高中英语《Nelson Mandela》优质课教案、教学设计

Teaching Aims1. To distinguish famous people and great people and stimulate students’ interest in reading.2. To know about Elias’ story.3. To improve students’ reading abilities (scanning, close reading, summarizing).4. To promote students’ own qualities according to Mandela’s qualities.Teaching ProceduresPre-reading1. Enjoy a video.2. Do you often help others?3. Can you distinguish famous people and great people?【设计意图】根据高中英语课程标准（2003）对本单元的话题要求。

通过图片展示，使学生区分什么是名人和伟人，引出伟人曼德拉怎样帮助别人的问题，激发学生阅读兴趣，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. how Mandela helped Elias and other black people.D. how Elias met Mandela.【设计意图】根据课程标准阅读6级要求4．能根据阅读目的使用不同的阅读策略；以及本课阅读训练目标3. To improve the reading abilities (scanning, close reading, summarizing).特设计本题，训练学生scanning快速总结文章大意。

Unit 5 Nelson Mandela —a modern heroPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plan for reading(ELIAS’ STORY)AimsTo talk about people’s qualitiesTo read about enable people’s life storyTo study The Attributive Clause (where, when, why, prep.＋which/ whom)To learn to write lettersProceduresI. Warming upWarming up by describingBoys and girls, this morning we’ll take up Unit 5 in which we’ll learn to describe people. Now let’s describe ourselves first. The questions in the warming up part will help you find out what qualities you have. Then tell me what kind of a person do you think you are. Do you think you have the qualities to be a great person? What qualities do you think we should find in a great person?a.Give the students one minute to answer the questions.b.Ask some students to talk about their own qualities according to their answers.c.Have a discussion with the whole class and help them to sum up the qualities that a great person has.(Suming up: A great person should be determined, hard-working, unselfish, and generous. He should follow his ideas and never lose heart when he is in trouble. He usually gives up something to achieve his goals. He should be willing to do public service work without pay, be active in social activities, gets on well with others, and help others, etc.)Warming up by brainstormingBoys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?(Adjectives for describing a person: 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,)Warming up by expressionsBoys and girls, we are going to learn about some great people in Unit 5. Can you name some great people? Now discuss in groups of four: Who do you admire most? What kind of person is he/she? What are the qualities that great people have in common?Sun Yat-sen(November 12, 1866–March 12, 1925) was a Chinese revolutionary leader andstatesman who is considered by many to be the “Father of Modern China”. He had a significantinfluence in the overthrow of the Qing Dynasty and establishment of the Republic of China. Afounder of the Kuomintang, Sun was the first provisional president of the Republic of China in1912 and de facto leader from 1923 to 1925. He developed a political philosophy known as theThree Principles of the People. Sun is uniquely admired by most Chinese. Yet, his life was one ofconstant struggle and frequent exile as few of his visions for his country materialized.II. Pre-reading1. Now, look at the six people in the pre-reading part. Can you recognize them? Do you think they are important people? (Yes. Because they have done something really important to benefit the world or a country. ) But do you think all of them are great people?William Tyndale(sometimes spelled Tindale) (ca.1484 - October 6, 1536) was a 16th centurypriest and scholar who translated the Bible into an early form of Modern English. Although2.Speaking task: Students read the information of each of the six persons and discuss in pairs to find out whether he is a great person or not according to the criteria they worked out in the previous step.Remind the students to use the following expressions for giving and asking for opinions:A sample dialogue:A: Do you think William Tidal is a great person?B: Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A: Yes. I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now, let’s come to Norman Bethune. What do you think of him?B:….III. Reading1. Skimming for general ideaSo far we have talked a lot about great people. Do you want to know more about them and learn from them? Well, this morning we are going to read about Nelson Mandela, who was considered as a modern hero. Now open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. A story is usually a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story? (He tells about his life, how Mandela helped him and how he supported Mandela.) 