高中英语必修Ⅰ Unit 5 Nelson Mandela－a modern hero教案

2020-10-15 高中英语必修四教案高中英语必修三教案

一名优秀的教师就要对每一课堂负责，教师要准备好教案，这是每个教师都不可缺少的。教案可以让学生们充分体会到学习的快乐，有效的提高课堂的教学效率。教案的内容要写些什么更好呢？以下是小编为大家精心整理的“高中英语必修Ⅰ Unit 5 Nelson Mandela－a modern hero教案”，仅供参考，欢迎大家阅读。

高中英语必修ⅠUnit5NelsonMandela－amodernhero
period，ReadingElia’sstoryM.jAb88.coM

一、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”而主要内容是围绕当代英雄纳尔逊•曼德拉展开的，通过一系列的有关练习来。
二、学情分析
高一1班虽为实验班，但学生的水平参差不齐，且大部分学生的思维活动，学习热情，表现欲望不如初中时高涨，这有待于教师在平时教学中不断鼓励与培养学习热情，根据这些特点，可采用小组合作方式，以好带差，以点带面，在师生互动中实现教学任务和目标。
三、学习目标
1、知识目标
GetthestudentstoknowaboutthestoryofNelsonMandelaandElia
2、能力目标
Mastertheskillsofreadingincluding（guessingwords,skimming，scanning，post－readingcollusion.）
3、情感目标
ReadingthepassageistoattempttoletSslearnsomenoblespiritfromtheGreatman.
四、教学流程
1、课前准备
向学生提出要求，布置学习任务，让学生合作预习新课，完成预习练习。
2、导入
通过现代伟人志刚、刘翔的介绍，引出伟大人物具备的品质，进行头脑风暴，扩散思维，为下文的讨论埋下伏笔，同时调动学生学习积极性，使课堂气氛活跃起来。
3、阅读能力训练
切入主题后，教师利用师生合作、生生合作等学习方式，开展英语阅读训练，培养学生猜测文章大意，略读、寻读、细读等各项阅读能力，进一步帮助学生扫清理解文章之障碍。
4、拓展（讨论）
学完后，让学生讨论，中心人物曼德拉一代伟人具备的品质，学习伟人的优良品质，倡导做一名对社会有贡献的人。
Step1.课前准备
1、readsomewordsofthepassage
2、lookatsomepictures,guesswhotheyare?
3、Doyouthinktheyaregreatperson？Whatqualitiesdoyouthinkagreatpersonshouldhave?
（激发学生发散思维为读后的讨论埋下伏笔）
generouskind

agreatperson－brace

persistantdetermined

Step2.presentation
Todaywe’regoingtolearnagreatperson.HisnameisNelsonMandela呈现画面guessWhat’stheannotationbetweenthem
Step3.Readingpassage
1、Skimthepassagetoproveyourgetandgetthemainideaofthestory
2、finishthecomprehendingexerciseTorF
3、Scanthepassage,workinfourstudentstofinishthetask.
WhatproblemsdidEliasmeet？
HowdidNelsonMandelahelphim.
4、Elias’lifemakeatimelineof
Step4.Consolidation
Listentothetapeafterthatfinishtheexercises
EliaswasainSouthAfrica.Hejustlittleeducationwhenhewasyoung.Sohehadsome___________(difficulty)inhiswork.Whenhewasattheageof12,hemetMandelaandsolvedhisproblemswithhishelp.Hewasgreatlymovedbyhis_________(kind).
DuringElias’time,lifefortheblackswas.Theyhadnorightsto
andweretreated___________(equal)
SowhenMandelaorganizedtheANCYouthLeaguetofightfortheequalrightsoftheblacks,Eliasitassoonashecould.Atfirsttheytriedsome_________(peace)waytobreakthelawbutitwas____________.Asaresult,theyhadto
_torealizetheirdreamofmakingblackandwhitepeopleequal.
Step5.Discussion
WhatnoblequalitiescanwelearnfromthetextaboutNelsonMandela？Howdoyouknow.
Step6.Homework
1、Readthepassage,andfindoutsomeimportantphrasesandexplosions.
2、Trytheirbesttoretellthestory.
板书设计：
ELIA’SSTORY
SmarthelpfulgerenousqualityNelsonMandela
Warm-heartedElias
modestagreatperson－braceactivelawyer
generouslegal
selflesspersistantdeterminedselflessguidance
devotedhopeful
fees
attack
equal

