NelsonMandela—amodernhero教案
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 。
高一年级英语教案NelsonMandela-amodernhero
高一年级英语教案：Nelson Mandela - amodern hero(Teaching plan of warming up and pre-reading)一、Background information1. Students: Class 13 Grade 1, 60 students,2. Lesson duration: 40 mins二、Teaching aims1.Can know the adjectives and use them to describe the quality of great person.2.Can know something about the lives of some great people3.Can know the difference between great person and famous person.4.Can be motivated by great person through learning about their great contribution.5.Can improve Ss’ oral English.三、Teaching focus and difficult pointsTeaching focus:1.The adjectives about personal qualities and sentences “what do you think are most important qualities to make a great man?” “why do you think so?”2. The contribution of some great person3. The definition of great person.Difficult points1.How to distinguish a great person and famous person2.Some great person’s autobiography3.How to use the properadjectives to describe a person.四、Teaching methods:1. Speaking method2. Task-based method3. Discussion method4. Pair work or group work method五、Teaching aids:1. Blackboard, chalks2. Radio, word cards六、Teaching procedures★Step 1 warming up (1min)Greetings: good morning, boys and girls. Nice to see you again, the weather is getting cold. You should put on more clothes and keep warm. Take care of yourselves and don’t catch a cold, ok?★ Step 2 Revision (5mins)Check homework answers of newspaper Reading B C D E with Ss.★Step 3 lead in (4 mins)Listen to a song《光辉岁月》Then ask Ss “Do you know the name of this song?”“What is the meaning of this song?”----in honor of Nelson Mandela★Step 4 presentation (30mins)I. Boys and girls. I think you must be very familiar with your desk mate. So now I’d like you to use an adjective to describe her/ him. For example, she is very active. He is very lazy.Ss think for 1 min. and then ask several Ss to answer.II. Open the textbook to P33, warming up1. Explain the adjectives to Ss. classify them into good qualities and bad qualities. Ss answer together.2. What qualities do you think a great people should have? You can use those adjectives to describe3. Can you name some people who are great?4. Talk about famous person and great person.(马克思，林肯，*，刘翔，周杰伦，雷锋?….)DiscussionactivityWhat do you think is the difference between great person and famous person?Use the following expressions to ask for others’ opinions:• What do you think of …?• What’s your opinion?• What are your ideas?• Do y ou have any thoughts on that?• How do you feel about that?• Why do you think so?Explain the difference between great person and famous person.Great person:He/she must devote himself/herself to helping others and do things for the social good even though he/she has to give up his/her money, families and his/her life. That is to say, he must devote his life to helping others and they would sacrifice something for others.Famous person: someone who is well-known work hard and a huge success.III Pre-reading1.Do you think great people are famous? Are famous people great?2.Look at the six pictures in the book; finish the diagram on the blackboard.Explain each person in detailIV Language points1.die for为…而死E.g. He died for his beliefs2. Fight for/ against为…..而斗争、作战3. free from/ of不受….伤害，影响，免于4. in prisonIn the prison6.the first ..to..第一个干某事的…E.g. he is the first one to come to school.★Step 5 optional practiceFurther introduce Nelson Mandela.★Step 6 conclusion (2mins)In this class we have learned many things about great person, next class we’ll talk more about Nelson Mandela ★Step 7homework(1mins)1.Review what have learned, esp. the new words.2.Do homework in《成才之路》P34 Close and ReadingA B七、Blackboard designUnit 5 Nelson Mandela--a modern heroGreat people:Famous people:八、Teaching reflection(To be written immediately after the lesson)。
PEP高中英语必修1 Unit 5 Nelson Mandela--A Modern Hero阅读课教学设计
阅读课教学设计Nelson Mandela--A Modern Hero人教版必修1第五单元（Reading and Comprehending）一、学生分析高一学生大多在16-17岁，已意识到学英语的重要性，有学好英语的欲望。
通过初中三年的学习，大多数同学已具有一定的听、说、读、写能力、自主学习能力和分析理解能力。
根据高中英语教学的要求，要进一步提高他们听、说、读、写能力，尤其是阅读和写作能力。
在本单元的第一课时，学生学习了一些人物的重要事迹及其伟大品质。
本课时将引导学生阅读“Elias’story”,并指导学生用书面的形式完成人物介绍。
二、教材分析这是本单元第二课时阅读课，本节课主要是展示曼德拉的伟大品质。
让学生通过学习Elias的故事，了解曼德拉的伟大品质，向他学习，提高自身素质。
可将Using language 中的Reading 插到阅读课文前完成，让学生更全面地了解曼德拉的生平。
按照《高中英语课程标准》的要求和学生的实际水平，本节课所设计的内容有针对性地培养学生的阅读能力和写作能力，使他们养成良好的学习习惯。
三、教学目标语言知识：通过阅读本文及完成相关的练习，学生能正确理解文章内容，初步认识相关词汇及关系副词引导的定语从句；通过学习和讨论，了解曼德拉和伟人身上所具有的伟大品质。
语言技能：通过学习、归纳和老师的引导提示，提高阅读理解能力，学会用英语介绍一个人的生平及描述其伟大品质。
学习策略：通过自己解决问题和小组讨论，培养自主探究学习和合作学习的能力。
教学策略：利用计算机教学辅助手段，引发学生对本话题的兴趣，调动他们的学习积极性，加大课堂密度，让学生在有限的时间内获得更多的知识；通过讨论、归纳等方法，给学生提供思考的空间，激发他们思维，积极主动地投入到学习中，并在实践中提高听、说、读、写的能力。
情感态度：通过参与课堂活动和师生、生生之间的讨论，激发学生的学习热情，加深对伟人的了解和认识，提高自身素质。
教案：Unit 5 Nelson Mandela-a modern hero-reading
