高中英语必修一：Unit5+Nelson+Mandela”教学设计

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Unit 5 Nelson Mandela人教版必修一unit 5 Reading 部分教学设计

高中英语必修一Unit 5 Nelson Mandela--a modern heroReading --- Elias’story知识与能力目标：阅读目标：1.知识目标After learning this passage ,students will learn the new words and useful expressions.2.能力目标Students will develop some reading skills, such as scanning( 略读), word--guessing(猜词), skimming ,careful reading(细读)and summarizing(总结) 3．情感目标After learning， students will know the qualities great people have in common and learn the fine qualities from them.课型：Reading教学重难点：1.Enable the students to read Elias’story.and understand the passage.2.Help 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.Warming upGuessing game who is Nelson Mendela.Introduce some famous people and ask students guess who they are。

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。

人教版高中英语必修一Unit5NelsonMandelaamodernhero教案

Unit 5 Nelson Mandela——a modern hero教材分析I．教学内容分析本单元的中心话题是当代英雄纳尔逊·曼德拉。

有别于一般故事的直叙手法，本单元采用穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉的手法，从不同的侧面反映故事的主题内容。

第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。

第二篇听力短文伊莱亚斯讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟。

第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC)掌权后，伊莱亚斯又回到罗本岛监狱担任导游。

这样的写法尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。

Warming up部分通过学生的讨论，了解彼此及对伟人的品质看法。

这部分的词汇都与学生的日常生活和学习有关，所以能调动学生讨论的积极性，同时了解学生的特点，达到热身的效果。

Pre-reading部分提供了六个重要的历史人物，这可以作为对学生知识面开阔与否的考察；同时借助有效的文字信息，要求学生读懂每个人的基本情况。

通过讨论区分伟人和重要人物，理解伟人、重要人物之间的区别和联系，判断他们中谁能称得上是伟大的人。

Reading部分是伊莱亚斯介绍的1952-1963年期间的曼德拉：开设黑人律师事务所，为遇到麻烦的穷苦黑人提供咨询服务；以和平的方式来获取黑人应有的权利。

Comprehending部分分别从不同层面引导学生进行阅读。

通过判断正误，检测学生对阅读篇章的表层来理解程度；通过小组讨论，回答问题；根据不同的时间，分别列出曼德拉和伊莱亚斯的经历，要求学生充分的把握文章的结构。

Learning about Language部分主要着重于词汇和语法的学习与训练。

词汇学习部分主要通过词语释义、缺词填空等形式的练习，帮助学生熟悉重点词汇和短语。

语法部分紧扣“when, where, why，介词＋which，介词＋whom引导的定语从句”这一语法项目，重点学习如何选择合适的引导词，通过填空以及举例的形式进行综合操练。

人教版高中英语必修一 Unit 5 Nelson Mandela-a modern hero 教案

教学设计中学英语题目：Unit 5 Nelson Mandela-a modern hero(reading)Teaching Plan for ELIAS’STORYModule 1 Unit 5Nelson Mandela-a modern heroReading-ELIAS’ STORY一．Type 教学课型：Reading 阅读课本文以Elias 的口吻，讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争历史。

同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。

教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。

文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。

二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。

伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。

当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。

伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。

曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。

因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。

这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。

在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。

为熟悉本课的内容作了铺垫。

虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。

英语优秀教案(人教新课标版)：必修1(Unit5 Nelson Mandela—a modern h

3.Emotion:
Motivate students to learn from the good qualities of the great people.
●教学重点
（1）Enable the students to write a letter with the guide.
（2）Improve the students’writing, speaking and listening ability.
S1: Let me try.Although Mr.Mandela was one of the leaders who called on black people to blow up some government buildings，he had no choice but to do that.He said they broke the law in a way which was peaceful.Only when this was not allowed did they decide to answer violence with violence.
T: So you mean the government forced him to break the law, so it is necessary to set him free.Good.Another reason？
S2：In my opinion，it is natural for Mr.Mandela to encourage violence against anti-black law.At that time，there were a lot of laws stopping the blacks’rights and progress.The black people reached a stage where they have almost no rights at all.Black people had no vote and could not choose who ruled them.The parts of town where they were sent to live were decided by white people.They could not get jobs they wanted.The places where they were sent to live were the poorest areas in South Africa.No one could grow food there.As a matter of fact，black people did not like violence.But they knew it was to realize their dream of making black and white people equal.

