think of….? What’s your opinion?What are your ideas? Do you have any thoughts on that?How do you feel about that? Why do you think so?发表意见（giving opinions）I think/ I don’t think … I believe/ I don’t believe(that)…In my opinion… To my understanding,I am with you. I feel that…/ I don’t feel that…这些重点在阅读教学中也是时有渗透，因此讲授阅读时教师对本单元的总目标要有清晰的认识，设计的活动和讲解的内容要与整单元目标有关联。
高中英语Unit 5 Reading教案 新课标 人教版 必修1 教案
Unit 5Nelson Mandela —a modern heroPart One: Teaching Design第一部分：教学设计Period 1: A sample plan for reading(ELIAS’ STORY)AimsTo talk about people’s qualitiesTo read aboutenable people’s life storyTo study The Attributive Clause (where, when, why, prep.＋which/ whom)To learn to write lettersProceduresI. Warming upWarming up by describingBoys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a.Give the students one minute to answer the questions.b.Ask some students to talk about their own qualities according to their answers.c.Have a discussion with the whole class and help them to sum up the qualities that a great person has. (Suming up: A great person should be determined, hard-working, unselfish, and generous. Heshould 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.)Warming up by brainstormingBoys 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?(Adjectives for describing a person: kind, honest, brave, loyal, happy, wise, smart, friendly, warm, cheerful, popular, generous, hard-working, diligent, weak, stupid, lazy, dishonest, mean, tense, cold, unkind, miserable, dull, strong-minded, determined,)Warming up by expressionsBoys and girls, we are going to learn about some great people in Unit 5. Can you name some great people? Now discuss in groups of four: Who do you admire most? What kind of person is he/she? What are the qualities that great people have in mon?Sun Yat-sen(November 12, 1866–March 12, 1925) was a Chinese revolutionary leader andstatesman who is considered by many to be the “Father of Modern China”. He had a significantinfluence in the overthrow of the Qing Dynasty and establishment of the Republic of China. Afounder of the Kuomintang, Sun was the first provisional president of the Republic of China in1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as theThree Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one ofconstant struggle and frequent exile as few of his visions for his countrymaterialized.II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (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?2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions:A sample dialogue:A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A: 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 e to Norman Bethune. What do you think of him?B:….III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books topage 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. A story isusually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.)2.Listening and scanning for detail informationa. Listen to the text again and do prehending Ex.... 