Unit5 Neslson Mandela a modern hero-reading教案Teaching goals1.To talk about people’s qualities and inspire the students to discover the value of thegreat man’s work.2.To read on capable people’s life stories and know more information about NelsonMandela.3.Enable the students to express their ideas logically.ProceduresStep 1. Warming up(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: …Q: Why?S: …Q: Do you think he is a great man?S: …Q: Does he do anything for others? / What contributions does he make to society?S: …(Show 4 pictures in talking part one by one)Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?(Give background knowledge)Conclusion: Let Ss say: so a great man is a man_______________________________________. (Show a picture of. Nelson Mandela)Q: What do you know about him? Is he a great man? Why?(Get into Brainstorming)T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela.Step 2.Fast ReadingQ: What does he think of Nelson Mandela?Why?What happened between Elias and Nelson Mandela?Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .Step 3 Careful readingT: Here is your fi rst impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?Q1: When and where was Elias born? What was he?( 1940, born, black worker )Q2: Was he educated? When? How long?( 1946( six), educated, two years )Q3: Why did he leave school so early?( not continue the fee )Q4: So what was the result? Could he get a job? What job? Was he happy then? Why?( get, worried about, out of work, no passbook )Q5.Who helped him? What did Nelson Mandela do at that time?( Nelson Mandela, opened, advise )Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?( get …)Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?( ANC, no vote, not choose )Q8: Where did they live?( poorest )Q9: What did Nelson Mandela say?( accept, fight )Q10: How to attack the law?( broke, peacefully )Q11: But did they answer violence with violence? Why?( answer with violence, not allowed )Q12: Did Elias like violence? Did he join the ANC Youth League? Why?( realize his dream, make equal )Q13: So how did they do?(blow up )Q14: What would be the result if they were caught?( be put in prison )Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?( Robben island, not escaped )Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?( began, taught )Q17: Did Elias study hard? How?( under…make candles..)Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?( allowed… not stopped…)Q19: Could Elias get the degree? Why did he feel good about himself?（not cleverer ）Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?( four, educated )Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?(found out, twenty years, came to power, helped again )Q22: Was Elias happy to accept this job? Did he give up this job? Why?( bad, came back to , encourage, said,)Q23: What did he think of this job now,? Why?( am proud to…)Q24: What’s the purpose of writing this story? How does the writer tell? How many part s was the whole story divided? / How many times did Nelson Mandela offer help to Elias?Ss: The purpose of writing this story is to … . The writer tells…by….Step4 RetellingT: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?Retelling (Choose one of them to retell )1. Suppose you were Nelson Mandela, retell the story.2. Suppose you were Elias’ wife, retell the story.Step5. Role play (an interview )T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on Robben Island. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!How did you get to know Nelson Mandela?What did he do to help you keep your job in a gold mine?Can you explain to me some of Nelson Mandela’s political ideas or beliefs?What was Nel son Mandela’s way of fighting? Why did he change to violence?What was life like on Robben Island?We know you couldn’t read or write, for you left school early, but now you can.Where did you learn to read and write?Why did you become a tour guide? What do you think of your present job?(Let students come to the front to show their interview. Students can start the interview like this:Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)Step6. Homework1. Try to find out some useful expressions and phrases.2. Work in four to find more information about Nelson Mandela.。
Module 5 Nelson Mandela—a modern hero教学设计内容
英语教学设计Module 5 Nelson Mandela—a modern hero一、教学设计与分析Step 1. Leading in:以Obama访华为切入点，导出关键词black and successfu并提问：Could the black be as successful as Obama in the past?1. 展示图片：白人警察打黑人，有的甚至被殴打致死，但是在曼德拉以及马丁路德金等人的努力下，现在的黑人已经享有了和白人一样的权利。
2. 播放视频：播放曼德拉出狱时的视频，因为视频材料是英文独白，中文字幕的，所以大部分学生可以从中了解到曼德拉的伟大事迹，进而感受到曼德拉为了黑人争取平等权利所付出的代价。
而文中的Elias就是广大黑人中的一个，所以曼德拉也必然帮助过Elias。
同时板书标题：Elias’StoryMandela(great)HelpedElias (ordinary)设计意图：过去与现在的黑人处境对比，突出曼德拉、马丁路德金等人的无私和伟大。
并导入本文的课题Elias’s story.Step 2. VIP words:将文中的新单词列出来，并领读，要求他们说出汉语意思。
设计意图：因为不了解四中的教学进度，所以在课前加入这个练习，以起到为下面阅读扫清障碍的作用。
Step 3. Scanning:给学生5分钟时间阅读课文，找出时间、地点、人物信息。
可以讨论进行。
设计意图：因为这是学生第一次阅读课文，而且本文又是叙事类的文章，所以我给了学生足够的时间去了解和熟悉文中的主要人物，以及事件发生的时间和地点背景。
Step 4. Skimming:给学生两个任务：1. 首先分段，然后将段落号与段落大意连线。
(在分段的过程中，学生有两种看法，一种认为该分为五段，而另外一些则认为应该分为七段，我停顿了一分钟让学生有时间仔细的思考，最终大家一致认为将文章分为五自然段更合理，因为在中文里，引语应该归为上一段。
教案： Unit 5 Neslson Mandela-a modern hero（全单元）