2.Listening and scanning for detail informationa. Listen to the text again and do Comprehending Ex.... 1.True: 2, 4 False: 1, 3, 5, 6, 7, 8b. Scan the text and do Comprehending Ex. 2.3.Questions for further understandingDiscuss the following questions in groups of four:a.How did the white people stop the black people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?IV. Closing downClosing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you like the way Elias tells his story? Give a reason.Closing down by retellingRetell the story according to the following clues:introduction of Elias’ problem; Mandela’s help; Elia s’ supportClosing down by an interviewAsk the student to do an interview in pairs. A journalist is interviewing Elias with the following questions: When did you first meet Mandela?Can you tell me more about how he helped you?Can you tell me about the problems that the black people are facing?How do you like his idea of peaceful fighting?What do you think of him?What will you do to support him in the future?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, why, prep.＋which/ whom)AimsTo help students learn about attributive clause introduced by when, where, why, and prep.+ which/ whom To help students discover and learn to use some useful words and expressionsTo help students discover and learn to use some useful structures ProceduresI. Warming upWarming up by discovering useful words and expressionsTurn to page 35 and do exercises No. 1 and 2. Check your answers against your classmates’.II. Learning about grammar1.Reading and thinkingTurn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauses.Think over this question: On what circumstance do we use when/ where/ why to introduced an attributive clause? (“Where”is used when the antecedent refers to a place, and “when” is used for time. “Why “ is used when the antecedent is “why”.)paring and discoveringTurn to page 36. Do Ex. 1. Then compare the following sentences and find out why we use different words to introduce the attributive clauses while the antecedents are the same.a.The government building where we voted was very grand.b.The government building which/ that we paid a visit to yesterday was very grand.c.The government building in which we voted was very grand.In sentence a), a relative adverb “where” is used because it refers to “in the government building” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “in the government building” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the governmentbuilding” which serves as the object of the predicate “visited” in the attributive clause.Compare another three sentences:a.The date when I arrived was the 5th August.b.The date which/ that he told me was the 5th August.c.The date on which I arrived was the 5th August.In sentence a), a relative adverb “when” is used because it refers to “on that date” which serves as the adverbial in the attributive clause. “in which” can also be used as in sentence c) because it also means “on that date” in the attributive clause. While in sentence b), a relative pronoun “which” is used as it refers to “the date” serving as the object of the predicate “told” in the attributive clause.Read the following sentence and find outa.The reason why I got a job was because of my hard work.b.The reason that/ which he gave for getting the job was because of his hard work.c.The reason for which I got a job was because of my hard work.In sentence a), a relative adverb “why” is used because it refers to “for this reason” which serves as the adverbial in the attributive clause. “for which” can also be used as in sentence c) because it also means “for this reason” in the attributive clause. While in sentence b), a relative pronoun “which/that” is used as it refers to “the reason” serving as the object of the predicate “gave” in the attributive clause.III. Ready used materials for attributive clauseDefinitions: Attributive clause: An attributive clause is a clause modifying a noun or pronoun in a compound sentence. Antecedent: The word being modified by an attributive clause is called the antecedent.Relative: The word that is used to introduce an attributive clause is called a relative. There are two kinds of relatives, i.e. relative pronouns including which, that, who, whom, whose, as, etc. and relative adverbs including where, when and why, etc.Note: Relatives plays three important roles in an attributive clause, i.e. introducing an attributive clause, replacing the antecedent in meaning, and functioning as a sentence element in the attributive clause.e.g.: The girl who is talking to Mr. Li over there is my sister. In the sentence, The girl is the antecedent and who is used to introduce the attributive clause as the antecedent is a person. It (who) refers