人教新课标高中英语必修一Unit 5 Nelson Mandela―a modern hero教案(

Unit 5 Nelson Mandela- a modern hero 教案教学目标【知识目标】Students will be able to learn the unfair situations that black faced in South Africa from the 1940s to the 1950s.Students will be able to find out what help had Nelson Mandela offered to Elias from the text.Students will conclude the good qualities the Nelson Mandela had.【能力目标】Students will improve their reading skills of finding the gist and specific information of the text.Students will be able to show the structure of text with a mind-map.【情感目标】Students will learn the good qualities of Nelson Mandela and Elias.教学重难点【教学重点】Understand the main idea and specific information of the text.【教学难点】Know the structure of the text and draw a mind-map of the text.【考点同步解读】一、重点词汇1. selfish 自私的selfless 无私的2. devote oneself to…致力于；献身于3. fight against 对抗，反对fight for 为…而战4. principle 原则principal 校长；主要的5. offer guidance to …给…提供指导6. out of work 失业7. join 加入（组织，俱乐部，成为其中一员）join in 参加（活动） take part in 参加（活动）8. as + adj +as one can 尽可能…= as + adj. +as possible9. as a matter of fact 事实上（=in fact）10. blow up 爆炸，炸掉11. set up 建立 ; set about 着手，开始做（ set about doing sth.） set off 出发，动身 ; set out 开始，出发（set out to do sth.）12. be sentenced to 被判…13. be equal to 与…相等；胜任14. be proud of 为…感到自豪15. give out 分发（give off 散发出（气味））16. die for 为…而死die of 死于（自身原因，如疾病） die from 死于（外在原因，如车祸）17. realize one’s dream of …实现..的梦想18. only 位于句首时，要主谓倒装二、语法----定语从句1. 关系副词when的用法关系副词when在定语从句中作时间状语2. 关系副词where在定语从句中的用法关系副词where在定语从句中做地点状语3. 关系副词why在定语从句中的用法关系副词why在定语从句中作原因状语【核心素养聚焦】1. Enable the students to learn some important adjectives and expressions to describe famous people and great people.2. Enable the students to learn the difference between famous people and great people and to describe a great person3. Enable the students to read about some great people's achievements and great deeds.4. Students will learn the good qualities from all the great people and follow their examples.教学媒体Tape recorder, Multimedia教学过程Step1. RevisionGet students to take out what they have found from the internet and share with the whole class: Who else do you think are also great? Why?【设计意图】这个环节是检查前一天的作业，让学生分享他们所致的伟人故事，丰富学生单元话题的背景知识。

人教版高中英语必修一《Unit 5 Nelson Mandela》阅读课教学设计

Scanning:
Please find out what happened in Elias’life in the following years?
1940: Elias was born.
1946: Elias began school.
1948: Elias left school.
1952: Elias went to Nelson Mandela for advice.
Part 1(Para. 1---2) The life of Elias’before he met Nelson Mandela
Part 2(Para.3---5) The change of Alias life after he met Nelson Mandela and what Mandela did.
1963: Elias helped Nelson Mandela blow up some government buildings.
Close reading:
1. Decide how many parts this text can be divided into and then give the main ideas of each part.
步骤4：Post reading
Discuss whether Nelson Mandela is a great person and give reasons in groups.
设计意图：通过小组讨论让学生利用文章中所学充分表达自己的观点和想法，最大程度的延伸语言学习的效果，同时理解并学习“伟人”的高贵品质。
评价方法：
1.通过观察学生的眼神，肢体语言。
2.通过小组讨论，并让学生自由发表观点，教师聆听。

人教版高中英语必修第一册《Unit 5：Nelson Mandela 》教案

人教版高中英语必修第一册《Unit 5：Nelson Mandela - a modern hero》教案一、教学目标1.知识目标o学生能够掌握与纳尔逊・曼德拉及英雄品质相关的重点词汇和短语，如 “quality, devoted, equal, fight, stage” 等。

