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必修一Unit 5 Nelson Mandela—a modern heroReadingTeaching goals 教学目标1. Target language 目标语言a. 重点词汇和短语period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud ofb. 重点句子It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34After trying hard, I got a job in a gold mine. P34He told me how to get the correct papers so I could stay in Johannesburg. P34I joined it as soon as I could. P34The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 We were put in a position in which we had either to accept we were less important, or fight the Government. P34But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34It was a prison from which no one escaped. P38When I got there Nelson Mandela was also there and in one way it helped me. P382. Ability goals 能力目标Enable the students to describe a great person with the order of time.3. Learning goals 学能目标Help the Ss how to describe a great person.Teaching important points 教学重点The general idea of the text.Teaching difficult points 教学难点The characteristic of the writing in this unit.Teaching methods 教学方法Skimming method.Task-based method.Explaining method.Teaching aids 教具准备A recorder, a projector and some slides.Teaching procedures and ways 教学过程和方式Step I RevisionCheck the homework of Unit 4.Step II ReadingGet the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to the exercises of Comprehending.T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some ques tions: Who do you admire greatly? Why?Sa: Yao Ming. In my opinion, he is the best basketball player in our country.Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles.Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus (微积分) and discovered that white light is composed of every color in the spectrum (光谱).Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom, build up our own country and make us lead a happy life.T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is theformer South African president, who realized the dream of making black and white people equal. At the same time, show the picture of him on the slide.T: Let’ s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well.T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text again by yourselves to get the answers to Part 1 and Part 3 of Comprehending on Page 35.Three minutes later.T: Let’s check your work of P art 1 together.Suggested answers:1. True. Because Elias met Nelson Mandela at work2. False. Because his family could not continue to pay the school fees and the bus fare.3. True. Because Mandela told Elias how to get the correct papers so he could stay in Johannesburg.4. True.5. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence.6. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence.T: Let’s come to Part 3 of Comprehending. Read the text again and try to finish the timeline of Elias’ life.Five minutes later.Suggested answers— 1940 ........He was born.— 1942 ....... He was a two years old baby.— 1944 ....... He was four years old.— 1946 ....... He began school.— 1948 ....... He left school.— 1950 ....... Nelson Mandela opened his law firm.— 1952 ....... He was 12 and met Mandela.— 1954 ....... He was fourteen and encouraged by Mandela.T: According to the timeline, we can better understand the life of Elias.T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part.Five minutes later.Suggested answersPart I Paragraph 1——2 The Life of Elias’ life before he met Nelson Mandela.Part II Paragraph 3——5 The change of Elias’ life after he met Nelson Mandela and what Mandela did.T: In order to better understand the text, please answer the following questions in Ex 2. Work in pairs please.Three minutes later.T: Let’s check the answers together.Step III Extensive ReadingGet the students to learn more about Nelson Mandela.T: So much for the text. Do you want to know more about Nelson Mandela?Ss: Yes.T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape. Three minutes later.T: Please read the text carefully, and do the exercise one on Page 39.Two minutes later.T: Let’s check your work.Check the answers with the students together.Suggest answersGood thingsHe became a good student.He felt good about himself.Bad thingsHe was not allowed to study for his degree.T: Please discuss the two questions on the slide with your partner.1. What would you have done if you were Elias?2. How do you think his wife and family felt when he was in prison?Four minutes later.T: Who’d like to tell us your answer to Question one?S1: If I were Elias, I would have make more efforts to study for my degreeT: Then the second?S2: I think his family may feel very sad, but a bit comforted that he could be educated in prison. T: Good, thanks!Step IV Listening and Explanations of some language pointsT: Listen to the tape paying attention to pauses in the long sentences.After listening,T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. The first: The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰三百周年) where we have ....is an attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago.Then the second: We were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence. From these sentences we know that they had tried to gain their equal rights in peaceful way, but it was in vain. So they turned to violence. In this sentence, in which we had either to accept…is an attributive clause, which is used to modify a position. And which was peaceful…is also an attributive clause, which is used to modify a way. Another example: I don’t like the way in which he talks.Step V Homework1. Recite the key sentences in the two texts.2. Preview Warming up and Pre-reading on Pages 33.。
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 。
Book1 Unit 5 Nelson Mandela－a modern heroUnit 5 Nelson Mandela－a modern heroBy Wang Chunfang from Experimental Middle School 【Studying aims】1. To have some basic knowledge on the general features of great people.2. To develop reading abilities: Fast reading, Intensive reading, Summarizing and Analyzing skills.3. To learn from the great people and make a difference to the society.【Studying Procedures】Step I. Pre-reading【设计意图】导入阶段是师生之间建立情感，为新课铺垫，营造一个学习英语氛围的阶段。
在此阶段，教师应充分调动学生的非智力因素，最大限度的激活学生已有的背景知识，激发学生学习英语的热情、欲望和兴趣，为进一步学习做好准备。
本阶段教师使用了一段小视频，充分调动学生的感官，从而激发学生的想象空间，为下一步的学习做好铺垫。
Part 1 Warming up1.Watch a video clip and know something about Chairman Xi, the great man in China.2.List out some qualities of Chairman Xi._________________________________________________________________Part2. PredictionRead the title of the reading passage and predict the literary form (文体).From the title, we can predict that the reading text is a/an __________.A. argumentation (议论文)B. narration (记叙文)C. exposition (说明文)Step II. While-reading【设计意图】这是整节阅读课的中心环节。
高中英语必修1 Unit5 Nelson Mandela—a modern hero教学案人教新课标一、教学内容必修1 Unit 5-1 Nelson Mandela（一）重点单词（二）重点短语（三）重点句型二、知识精讲（一）重点单词：1. devote vt. 献身；致力于；专心于devoted adj. 忠实的；挚爱的例：She devoted herself to her career.她全力倾注于自己的事业。
They are devoted to their children.他们深爱着自己的孩子。
He was devoted to helping those who needed to be helped all his life.他终身致力于帮助那些需要帮助的人。
注意：devote…to …与be devoted to ...中的to都为介词，后面常与doing 搭配。
即学即用：Before going abroad he devoted all he could _______ his oral English.A. improveB. to improveC. improvingD. to improving答案：D2. equal（1）adj.相等的；平等的；胜任的There is an equal number of boys and girls in the class.这个班男女生人数相等。
He cut the cake in four equal pieces.他把蛋糕切成大小相等的四份。
知识拓展：One unit of alcohol is equal to half a pint beer.一单位酒精等于半品脱啤酒。
I hope he is equal to the challenge.我希望他能应付这一挑战。
(2) 【C】（地位等）同等的人；同等的事物例：She treats the people who work for her as her equals.她以平等的身份对待为她工作的人。
第五讲Nelson Mandela - a modern hero 适用学科英语适用年级高三适用区域全国课时时长（分钟）60知识点名词辨析；动词辨析；副词辨析；形容词辨析；动词短语辨析；完成句子；句子翻译；教学目标知识： 1.快速复习掌握本单元词汇。
2. 快速扩词汇量。
方法： 1.老师和学生一起翻译短文并从中找出自己不认识的词汇。