to the girl and functions as the subject in the attributive clause.The choice of the relatives is the most difficult in learning the attributive clause. However, there are some rules that can help us choose the correct relatives. Usually, which relative to choose depends on what the antecedent is and what sentence element the relative functions in the attributive clause as shown in the following chart:Note: relatives can be omitted if they serves as the objects in the attributive clauses.If a relative functions as the object of a preposition in the attributive clause, the preposition can usually be placed before the relative. In this situation, we use “which” for things and “whom” for people, and they can never be omitted. However, if the preposition and a verb form a set phrase in the attributive clause, they should not be separated:The school (which/ that) he once studied in is very famous.The school in which he once studied is very famous.This is the girl (who/ whom) I went to the Great Wall with.This is the girl with whom I went to the Great Wall.The sentence “This is the watch (which/ that ) you are looking for.” can not be changed into “This is the watch for which you are looking.” because “look for ” is a set phrase.Now turn to page 36 and let’s do Ex.2 and 3.IV. Closing down by doing a quizTo end the period you are going to take a quiz on attributive clause.Choose the best answer:1.The weather turned out to be very good, ____ was more than we could expect.A. whatB. whichC. thatD. it2.After living in Pairs for fifty years he returned to the small town ____ he grew up as a child.A. whichB. whereC. thatD. when3.The house ______ we live is not large.A. whichB. in whichC. on whichD. at which4.Recently I bought an ancient Chinese vase, _____ was very reasonable.A. which price C. the price of which C. its price D. the price of whose5.He lived in London for 3 months, during ____ time he learned some English.A. thisB. whichC. at whichD. some6.I will never forget the day _____ he came to see me.A. thatB. whichC. at whichD. when7.The visitor asked the guide to take his picture _____ stands the famous tower.A that B. where C. which D. there8.The students ____ department Ms King worked ten years ago look down upon women.A. in whichB. in thatC. in whoseD. whose9. I don’t like _____ you speak to her.A. the wayB. the way in thatC. the way whichD. the way of which10. I had neither a raincoat nor an umbrella. _______ I got wet through .A. It’s the reasonB. That’s whyC. There’s whyD. It’s howPeriod 3: A sample lesson plan for Using Language(T HE REST OF ELIAS’ STORY)AimsTo help students read the passage THE REST OF ELIAS’ STORYTo help students to use the language by reading, listening, speaking and writing ProceduresI. Warming up and listeningSo far we have read a story about Elias. Do you remember why it was difficult for him to get a job? (because he hadn’t a passbook) what is a passbook? Why is it important? Let’s listen to a short passage and find out.Turn to page 37. Read the questions and choose the best answer after listening.Discuss the questions in Ex. 2.II. Guided reading1. Reading and answering questionsAs we know, in order to support Mandela, Elias helped him blow up some government buildings. Can you imagine what would happen to him if he was caught? Actually, he was caught and put into a prison on Robben Island. However, he was lucky enough to get help from Mandela even when he was in prison.Turn to Page 38, read the passage quickly and find out:How did Mandela helped Elias when he was on Robben IslandHow did Mandela help Elias after he came to power?2. Reading and doing exercisesRead the passage again and do the exercise on Page 38.3. Task (a text dialogue)Now we have finished the story about Elias. Next we are going to do a group activity. We will do it in groups of four. Suppose one of you is Elias and works as a tour guide on Robben Island. The other three of you are tourists who are very interested in the island and Mandela’s life and asking the tour guide the following questions. Elias must answer them.III. Guided writing1. Preparation for writingImagine now Mr Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela. Do you remember the format of a letter? What should be the main content of this letter? (The reasons for freeing Mandela) How would you try to persuade the president? (You must make your reasons persuasive.)2. Writing a letterRead the information about Mandela. Discuss with your partner and collect ideas for the letterWriter down the ideas and put them into a good and logical order.Write the letter. IV. Further applying1. Finding informationGo to the library to read or get online to search for more information on Nelson