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英语教案Unit 5 Nelson Mandela-a modern hero (全套教案)

一名优秀的教师就要对每一课堂负责，作为高中教师就要早早地准备好适合的教案课件。教案可以让讲的知识能够轻松被学生吸收，减轻高中教师们在教学时的教学压力。写好一份优质的高中教案要怎么做呢？小编为此仔细地整理了以下内容《英语教案Unit 5 Nelson Mandela-a modern hero (全套教案)》，仅供参考，欢迎大家阅读。

TeachingplanofUnit5NelsonMandela-amodernhero

Teachingaims:
1.Topic
Thequalitiesofagreatperson;
Thelivesofsomegreatpeople.
2.Usefulwordsandexpressions:
heroqualitywillingactiverepublicprinciplefightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput…inprisoncometopowersetupbesentencedto
3.Functionalitems:
A.Givingopinions:
Whydoyouthinkso?
Whatdoyouthinkof…?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink….
Iprefer….
Inmyopinion….
I’mafraid…
B.Makingcomments:
Goodidea!
That’sanexcellentidea.
4.Structures
Theattributiveclause(II)
由where,when,why,介词+which,介词+when引导的定语从句。
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
…wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.

Teachingprocedures
Period1(Reading)
Step1.Warmingup
1.AskSssomequestions:
Whatarethequalitiesyoushouldfindinagreatperson?
Whodoyouthinkisagreatperson?
Whatqualitiesdoyouhave?
2.Ssfinishthechartonpage33.

Step2.Pre-reading
1.ShowSssomepicturesaboutsixgreatpersonsandletthemguesswhotheyare.
2.AskSstotellwhytheyareimportantpersonsinhistory.

Step3.While-reading
1.Firstreading:Ssreadthetextandfinishcomprehending1onpage35.
2.SsreadagainandmakeatimelineofElias’lifeuntilhemetNelsonMandela.
1940______________1942______________
1944______________1946______________
1948______________1950_______________
1952______________1954_______________
3.Ssreadthewholepassageandseehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart.
Suggestedanswers:
PartIparagraph1-2
ThelifeofElias’beforehemetNelsonMandela.
PartIIparagraph3-5
ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.

Step4.After-reading
Ssdiscuss:
HowtheANCYouthLeaguefightstheGovernment?
WhatcanwelearnfromthetextaboutNelsonMandela?

Step5.Extensivereading
GettheSstolearnmoreaboutNelsonMandela.
Ssreadthepassage:therestofElias’storyonpage38,andanswerthefollowingquestions:
1.WhendidEliaslosehisjob?
2.DoesEliaslikehispresentwork?

Homework
1.Recitethekeysentencesinthetext.
2.Retellthetext.

Period2.(languagelearningandgrammar)

Step1.Revision
Sstrytoretellthetext,usingtheirownwords.

Step2.Languagepoints
1.ThetimewhenIfirstmetNelsonMandelawas….
2.advise…on
3.be…away
4.Lessimportantthan…
5.Onlythendidwedecideto…(倒装句)

Step3discoveringusefulwordsandexpressions
1.SsreadElias’storyagainandtrytofindwordsthatmeanthesameintheformonpage35.
2.Ssreadthepassageonpage36,part2andtrytocompletetheitwithproperatewords.

Step4.Grammar:Theattributiveclause
1.Ssreadthefollowingsentencesandtrytofindtherules.
ThemineswhereIgotajobwere9kmfrommyhome.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
ThetimewhenIjoinedtheANCYouthLeaguewaslateatnight.
Thegovernmentbuildingwherewevotedwasverygrand.
ThedatewhenIarrivedwasthe5thAugust.
2.Practice:Ssfinishthesentencesonpage36,part2.

Step5.Practice
1.SsdoWbusingstructures:exercise1.
2.Ssdotheexercise2onpage71,jointwosentencesintoanattributiveclause.

Period3.Speaking
Step1.Revision
Dictation:TheteacherspeaksthefollowingsentencesinChinese,theSswritethemdowninEnglish.
1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
2.Mandelahadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.
3.IwasworriedaboutwhetherIwouldbeoutofwork.
4.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
5.ItwasverydangerousbecauseifIwascaughtIcouldbeputinprisonforyears.
6.Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.

