Nelson Mandela— A modern hero 优质公开课课件

普通高中课程标准实验教科书英语必修一 Unit 5 Nelson Mandela--a modern hero语言运用课教学设计一、教学内容：Using Language （P38-39）本节课要处理人教版必修一 Unit5 Nalson Mandela----a modern hero 的 using language 部分。

设计了听、读、说、写四个环节。

二、教学目标：1.能力目标在本节课结束后，学生能够λ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。

λ选取适当的形容词描述著名人物，能简单介绍他们的成就。

λ初步总结和归纳伟人的共性和特点。

λ简单介绍自己心目中的英雄人物，发表自己的见解。

2．目标语言：λ掌握本单元的重点词汇和短语。

熟练定语从句的使用。

λ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 believe that …In my opinion, …To myunderstanding, …I feel/don’t feel that …What do you think of…?What’s your opinion?What are your ideas?Do you have anythoughts on that?How do you feel about that?Why do you thinkso?3.文化目标：了解曼德拉的生平以及所生活的时代背景，尤其是他为南非黑人争取自由的故事。

树立正确的价值观。

学习欣赏曼德拉作为伟人的美好品质。

三、教学步骤：步骤一听力 Listening1.导入 Lead in：让学生欣赏一张图片，让学生猜测这照片有什么历史意义，了解曼德拉的历史功绩。

设计意图：首先导入采用了一张图片，让学生了解到是通过了曼德拉的终生的努力，黑人和白人才能平等地站在一起。

南非的人和英国的人才能平等地站在一起。

Unit 5 Nelson Mandela——a modern heroElias’ Story1. Teaching aims: To analyze the thread and transition of the textTo judge the writing purpose and intended readers of the passage.To express ideas on the given topics by writing a continuation.2. Important and difficult points:How to use the timeline to let the students analyze the whole structure.How to analyze the thread and transition of the passage.3. Teaching Process:step1: lead-inAsk student a question: What day is April 1st day? They all know it is a fool’s day, but I will tell them it is now a hero’s day. Because the remains of 30 firefighters were found in April 1st day. step2: Discourse analysisPara1&2:Why did Elias ask Mandela for help?______________________________________________________________________________ Topic1:________________________________________________________________________ Para3&4:What was the unequal situation the black people faced in South Africa?______________________________________________________________________________ Para5:Why did they blow up some government buildings?______________________________________________________________________________ Topic2:________________________________________________________________________ Timeline:________________________________________________________________________ Thread:__________________________________________________________________________ Transition:_______________________________________________________________________ Topic1+Topic2=Theme:____________________________________________________________ step3: Topic-Related LexisP1&2: a poor black worker; the black lawyer; offer guidance; be generous with time; little education; school fees and the bus fare; a passbook; become out of workPara3&4&5:______________________________________________________________________ ______________________________________________________________________ step4: Pragmatic AnalysisWhy did the author write this article?To whom does the author write this article?Does the author give you all the expected information about Mandela?step5: Critical thinkingAfter Elias helped Mandela blow up some government buildings, what happened to them? Please write a continuation on your paper, no less than 50 words.Here are some key words for you.Mandela Elias violencevictory prison equalblack people white people herostep6: ReflectionLet students see if they have finished our teaching aims.To analyze the thread and transition of the textTo judge the writing purpose and intended readers of the passage.To express ideas on the given topics by writing a continuation.step7: AssignmentAfter the class, I hope you can write a passage about a hero around you like your mum, dad, even a stranger.Please write a same narration as Elias’ Story.。

Courtroom quotes"I have fought against white domination and I have fought against black domination. I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities. It is an ideal which I hope to live for and to achieve. But if needs be, it is an ideal for which I am prepared to die.""Why is it that in this courtroom I am facing a white magistrate, confronted by a white prosecutor, escorted by white orderlies? Can anybody honestly and seriously suggest that in this type of atmosphere the scales of justice are evenly balanced? Why is it that no African in the history of this country has ever had the honor of being tried by his own kind, by his own flesh and blood?...I am a black man in a white man's court. This should not be." (Finlayson 84)."Out of the experience of an extraordinary human disaster that lasted too long, must be born a society of which all humanity will be proud... We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our people from the continuing bondage of poverty, deprivation, suffering, gender, and other discrimination. Never, never, and never again shall it be that this beautiful land will again experience the oppression of one by another... The sun shall never set on so glorious a human achievement."。