Mandela. Take notes of your finding and do an oral presentation next period.2. Writing a descriptionWrite a description of Nelson Mandela using the information you have found.V. Closing down by sharingShare your letter with your partners and make necessary changes.Share your letter with the class by reading it aloud.Part 2: Teaching resources（第二部分：教学资源）Section 1: A text structure analysis of ELIAS’ STORYI. Type of writing and summary of the ideaall.Topic sentence of 5th paragraph We first broke the law in a way which was peaceful;when this was not allowed … only then did we decideto answer violence with violence.II. A tree diagram(with key words of each paragraph placed in each box)III. A retold passage of the textElias is a black worker in South Africa. His family was so poor that he had to drop out of school at the age of eight. Later on, he was able to work as a gold miner in Johannesburg. But as he hadn’t got a passbook which was required if one wanted to live in Johannesburg. He was worried about being dismissed. However, he was lucky enough to get some help from Nelson Mandela and managed to get the correct papers. After that, he began to know more Mandela and his political ideas. He agreed with Mandela’s views on the unfair laws against the black people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to fight for equal rights for the black people. So he supported him heart and soul.Section 2: Background information on Nelson Mandela and othersI. Nelson MandelaNelson Rolihlahla Mandela, (born 18 July 1918), before becoming President of South Africa, was one of its chiefanti-apartheid activists, and was also an anti-apartheid saboteur. He is now almost universally considered to be a heroic freedom fighter. He spent his childhood in the Thembu chiefdom before embarking on a career in law.The name Madiba is an honorary title adopted by older male members of Mandela's clan; however, in South Africa the title is synonymous with Nelson Mandela.II. Courtroom quotes by Nelson Mandela“I have fought against white domination and I have fought against black domination. I havecherished the ideal of a democratic and free society in which all persons live together in harmonyand 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 ofatmosphere the scales of justice are evenly balanced? Why is it that no African in the history ofthis country has ever had the honor of being tried by his own kind, by his own flesh and blood? (I)am a black man i n 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 asociety of which all humanity will be proud... We have, at last, achieved our politicalemancipation. We pledge ourselves to liberate all our people from the continuing bondage ofpoverty, deprivation, suffering, gender, and other discrimination. Never, never, and never againshall it be that this beautiful land will again experience the oppression of one by another... The sunshall never set on so glorious a human achievement.”Elias’life before Elias’life after information Elia s’s problemElias’ storyMandela’s helpblack people’ssupport to Mandela black workerdifficult periodsix leave not pay gold mine passbooktell help correctno rights votelive job poorestposition acceptfight peacefully blow upIII. ANC and ANC Youth LeagueThe ANC is a national liberation movement. It was formed in 1912 to unite the African people and spearhead the struggle for fundamental political, social and economic change. For nine decades the ANC has led the struggle against racism and oppression, organising mass students resistance, mobilising the international community and taking up the armed struggle against apartheid. Membership of the ANC is open to all South Africans above the age of 18 years, irrespective of race, colour and creed, who accept its principles, policies and programmes.The ANC Youth League was founded in 1944. The league propagated “Africanism” and its motto was “Africa’s cause must triumph.” It was radical and militant. The members of it rejected the idea of “foreign” leadership and argued that black Africans must provide their own leadership and rely upon themselves.Section 3: Words and expressionsI. Words for warming upqualityn. something typical of a person or material: Kindness is his best quality. She shows qualities of leadership.willingadj. ready (to do sth.): Are you willing to help?activeadj. able or ready to take action: Although he is over 70; he is still active. An active member of the club is sure to attend every meeting. lose heart灰心，丧失信心I used to work in the garden every week. But I lost heart when all the plants died. Don’t lose heart; you still have more chances.lose one’s heart爱上，喜欢上She lost her heart to him as soon as she saw the handsome soldier.trouble n.