Step2.Talking
1.Ssanswerthequestion:
Whatarethequalitiesyoushouldfindinagreatperson?
2.Ssingroupstalkabouttheirhero/heroineonpage69.Whentheydiscuss,trytousethefollowingwords:
Goodidea!
That’sanexcellentidea!
Iagree/don’tagree.
Iprefer…
Inmyopinion…
Ithink/don’tthink…
I’mafraid…
Whydoyouthinkso?
Whatdoyouthinkof…?
What’syouropinion?

Step3.Speakingtask
Ssingroupsandtrytofinishthespeakingtaskonpage74.
1.Ssreadthepassageandgettoknowwhattheyaregotodo;
2.Ssingroupsandbegintodiscuss;
3.Ssshouldtakenoteswhiletheyaretalking;
4.Ssshouldchooseonetogiveatalktotheclass.
5.
Step4.Debating
Ssdivideintotwopartsanddebate.
Topic:MaoZedongisagreatpersoninhistory.
MaoZedongisnotagreatpersoninhistory.

Period4.Extensivereading

Step1.Pre-reading
ShowsomepicturesandaskSstosaysomethingaboutBillGates.
T:Doyouknowwhoheis?
S:BillGates.
T:Whocansaysomethingabouthim?
S:Billsetuphisowncompany“Microsoft”.
Hemakesmostpeopleintheworldusethecomputer.
Hemakesuslearnabouttheworldathome.
T:DoyouthinkBillGatesagreatman?
Ssdiscussandanswer.

Step2.Reading
Ssreadthepassageonpage73andfillintheinformationsheet.
InformationaboutBillGates
Job
Achievements
Whatdidhegiveupforhisbeliefs?
Whydoeshehaveenemies?
Whyattackedbythegovernment?

Step3.Discussion
SsingroupsdiscusswhatkindofpersonBillGatesis.
Suggestedanswers:
IthinkBillGatesisagreatmanbecausehesetupthebiggestInternetcooperation“Microsoft”intheworld.Hemadealotofmoneywithhissoftwareandgavehismillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworld.Hiscooperationalsoprovidesalotofjobchances.

Period5.Listening

Step1.Usinglanguage-listening
Ssareaskedtoreadthequestionsandmultipleanswerstofindoutthelisteningpointsfirst,thenlistentothetapethreetimestochoosethebestanswersandanswerthetwoquestions.
AsktheSspaymuchattentiontotheseimportantpointswhilelistening.Andtellthemtotakenoteslikethis:
Passbook:abook…
Underground;
Surface:
Live:

Step2.Listening
Ssturntopage69andlistentothetapethreetimes.Beforetheylisten,askthemtoreadthequestionsfirst.

Step3.Listeningtask
1.Firstlistening:Ssturntopage72andtrytoanswerthefourquestionsofpart1.
2.Sslistenagainandcompletethetablesofpart2.
3.Afterlistening:iftimepermits,asktwoSstoanswerthequestion:
Whodoyouthinkcausedtheaccident?

Period6.Writing

Step1.Pre-writing
1.AsktheSstosaysomethingaboutNelsonMandela.
2.Ssreadmoreabouthislife.

Step2.While-writing
1.Sscollecttheirideasfortheletter.Writethemdowninorder.
2.Ssbegintheletterwiththeiraddressandthedate.Theymaybeginlikethis:
Dearpresident,
IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree….
3.Finishtheletterlikethis:
Yourssincerely,
(Yourname)
4.ChoosesomeSstoreadtheirletters.
Suggestedanswers
JinanNo.1MiddleSchool
Shandong,China
October27,2004
DearPresident,
IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree.
Asweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandeladevotedallhislifetorealizethisdream.In1994,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems.Theblackpeoplelovedhim.
In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedtofiveyearshardlabor.Oneyearlater,asoneoftheleadersoftheANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntilnow.
Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Asheisagreatman,youshouldsethimfree.
Bestwishes!
Yourstruly,
LiHua

Step3.Writingtask
AsktheSswriteagreatpersonintheireyes.
GivetheSsapossibleversionaftertheyfinishit.
MotherTeresa
PersonalinformationWasborninYugoslavia,onAugust27,1910,anurse,gottheNoblePeacePrize
HardworkAchievementHelpthepoorandcomfortingthedyinginthestreetofthecity;herworkspreadtootherspartsofIndia
GoodqualitiesHard-working,kind-hearted,persistent
YouropinionAwell-knownperson,worththeprize

Periodseven

Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourself.Itisveryimportanttoimprovetheirlearning.