Unit 5 Nelson Mandela– a modern heroContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析（Analysis of the teaching materials）三、教学安排(Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、评价与反思(Assessment and reflection)一、教学目标和要求(Teaching aims and demands)根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, g old，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely短语(Phrases and 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 to功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（Giving opinions）Why do you think so? What do you think of ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....2．评论（Making comments）Good idea! That's an excellent idea．语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）The person to whom you should be grateful for a peaceful South Africa is Nelson Mandela.扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution （革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign （从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
Unit 5 Nelson Mandela—a modern hero(第一课时)教案
Unit 5 Nelson Mandela—a modern hero（第一课时）1.Teaching content:NSEFC Module 1 Unit5 Nelson Mandela—a modern hero Warming Up, Pre-reading, Reading2.Teaching objectives:By the end of this lesson,students will be able to:1) get the hang of the pronunciations, spellings, meanings and uses of these important words: quality, mean, active, generous, selfish, selfless, devote, found, republic, principle, peaceful, mankind;2）use what they have learned to describe a great person;3）asking for opinions and giving opinions on a person;4）improve reading ability and let them learn different reading skills,like predicting,skimming and scanning;5)learn to grasp the main idea of a text or a passage;6)know about some great people and learn their noble qualities,especially Mandela;7)develop cooperative learning strategies through participating group work of discussions3.Teaching focus and difficult points:1)Teaching focus:① Use what they have learned to describe a great person;② Know about some great people and learn their noble qualities,especially Mandela;2)Teaching difficult points:①Asking for opinions and giving opinions on a person and express themselves bravely;②Improve reading ability and let them learn different reading skills,like predicting,skimming and scanning.4.Teaching methods:1) Communicative Language Teaching;2) Task-based Language Teaching.5.Teaching aids:1）PPT；2) Blackboard.6.Procedures:Step 1. Warm-up (7mins)1)Familiar words: show some pictures of some famous people with relative information and words in PPT.Ask Ss to fill the blanks with the words in Warming Up.For example, Lei Feng always helps others and asks for nothing, so he is a warm-hearted and reliable person.2)New words:Ss do a guessing game:Do you know the meaning of the words?① He is very mean and has never paid the bill when we have dinner together.② It is very generous of you to lend us the car for our holiday.③ Jack often takes an active part in social life. He is not only a good player of the school football team, but also a leader of our English club.④You shouldn't think only about your own needs. It's too selfish.⑤She has selfless love for the children in her class. They remain devoted friends for many years.Then present the English meanings of the new words in PPT and teach them:quality,mean,active,generous,selfish,selfless,devote.3)Ask: We have known different kinds of qualities, so what kind of person do you want to be?What kind of person don’t you want to be?Write down the answers of Ss and summarize:In conclusion,we all want to be a person who is hard-working,friendly,warm-hearted,determined,wise,active,generous,easy-going,relia ble,brave,selfless,devoted,handsome,nice,honest,famous,calm and lovely.Because these words are positive.But we all don’t want to be a person who is lazy,cruel,mean,unkind,selfish and stubborn.Because these words are negative.Step 2. Pre-reading (33mins)1)Setting the scene (11mins)① Give 1 minute for Ss to read the six pieces of information in Pre-reading and ask them to circle the unfamiliar words.②Write down the the unfamiliar words they answer together,and teach them.③Read loud the information of the six people respectively. Ss do a guessing game.For example,1.He was a doctor.2.He saved many Chinese solders during World War II.Who is he ?④Discussion：In pairs,discuss if they were/are great men, give reasons and fill the table using the words we learned in Warming Up and the sentences (Asking for opinions and giving opinions )on Page 39.Names What he did His qualities Is he a greatman?Why? William TyndaleNorman BethuneSun Yat-senMohandas GandhiNelson MandelaNeil ArmstrongMake a example with a student for Ss.Ask some students the question:Who are great people?Why?Then summarize:Most great people are also famous people, but famous people may not be great people. A great person is someone who devotes his/her life to helping others.So Armstrong was only a famous person.Tyndale,Bethune,Sun Yat-sen,Gandhi,Mandela were not only famous people,but also great people.⑤Especially,Mandela was the worldly great person.Then let me enjoy a song to know more about him(a song named Glorious Days with some pictures about Mandela’s life.