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do prehending Ex. 2.3.Questions for further understandingDiscuss the following questions in groups of four:a.How did the white people stop the black people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?IV. Closing downClosing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you like the way Elias tells his story? Give a reason.Closing down by retellingRetell the story according to the following clues:introduction of Elias’ problem; Mandela’s help; Elia s’ supportClosing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions:When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing? How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?。
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案
人教版英语必修一Unit 5(Reading：Elias’Story)教学设计方案教学设计方案：Unit 5《Elias的故事》方案目标这个方案的目的就是给老师们一个详细的教学框架，帮助他们更好地讲解人教版英语必修一的第五单元《Elias的故事》。
通过这个设计，学生们不仅能理解故事情节，还能提升他们的阅读能力，培养思辨和表达能力。
最终希望学生们能在讨论和写作中，真实地表达他们对故事的理解和感受。
组织现状分析在现在的教学背景下，很多学生的英语阅读能力其实挺薄弱的，特别是在理解长篇故事和提取主要信息方面。
常常一碰到新词汇或复杂句子就懵了，这让他们很难完全理解文本的意思。
同时，在对故事情感的理解和角色分析上，学生们也显得有些力不从心。
因此，亟需一个全面的方案来帮助他们克服这些挑战。
实施步骤教学准备1. 教材分析教师需要认真阅读《Elias的故事》，分析主题、人物、情节和背景，明确哪些词汇和短语是重点，同时准备一些相关的教学资源，比如图片、视频等。
2. 学习目标设置设定几个具体的学习目标，比如：- 理解故事的主要情节和人物关系。
- 能够用新学的词汇进行简单表达。
- 培养团队合作能力，通过小组讨论深入分析角色和故事情感。
课堂教学1. 导入环节通过展示与故事相关的图片或视频来引导学生进入故事情境。
老师可以问一些开放性的问题，激发他们对故事主题的思考，比如“你觉得勇气和坚持对一个人来说意味着什么？”2. 阅读理解- 分段朗读老师带着学生们分段朗读故事，期间停下来讨论每一段的主要内容，帮助学生理解人物的情感变化。
- 词汇学习针对文本中出现的新词，老师可以设计一些小游戏，比如词汇接龙，帮助学生记忆和运用这些词汇。
3. 角色分析进行小组讨论，学生分成小组分析不同角色的动机和情感。
老师可以提出引导性问题，比如“Elias在故事中遇到了哪些挑战？”和“你认为他的行动反映了什么？”4. 情感共鸣让学生通过写日记的方式，表达对Elias故事的感受。
人教版英语必修一Unit5Reading Elias’Story教学设计方案
学生活动设计
小组讨论：学生分组讨论Elias的故事，分享各自的感受和启示。 角色扮演：学生扮演Elias和其他角色，通过情景模拟加深对故事的理解。 写作练习：学生写一篇关于自己与Elias相似经历的短文，锻炼写作能力。 课堂展示：每组选派一名代表展示小组讨论成果，全班共享。
05
教学过程
导入环节
长句。
动词时态：重 点讲解一般过 去时态，让学 生理解文章中 使用的时态及
其意义。
词汇用法：讲 解文章中的重 点词汇和短语， 帮助学生积累 词汇并理解其
用法。
语法点练习： 设计相关练习 题，让学生通 过实际操作巩 固所学语法点。
文化背景介绍
介绍南非的历 史背景，特别 是种族隔离时
期的情况。
讲解南非黑人 的生活状况和 面临的困境， 以及他们对自 由和平等的渴
02
教学目标
知识目标
掌握本单元的词汇和短语，理解其在语境中的意义和用法。
掌握本单元的语法点，理解其在句子中的作用和意义。
能够运用所学知识进行简单的英语交流和表达。
能力目标
学生能够理解并运用本单元的词汇和语法结构 学生能够运用所学知识进行简单的英语交流和写作 学生能够通过阅读理解文章的主旨和细节，提高阅读理解能力 学生能够通过听力训练，提高听力理解能力
馈
评价与反馈的 意义：帮助学 生认识自己的 不足，提高学
习效果
06
教学反思
反思教学目标达成情况
教学目标是否明确具体，可衡 量和达成？
教学过程中是否有效落实了教 学目标？
学生是否真正掌握了教学内容， 能否运用所学知识解决问题？
教学方法和手段是否符合学生 的学习需求和特点？
反思教学方法的有效性
人教课标版高中英语必修1 Unit5_Reading名师教学设计
2). the story should include: when, who, where, what, why and influence the person (not necessarily a famous person, but a person that has influenced you in a positive way) has on you.
大部分学生能够分析作者意图。
DELC6
3
深度加工知识
Step4
Post-
reading（读后）(10mins)
T: Ask the students to prepare a story of their own to share it with the classmates orally.
Requirement:
S: He is selfless, because he spent almost thirty years in prison due to his cause to make black people and white people equal.
S:...
通过预习，激活学生关于描述伟人的背景词汇和对伟人背景的了解，培养学生良好的预习习惯，为课堂的有效展开进行铺垫。
T: influence on people’s idea and action. That’s the purpose of the story.