Unit 5 Nelson Mandela a modern hero教案

一名优秀的教师就要对每一课堂负责，作为教师就要根据教学内容制定合适的教案。教案可以让学生能够听懂教师所讲的内容，帮助教师能够更轻松的上课教学。您知道教案应该要怎么下笔吗？小编特地为大家精心收集和整理了“Unit 5 Nelson Mandela a modern hero教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit5NelsonMandelaamodernhero教案
Unit5NelsonMandela–amodernhero

1.quality
(1)[u.c.]质，质量，品质
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性质，特性，特点
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德，品性
e.g.Modestyisoneofhisgoodqualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。

2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded

3.mean
(1)adj.吝啬的，小气的
bemeanwith/aboutsth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的，刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟练的，出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是；意味着表示……的意思；打算；有……目的
meantodosth.meandoingsth.

4.active
(1)积极的
beactiveinsth.在……方面积极的
takeanactivepartinsth.积极参加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)（尤指体力上）忙碌的；活跃的
(3)（思想上）充满活力的，活跃的
e.g.Thatchildhasaveryactiveimagination.

5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.（将他的一生奉献于促进世界和平）(devote,promote)

6.diefor
(1)因……而死
(2)渴望，极想（进行时态）
e.g.I’mdyingforacupofwater.

7.fight
fight+n.
fightwithsb.
fightagainstsb./sth.
fightforsth.
fightback

8.advice
apieceofadvice
advicesb.(not)todo
advicesb.againstdoingsth.
advicedoing
advicethat-clause(shoulddo)
advicesb.onsth.
advicewh-todo
辨析：
易混词辨析例句
advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建议”，可数名词，表示“提建议”时用动词make。Whatsuggestionsdidhemakejustnow?
tip“指点，建议”，往往指内部的或专家性的指导或告诫。ThefollowingaretipsforInternetsurfers.

9.guidance
under/withtheguidanceofsb.

10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：Aftergettingup,thetelephonerang.
正：Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.

11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析：
易混词辨析例句
choose为“选择”的一般用语，指从较多的人或物中选出。Wechosethisbookasapresentforhim.
select强调“精挑细选”，有“择优”和“分层次”之意。Hehasbeenselectedfortheteam.
elect意为“选举”，指重大政治选举中选出某人担任某一职务。Hewasthefirstblacktobeelectedpresident.

12.blowup
(1)炸毁
(2)吹胀，给……充气
blowaway枪杀；彻底战胜；使（某人）大为惊讶
blowin不期而至
blowout吹灭，吹熄
blowoff不重视，轻视
blowover吹倒，刮倒

13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.胜任，经得起
(3)vt.等于，比得上
e.g.Fourtimesfiveequalstwenty.

14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower

15.beg
(1)恳求，乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞讨，讨要，行乞
begforsth.
begfromsb.
begsth.fromsb.

Unit 5 Nelson Mandela—a modern hero教案

一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生能够在课堂积极的参与互动，帮助高中教师缓解教学的压力，提高教学质量。优秀有创意的高中教案要怎样写呢？以下是小编收集整理的“Unit 5 Nelson Mandela—a modern hero教案”，欢迎阅读，希望您能阅读并收藏。