⑥Ask Ss to page to P39 and help them read the timeline of Mandela’s life.And tell them Elias’ Story happened after 1952.Let’s learn Mandela in Elias’ eyes.2)Predicting (2mins)Ss are asked to make a guess about the topic of this unit from the title and the picture.For example,What’s the relationship between Elias and Nelson Mandela?A.StrangersB. FriendsC. Father and sonD. Teacher and studentWhat would be told about Elias and Nelson Mandela ?Reading strategies: Make a guess according to title before reading.3)Skimming(5mins)①Give Ss 1 minute to read the passage quickly and see who is the most quickest.②Ss are asked to answer the questions:How many parts can the passage divided into?Give subtitle to each parts.What’s the main ideal of this passage?A.the Elias’lifeB.the relationship between Elias and MandelaC.Mandela in Elias’ eyes③Give them the answer and mention the reading strategies:Find the main ideal from the first part and the last part of the passage and eachparagraph.Understand the unfamiliar words according to the context and word formation.4)Scanning(12mins)①Ss are asked to answer the questions:When was Elias born?A.In 1952.B. In 1940.C. In 1964.D. In 1920.What does out of work mean according to the second paragraph?A.have a jobB. do not have a jobC.have a good jobD.have a low-pay jobTURE OR FALSE:Nelson Mandela helped him keep his job.Elias trusted Nelson Mandela and he joined the ANC Youth League.②Ss are given 8 minutes to read the passage and answer the question.Then Ss discusstheir answers.③Ask some students’ answers and ask them how to find the answers,mentioning thereading strategies at the same time.Step 3.Careful reading(3mins)Ss read the passage carefully and underline what they can not understand.Step 4.HomeworkTry your best to find the answers to what you have underlined.In groups, then discuss what you have not settled.If there are still questions you can not settle after discussion,ask me next class.And I will ask you some questions about this passage next class.7.Blackboard designUnit5 Nelson Mandela—a modern heroNew words:quality,mean,active,generous,selfish,selfless,devote,found,republic,principle,peaceful,mankind.Function:Asking for opinions and giving opinionsElias’ Story:Part 1(para.1-2)Elias’ life before he met Nelson Mandela.Part 2(para.3-5)The change of Elias’ life after he met Nelson Mandela and what Mandela did.。
Nelson Mandela---a modern hero教学设计
Unit 5 Nelson Mandela---a modern hero教学设计(1) 课题：Nelson Mandela---a modern hero(2) 教材分析与学生分析：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。
Warming Up部分利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质；Pre-Reading部分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；Reading部分介绍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。
Comprehending部分利用判断正误和时间顺序来整体理解课文。
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部分是有关关系副词where, when, why引导定语从句的用法，并通过练习加以巩固；Using Language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，要求写一封信。
注意信的格式。
(3) 课时安排：The first period: ReadingThe second period: speakingThe third period: GrammarThe forth Period：Extensive readingThe fifth period: ListeningThe sixth period: Writing(4)教学目标：①知识与技能：了解Nelson Mandela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。
高中英语教案Nelson Mandela-a modern hero
高中英语教案Nelson Mandela-a modern heroUnit 5 Nelson Mandela-a modern heroTeaching PlanTeaching Aims:Knowledge aim:Students will understand the information contained in the time-line in the textbook and find out what happened to him in 1999;Ability aim: Students can discuss with partners according to that time-line;Students ability of writing a summary about a person can be trained;Students ability of writing about their own idea about a great person can be improved;Emotional aims: Students can gain a better understanding about great persons;Students could enjoy discussion.Teaching Key:Helping students understand the information contained in the time-line in the textbook and find out what happened to him in 1999.Difficult Points:Improving students ability of writing about their own idea about a great person.Teaching Methods:Group discussion, Process writing.Teaching Procedures:Step 1 Pre-writingWarming-up:Let students have a free talk about what they find about Mandela after the last lesson.Reading:Ask students read the time-line about Mandela in the textbook and deal with those words in black. Then find out what happened to him in 1999;Discussion:Review those expressions in the textbook with students. Ask students to discuss the questions below in groups.What kind of person do you think Nelson Mandela is?What qualities does he have? Why do you think so?What qualities make him a great man?Those useful expressions in the textbook should be used in their discussion. Spokesman from each group report their discussion with all others and teacher would give them some help in forming a clear idea.Step 2 While-Writing:Then teacher would dispose two pieces of writing task for students: write a summary of Nelson Mandelas life using the time-line on page 39 in textbook; write a short paragraph about your ideas on Nelson Mandela with the result of discussion and the information collected before this lesson. 10 minutes is the time-limit.Step 3 Post-writingAsk students to evaluate and edit writing in pairs. Those two pieces of standard in textbook must be taken into account.。