麻烦：in trouble 有麻烦，处于困境中；get into trouble 陷入困境；make trouble 制造麻烦；ask for trouble 自找麻烦；have trouble (in) doing sth. 做某事有困难II. Words for Readingadvisev. to tell what one thinks should be done：advise sth.; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teacher comes. The doctor advised a week’s rest/ taking a week’s rest. I advised (him) that he should take a rest. I advised him not to drive/ against driving. What do you advise me to do?advicen. opinion given by one person to another on how that other should behave or act: give some advice to sb.; five sb. some advice; follow sb’s advicecontinuevi & vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / with sth. / to do sth. The sports meet continued for 3 days. He continued to study/ studying as if nothing had happened. We must continue our journey until we find water.worryn. & v. to be or make anxious：worry sb.，worry about…; bbe worried about…; You don’t have to worry about your health if you keep a balanced diet. Our parents must be worrying because we are coming back late. Her sick students worried me. What he said added to her worries.stagen. a period a in a course of events; the raised floor on which plays are performed in a theater: stage direction; stage director; put sb. on the stage; at an early stage in our historyvotev. & n. to express one’s choice officially from among the possibilities offered ; an act of making a choice or decision on a matter by means of voting: vote for/ against sb. Most students voted for Jim as they thought him capable and honest. Mostpeople voted against the former leader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through a secret vote.positionn. the place where someone or something is or should be; a particular place or rank in a group: What I know about him was that he is in a high position in the company. Can you tell me the position of your city on the map?acceptv. to take something offered willinglyreceivev. to get: I received some roses from Jack on Valentines’ Day but I didn’t accept them. Have you accepted the job they offered you? He received many presents on his birthday.violencen. use if bodily force to hurt or harm; very great force in action or feelingviolentadj. Violence in the media has influenced teenagers a lot.as a matter of fact: in fact; actually: As a matter of fact, he discover the truth quite by accident. As a matter of fact, I felt extremely nervous when I was giving the speech.blowv. blow up: blow up the building/ bridge/ dam; blow up the tire; blow off; blow outprisonn. a place where criminals are kept locked up as a punishmentprisonern. a person kept in a prison for some crime or while waiting to be tired.put in prison: If you continue doing those kinds of things, you will end up in prison. They were put in prison for blowing up the government building.equaladj. the same in size; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the cakes into three equal pieces. Women demand equal pay for equal work. Bill is equal to the job of running the office. n. person who is equal ( to another or to oneself): The teacher is popular because he treats the children as his equals.III. Words for Using Languageimaginev. to form (a picture or idea) in mind: imagine sth.; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without electricity? I cannot imagine Lily cooking dinner for twenty people? You cannot imagine what life was like on Robben Island.powern. political power; super power; come to/ into power; in powerterrorn.( terrible adj. terrorist n. terrorism n.) She trembled with terror when the thief pointed a knife at her. She screamed with terror on hearing the explosion. The murder case was a terror to everybody in the small town.fearn.& v the feeling that one has when danger is near; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for fear of escapev.& n. find a way out; get out; the act of escaping: a narrow escape; fire escape; escape death punishment/ being punished; escape from prison / reality; escape out of a burning building. The bird has escaped from the cage. The bird has escaped being shot.degreen. He passed the exam and finally got his Master’s degree. The temperature today is two degrees hotter than yesterday. rewardn. (sth. given or gained as) return for work or service: The police are offering a reward for information about the robbery. v. to give a reward to: He rewarded the boy for bring back the dog.sentencen. a punishment for a criminal found guilty in court: The sentence was ten years in prison. a heavy sentence; a life sentence; under the sentence of death; serve one’s sentence v. to give a punishment to: He was sentenced to three years in prison. be sentenced to death; be sentenced for thief。