用图片及相关信息提问，激发学生的学习兴趣，培养学生看和说的能力。
让学生看题目猜测文章文体，了解记叙文的几个基本要素。
在阅读中查找细节，找出本文作为记叙文的几个基本要素：时间，地点，人物，事件，原因。培养记叙文阅读策略，且为以后高考阅读理解记叙文体的阅读做准备。
人教版必修一 Unit5 Reading教学设计
人教版Book1 Unit5 Nelson MandelaWarming up and Reading一Analysis of the students本课的授课对象为来自农村高一学生，在认知方面，他们对中国的英雄人物了解得较多，但对外国的英雄了解的甚少，文化背景非常缺乏。
在语言能力方面，他们已经积累了少有的语言知识，掌握了一些阅读技巧，但对于处理长篇课文的阅读技巧有待提高。
二Analysis of the teaching materials本课是高一年级必修第一模块，第五单元Nelson Mandela—a modern hero中的阅读课，课文题目为ELAS’STORY，属于记叙文文体，通过黑人工人Elias的叙述,主要介绍了纳尔逊.曼德拉的生平事迹,语言知识和语言技能等都是围绕这一中心话题展开的。
通过对这一话题的探讨，旨在使学生了解纳尔逊.曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
本课书分为两个课时进行处理。
第一课时进行阅读理解：指导学生尝试各种阅读策略，理解文章的主要内容和细节信息以及文化背景；第二课时进行词汇和语法学习：在第一课时的基础上，落实词汇和语法知识。
本教学设计是本课书的第一课时。
三Teaching aimsKnowledge Aims（知识目标）1. Learn and master the new words and phrases.2. Understand the general meaning of the new text.Ability Aims （能力目标）1. To develop Ss’ reading skills.2. to know about the qualities a great person should have.Moral Aims （情感目标）1. To train Ss’ cooperation spirit.2.To train Ss’ performing skills.四、Teaching key points1.Get the students to know about the qualities a great person should have.2.get the students to learn about Nelson Mandela.3.Get the students to learn different reading skills.五、Teaching difficult points1.Develop the students’ reading ability.2.Enable the students to learn how to give their opinion.六、Teaching methods：1.Task-based teaching and learning2.Cooperative learning3.Discussion七、教学辅助：计算机多媒体、黑板八、Teaching steps:Step 1: Warming up and pre-reading(5 minus)1.Enjoy a song together.—the glorious years (光辉岁月) sung by Beyond.2.T: Who is your hero? why? Describe them by using the Attributive Clause andqualities. y ou can refer to these people or someone else, that’s ok. You can use the pattern like this: My hero is…, who is…For example: My hero is Yangliwei,who is brave, confident and easy-going. He devotes himself to our country, so I think he is the hero of everyone in China. Now, please tell me something about your hero.S:…T: Good! Today we will going to learn another hero-Nelson Mandela.（This is intended to around students’interest. They are very farmiliar with this song, but may be they don’t know the famous song is about Nelson Mandela. ）Step2 Fast-reading1.Lead-in and guess.Well，we are going to read about Nelson Mandela，a great leader who fights for the rights of the black people and is considered as a modern hero.What’s the relationship(关系) between them?A.StrangersB.Helper and supporterC.Father and sonD.Enemies(敌人)2. Skimming for the main idea of each para.para 1 ①The day when Mandela helped me was one of my happiest para 2 ②We answered violence with violencepara 3 ③Black people have almost no rights at all.para 4 ④I first met Nelson Mandela.para 5 ⑤I needed his help because I had very little education.（This is intended to teach the Ss to get the general idea of the passage）Step3 Careful-reading.1.2. Choose the best answers.1).Who is Nelson Mandela ?