英语教案Unit 5 Nelson Mandela-a modern hero (全套教案)
英语教案Unit 5 Nelson Mandela-a modern hero (全套教案) Teahing plan f Unit Nelsn andela-a dern herTeahing ais:1 TpiThe qualities f a great persn;The lives f se great peple2 Useful rds and expressins:her qualit illing ative republi priniple fight peaeful prisn prisner perid la advise ntinue fee gld uth league stage vte psitin aept vilene equal blanet degree guard eduated terrr fear ruelt reard right(n) riinal leader president sentene(v) sinerellse heart in truble rr abut ut f r uth Le ague as a atter f fat bl up put… in prisn e t per set up be sentened t3 Funtinal ites:A Giving pinins:h d u thin s?hat d u thin f …?hat’s ur pinin?I agree/ dn’t agreeI thin/dn’t thin…I prefer…In pinin…I’afraid…B aing ents:Gd idea!That’s an exellent idea4 StruturesThe attributive lause (II)由here, hen, h, 介词+ hih, 介词+ hen 引导的定语从句。
Nelson Mandela—a modern hero教案
Nelson Mandela—a modern hero教案Unit 5 Nelson Mandela—a mod单元规则本单元的中心话题是当代英雄纳尔逊曼德拉(Nelson Mandela—a mod)，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。
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。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(ding)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。
“热身(Warming Up)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前(Pre-reading)”部分以表格的形式提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。
从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。
“阅读(Reading)”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，从侧面向学生展示了他的高贵品质。
由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。
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。
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NelsonMandela—amodernhero教案Unit5 Nelsonandela—aodernhero单元规则本单元的中心话题是当代英雄纳尔逊•曼德拉，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。
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。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身”“读前”“阅读”“理解”“语言学习”“语言运用”“小结”和“学习建议”。
“热身”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前”部分以表格的形式提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。
从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读的思考，为下面的阅读作好充分的准备。
“阅读”部分Elias以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，从侧面向学生展示了他的高贵品质。
由于学生在学习“读前”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。
同时，还可让学生找出课文中的定语从句以及其先行词和引导词，以便更好地掌握定语从句的用法。
阅读完课文，还可让学生用一句话归纳全文或各段落的中心内容，的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解”部分设计了四个题目，目的是使学生在阅读的基础上整体理解课文。
题为是非判断题，帮助学生逐步加深对课文的理解；第二题为回答问题；第三题为信息采集题，考查了学生的细节理解能力；第四题要求学生讨论并用自己的话解释曼德拉的语录，考查学生对长句、难句的理解。
“语言学习”部分突出了词汇和语法的学习与训练。
词汇部分提供了三个题目：题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。
本单元的语法是hen,here,hy,介词+hich，介词+ho引导的定语从句。
设计的练习紧密联系课文，能加深学生对的理解。
“语言运用”部分分为“听力”“阅读和讨论”和“说和写”三个方面的内容。
“听力”部分，Elias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，材料内容是阅读课文内容的延续，练习包括四个项目：题要求学生在听前讨论问题：hatthingsdoyouthinereunfairinSouthAfrica?；第二题要求写出大意；第三题要求填表比较当时白人和黑人的生活和工作情况；第四题讨论的两个问题是开放性题目，有利于培养学生用英语进行总结概括自己思想的能力。
“阅读和讨论”部分也是本单元主要阅读篇章故事的延续，Elias谈到他在罗本岛监狱得到了曼德拉的帮助，在非国大掌权后他又回到罗本岛监狱担任导游。
学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。
该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。
“说和写”部分要求学生在前两部分的基础上，为曼德拉写生平简介或者写一篇短文谈谈对曼德拉的看法。
为了让学生完成写作任务，教材又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。
目的是训练学生选取和组织材料，写出具有说服力的短文，这有助于提高他们的语言概括能力。
“小结”部分是单元学习的检查和反馈，要求学生自我归纳本单元所学的语言知识以及从曼德拉身上所学到的高贵品质。
“学习建议”部分指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论和看法，以学会正确地评价人物。
同时指导学生进一步提升阅读这类的技能和技巧。
此外，在整个单元的教学中，要始终注意培养学生的认知策略，引导他们进一步了解史实和事件，加深对种族及种族歧视、不同国家不同历史年代人物与事件的认识和理解。
一方面，鼓励学生在课外利用网络和图书馆搜集有关资料，善于获得和充分利用网络资源；另一方面，着重培养学生的情感策略，激励学生热爱和平、自由、民主、平等、守法，鼓励他们积极上进，奋斗创新。
知识目标：本单元需要学习的重点单词为：hero quality illing active republic fight peaceful prison prisoner period la advise continue fee gold youth league stage vote position accept violence equal blanet degree guard educated terror fear cruelty reard rightcriinal leader president sentencesincerel本单元需要学习的重点词组为：loseheart introuble orryabout outofor youthLeague asaatteroffact bloup put...inprison etopoer setup besentencedto本单元需要学习的重点句型为：Areyouillingtodopublicserviceorithoutpay?ThetiehenIfirstethiasaverydifficultperiodofylife.Itisadoctor’sjobtoadvisepatientsonhealthprobles.Aftergettingup,healaysdrinsaglassofater,hichhebelie vesisgoodforhishealth.Thelastthirtyyearshaveseenthegreatestnuberoflasstop pingourrightsandprogress,untiltodayehavereachedasta gehereehavealostnorightsatall.onlythendidedecidetoanserviolenceithviolence. TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.Beforehecaetopoer,heasonceputinprisonforyears.0.Heassentencedtothreeyearsinprisonforstealing.1.Hetaughtusduringthelunchbreasandtheeveningsheneshouldhavebeenasleep.本单元需要掌握的交际功能用语为：发表意见hydoyouthinso?hatdoyouthinof...?hat’syouropinion?Iagree/don’tagree.Ithin/don’tthin...Iprefer...Inyopinion...I’afraid...评论Goodidea!That’sanexcellentidea.本单元需要掌握的语法为：定语从句TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.Thisasatiehenyouhadgottohaveapassbootoliveinjohanne sburg.ThereasonhyIgotajobasbecauseofyhardor...eereputinapositioninhichehadeithertoaccepteer elessiportant,orfighttheGovernent.ThepersontohoyoushouldbegratefulforapeacefulSouthAf ricaisNelsonandela.能力目标：能听懂人物和事件以及它们的关系，抓住所听语段中的关键词，正确理解话语间的逻辑关系。