2. 学生将不认识的词汇整理到笔记本上，并默写出所整理的词汇的汉语意思。
能力： 1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学重点1.能根据老师所翻译的文章快速记住生词的汉语意思。
2.能通过不断上涨的词汇量快速提高阅读能力。
教学难点重点单词、短语的灵活运用教学过程一、课堂导入通过有效的引入伟大人物的话题，自然的进入课堂教学内容。
Can you tell us some great men?Why could they be great men?二、复习预习1）The important words in unit four:lion n. __________2.event n. ___________3.dirt n. _____________4.ruin n. vt. __________5.suffering n. _________6.injure vt. _____________7.destroy vt. ____________8.rescue n. & vt. __________9.rap vt. n. _______________10.disaster n. _____________11.bury vt. _______________12.reporter n. _____________13.damage n. & vt. _________ 14.frighten vt. _____________15.express vt. n. _________【答案】1 .百万2 .事件；大事3.污垢；泥土4.废墟；毁灭5.苦难；痛苦6 .损害；伤害7.破坏；毁坏；消灭8 .援救；营救9.使陷入困境陷阱；困境10 .灾难；灾祸11.埋葬；掩埋；隐藏12 .记者13.损失；损害14 .使惊吓；吓唬15 .表示；表达快车；速递2）The important phrases in unit four:1.right away _________________2.as if ______________________3.at an end __________________4.in ruins ___________________5.dig out ____________________6.a (great) number of __________【答案】1.马上2.仿佛；好像3. 结束；终结4.废墟；毁灭5.掘出；发现6.许多；大量的三、知识讲解（一）词汇串串烧翻译下面由本单元词汇所编成的故事要求学生在翻译过程中不会的词汇用横线标出（一）The passage5.The Great President伟大的总统As the founder of the republic, the president had many good qualities. Before coming to power, he was a generous lawyer. He was willing to selflessly help everyone who turned to him. He accepted no fee to offer legal guidance and opinion s to those who were out of work or un educate d. Later, believing all mankind to be equal, he devote d himself to stopping the unfair anti-black laws. He set up the Black Youth League and was vote d to be the leader. However, though he kept peaceful principle s without violence and terror, his mean enemies still blew up his house and attack ed his relative s, and he himself couldn’t escape be ing sentenced to 30 years in prison.Not fearing of the prison guards’ cruelty, he kept active and beg ged no mercy from them. As a matter of fact, he was always hopeful and never lost heart during the stage even though he was in trouble.Finally, people reward ed him with the leader’s position and a gold blanket.作为共和国的创始人，这位总统具备许多的优秀品质。
英语教案：Unit5 Nelson Mandela--a modern hero一（新人教版必修1）（一）听说课一、教学内容：Warming up (p. 33); Pre-reading (p. 33); Listening (p. 69); Talking (p.69)二、教学目标：1．能力目标在本节课结束后，学生能够●选取适当的形容词描述著名人物，能简单介绍他们的成就。
●听懂一段人物介绍，并能获取与该人物有关的数字、地点、成就及其影响等信息。
●借助上下文推测听力短文中空缺的内容，在听的过程中能记录所听到的关键词。
●简单介绍自己心目中的英雄人物，发表自己的见解。
●初步总结和归纳伟人的共性和特点。
2．目标语言：●初步学习以下词汇，了解其音形意：quality, mean, active, generous, selfish, selfless, devoted, willing, found, principle, peaceful, mankind●掌握征求意见和表达意见的基本功能语句：I think/I don’t think …I believe/I don’t b elieve that …In my opinion, …To my understanding, …I feel/don’t feel that …What do you think of …?What’s your opinion?What are your ideas?Do you have any thoughts on that? How do you feel about that?Why do you think so?3．文化目标：了解本单元所列举的著名人物的生平以及他们所生活的时代背景，尤其是西方宗教史上著名的人物William Tyndale的故事。
树立正确的价值观，区分名人与伟人的概念。
三、教学步骤：步骤一 导入让学生浏览本单元标题、学生用书以及练习册中的图片，让学生猜测本单元的中心话题，了解本单元所涉及的人物。
人教版必修一Unit 5 Nelson Mandela ——A Modern Hero教案设计Teaching aims:Knowledge aims:1.Get the students to learn to learn the following words to describe a person: kind, brave, determined, wise, generous, cheerful，helpful，determined，hopeful, etc.2. Get the students to know the qualities of a great person;3. Get the students to learn about Nelson Mandela.Ability aims:1. Develop the students’ reading ability and let them learn different reading skills;2. Get the students to learn to grasp the main idea of a text or a passage.Emotional aims:1. Enable the students to know about some great people and learn their noble qualities.2. Get the students to learn from Nelson Mandela to develop their moral qualityTeaching important points:1.Get the students to know about the qualities a great person should have2.Enable the students to learn about Nelson Mandela;3.Get the students to learn different reading skills.Teaching difficult points:1.Develop the students’ reading ability;2.Enable the students to grasp the main idea of a text and learn how to describe a person;3.Enable the students to be clear about the structure of a passage.Teaching methods:1. 