( )A. a teacherB. a lawyerC. a doctor2).What is the general idea of the story? The story is about_____A. the poor life of black people in South Africa.B. the life of Mandela.C. Elias’ life changed before and after he met Nelson Mandela, and what Mandela did.D. How Elias met Mandela.3). It can be inferred from the passage that_____.A. Nelson Mandela helped Elias keep the job.B. Elias was happy to blow up the government building.C. Elias met Nelson Mandela at school.D. The government was happy with Nelson Mandela and the ANC.4). How did the ANC Youth League fight againt the government?A. They fought against the government in a peaceful way.B. They shoot the government officials.C. They killed many white people.D. They decided to answer violence with violence.5). Why did Elias help Mandela blow up some government buildings?A. Because he liked violence.B. Because it was not dangerous.C. Because he thought it was a way to make black people and white people equal.D. Because he wanted to be famous.(This is intended to let the Ss know some details about Elias’ story)Step4 Consolidation(summary)Elias was born in 1940. At the age of six, he______ school. However, he had to ______school in 1948 because his family could not _______ the school ______and the bus _____. After trying hard, Elias got a job. Unfortunately, he was almost ___ ___ work since he had no _________to live in Johannesburg.Elias felt it a very ________ period of his time. It was in 1952 that Elias met Nelson Mandela. He offered ________ to Elias, which made Elias______ .Therefore when Nelson Mandela he joined it. In 1963, Elias helped Nelson Mandela ____ ____ some government buildings. He believed Mandela would help to make black and white people ______.(This is intended to let the Ss grasp the main idea of the text better.)Step 5 After-reading (Discussing and answering )Give the students several minutes to discuss the following questions and then ask them to answer them.1)Do you think Nelson Mandela is a great person?2)What qualities does he have?Eg: kind-hearted , warm-hearted independent , hard-working（This is intended to make sure Ss can learn some good qualities from NelsonMandela ）Step6 HomeworkRead the rest of Elias story on P38Step7、Blackboard designUnit 5Nelson Mandela—a modern hero Elias’ Story参考资料1. 《普通高中课程标准实验教科书英语1》，人民教育出版社，2004年5 月；2.《普通高中课程标准实验教科书英语1教师教学用书》，人民教育出版社，2004 年6月；3.《普通高中英语课程标准》，人民教育出版社, 2003年4月。
高中英语新人教版精品教案《人教版必修一 unit5 reading》
人教版Boo1 Unit5 Neon MandeaWarming uateria本课是高一年级必修第一模块，第五单元Neon Mandea—a modern hero中的阅读课，课文题目为ELAS’STORY，属于记叙文文体，通过黑人工人Eia的表达,主要介绍了纳尔逊曼德拉的生平事迹,语言知识和语言技能等都是围绕这一中心话题展开的。
通过对这一话题的探讨，旨在使学生了解纳尔逊曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
本课书分为两个课时进行处理。
第一课时进行阅读理解：指导学生尝试各种阅读策略，理解文章的主要内容和细节信息以及文化背景；第二课时进行词汇和语法学习：在第一课时的根底上，落实词汇和语法知识。
本教学设计是本课书的第一课时。
三Teaching aimKnowedge Aim〔知识目标〕1 Learn and mater the new word and eaning of the new tetAbiit Aim 〔能力目标〕1 To deveo〔情感目标〕1 To train S’ cooing i四、Teaching e ethod：teaching and earningearning七、教学辅助：计算机多媒体、黑板八、Teaching teing uinu1.Eno a ong together—the goriou ear 光芒岁月ung b BeondT: Who i our hero wh Decribe them b uing the Attributive Caue and quaitie oucan refer to thee eone ee, that’ o You can ue the ef to our countr, o I thin he i the hero of everone in China Now, e omething about our heroS:…T: Good! Toda we wi going to earn another hero-Neon Mandea〔Thi i intended