能恰当地使用Ithin.../Idon’tthin.../Inyopinion.../That’sanexcellentidea等功能用语对英雄或伟人的品质发表意见，进行讨论。
能使用不同的阅读策略，通过不同渠道了解更多伟人的情况。
能用恰当的语言简单地描述人物，并简单地表达自己的意见。
情感目标：了解Nelsonandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境下为人类作贡献、不追求享乐的高尚精神，以提高自身素质。
课时安排Thisunitisconcernedithteachingstudentsabouthataesag reatperson.Ittellsstudentsthedifferencesbeteenafaou sorrichpersonandagreatone.ItalsotellssoethingaboutNelsonandela.Heaschosenastheexapleofaoderngreatanbec auseofhisfightforfairnessinSouthAfricaandhisfar-sig htedandgenerousideastothosehitepeoplehoereagainsthi .Hisideaonhotoresolveconflictscanbefoundintheteachi ngsofGandhi,hichheputintopractice.Afteranyyears’hardstrugglehehelpedhispeoplegetthesaerightsashitep eopleinhiscountry.Afterstudyingthisunit,studentsare expectedtoetobetrulyaareofthequalitiesofagreatperso nandnoaboutthelivesofsoegreatpeople.Thus,basedonthe thee,contentsandteachingobjectives,theholeteachingp rocedurescanfallintosevenperiodsasfollos:Period1:aringupandReadingPeriod2:IportantlanguagepointsPeriod3:Graar:theAttributiveclausePeriod4:ListeningandTalingPeriod5:ExtensiveReadingandSpeaingPeriod6:ritingandritingTasPeriod7:RevisionPeriod1 aringupandReading整体设计从容说Thisisthefirstteachingperiodofthisunit.Atthebeginni ngoftheclass,theteachercanleadinthetopicoftheunitby shoingstudentssoepicturesoffaousorgreatpersonsandta lingaboutthe.AstoaringUp,studentsayhaveadiscussionofthetoquestio nsingroups.Thispartshouldencouragethestudentstothin hatqualitiestheyhave.Itcanbeusedasanexerciseonitson orcanbecontinuedintothePre-readingsection.Afterdisc ussion,theteachercanhelpthestudentstosuupthequaliti esagreatpersonshouldhave.Pre-readingisaeypartoftheunit.Itisiportantbecauseit isherethestudentsexainethedifferencebeteenafaousand agreatpersonandthinofthequalitiesthatareneededtoaea greatperson.Theteachercanfirstcollectfrothestudents alistoffiveorsixqualitiesthattheythingreatpersonshave.Thenasthestudentstoreadtheinforationofeachofthes ixpersons,discussinpairshatqualitiesaeagreatpersona ndfindouthetherheisagreatpersonornot.ThereadingpassagetitledElias’Storyistointroducestudentstothequalitiesandabilitie sthataeNelsonandelasuchaninterestingpersontostudy.N otonlyasheabletoinspireanytofollohidespiteanydiffic ultiesbuthebecaeaninternationalsybolforfairnessandj ustice.anypeopleintheorlderesoinspiredbyhithattheyf olloedtheANccallforaboycottofSouthAfricangoodssenta broadforexport.Itashopedthateconoicpressurefroabroa douldhelptochangethepoliticalsysteandaelifefairerfo rallinSouthAfrica.ButitastheblacpeopleofSouthAfrica hohadtoputthegreatestpressureonthegovernenttoaechan ges.Thestoryistoldfrotheirpointofvie.Eliastellsthes torysothatstudentsdonotlosesightoftheproblesthatsoa nyblacpeoplehadtofaceinSouthAfricabeforeblacajority rule.ThepartsinquotationarsaretheordsspoenbyNelsona ndelaathistrialinRivoniatoexplainhisattitudetoviole nceandjustifyhisactions.Thisasaniportantspeechbecau seithelpedothercountriesunderstandthesituationinSou thAfricaforblacpeople.ItgavethereasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittooaveryl ongtiebeforethesituationiprovedandSouthAfricahadthe voteforeveryoneandablacgovernentledbyNelsonandela—ablacan.Theteachercanfirstgetthestudentstosifortopi csentencesofeachparagraphandgeneralidea,andthenscan forfurtherunderstanding.Becausetherearetooanyneords inthereadingpassage,inordernottoletstudentsfeeluchd ifficult,theteachershoulddealithanylanguageproblesh iletheyarereading.Afterreadingthetext,haveaclassdis cussionandplayaninterviegaeforthestudentstoundersta ndoreaboutthetext.Toconsolidatethecontentsofthereadingpassage,thestud entsshouldberequiredtoretellthepassageintheironords attheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdapetitionbeteengroups.教具重点Getthestudentstonoaboutthequalitiesagreatpersonshou ldhave.GetthestudentstolearnaboutNelsonandela.Getthestudentstolearndifferentreadingsills.教学难点Developthestudents’readingability.Enablethestudentstolearnhotogivetheiropinions.教学方法Tas-basedteachingandlearningcooperativelearningDiscussion教具准备Theulti-ediaandothernoralteachingtools三维目标noledgeais:Getthestudentstolearnthefolloingusefulneordsandexpr essionsinthispassage:hero quality illing active republic fight peaceful prisonprisoner periodla advise continue fee gold youth league stagevote positionacceptviolenceequal loseheart introuble orryabout outofor youthLeague asaatteroffact bloup put...inprisonGetthestudentstonothequalitiesofagreatperson.GetthestudentstolearnaboutNelsonandela.Abilityais:Developthestudentsreadingabilityandletthelearndiffe rentreadingsills.Enablethestudentstolearnhotogivetheiropinions.Eotionalais:Getthestudentstolearnnoblequalitiesfrogreatpersons.GetthestudentstolearnfroNelsonandelatodeveloptheiro ralqualities.