o学生能够理解并运用描述人物品质和事迹的句型和表达方式。

2.技能目标o学生能够听懂有关英雄人物的对话和叙述，获取关键信息。

o学生能够阅读并理解介绍纳尔逊・曼德拉的文章，把握文章主旨和细节。

o学生能够用英语谈论自己心目中的英雄并阐述原因。

o学生能够写一篇关于英雄人物的短文，突出其品质和贡献。

3.情感目标o引导学生学习纳尔逊・曼德拉的精神，培养积极向上的价值观。

o激发学生对正义、平等和奉献精神的追求。

二、教学重难点1.教学重点o重点词汇和短语的掌握及运用。

o对课文中纳尔逊・曼德拉事迹和品质的理解。

o培养学生用英语描述英雄人物的能力。

2.教学难点o如何帮助学生深入理解纳尔逊・曼德拉的精神内涵，并能用英语准确表达。

o引导学生在写作中展现对英雄概念的深刻思考。

三、教学方法1.人物分析法：深入剖析纳尔逊・曼德拉的形象和品质。

2.故事讲述法：通过讲述曼德拉的故事，吸引学生兴趣。

3.启发式教学法：启发学生思考英雄的定义和价值。

四、教学过程（一）导入（5 分钟）1.展示纳尔逊・曼德拉的图片，提问学生是否了解他。

2.简单介绍纳尔逊・曼德拉的背景，引发学生的兴趣。

（二）词汇学习（10 分钟）1.呈现本单元的重点词汇和短语，结合曼德拉的事迹进行讲解。

2.通过词汇游戏，如猜词、接龙等，巩固词汇记忆。

（三）阅读前准备（5 分钟）1.让学生思考 “什么是英雄”，并列举一些他们认为的英雄。

2.提出问题引导学生对课文内容进行预测，如：What do you think this passage will talk about Nelson Mandela?（四）课文阅读（15 分钟）1.学生快速阅读课文，概括曼德拉的主要经历。