to around tudent’interet The are ver farmiiar with thi ong, but ma be the don’t now the famou ong i about Neon Mandea 〕Ste odern heroWhat’ the reationhiand u ming for the main idea of each e wa one of m haot no right at aet Neon Mandea1.Severa minute atter，chec the anwer with the whoe ca2 Chooe the bet anwer1Who i Neon MandeaA a teacherB a awerC a doctor2What i the genera idea of the tor The tor i about_____A the et Neon Mandea, and what Mandea didD How Eia met Mandea3 It can be inferred from the ent buidingC Eia met Neon Mandea at chooD The government wa haentA The fought againt the government in a ent officiaC The ied man white e government buidingA Becaue he ied vioenceB Becaue it wa not dangerouC Becaue he thought it wa a wa to mae bac ouThi i intended to et the S now ome detai about Eia’ torStemarEia wa born in 1940 At the age of i, he______ choo However, he had to ______choo in 1948 becaue hi fami coud not _______ the choo ______and the bu _____ After tring hard, Eia got a ob Unfortunate, he wa amot ___ ___ wor ince he had no _________to ive in JohanneburgEia fet it a ver ________ e It wa in 1952 that Eia met Neon Mandea He offered ________ to Eia, which made Eia______ Therefore when Neon Mandea he oined it In 1963, Eia hee government buiding He beieved Mandea woud heae bac and white ain idea of the tet betterSte inute to dicu the foowing quetion and then a them to anwer them1Do ou thin Neon Mandea i a great -hearted inde ae ure S can earn ome good quaitie from Neon Mandea 〕SteeworRead the ret of Eia tor on odern hero Eia’ Stor参考资料1 ?普通高中课程标准实验教科书英语1?，人民教育出版社，2021年5 月；2?普通高中课程标准实验教科书英语1教师教学用书?，人民教育出版社，2021 年6月；3?普通高中英语课程标准?，人民教育出版社, 2021年4月。
必修一unit5-Elias‘Story阅读课教学设计
Step 2. Pre-reading (2 mins)
Let the students guess what is the connection betweenNelson Mandela and Elias.
Step 3. Fast reading (10 mins)
<2>Master the reading skills
Difficult Points:
Understanding some difficult sentences
4. Teaching procedures
Step 1.Warming up (6 mins)
a. Revise the differences between famous people and great people.
<2> Inspire the students to learn some good qualities from the great people.
.
3. Important Points& Difficult Points
Important Points:
<1> Understanding the text
a.Do exercise 1 on page 35.
b.Finish timeline of Elias’ life.
Step 5. Post reading (10 mins)
a.Analyze the good qualities from the sentences.
b.Let the students discuss what great people inspire them to do in their daily life.
人教版高中英语 Book 1 Unit 5 reading 教学设计
2)Father advised me to read more English newspapers.
3)Don’t lose heart, and you will succeed in time.
重难点：1、Know about its main idea
2.Get to know aboutthe main character。
●本课难点是：how to help the students improve their reading ability。
教 学 过 程
教师活动
学生活动
Revision
Suggested answers:
1. 1)be willing to do. . . 2)be active in3)lose heart4)be worried about
5)out of work6)as a matter of fact/in fact7)blow up8)put sb. in prison/throw sb. into prison/send sb. to prison
4)We should try to stop such a thing (from)happening again.
5)The first time I heard the song, I liked it.
6)Only then did he realize that he was wrong.
7)The reason for which/why he didn’t come to school is that he was ill.