教学过程设计方案→Step1aringupDiscussthefolloingquestionstoleadinthetopic:thequal itiesagreatpersonshouldhave.hentalingaboutaperson,hatadjectivescanyouthinoftode scribehisorherqualities?hatindofapersonareyou?Doyouthinyouhavethequalitiest obeagreatperson?hatarethequalitiesyoushouldfindinagreatperson?Asthestudentsfirsttobrainstorthequestions,thentodes cribetheselves.Tellthetheadjectivesintheboxinthepar taringUponPage33illhelpthefindouthatqualitiestheyha ve.Finallyhaveadiscussioniththeholeclassandhelpthet osuupthequalitiesthatagreatpersonshouldhave.Suggestedansers:Adjectivesfordescribingaperson:ind,honest,brave,loy al,happy,ise,sart,friendly,ar,cheerful,popular,gene rous,hard-oring,diligent,ea,stupid,lazy,dishonest,e an,tense,cold,unind,iserable,dull,strong-inded,dete rined...Agreatpersonshouldbedeterined,hard-oring,unselfish, andgenerous.Heshouldfollohisideasandneverlosehearth enheisintrouble.Heusuallygivesupsoethingtoachievehi sgoals.Heshouldbeillingtodopublicserviceorithoutpay ,beactiveinsocialactivities,getsonellithothers,andh elpothers,etc.→Step1Pre-readingLooingandanseringLooatthesixpeopleinthepartPre-readingandanserthefol loingquestions.)canyourecognizethe?hoarethey?)Doyouthintheyareiportantpeople?hyorhynot?)Doyouthinallofthearegreatpeople?oneinuteforstudentstothintheover.Thencheciththehole class.Suggestedansers:)yes,theyare,becausetheyhavedonesoethingreallyi portanttobenefitacountryortheorld.)No,Ithinnotallofthearegreatpeople.DiscussingandspeaingStudentsreadtheinforationofeachofthesixpersons,disc ussinpairshatqualitiesaeagreatpersonandfindouthethe rheisagreatpersonornot.hentheyarediscussing,reindthestudentstousethefolloi ngexpressionsforgivingandasingforopinions:Ithin/Idon’tthin...;inyopinion;I’afraid...;Iagree/Idon’tagree...;Iprefer...;hat’syouropinion?hydoyouthinso?hatdoyouthinof...?Severalinuteslater,assoepairstoactouttheirdialogues.Asapledialogue:A:hatqualitiesdoyouthinaeagreatan?B:Inyopinion,agreatanisonehohasfolloedhisorherideas andsacrificedsoethingsothattheycouldberealized.A:hatisthedifferencebeteenafaouspersonandagreatpers on?B:Afaouspersonaybeell-nonbutifheorshehasnotgonethro ughstrugglesanddifficultiesfortheirnoblecause,theyc annotbecalledagreatperson.A:DoyouthinilliaTidalisagreatperson?B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andlaterhediedforhisor.A:Iagree.illiaTyndaleentthroughalotofstrugglesanddi fficultiesandevensacrificedhislifetorealizehisdrea. HeisagreatpersonthateverybodyhopicsuptheBibleustthi nof.No,let’setoNoranBethune.hatdoyouthinofhi?B:...→Step3hile-readingLead-inandguessingTellthestudents:Sofarehavetaledalotaboutgreatperson s.Doyouanttonooreabouttheandlearnfrothe?ell,earegoi ngtoreadaboutNelsonandela,agreatleaderhofightsforth erightsoftheblacpeopleandisconsideredasaodernhero.N oopenyourboostoPage34andreadthetitleofthetext.canyo uguesshatindofritingthetextis?SiingfortopicsentencesandgeneralideaGivethestudentsthreeinutes,asthetoreadthetextfastan dthenfillinthefor.TopicsentenceofParagraph1TopicsentenceofParagraph2TopicsentenceofParagraph3TopicsentenceofParagraph4TopicsentenceofParagraph5ainideaofthepassageSeveralinuteslater,chectheansersiththeholeclass.Suggestedansers:TopicsentenceofParagraph1ThetiehenIfirstetNelsonand elaasaverydifficultperiodofylife.TopicsentenceofParagraph2SadlyIdidnothavethispassbo obecauseIasnotbornthereandIasorriedabouthetherIould beoutofor.TopicsentenceofParagraph3ThedayhenNelsonandelatolde hattodoandhelpedeasoneofthehappiestdayofylife.TopicsentenceofParagraph4Thelastthirtyyearshaveseen thegreatestnuberoflasstoppingourrightsandprogressun tiltodayehavereachedastagehereehavealostnorightsata ll.TopicsentenceofParagraph5efirstbroethelainaayhichas peaceful;henthisasnotalloed...onlythendidedecidetoa nserviolenceithviolence.ainideaofthepassageEliasdescribeshoNelsonandelahelp edtheblacpeoplethroughhisonexperienceScanningfordetailinforation)Givethestudentsfiveinutes,asthetoreadthetextca refullytolocateparticularinforationandthendoExercis e1andExercise2inthepartprehending.)choosethebestanseraccordingtothetext.hatdisadvantagesdidEliashaveinfindingajob?A.HehelpedNelsonandelabloupthegovernentbuildings.B.Hehadpooreducation.c.Heasveryyoung.D.Hedidn’tanttoliveinjohannesburg.henasEliasborn?A.In1952.B.In1940.c.In1964.D.In1920.hichofthefolloingstateentsisnotthepurposeoftheriter inritingthepassage?A.TotellushogreatNelsonandelaas.B.Toletusnohytheyhadtofightforhuanrightsithviolence.c.Totellusaninterestingstory.D.ToletusnothelivingsituationoftheblacsinSouthAfric aatthattie.Itcanbeinferredfrothepassagethat______________.A.NelsonandelahelpedEliastoeephisjobB.Eliasashappytobloupthegovernentbuildingsc.EliasetNelsonandelaatschoolD.thegovernentashappyithNelsonandelaandtheANcSeveralinuteslater,chectheansersiththeholeclass.Suggestedansers:B B c AFurtherunderstandingGivethestudentsanotherseveralinutestodiscussthefoll oingquestions.Iftheyarenotsureabouttheansers,theyca nreadthetextagain.Encouragethetoreadthetextiththequ estionsinindandtrytofindouttheansers.)hatdisadvantagesdidEliashaveinfindingajob?)Hodidthehitepeoplestoptheblacpeoplefrobeingtreatedfairly?)HodidthenegovernentinSouthAfricatreatthehitepe ople?)hydidEliassupportandela?)hydidhesupportviolencehenhedidnotagreeithit?Theteachercanjoininstudents’discussionorasthetoanserthequestionsindividuallyand thencheciththeholeclass.Suggestedansers:)Pooreducation;noperittoliveinjohannesburg.)Throughunfairlas.)Theytreatedthehitepeopleasellastheblacpeople.)Therearethreereasons:Firstly,andelaoncehelpedh iandheconsideredandelaindandgenerous.Secondly,heagr eedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.)Becausetheirattepttoattacthelainapeacefulayfai led.Theyhadtoanserviolenceithviolence.Languageprobleshilechecingtheansersiththeholeclass,asstudentstofin dtheneords,phrasesandstructuresthattheyfindostdiffi cult,helpthetounderstandanddealithanylanguageproble s.ReadingaloudtotherecordingPlaythetapeofthetextforthestudentstolistenandfollo. Thenasthetoreadthetextaloud.