“Unit5 Using Language ”教学设计基本信息名称Nelson Mandela —— A Modern HeroUsing Language执教者课时第四课时所属教材目录人教版模块一第 5 单元教材分析这一部分主要是让学生运用本课所学的语言知识及课文内容进行听、说、读、写的综合训练。

旨在提高学生在听力中抓取关键信息及细节信息的能力，并通过对文章的更深刻理解，从曼德拉身上学到可贵的品质，激励自我。

学情分析根据新课程标准的描述，高一学生已经形成了良好的学习习惯，尤其是获得信息以及处理信息的能力得到了发展，这有助于他们提升解决问题的能力。

因此，在这一教学阶段，我为学生提供了一些帮助，旨在为他们形成一些学习策略。

教学目标知识与能力目标a. Develop the students' listening andspeaking ability.b. Get the students to listen andunderstand different listeningmaterials.过程与方法目标a. Task-based listeningb. Cooperative learningc. Discussing情感态度与价值观目标Get the students to talk about theirhero/heroine using the patterns ongiving opinions and makingcomments, understand the noblequalities they have and learn fromthem.教学重难点重点a. Develop the students' listening andspeaking ability.b. Help the students learn how to giveopinions and make comments.难点Get the students to listen andunderstand different listeningmaterials.教学策略与设计说明本节课主要采用听说结合，小组合作等教学方法，并与直观形象的多媒体结合，激发学生的兴趣，充分调动学生的积极性进行小组合作探究，充分发挥学生的主体作用。

高一年级英语教案：NelsonMandela一、教学目标1.让学生了解NelsonMandela的生平及重要成就。

2.培养学生通过阅读获取信息、分析问题和表达观点的能力。

3.培养学生热爱和平、尊重多元文化的价值观。

二、教学重点与难点1.教学重点：NelsonMandela的生平事迹、南非种族隔离制度、曼德拉的贡献。

2.教学难点：南非历史背景、种族隔离制度的理解。

三、教学过程第一课时Step1:导入1.向学生介绍NelsonMandela，询问他们是否了解这位伟人。

2.引导学生分享他们对Mandela的了解和印象。

Step2:阅读理解1.分发课文，让学生阅读关于NelsonMandela的生平介绍。

a.Mandela出生的背景和成长经历。

b.种族隔离制度对南非的影响。

c.Mandela为废除种族隔离制度做出的贡献。

3.阅读后，进行小组讨论，分享阅读心得。

Step3:分析与讨论1.引导学生分析NelsonMandela的性格特点和成功原因。

2.讨论Mandela在废除种族隔离制度过程中面临的困难和挑战。

3.让学生思考：如何在自己的生活中践行Mandela的精神？Step4:作业布置第二课时Step1:复习导入1.回顾上节课的内容，检查学生对NelsonMandela的了解。

2.引导学生分享他们对Mandela的敬意和感悟。

Step2:观看视频1.播放关于NelsonMandela的纪录片，让学生更直观地了解他的生平。

2.观看过程中，引导学生关注Mandela的重要时刻和感人故事。

Step3:角色扮演1.将学生分成小组，每组选择一个关于Mandela的故事进行角色扮演。

2.要求：表演生动，感情真挚，展示Mandela的精神风貌。

1.让学生分享角色扮演的感受和收获。

2.引导学生思考：如何将Mandela的精神应用到自己的生活中？Step5:作业布置第三课时Step1:复习导入1.回顾前两节课的内容，检查学生对NelsonMandela的了解。

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。

学习过程：Ⅰ. Revision (复习)In my opinion a great person is someone who is .ⅡFast-readingTask 1Skimming for structureHow many parts can the text be divided into?Main ideas of each part:Part 1 (Paragraph )The of Elias he met MandelaPart 2 (Paragraph )The change of Elias’ life he met Mandela and what Mandela did.Task2ScanningPlease find out what happened in Elias’life in the following years?①. 1940 A. Elias began school.②. 1942 B. Elias was twelve years old and met Mandela.③. 1946 C. Elias left school.④. 1948 D. Elias was born.⑤1952 E. Elias helped Mandela blow up some government buildings.⑥1963 F. Elias was a two years old boyIII. Careful-readingTask3Fill in the blanks with information from the text.IV. Post-readingTask4 Find out the great qualities of Mandela according to the passage.1. He offered guidance to poor black people on their legal problems.2. He told me how to get the correct papers so I could stay in Johannesburg3. We were put in a position in which we had either to accept we were less important, or fightthe government. We chose to attack the law. 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.What qualities does Mandela have?In my opinion, Mandela is a person who isTask 5RetellingFill in the blanks with the proper words and phrases to retell the story and try to recite itElias was a poor black worker. The time he first met Nelson Mandela was very difficult period of his life. Nelson Mandela offered(guide) to poor black people their legal problems. Elias was not at school for long, his family could not afford his school fees. When he was worried about whether be would be out work because he didn’t have the passbook, Nelson Mandela told him what to do.That day was one of Elias’(happy) day in his life. Later, Elias joined the ANC Youth League organized by Nelson Mandela. In 1963, Elias helped Mandela up some government buildings. It was very dangerous Elias was happy because he thought it was to realize their dream of making black and white people .Task6 Extensive-readingMao ZedongMao Zedong, who led China’s communist revolution and served as chairman of the People’s Republic of China and chairman of the Chinese Communist Party, was born in Hubei Province, China, on December 26, 1893.The son of a peasant, Mao became chairman of a Chinese Soviet Republic formed in Jiangxi in 1925.During the Long March，a meeting was held at Zunyi and he became the head of the Party. He built the Red Army, took part in the Anti-Japanese War and the civil war in China and finally announced the founding of the People’s Republic of China. He is considered as one of the most influential people in the modern China history.Ⅴ.Homework1. Retelling2. Exercises 1,2 and 3 on page36。