人教版英语必修一Unit5Reading：Elias’Story教学设计方案
人教版英语必修一Unit5Reading：Elias’Story教学设计方案人教版英语必修一Unit5 Reading: Elias’ Story教学设计方案一、教学目标1. 通过阅读文章，了解并描述Elias的生活故事；2. 学习并掌握相关词汇和短语；3. 培养学生的阅读理解能力，提高学生的英语口语表达能力。
二、教学准备1. 教材：人教版英语必修一Unit5；2. 多媒体设备；3. 单词卡片和图片。
三、教学过程Step 1: 导入1. Greetings and warm-up:Teacher greets the students and asks some warm-up questions related to the topic of the unit, such as "Do you like reading stories? Why or why not?"Step 2: 预习讲解1. Pre-reading discussion:Teacher asks students to discuss the questions in groups: "What do you know about Ethiopia? Have you heard about children who have to work to survive?"2. Vocabulary introduction:Teacher presents and explains some key vocabulary related to the passage, using realia, pictures, and examples.Step 3: 阅读理解1. Skimming and scanning:Teacher guides students to skim the passage to get a general idea about Elias' story, and then scan specific paragraphs to find answers to given questions.2. Group discussion:Students work in groups to discuss and answer comprehension questions related to the passage.3. Class discussion:Teacher leads a whole-class discussion, and students share their answers and thoughts about Elias' story.Step 4: 语言点拓展1. Language focus:Teacher focuses on language points in the passage, such as grammar, sentence structure, and vocabulary usage. Examples and exercises are used to practice and reinforce the language points.2. Language practice:Students work individually or in pairs to complete language exercises related to the passage, using the target language points.Step 5: 拓展活动1. Extension activities:Teacher provides extra reading materials, videos, or interviews related to child labor and poverty issues for students to explore and discuss further.2. Role play:Students are divided into groups and assigned different roles to act out a dialogue or scene related to Elias' story, showcasing their understanding and empathy toward the topic.Step 6: 总结和评价1. Summary:Students summarize what they have learned from the passage and the activities.2. Evaluation:Teacher assesses students' performance in terms of their participation, comprehension, and language skills.Step 7: 作业布置1. Homework assignment:Students are assigned tasks such as writing a reflection on Elias' story, researching and presenting on child labor issues in different countries, or preparing a skit based on the passage.2. Review:Teacher reminds students to review the vocabulary, grammar, and reading strategies covered in this class.四、教学反思通过本节课的教学设计，学生在阅读、讨论、语言点拓展和互动活动中，可以全面理解并描述Elias的生活故事。
人教课标版必修1英语Unit5 Reading 课程教学设计
Unit5 Reading 公开课教学设计（二）谷桃Step 1. Warmers (Warming up and pre-reading)Activity 1—Divergent Thinking① Listen to a part of Martin Luther King, Jr’s speech—I have a dream.② Listen to Obama’s speech and pick out the adjectives he used in his speech.③ Listen to other people’s opinions about Mandela and pick out the adjectives they usedActivity 2—Active Thinking(qualities of great people) P 33able determined helpful loyal responsible wbrave e humble nice scalm f independent optimistic thoughtfulc g k popular wiseActivity 3—DescriptionIn my opinion/I think William Tyndale is a great/famous person who is hard-working and strong-minded.I think Norman Bethune is a great person who …Step 2. Fillers (Active Reading)Activity 1—Skimming1. Predict the relationship between Mandela and Elias.2. Who is the person on Page 34?3. What’s the main idea of the story?4. Search the information.time What happened to Elias?19521963Activity 2—Detailed Reading1. Before Elias met Mandela.Please read Para. 2 and answer the questions.1) What was Elias’ life like?His family… His ability… His job…2) Please find adjectives to describeElias’feelings____________________2. After Elias met Mandela—E got help from M. Please readPara. 