高中英语第一册Unit 5 Nelson Mandela教案

Unit 5Nelson Mandela---a modern heroThe First Period ReadingBy QianMinFrom FuTian Middle School一、Teaching Aims教学目标Teaching containsFrom page 33-351.Target language语言目标a.重点词汇和短语period, advise…on, continue, fee, fare, gold, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make + O + adj, imagine, in one way, blankets, degree, allow sb to do, guard, stop from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do.b.重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could in Johannesburg. P342.Ability goals 能力目标Talk about great peopleExpress your points of viewUse the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and whyLearn to write a passage about a great person.3.Learning ability goals 学能目标Improve the Ss’ abilities of listening and speaking.Enable the Ss to understand the important events completely.Enable the Ss to get a good mastery of some words and expressions. Enable the Ss to learn about the expressions of some famous people Enable the students to learn how to talk about the famous great people.二、. Teaching important points 教学重点Understand the real meaning of the hero / heroineWho is your hero / heroine ?Why do you like him / her so much ?三、Teaching difficult points 教学难点The Attributive Clause ( 2 ) --- where, when, why.Use the Attributive Clause with prep. Or the Relative Adverbs: Where, when, and whyLearn to write a passage about a great person.四、Teaching methods 教学方法Fast reading and careful readingAsking and answering activity to check the student’s understanding of the text.Individual, pair or group work to finish each otherDiscussion五、Teaching aids 教具准备Slide projector, Tape-recorder, computer六、Teaching procedures and ways 教学过程Step 1 RevisionGo over what has been learned in the last period.Who do you admire greatly? Yao ming Luxun Newton Step 2 Background about some charactersWilliam TyndaleWilliam Tyndale ( 1484-1536 ) was a 16th century priest and scholar who translated the Bible into an early form of Modern English. Although numerous partial and complete English translations had been made from the 7th century onward, Tyndale’s was the first to take advantage of the new medium of print, which allowed for its wide distribution. Beside translating the Bible, he also held and published views which were considered heretical, first by the Catholic Church, and later by the Church of England which was established by Henry VIII. Because his Bible translation also include notes and commentary promoting these views. His translation was banned by the authorities, and he himself was burned at the stake in 1536, at the instigation of agents of Henry VIII and the Anglican Church .GandhiGandhi ( Oct,2 1869- Jan, 30, 1948 ) was one of the founding fathers of the modern Indian state and an influential advocate of pacifism as a means of revolution. He helped bring about India’s independence from British rule, inspiring other colonial peoples to work for their own independence and ultimately dismantle the British Empire and replaceit with the Commonwealth .His principle of satyagraha , often roughly translated as “ way of truth ”, has inspired generations of democratic anti-racist activities including Martin Luther King , Jr and Nelson Mandela . He often stated his values were simple: truth and non –violence.Neil Alden ArmstrongNeil Alden Armstrong ( Aug, 5 1930 ) is an American pilot , astronaut, and the first person to walk on the moon .He was born in Wapakoneta , Ohio and served in the Korean War as a jet fighter pilot for the US. Navy. He attended Purdue University, where he was a member of a fraternity, Phi Delta Theta , and received a Bachelor of Science degree in 1955. The he became a civilian test pilot for NASA and piloted the 4000 mi/h X-15 rocket plane. From 1960 to 1962 he was a pilot involved in the cancelled U.S During the actual mission, he took manual control of the Lunar Module Eagle and piloted it away from a rocky area to a safe landing. Several hours later he climbed out of the LM and became the first person to flub line on the moon, with the words “That’s one small step for a man, one giant leap for mankind.”Abraham LincolnPresident Abraham Lincoln, the sixteenth president of the United States (1861- 1865 )Albert EinsteinAlbert Einstein is one of the greatest scientists of the century in the world. He was born in Germany. His theory in physics helped the world to know more about the universe. So he was given the Noble Prize in 1921. However , in 1930s , because of Hitler’s rule, he was forced to leave his homeland and go to the U.S.A. He lived the rest of his life there and died in 1955, at the age of 76.Marie CurieMarie Curie ( 1867- 1934 ) , Polish scientist , ws born in Warsaw , on Nov 7th , 1867 , and died in France, on 4th July 1934. She graduated in Mathematics and Physical Science and got married in 1895 with the French physicist , Pierre Curie. During her work , the Curie couple discovered a new radioactive element named polonium in honor to Marie’s homeland . Together with Becquerel, she obtained the Noble Prize for Physics in 1903. She founded the Radium Institute of Paris , and was the main responsible until her death. In 1911 she was awardedthe Noble Prize for Chemistry.Sun YatwenSun Yatwen ( Sun Yixian , Sun Zhongshan , SunWen 1866- 1925 ) is considered the founding father of modern China. Born in a peasant family . He was accorded the appellant of “ pioneer of the revolution ”Qian XuesenHe is widely considered as the “ father of the Chinese space program ”. As one of the leading rocket engineers at the California Institute of Technology. In the 1990s , he , who had worked on top-secret projects all his life, become one of the most well – known intellectuals.Step 3 ReadingGet the students to comprehend the passage quickly and accurately, andmeanwhile help the Ss to form a good habit of reading. Read the passage on P34 toget the answers to Part 1 and Part 2 of comprehending.Silent readingRead the text through in 3 mins, and then try to find the main idea of the text:It tells us sth. that