→Step4After-readingDiscussingandanseringGivethestudentsseveralinutestodiscussthefolloingque stionsandthenasthetoanserthe.)Doyouthinitisfairtotreatothersbadlyforthingsth eycannotchange,liethecolorsofsinoreyesortheraceoneb elongsto?Giveareason.)hatdoyoulearnaboutNelsonandelafroElias’Story?)DoyoulietheayEliastellshisstory?Giveareason.Severalinuteslater,discussandchectheansersiththehol eclass.Suggestedansers:)No,becausethereisnothingonecandotochangeoripro vethesituation.)Inothatandelaisagreatleaderhofoughtforequalrig htsfortheblacpeopleallthroughhislife.Heorganizedthe ANcyouthLeaguehichfoughtagainstthegovernent.Heisinf avorofpeacefulfighting.Heisind,helpful,generous,bra ve,anddeterined.)IlietheayEliastellsthestory.Eliasisablacorerit honlyalittleeducation,soheusessoesipleandshortsente ncestodescribehisexperiencesandhiscontactithandela, andthusaestheholestoryorereal-lieandclosetothereade rs.Thequotedspeechinthestoryobjectivelyrevealsandel a’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.PlayinganinterviegaeAsthestudentstodoanintervieinpairs.Supposeoneisajou rnalist,andtheotherisElias.Ajournalistisintervieing Eliasiththefolloingquestions.)hendidyoufirsteetandela?)canyoutelleoreabouthohehelpedyou?)canyoutelleabouttheproblesthattheblacpeopleare facing?)Hodoyouliehisideaofpeacefulfighting?)hatdoyouthinofhi?)hatillyoudotosupporthiinthefuture?→Step5consolidationGivethestudentsseveralinutestoprepare.Thenasthetore tellthestoryaccordingtothefolloingclues:Elias’proble;andela’shelp;Elias’support.Sapleretoldpassage:EliasisablacorerinSouthAfrica.Hisfailyassopoorthath teron,heasab letoorasagoldinerinjohannesburg.Buthehadn’tgotapassboohichasrequiredifoneantedtoliveinjohanne sburg.Heasorriedaboutbeingdisissed.Hoever,heaslucye noughtogetsoehelpfroNelsonandelaandanagedtogettheco rrectpapers.Afterthat,hebegantonooreandelaandhispol iticalideas.Heagreedithandela’sviesontheunfairlasagainsttheblacpeopleandhisideaab outpeacefulfighting.Healsonethatallandelaantedtodoastofightforequalrightsfortheblacpeople.Sohesupporte dhiheartandsoul.→Step4Hoeor1.Finishofftherelatedexercisesinthetextbo o.ReadthetextElias’Storyagainandtrytoretellit.设计方案→Step1aringupDiscusssoequestionstoleadinthetopic:thequalitiesagr eatpersonshouldhave.hentalingaboutaperson,hatadjectivescanyouthinoftode scribehisorherqualities?hatindofapersonareyou?Doyouthinyouhavethequalitiest obeagreatperson?hatarethequalitiesyoushouldfindinagreatperson?→Step2Pre-readingLooingandansering LooatthesixpeopleinthepartPre-readingandansersoequestions.)canyourecognizethe?hoarethey?)Doyouthintheyareiportantpeople?hyorhynot?)Doyouthinallofthearegreatpeople?DiscussingandspeaingDiscussinpairshatqualitiesaeagreatpersonandfindouth ethereachofthesixpersonsisagreatpersonornot.→Step3hile-readingLead-inandguessingTellthestudents:earegoingtoreadaboutNelsonandela.Lo oatthetitleofthetext.canyouguesshatindofritingthete xtis?SiingfortopicsentencesandgeneralideaScanningfordetailinforationDoExercise1andExercise2inthepartprehending.Furtherunderstanding)hatdisadvantagesdidEliashaveinfindingajob?)Hodidthehitepeoplestoptheblacpeoplefrobeingtre atedfairly?)HodidthenegovernentinSouthAfricatreatthehitepeople?)hydidEliassupportandela?)hydidhesupportviolencehenhedidnotagreeithit?Languageprobleshilechecingtheansersiththeholeclass,dealithanylangu ageprobles.Readingaloudtotherecording→Step4After-readingDiscussingandansering)Doyouthinitisfairtotreatothersbadlyforthingsth eycannotchange,liethecolorsofsinoreyesortheraceoneb elongsto?Giveareason.)hatdoyoulearnaboutNelsonandelafroElias’Story?)DoyoulietheayEliastellshisstory?Giveareason.Playinganinterviegaeorinpairs.Supposeoneisajournalist,andtheotherisElia s.AjournalistisintervieingElias.→Step5consolidationAsthestudentstoretellElias’Storyaccordingtothefolloingclues:Elias’proble;andela’shelp;Elias’support.→Step6Hoeor1.Finishofftherelatedexercisesinthetextbo o.ReadthetextElias’Storyagainandtrytoretellit.板书设计Unit5 Nelsonandela—aodernheroElias’StorTopicsentenceofParagraph1ThetiehenIfirstetNelsonand elaasaverydifficultperiodofylife.TopicsentenceofParagraph2SadlyIdidnothavethispassbo obecauseIasnotbornthereandIasorriedabouthetherIould beoutofor.TopicsentenceofParagraph3ThedayhenNelsonandelatolde hattodoandhelpedeasoneofthehappiestdayofylife.TopicsentenceofParagraph4Thelastthirtyyearshaveseen thegreatestnuberoflasstoppingourrightsandprogressun tiltodayehavereachedastagehereehavealostnorightsata ll.TopicsentenceofParagraph5efirstbroethelainaayhichas peaceful;henthisasnotalloed...onlythendidedecidetoa nserviolenceithviolence.ainideaofthepassageEliasdescribeshoNelsonandelahelp edtheblacpeoplethroughhisonexperience活动与探究Gotothelibraryorgetonlineandtrytofindoutoreinforati onaboutNelsonandela,ANcandANcyouthLeague.Taenotesab outthesoastoexchangeitheachother.。