Unit5NelsonMandela—amodernhero
单元规则
本单元的中心话题是当代英雄纳尔逊•曼德拉(NelsonMandela—amodernhero)，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(WarmingUp)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(LearningaboutLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”。
“热身(WarmingUp)”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。（若某些问题在课文中未能涉及，可让学生去图书馆或网上搜索有关资料。）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，文章的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解(Comprehending)”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。第一题为是非判断题，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(LearningaboutLanguage)”部分突出了词汇和语法的学习与训练。词汇部分提供了三个题目：第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。本单元的语法是when,where,why,介词+which，介词+whom引导的定语从句。设计的练习紧密联系课文，能加深学生对文章的理解。
“语言运用(UsingLanguage)”部分分为“听力(Listening)”“阅读和讨论(Readinganddiscussing)”和“说和写(Speakingandwriting)”三个方面的内容。“听力(Listening)”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：第一题要求学生在听前讨论问题：WhatthingsdoyouthinkwereunfairinSouthAfrica?；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(Readinganddiscussing)”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（ANC）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（Speakingandwriting）”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(SummingUp)”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(LearningTip)”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文章的技能和技巧。
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：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本单元需要学习的重点词组为：loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本单元需要学习的重点句型为：
1.Areyouwillingtodopublicserviceworkwithoutpay?(bewillingtodo...)
2.ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.(theAttributiveClause)
3.Itisadoctor’sjobtoadvisepatientsonhealthproblems.(Itis+n./adj.todo...)
4.Aftergettingup,healwaysdrinksaglassofwater,whichhebelievesisgoodforhishealth.(theAttributiveClause)
5.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.(theAttributiveClause)
6.Onlythendidwedecidetoanswerviolencewithviolence.(Inversion)
7.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.(theAttributiveClause)
8.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.(theAttributiveClause;thepastparticipleusedasattribute)
9.Beforehecametopower,hewasonceputinprisonforyears.(sb.beputinprisonforaperiodoftime)
10.Hewassentencedtothreeyearsinprisonforstealing.(sb.besentencedto...inprison)
11.Hetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.(theAttributiveClause;shouldhavedone)
本单元需要掌握的交际功能用语为：
1.发表意见(Givingopinions)
Whydoyouthinkso?
Whatdoyouthinkof...?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink...
Iprefer...
Inmyopinion...
I’mafraid...
2.评论(Makingcomments)
Goodidea!That’sanexcellentidea.
本单元需要掌握的语法为：定语从句（Ⅱ）（由where,when,why,介词+which,介词+whom引导的定语从句）
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
能力目标：
1.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。
2.能恰当地使用Ithink.../Idon’tthink.../Inmyopinion.../That’sanexcellentidea等功能用语对英雄或伟人的品质发表意见，进行讨论。
3.能使用不同的阅读策略（比如根据上下文猜测词义、根据已有线索预测故事发展、迅速地从阅读材料中获取主要信息等），通过不同渠道（比如报刊、音像、网络等）了解更多伟人的情况。
4.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NelsonMandela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
Thisunitisconcernedwithteachingstudentsaboutwhatmakesagreatperson.Ittellsstudentsthedifferencesbetweenafamousorrichpersonandagreatone.ItalsotellssomethingaboutNelsonMandela.HewaschosenastheexampleofamoderngreatmanbecauseofhisfightforfairnessinSouthAfricaandhisfar-sightedandgenerousideastothosewhitepeoplewhowereagainsthim.HisideaonhowtoresolveconflictscanbefoundintheteachingsofGandhi,whichheputintopractice.Aftermanyyears’hardstrugglehehelpedhispeoplegetthesamerightsaswhitepeopleinhiscountry.Afterstudyingthisunit,studentsareexpectedtocometobetrulyawareofthequalitiesofagreatpersonandknowaboutthelivesofsomegreatpeople.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:
Period1:WarmingupandReading
Period2:
Importantlanguagepoints
Period3:
Grammar:theAttributiveClause(Ⅱ)
Period4:
ListeningandTalking
Period5:
ExtensiveReadingandSpeaking
Period6:
WritingandWritingTask
Period7:
Revision(SummingupandLearningtip)
Period1WarmingupandReading
整体设计
从容说课
Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesoffamousorgreatpersonsandtalkingaboutthem.
AstoWarmingUp,studentsmayhaveadiscussionofthetwoquestionsingroups.Thispartshouldencouragethestudentstothinkwhatqualitiestheyhave.ItcanbeusedasanexerciseonitsownorcanbecontinuedintothePre-readingsection.Afterdiscussion,theteachercanhelpthestudentstosumupthequalitiesagreatpersonshouldhave.
Pre-readingisakeypartoftheunit.Itisimportantbecauseitiswherethestudentsexaminethedifferencebetweenafamousandagreatpersonandthinkofthequalitiesthatareneededtomakeagreatperson.Theteachercanfirstcollectfromthestudentsalistoffiveorsixqualitiesthattheythinkgreatpersonshave.Thenaskthestudentstoreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