happened before Read the passage on Page 34 to get the answers to Part 1 and Part 2 of comprehending. ( 5 mins ) Understanding ideas1.Why did Elias support Nelson Mandela?2.What problems did Elias have?3.Why did he support violence when he did not agree with it?4.What would you have done if you were Elias?Discussion of ideasHere are some possible questions students could talk about:1.Why did the white people not treat black people fairly in SouthAfrica?2.How do you think the white people stopped the black people frombeing treated fairly?3.Is it right for some people in one country to treat other people inthe same country differently? Give a reasonRead the text again and summarize the main idea of each part. (work in group of four). Ask the Ss to pay attention to the first sentence of each paragraph.How many parts can this text be divided into? (2 parts )Give the main idea of each paragraphPart 1: (Para. 1----2 ) The life of Elias’ life before he met Nelson Mandela.Part 2: ( Para. 3 and 5) The change of Elias life after he met NelsonMandela and what Mandela did.Do Exercises 1, 2 and 3Careful studyRead the text again carefully, after that, answer the following questions Step 4 Extensive ReadingGet the Ss to learn more about Nelson Mandela from P38Finish the related exerciseWho do you think is a great person?What do you think I should do then?Which food do you think is healthy and which is unhealthy?Choose the answer which you think is correct in the following.Are you willing to do public service work without pay?Step 5 Speaking & talkingTalk about your hero/heroineDiscuss in pairs to talk about the qualities great people have.Sa: In my opinion, a great person is someone who should be hardworking, determined, unselfish and generous. If he/she works hard, no matter how great the difficulty he/she meets, he/she will try to deal with it. If he/she is unselfish and generous, he/she will help others without pay and get respect from others. If he/she is determined /she will never lose heart when he/she is in trouble. Sb: As far as I know, a great person is someone who should be kind, brave, determined and confident. As a great person, he first should be kind-hearted. Only when he is kindhearted, he can help others when they are in trouble. Second, he should be brave. When he is facing danger, fear or terror, he would no be afraid. And he should be determined and confident. When he has confidence he will never lose heart in front of failure.T: I think both of you said are very good, thank you.Step 6 Language points1.be willing to do sthbe willing for sb. to do sth.will n. 意志, 意愿wish n. 心愿, 愿望I’m willing to help you.I’m quite willing for your brother to join us.Where there is a will, there is a way.It’s my best wish to you !2.Do you easily lose heart when you are in trouble?lose heart ( 不可数) 灰心, 泄气lose one’s heart to 爱上, 喜欢Please don’t lose heart, you still have more chances.She lost her heart to him as soon as she saw the handsome soldier.at heart 从内心来说heart and soul 全心全意break one’s heart 心碎put one’s heart into 把全部心思放在learn / know by heart记熟3.in troubleask for trouble 自寻麻烦make trouble 制造麻烦take trouble to do sth. 费心做某事get into trouble 遇到麻烦have trouble (in) doing sth.做某事有困难save / spare trouble 省事1) He never came except when he is __________ ( 有麻烦)2) Don’t imagine that you’re the only person _________ ( 不幸)3) The boy _______ (出事了) when he left home to live in London.4) That’s none of your business. Please don’t _______ (自寻麻烦) Keys:1. in trouble2. in trouble3. got into trouble 4 ask for trouble4. he fought against the German Nazis and Japanese invaders during World Warfight +n. 与------ 作战/ 打架fight for 为了----- 而战fight against 与------作战/ 斗争fight with 与------作战/ 并肩作战fight back 还击, 忍住fight a battle. 战斗fight one’s way back ( out ) 费很大劲恢复, 打回去They told the workers to fight for their rights.We will have to fight against difficulties.If the enemy comes, we’ll fight back.5.He gave up a rich life for his ideas and fought for his countryto be free from the UK in a peaceful way.give up 放弃give in 让步She has given up her life to nursing the sick.Don’t give up halfway.You can’t win the game, so you may as well give in.6.He fought for the black people and was in prison for thirtyyears.be in prison 在狱中go to prison 入狱put ----- in prisonsend ---- to prisonthrow ---- into prison 把----- 投入监狱be taken to prison 被关进监狱They broke into prison and set free the soldiers who had been imprisoned.He has thrown in prison for five years and you may see him at home nest year.注意: 以上短语prison前不带冠词,若表示在监狱工作或去办事,就要加冠词7….only then did we decide to answer violence with violence.当修饰状语位于句首时, 句子采用部分倒装的结构,而修饰主语时句子不用.Only by practicing a few hours every day wil l you be be able to master English.Only when the war was over was he able to return homeOnly in this way can you hope to make improvement in the operating system.8.advise vt.advise + n.advise sb. to doadvise doingadvise sb. on sth.advise + wh- + to doadvise + that ( should ) + do that-----a piece of advice1. We are often advised _____ notes in class, but few do so.A. takingB. takeC. to takeD. took2. My sister advised me that I ______ accept the job.A. wouldB. mightC. couldD. should3. The old man often advised the young workers on ______ the machine and they learned quickly.A. to operateB. how operateC. how operatingD. how to operate4. I advised _____ until the right time but they wouldn’t listen .A. to waitB. waitingC. waitedD. on wait Keys : CDDB9.We choose to attack the law.choose + n .选中choose from / between 从------选择choose sb. + as / for 选某人当-----choose sb. sth. = choose sth. for sb. 为某人选物choose + wh- + to docannot choose but do 只好做----1.Some people say that they _______ to live in the countryside.A. enjoyB. feel likeC. chooseD. don’t to2. No doubt her husband could have told her , but he didn’t ______ .A. chooseB. choose toC. choose fromD. choose to do3. There are five pairs _______ , but I’m at a loss which to buy.A. to be chosenB. to choose fromC. to chooseD. for choosing Keys : CBBStep 7 同义词比较first of all at all after allfirst of all 表示“首先，第一”。