【高中英语】高一英语教案Nelson Mandela a modern her 【高中英语】高一英语教案nelsonmandelaamodernher1.质量(1)[u.c.]质，质量，品质e、质量比数量更重要。

(2)[c.]性质，特性，特点e、一种可以燃烧的木材。

(3)[c.]品德，品性e、谦逊是一种高尚的品质。

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.热情cold–heartedkind-heartedwarm-bloodedcold–blooded3.中庸(1)adj.吝啬的，小气的与…有关。

刻薄(2)adj.(人或其行为)卑鄙的，刻薄的bemeantosb./某物。

e.g.theyweremeantome.（3）形容词。

熟练的，优秀的e.g.davidbeckhamisameanfootballplayer.（4）意味着；表达意思的手段；计划有意图meantodosth.meandoingsth.4.活跃(1)积极的beactiveinsth。

积极面对takeanactivepartinsth.积极参加某事e、 g.政府积极采取措施预防疾病的传播。

(2)(尤指体力上)忙碌的;活跃的（3）（精神上）充满活力e.g.thatchildhasaveryactiveimagination.5.奉献bedevotedtosb./sth.被叫去做某事。

devotedoneselfto…致：prep.Pay Attention to…itiswellknowthathedevotedhiswholelifetopromotingworldpeace.(将他的一生奉献于促进世界和平)(devote,promote)6.diefor(1)因……而死（2）急切的，急切的（进行时态）e.g.i’mdyingforacupofwater.7.战斗fight+n.与B战斗。

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”。

Unit 5 Nelson Mandela－ａmodern hero教学案设计课题名称：新人教版-英语-必修一Unit 5 Nelson Mandela－ａmodern hero教学内容：Warming up and Reading一．教材分析：本节课的教学内容是必修一第五单元的Warming-up和Reading，以Reading为主。

本课例是高一第五单元的Warming up 和Reading 部分。

热身部分列出了一些形容词，要求学生从中选择一些来描述伟人，引导学生思考伟人应具有的品格，这样的安排既突出了本单元的主题——伟人的品格，又体现了本单元的功能项目——发表意见与评论。

阅读课文的主要内容是围绕当代英雄——南非前总统曼德拉展开的。

课文借穷苦的黑人工人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。

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，但读起来却更亲切感人，引人入胜，还留给学生更多的思考空间。

本篇阅读课文围绕“ Nelson Mandela----a modern hero 为话题，目的在于使学生了解一个伟人应具备怎样的品质，要求学生掌握阅读方法和技巧，在有限的时间里最大限度地获取信息，让学生尝试“自主学习、主动思考、乐于协作”。