3 and finish the tasks.1) What help did Mandela offer to Elias? He told Elias…2) Which adj. did Elias use to describe the day? __________3) How did Elias feel about his future then? __________3. After Elias met Mandela—E supported M.Please read the last Para..1) Please find adjectives to describe Elias’ situation and his feelings. _____________ but ___________.2) Please find two sentences to support the adjectives._____________________________________________________________________ _________________________________________________________Step 3. Coolers (Post-reading)Activity 1— ConclusionAs for Elias, Mandela’s help changed __________________________________.As for black people, Mandela helped them______________________________. Mandela devoted all his life to helping others.Great people are those who devote____________________________________. Activity 2—Integrated Development1) Mandela in my students’ eyes.2) Mandela in your eyes (Write down your ideas).Consolidation Homework Compulsory1) 你担任你校报社小记者，请用英语为报社人物专栏介绍一位传奇人物Nelson Mandela。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
教学设计方案Unit 5Nelson Mandela---A Modern Hero（Reading）Elias’ Story案例题目：《Nelson Mandela---a modern hero》45分钟阅读课教学设计方案一、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，并通过学习伟人的优良品质来提高自身的道德品德修养。
而Reading 介绍了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。
并且学习相应的阅读技巧来提高他们的阅读能力。
二、学习者特征分析此课的教学对象为高一级的学生。
这些学生思维活跃，自主性强，学习能力高，相比初中已不需要老师过多的监督了，而这些学生已经在初中阶段的英语学习中,已经积累了一定的词汇基础,并掌握了一些简单的学习策略和技巧,具有初步的英语听说读写能力，也能展开相对简单的话题讨论，思维能力强，因此教学中应多注意培养学生的口头表达能力和发散他们的思维能力，但学生的英语水平参差不齐，教学既要进一步培养尖子生的学习能力又要保证能力稍弱的学生能听懂，调动他们的积极性，使他们愿意学，在学习的过程中享受到乐趣。
因此设置问题和教案设计都应考虑全体学生的接受程度，做到因材施教，兼顾各个学习层的学生，从而使他们有所收获。
三、教学目标1、知识与技能目标：能够对Nelson Mandela有深一步的了解和掌握描述人类品质的相关词汇和句型，能自如的运用“In my opinion/ I think/ As for me...表达自己的观点，并且对阅读部分“Elias’ story”这篇文章有全面的把握。
2、能力目标：训练学生的阅读技巧、略读、寻读等，形成用英语获取信息、处理分析信息的能力。
并鼓励学生开口说英语。
3、情感与态度目标：1)通过学习激发学生对英语学习的浓厚兴趣。
2) 使学生在领会语言丰富多彩性的同时学习伟大人物的优秀品质，不断提高自身的品格修养。
3)通过对课文学习的小组讨论等形式，帮助学生养成团结、协作的品质。
四、教学方法本节阅读课根据学生的认知规律，遵循整体教学的原则，从导入到阅读前，阅读中，阅读后各个部分进行详细的教学策划。
1.教法说明1) 任务教学法：结合学生的生活经验和兴趣设计相当的任务值，让学生在完成任务的过程中学习到应有的知识并提高语言的沟通能力。
同时让学生带着问题去阅读，找出相关答案，并分析整理形成自己的观点。
2)情景教学：通过举例以及观看相关视频让学生了解伟人的生平事迹，并谈谈自己的感受。
3)多媒体教学：充分利用英语教学资源，如使用音频，电脑多媒体等，拓展学生的学习渠道，激发学习兴趣，提高教学效果。
2. 学法说明学习方式，应该激励学生的自主学习意识，加强互助学习与练习，本课通过小组分工合作，讨论和探究，培养他们的团队合作精神，使学生收获成功的乐趣，增强学习英语的自信心以及激发学生学习英语的热情！五、教学过程根据上述的分析，本课时采用了“自主，互动，探究”的教学方式，辅助以多媒体，以求达到较好的教学效果。
教学流程如下：（一）Lead-in （10 mins）（1）Play a song sung by Mariah Carey------heroLook at the lyrics and fill in the blank.There's a hero. If you look inside your heart.You don't have to be afraid of what you are. There's an answer. If you reach into your soul and the sorrow that you know will melt away, and then a hero comes along with the strength to carry on, and you cast your fears aside, and you know you can survive. So when you feel like hope is gone. Look inside you and be strong. And you'll finally see the truth. That a hero lies in you.(2) Play a guessing gameAccording to some key words to guess who the person is.1) singer；in a low and unclear way；English name begins with J. ----Jay Chow2) founded the first Republic in China；believed in three principles: nationalism,people’s rights,people’s livelihood.(民族，民权，民生）----Sun Yatsen 3) a doctor；fought against German Nazis and Japanese invaders；many Chinese soldiers-----Norman Berthune 4) basketball player；very tall；come from Shanghai，China ----Yao Ming (3) Show Ss 4 pictures about some famous people and let them thinkof the following questions:Q1: What kind of people do you think are they? (They are famous people.)Q2: Who of them are great people? （Sun Yatsen and Norman Berthune）Show the definition of famous person and great person.Famous person：A famous person is a well-known person who works harder at their jobs and makes a huge success.Great person：A great person is someone who devotes his/her life to helping others.(4) Free talk-----Who's your hero/heroine？Ask students to describe their hero by choosing the words in the chart：Quality of a great personHardworking 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 Suggested answer：My hero is Jackie Chang.Because he’s a good actor. He’s generous and kind.