人教版高中英语必修一Unit 5《Nelson Mandela》教学设计

人教版高中英语必修一Unit 5《NelsonMandela》教学设计In this activity。

students will read carefully and XXX。

such as his father’s death。

his own imprisonment。

and his XXX the language used to describe these events and the characters involved.Activity 3 Summarizing ---- XXX (para.4-6)After understanding Elias’ story。

students can move on to XXX Mandela’s qualities。

such as courage。

perseverance。

and n。

and ask students to find evidence from the text to support each quality。

This activity will not only XXX.Post-reading1.n: W hat can we learn from Mandela’s qualities?2.Writing: Write a letter to Elias。

XXX.设计意图】通过讨论和写作，巩固学生对XXX品质的理解和运用，培养学生的思辨和表达能力。

同时，通过这个话题，引导学生思考如何做一个有品质的人，促进学生的全面发展。

C。

During XXX。

black people were forced to live in the poorest areas.D。

The living ns of black people were so poor that they couldn't even grow their own food.2.The n asks why Elias would still blow up buildings despite the risk of imprisonment。

人教版高中英语必修一Unit5《NelsonMandela》教学设计

人教版高中英语必修一Unit5《NelsonMandela》教学设计Teaching Aims1.To distinguish XXX’interest in reading.2.To know about Elias’story.3.XXX’reading abilities (scanning。

close reading。

summarizing).4.XXX’own XXX.Teaching ProceduresPre-reading1.XXX.2.Do you often help others?3.XXX and great people?【设想企图】按照高中英语课程尺度（2003）对本单位的话题请求。

经由过程图片展现，使学生辨别甚么是名人和巨人，引出巨人XXX如何匡助他人的问题，激起学生浏览乐趣，导入新课。

Activity 1 Fast readingWhat’s the main idea of the passage?The story is about ____.A。

the poor life of black people in South Africa.B。

the life of Mandela.C。

XXX.D。

XXX.【设想企图】按照课程尺度浏览6级请求4．能按照浏览目的使用分歧的浏览战略；以及本课浏览锻炼方针 3.To improve the XXX (scanning。

close reading。

summarizing).特设想此题，锻炼学生scanning快速总结文章大意。

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

XXX XXX:1.__________2._________3.__________4._________5.__________6.__________XXX.◆My name is _______。

Unit 5 Nelson Mandela教学设计高一上学期英语人教新课标必修一

Teaching DesignSenior Book 1 Unit5 Nelson Mandela-a modern heroReading---Elias’ StoryNo.3Part 1 Analysis of the teaching materialThe unit is about Nelson Mandela-a modern hero, and the reading passage is the core of it, telling the story of Nelson Mandela help a boy whose name is Elias, and showing Nelson Mandela’s personal personalities.Part 2 Teaching aimsKnowledge aims: to help students master some key words and expressions, such as quality, devote, active, attack, out of work, as a matter of fact, come to power, set up... Ability aims: to help students learn the skills of summarizing the main idea of the passage and each paragraph; to help students learn the skill of getting detailed information; to encourage students to share their opinions in English.Emotion aims:to make students know a great man and learn from his selflessness and personalities.Part 3 Teaching important and difficult pointsTeaching important points:to help students master some key words and expressions.Teaching difficult points: to lead students summarize the main idea; to lead students get the detailed information; to encourage students to share their opinions in English. Part 4 Teaching methods and learning methodsCommunicative teaching method ; task-based and cooperative learning methodPart 5 Teaching aidsBlackboard and multimediaPart 6 Teaching ProceduresStep 1 Lead-in (2’)Play a video---showing a great man(2’)(purpose: to attract students’interest and attention; to make students relaxed)Step 2 Pre-reading (3’)Look at these pictures about some famous people , do you know them? What do they have in common?(purpose: to make students be familiar to the topic)Step 3 While-reading(20’)1.Fast readingTask 1 Please summarize the main idea of the passage.The passage is about __________________________________.Task 2 Please summarize the main idea of each paragraph.Para. 1 _________________________________.Para. 2 _________________________________.Para. 3 _________________________________.Para. 4 _________________________________.Para. 5 _________________________________.(purpose: to train students ability of summarizing)2.Careful readingTask 1 True or falseTrue False1.The time when Elias first met Mandela was his happiest time.2.Elias left school because the school was too 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 blackpeople.(purpose: to train students ability of getting information)Task 2 Discussion---Group WorkDiscuss the following questions with your partners.1.Why did Elias visit Nelson Mandela?2.What did Mandela do to help black people?3.What can you learn from Nelson Mandela?(purpose: to train students ability of sharing ideas in English)Step 4 Deep thinkingIn the spring of 2020, there occurred a widespread flue called COVID-19. There were many famous great people show up to help the sufferers, such as Zhong Nanshan and Li Lanjuan. What do you think of their personalities? Do they share the same qualities with Nelson Mandela? What can you learn from them?(purpose: to make students to share their opinions in English)Step 5 Summary(2’)Step 6 Homework(1’)Step 7 Self-assessment1.Master some key words and expression.Yes. No. Not sure.2.Get some reading skills and understand the passage better.Yes. No. Not sure.3.Speak English in the class.Yes. No. A little.。