演示法：把制作的课件、图片、视频等显示给学生看，激发学生的学习兴趣，并从中体会相关的文化背景，体会语言的魅力，达到更好理解课文的目的；2. 任务驱动教学法：Task-based teaching and learning将所要学会的阅读技能设计在一个接一个的阅读任务中，学生通过完成阅读任务训练阅读能力；3. Cooperative learning：合作学习Teaching aids:1. The multimedia and the Internet;2. Other normal teaching tools.Teaching procedures:教学过程Step1: Lead inLet the students enjoy a song “Waving Flag”, showing a MV and the lyrics on thescreen, make the students enjoy the words:Oh Oh Oh Oh Oh.....Give you freedom; give you fire;give you reason; take you higherSee the champions take the field now.Unify us; make us feel proudIn the streets our heads are lifting ,as we lose our inhibition[?nh??b??n](束缚).Celebration, it surrounds us,every nation all around usStaying forever young, singing songs underneath the sunLet's rejoice in the beautiful game. Let's gather at the end of the day.We all sayWhen I get older, I will be stronger. They'll call me freedom, just like a waving flagThen ask the students to discuss the question “What impress you most in this shortmusic video?” I will introduce the song,which is the theme song of world cup in SouthAfrica in 2010 ,to arise students’ interest in South Africa and Nelson Mandela, the great hero.Step2: Reading1. Fast reading:Task 1:Ask the students to read the title of the passage a nd ask them to guess thewriting type.Is it a narration, an argumentation,or an exposition?(Answer: A narration)2.Introduce the six factors of narration to the students:what ,who, where,how,when,where.3.Ask the students to find out “what,who,where”and combine these factors to grasp the main idea.Task 2:Ask the students to read the passage as quickly as they can and find out the main ideaof each paragraph and fill in the blanks.Para 1.Elias first ______ Mandela.Para 2.Elias asked Mandela for ______.Para 3.Mandela _______ Elias.Para 4.Elias agreed with what Mandela said.Para 5.Elias _______Mandela.2.Careful reading:Task 1:Ask the students to read the passage as carefully as they can and find out the answer of the following 3 questions.HELP 1: Why did Elias need help?Situation of Eliaseducationfamilyworryroot causeHELP 2: How did Mandela help Elias?Mandela told Elias _______________________________________________________________HELP 3: How did Elias help Mandela?When Mandela organized the ANC Youth League (非洲人国民大会青年团), Elias_________________________.In 1963 Elias helped Mandela _____________________________________________ Task 2:In Para 4,the writer tells us Elias agreed with what Mandela said.The teacher ask the(Answer:“The last thirty years have seen the greateststudents “What did Mandela say ?”number of laws stopping our rights and progress, until today we have reached a stagewhere we have almost no rights at all.”)Faced with the bad situation what Mandela decided to do.Ask the students to answerthe question.Step3: After-reading: DiscussionAsk the students to introduce their own hero and make a conversation in group .Group Leader:Hey guys,the topic of the speech is “ The Hero in My Heart”．Which great man is the hero in your heart?Student 1: Well,we prefer______.Group Leader:Could you tell me what he has done as a great man?Student 1:____________________________________________.Group Leader:What do you think of his qualities as a great man?Student 2: As far as I am concerned,he is ____and____.For example,heGroup Leader:How does he influence you?Student 3: As for me, I'll_____________________________.Group Leader:Thanks a lot.Step4: HomeworkComplete your speech on the topic “ A hero in my heart”.Blackboard design:Elias (narrator) Mandela(main character)。
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。
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。