（二）Pre-reading （7 mins）⑴Ask students to enjoy a video.It's about a song named《光辉岁月》.At the same time,ask students to watch the video carefully and pay attention to the lyrics of the song.After watching the video,students should answer two questions:Q1: What a beautiful song, do you know who is the writer? Ss：Huang Jiaju Q2：Do you know for whom is this song written？Ss：Nelson Mandela(2) Play a piece of news-----about the description of Mandela' s life.(1) After watching,answer one question:Q：Which day is the Mandela International Day？Ss：July 18th(2) Get to know more about Nelson Mandela:（三）While-reading (22 mins)(1) Ask students to look at the title of the text and introduce Elias to students: Eliasis a poor black worker in South Africa. He knows Nelson Mandela very well. If you want to know more about Nelson Mandela, you should find him.Then to guess:What's the connection between Elias and Mandela?猜测完后先不公布答案，而是让学生带着问题去略读文章。
(2)Ask students to answer one question:How many paragraphs are there in the passage?----There are five.(3) SkimmingGive students several minutes to skim the text and try to analyze the structure of the text according to the chart.Part Paragraph Main idea1 Paragraph 1-2 The life of Elias before he met Nelson Mandela.2 Paragraph 3-5 The change of Eli as’ life after he met Nelson Mandela.(4) Detailed Readinga. 1. According to Part 1(para1&2), try to find out the timeline of Elias.Timeline Elias’ life1940 Elias was born.1946 Elias began school.1948 Elias left school.1952 Elias went to Nelson Mandela for advice.2. Decide T or F.(1) Elias went to see Nelson Mandela when he was in trouble. (T)(2) Nelson Mandela was a black lawyer.(T)(3) Nelson Mandela offered guidance to poor white people on their legal problems.(F)(4) Elias was unable to read or write because he was lazy.(F)(5) Elias was born in Johannesburg.(F)b.Read para 3 and try to answer three questions:1. How did Nelson Mandela help Elias to keep his job?Answer:He told him how to get the correct papers.2. Why did Elias join the ANC as soon as he could?Answer: Because he trusted Nelson Mandela.c.Read para 4 and ask students to close their textbook and take out notebook. Then listen to the tape to fill in the blank. It's about the truth of the rights of black people.Black people could not vote or choose their leaders. They could not get the jobs they wanted. The parts of the town in which they had to live were decided by white people. The places outside the towns where they were sent to live were the poorest parts of South Africa. No one could grow food there.d.Ask students to read the quotation word of Nelson Mandela and choose the best answer for the following question:How did the ANC Youth League fight against the government? (C)A. They fought against the government in a peaceful way.B. They shoot the government officials.C. They decided to answer violence with violence.e.Read para 5 and try to answer the following two questions:Q1:Which year did Elias help Nelson blow up some government buildings?Answer: In 1963.Q2: Why did Elias support violence when he did not agree with it?Answer: Because he wanted to realize their dream of making black and white people equal.（四）After-reading (5 mins)After learning the text, now ask students to choose the correct answer according to their understanding of the reading passage.Choose the best answer according to the text.Q1. What’s the connection between them? (B)A.StrangersB. friendsC. Father and sonD. Teacher and studentQ2. What is the general idea of the story? The story is about ____ (C).A.the poor life of black people in South Africa.B.the life of Mandela.C.how Mandela helped black people.D.how Elias met Mandela. （五）Homework (1 mins)(1) Recite the words on P95 &P96.(2) Find out the difficult points from the text.(3) Do the exercises after class.六、教学后记我根据高中英语新课标的要求，对整节课进行了详细的教学设计。