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Book1 Unit 5 Nelson Mandela—Modern Hero”Period 1 Warming up and Reading教案设计一、教学设计背景1.面向学生：青铜峡市高级中学高一年级学生学科：英语2.课时：13. 教学理论依据英语教学是一种生活教学，所以它也是活动教学，教学过程也是交际活动过程。

只有从组织教学活动入手，结合生活实际，大量地进行语言实践，使英语课堂生活化，交际化，才能有效地培养学生运用英语进行交际的能力。

新课标提出：“外国语是学习文化科学知识，获取世界各方面信息和进行国际交往的重要工具。

”和“……发展听、说、读、写的基本技能，提高初步运用英语进行交际的能力，……”，明确提出高中阶段英语教学要重点从三个方面发展学生的英语语用能力：用英语进行恰当交流的能力；用英语获取信息、处理信息的能力；用英语进行思维的能力。

在结合本班学生的实际，对教材进行了适当处理。

4.学生分析（1）学生对旅游方面的知识有一定的了解和兴趣，但对加拿大这个国家的了解还比较有限；(2) 由于学生主要来源于农村，知识面和信息渠道很有限，学生多数对加拿大的地理位置，自然资源以及主要城市了解不多；(3) 学生具备一定的阅读理解能力，但在有限的时间内查找特定的信息和分析处理问题的能力还有待提高；5.学生课前准备（1）初读课文理解文章大意；(2) 勾画出生词并自己查阅词典自学，读准发音，弄清意思；(3) 勾画出好短语、句子和有疑难问题的词句；(4) 标出自然段落。

二、教材内容分析本单元通过两位女孩李黛玉与刘茜的加拿大之旅，向我们展示了加拿大的一些基本概况，包括它的地理位置、主要城市、风土人情以及它的多元文化。

通过学习本单元，让学生对加拿大有了更多的了解，使学生能够用所学的词汇与句式表达方向与位置，并学会条理地写出旅游过程中的所见所闻。

1.1 Warming Up部分通过四组问题激活学生有关旅行和加拿大的知识和经历。

本单元阅读是“在旅途中看加拿大”，因此，Warming Up通过五个关于加拿大的问题的测试，目的是激活学生已有的知识，为介绍加拿大做好准备。

1.2 Pre-reading部分通过四个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

1.3 Reading 部分是“在旅途中看加拿大”，沿着从西向东的旅游路线向我们介绍了加拿大的面积、地貌、主要城市、人口、生态环境等。

两位女孩在旅途中看到了自然美景及野生动物，文章还介绍了加拿大的自然资源，让学生对加拿大的美丽、富饶、幅员辽阔、地广人稀有了更深的了解。

学生可以通过学习课文掌握新的词汇、句型和游记的写法，提高学生的阅读能力。

因此，我把前三部分整合为一课时。

三、Teaching goals 教学目标1. Target language目标语言a. Key words and expressionsrather than, baggage, scenery, eastward, chat, surround, harbor, measure, aboard, havea gift for, within, manage to do, catch sight of, eagle, acre, urbanb. key sentences2. Ability goal 能力目标Learn how to describe the places that Li Daiyu and Liu Qian visit in Canada. Understand the noun clause used as appositive.Enable the students to understand the details of the passage about Canada and find the correct answers to the questions set in the while-reading.3. Learning ability goals学能目标Improve the students’ reading ability - guessing words, searching for information. Learn the information about Canada.Master the expressions for describing directions and locations.四、Teaching important points 教学重点及难点a. Find the answers to the questions set in while-reading.b. Learn the methods of writing a traveling report .c. Learn to read the traveling report according to the traveling route.五、Teaching methods 教学方法1． Skimming and scanning;2． Asking-and-answering activities;六、Teaching aids 教具准备multimedia七、Lesson type: Warming up and reading八、设计思想根据全日制义务教育、普通高级中学《英语课程标准》的基本理念，在课堂教学中，突出学生为主体，尊重个体差异，教师在教学中起主导作用。