ThereadingpassagetitledElias’StoryistointroducestudentstothequalitiesandabilitiesthatmakeNelsonMandelasuchaninterestingpersontostudy.Notonlywasheabletoinspiremanytofollowhimdespitemanydifficultiesbuthebecameaninternationalsymbolforfairnessandjustice.ManypeopleintheworldweresoinspiredbyhimthattheyfollowedtheANCcallforaboycottofSouthAfricangoodssentabroadforexport.ItwashopedthateconomicpressurefromabroadwouldhelptochangethepoliticalsystemandmakelifefairerforallinSouthAfrica.ButitwastheblackpeopleofSouthAfricawhohadtoputthegreatestpressureonthegovernmenttomakechanges.Thestoryistoldfromtheirpointofview.EliastellsthestorysothatstudentsdonotlosesightoftheproblemsthatsomanyblackpeoplehadtofaceinSouthAfricabeforeblackmajorityrule.ThepartsinquotationmarksarethewordsspokenbyNelsonMandelaathistrialinRivonia(1963)toexplainhisattitudetoviolenceandjustifyhisactions.ThiswasanimportantspeechbecauseithelpedothercountriesunderstandthesituationinSouthAfricaforblackpeople.ItgavethemreasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittookaverylongtime(tillthe1990s)beforethesituationimprovedandSouthAfricahadthevoteforeveryoneandablackgovernmentledbyNelsonMandela—ablackman.Theteachercanfirstgetthestudentstoskimfortopicsentencesofeachparagraphandgeneralidea,andthenscanforfurtherunderstanding.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthetext,haveaclassdiscussionandplayaninterviewgameforthestudentstounderstandmoreaboutthetext.
Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthepassageintheirownwordsattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.
教具重点
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教学难点
1.Developthestudents’readingability.
2.Enablethestudentstolearnhowtogivetheiropinions.
教学方法
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
教具准备
Themulti-mediaandothernormalteachingtools
三维目标
Knowledgeaims:
1.Getthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiod?lawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprison
2.Getthestudentstoknowthequalitiesofagreatperson.
3.GetthestudentstolearnaboutNelsonMandela.
Abilityaims:
1.Developthestudentsreadingabilityandletthemlearndifferentreadingskills.
2.Enablethestudentstolearnhowtogivetheiropinions.
Emotionalaims:
1.Getthestudentstolearnnoblequalitiesfromgreatpersons.
2.GetthestudentstolearnfromNelsonMandelatodeveloptheirmoralqualities.
教学过程
设计方案（一）
→Step1Warmingup
Discussthefollowingquestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
Askthestudentsfirsttobrainstormthequestions,thentodescribethemselves.TellthemtheadjectivesintheboxinthepartWarmingUponPage33willhelpthemfindoutwhatqualitiestheyhave.Finallyhaveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonshouldhave.
Suggestedanswers:
1.Adjectivesfordescribingaperson: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...
3.Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.
→Step1Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswerthefollowingquestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
Oneminuteforstudentstothinkthemover.Thencheckwiththewholeclass.
Suggestedanswers:
2)Yes,theyare,becausetheyhavedonesomethingreallyimportanttobenefitacountryortheworld.
3)No,Ithinknotallofthemaregreatpeople.
2.Discussingandspeaking
Studentsreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
Whentheyarediscussing,remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions:?
Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Iagree/Idon’tagree...;Iprefer...;What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof...?
Severalminuteslater,asksomepairstoactouttheirdialogues.
Asampledialogue:
A:Whatqualitiesdoyouthinkmakeagreatman?
B:Inmyopinion,agreatmanisonewhohasfollowedhisorherideasandsacrificedsomethingsothattheycouldberealized.
A:Whatisthedifferencebetweenafamouspersonandagreatperson?
B:Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycannotbecalledagreatperson.
A:DoyouthinkWilliamTidalisagreatperson?
B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.
A:Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?
B:...
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:Sofarwehavetalkedalotaboutgreatpersons.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,wearegoingtoreadaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeopleandisconsideredasamodernhero.NowopenyourbookstoPage34andreadthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
(Astoryisusuallyapieceofnarrativewriting.)
2.Skimmingfortopicsentencesandgeneralidea
Givethestudentsthreeminutes,askthemtoreadthetextfastandthenfillintheform.
TopicsentenceofParagraph1
TopicsentenceofParagraph2
TopicsentenceofParagraph3
TopicsentenceofParagraph4
TopicsentenceofParagraph5
Mainideaofthepassage

Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:

TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
3.Scanningfordetailinformation
1)Givethestudentsfiveminutes,askthemtoreadthetextcarefullytolocateparticularinformationandthendoExercise1andExercise2inthepartComprehending.
2)Choosethebestansweraccordingtothetext.
(1)WhatdisadvantagesdidEliashaveinfindingajob?
A.HehelpedNelsonMandelablowupthegovernmentbuildings.
B.Hehadpooreducation.
C.Hewasveryyoung.
D.Hedidn’twanttoliveinJohannesburg.
(2)WhenwasEliasborn?
A.In1952.B.In1940.C.In1964.D.In1920.
(3)Whichofthefollowingstatementsisnotthepurposeofthewriterinwritingthepassage?
A.TotellushowgreatNelsonMandelawas.
B.Toletusknowwhytheyhadtofightforhumanrightswithviolence.
C.Totellusaninterestingstory.
D.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
(4)Itcanbeinferredfromthepassagethat______________.
A.NelsonMandelahelpedEliastokeephisjob
B.Eliaswashappytoblowupthegovernmentbuildings
C.EliasmetNelsonMandelaatschool
D.thegovernmentwashappywithNelsonMandelaandtheANC
Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:(1)B(2)B(3)C(4)A
4.Furtherunderstanding
Givethestudentsanotherseveralminutestodiscussthefollowingquestions.Iftheyarenotsureabouttheanswers,theycanreadthetextagain.Encouragethemtoreadthetextwiththequestionsinmindandtrytofindouttheanswers.
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
Theteachercanjoininstudents’discussionoraskthemtoanswerthequestionsindividuallyandthencheckwiththewholeclass.
Suggestedanswers:
1)Pooreducation;nopermittoliveinJohannesburg.
2)Throughunfairlaws.
3)Theytreatedthewhitepeopleaswellastheblackpeople.
4)Therearethreereasons:Firstly,MandelaoncehelpedhimandheconsideredMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.
5)Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence.
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,askstudentstofindthenewwords,phrasesandstructuresthattheyfindmostdifficult,helpthemtounderstandanddealwithanylanguageproblems.
6.Readingaloudtotherecording
Playthetapeofthetextforthestudentstolistenandfollow.Thenaskthemtoreadthetextaloud.
→Step4After-reading
1.Discussingandanswering
Givethestudentsseveralminutestodiscussthefollowingquestionsandthenaskthemtoanswerthem.
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
Severalminuteslater,discussandchecktheanswerswiththewholeclass.
Suggestedanswers:
1)No,becausethereisnothingonecandotochangeorimprovethesituation.
2)IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
3)(Variousanswersarepossible.)IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.
2.Playinganinterviewgame
Askthestudentstodoaninterviewinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingEliaswiththefollowingquestions.
1)WhendidyoufirstmeetMandela?
2)Canyoutellmemoreabouthowhehelpedyou?
3)Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
4)Howdoyoulikehisideaofpeacefulfighting?
5)Whatdoyouthinkofhim?
6)Whatwillyoudotosupporthiminthefuture?
→Step5Consolidation
Givethestudentsseveralminutestoprepare.Thenaskthemtoretellthestoryaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
Sampleretoldpassage:
EliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Buthehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.

→Step4Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.
设计方案（二）
→Step1Warmingup
Discusssomequestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
→Step2Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswersomequestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
2.Discussingandspeaking
Discussinpairswhatqualitiesmakeagreatpersonandfindoutwhethereachofthesixpersonsisagreatpersonornot.
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:WearegoingtoreadaboutNelsonMandela.Lookatthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
2.Skimmingfortopicsentencesandgeneralidea
3.Scanningfordetailinformation
DoExercise1andExercise2inthepartComprehending.
4.Furtherunderstanding
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblems.
6.Readingaloudtotherecording
→Step4After-reading
1.Discussingandanswering
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
2.Playinganinterviewgame
Workinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingElias.
→Step5Consolidation
AskthestudentstoretellElias’Storyaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
→Step6Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.

板书设计
Unit5NelsonMandela—amodernheroElias’Story

活动与探究
GotothelibraryorgetonlineandtrytofindoutmoreinformationaboutNelsonMandela,ANCandANCYouthLeague.Takenotesaboutthemsoastoexchangewitheachother.

Unit 5 Nelson Mandela – a modern hero教案

Unit5NelsonMandela–amodernhero