二．教学案设计Teaching aims:Knowledge aims:1. Get the students to learn to learn the following words to describe a person: kind, brave,determined, diligent, wise, friendly, warm, hard-working,strong-minded, generous, cheerful;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:Get the students to know about the qualities a great person should haveEnable the students to learn about Nelson Mandela;Get the students to learn different reading skills.Teaching difficult points:Develop the students’ reading ability.Enable the students to grasp the main idea of a text and learn how to describe a person;Enable the students to be clear about the structure of a passage.Teaching methods:1. Demonstration method.演示法2. Task-based teaching and learning 任务教学法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 “Hero”, showing a MV and the lyrics on the screen, make the students enjoy the words:There's a heroIf you look inside your heartYou don't have to be afraidOf what you areThere's an answerIf you reach into your soulAnd the sorrow that you knowWill melt awayAnd then a hero comes alongWith the strength to carry onAnd you cast your fears asideAnd you know you can surviveSo when you feel like hope is goneLook inside you and be strongAnd you'll finally see the truthThat a hero lies in youThen ask the students to discuss the question “Who is hero?”Step2: Warming up: Guessing GameFirst, show some sentences describing some famous or great people to ask the students to guess who they are. Second, play a game. Show them some pictures of persond and adjectives to describe these persons, asking a student from each group to guess who they are while others in groups are describing the persons. Third, discuss some questions in groups, showing the following questions: Are famous people also great people? Are great people also famous people? The result of the discussion: Great people are important in a long history; famous people are important in a certain time.Step3: Pre-reading1. Let the students enjoy video about how Nelson Mandela spent his life in Robben IslandThen ask the students the question: what qualities should a great person have?2. Show some brief information about Nelson Mandela.Step4: Reading1. Ask the students to read the title of the passage and ask them to guess the relationship between Elias and Nelson Mandela.(Answer: Friends)2. Fast reading:Task1: Listen to the tape and try to get the general idea of the text.Task2: ask the students to read the passage as quickly as they can and find out how to divide the passage into two parts and get main idea of each part：Part 1: Paragraph(1-2) the life of Elias’life before he met Nelson Mandela.Part 2: Paragraph (3-5) the life of Elias’life after he met Nelson MandelaTask3: Matching the main idea of each paragraph.3. Careful reading: Give the students five minutes, ask them to read the text carefully to locate particular information and then finish the following tasks:Task1: Finish Exercise1 on P35Task2: Do the exercise on the screen: ask the students to read the first part and find the（Answers:1940 He was born .1946 He began school. 1948 He left school. 1952 He was 12.He met Nelson Mandela. 1963:Elias helped Mandela blow up some government buildings.）Step5: After-reading:Task1:DiscussionQuestion1: What can we learn from Nelson Mandela?Question2: How to be a great person?Task2: Read and recite“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.”Step6: Consolidation: summary.Show a short passage on the screen and ask the students to fill in the blanks:Nelson Mandela was the first black president of South Africa. He ____all his life to making black and white people _____. In 1952, he ____a law office to offer ____ to the poor black people on their _____ problems. Elias was helped by him when he was ______ and then he became more _____ about his life. Later when Mandela organized the ANC ____ he joined it as soon as possible and fought together for the equal rights. They first broke the law in a ____ way. Only when that was not allowed ____decide to answer violence with_____._________, Elias didn’t like violence, but he was happy to help _____ some of the government buildings because of their dream.(Answers: devoted; equal; set up; guidance; legal; in trouble; hopeful; Youth League; peaceful; did they; violence; As a matter of fact; blow up)Step7: Homework1. Find out useful words and expressions in the text;2. A writing task：Try to retell Elias’ story, using the following words:Before meeting Mandela: born, began school, leave got a job, worried about, out of work;After meeting Mandela: get, stay, joined the ANC Youth League, blow up, put in prison Step8: Enjoy a video about a song “Glories Days” by Huang Jia Ju, telling them that the song was written for Nelson Mandela. 欣赏黄家驹的“光辉岁月”这首歌，告诉学生这首歌是黄家驹在1993年曼德拉活得诺贝尔和平奖时所写，从歌词和画面中感世界人民对曼德拉的敬意。