因此我采用任务型教学方式，每一部分都设有一定的任务，引导学生自主或者合作完成。

教学过程由Pre-reading部分通过两个问题激活学生有关旅行的经历和有关加拿大的知识，使学生产生了解加拿大的兴趣，为阅读做好准备。

引入本课阅读文章，进行所设计的快速阅读和仔细阅读活动，对文章进行相应要求的理解。

阅读活动由整体入手，由易到难，步步推进，层层深入。

接着进行填写表格活动，并观看相应的图片和文字资料，旨在让学生对课文内容有一个更直观的了解，增强他们对加拿大这个说英语的国家的了解。

整个教学活动以课本阅读材料内容为载体，以学生为中心，教师为指导，以训练为主线。

学生参与活动贯穿始终。

学生既有个人活动，又有小组活动和班级活动。

在课堂教学中，学生在老师指导下学习，提高阅读速度和阅读技巧,查找﹑分析﹑处理信息的能力。

积极参与小组的各项活动，展现自己和小组的能力，并培养团队协作能力。

在整个教学活动中，学生充分调动其各个感官进行听、说、读、写，能力的训练，积极主动的学习。

九、 Teaching Procedures (40 ms)Step 1 Lead-in and warming up (10 ms)1．引入本单元的话题：加拿大。

首先让学生观看一段有关加拿大的视频资料，然后让他们谈谈自己对加拿大的了解。

2. 给学生展示一些他们非常熟悉的加拿大相关的照片同时通过六个问题的解答, 帮助他们唤起更多对加拿大的已知的信息并介绍一些新的知识。

T: Good morning, class. Today, we are going to learn Unit 5 “ The true north”, whatis the true north? it refers to a country. N ow, let’s watch a video guess which countryit is.Ss: Canada.T: By the way，what do you think of Canada ?(Is it beautiful?)T: Why do people call Canada the true north? Do you know?( show the words of the Canadian National anthem on the screen.)Ss: It is named after a line from the Canadian National anthem.On the other hand, it is located in the north of American continent (help students answer) T: Now, let’s do some exercises to check how much you have known about Canada Ss:…（给出他们的答案，对加拿大的初步了解。

）T: Wonderful, you really know a lot about Canada. Now I will give you some pictures to remind you of more information, and maybe some is new to you. Let’s learn together.T: How large is it? Let’s look at the screen.T: What about its area? Canada occupies an area of 9, 98 million square kilometers. It is a bit bigger than China. Which country is its neighbor?Ss: The United States.(The teacher shows a map of Canada to the students on the screen.)设计意图：为了让学生更深入地了解加拿大的地理风光以及人文风情，教师需要激活学生的已有的背景知识以及求知的热情。

从学生熟悉的地理知识、熟悉的代表物（比如红枫叶）、首都等入手，能很快调动学生的学习积极性。

给学生展示一些他们非常熟悉的加拿大相关的照片, 帮助他们唤起更多对加拿大的已知的信息并介绍一些新的知识，一方面便于教师深入了解学生对加拿大文化背景知识的掌握情况，另一方面也能让学生了解自己对本单元话题的熟悉程度，利于激发学生探索未知知识的动力。

Step 2 Pre-reading (2 ms)T: If you take a trip to Canada, what do you expect to see?What words would you use to describe Canada? Who’d like to tell us your opinions?Sa: I want to see the mountains and the forests. Canada is beautiful, wide and people are friendly.Sb: I want to see the big snow and polar bears, three words large, clean and mysterious. T: Are you right? Let’s go on “A Trip on the True North” and check the answers. 设计意图：激活学生旅游经历，让他们设身处地想象旅游的过程，预想在加拿大旅游可能看到的情景，从而在阅读过程中能更好地理解文章描述的加拿大之行，同时也能培养学生预测文章内容的能力。