四川省射洪县射洪中学高一英语教案《Unit5NelsonMandela-amodern》Period7Revision(新人教版必修1)

Unit 5 Nelson Mandela-a modern hero 1．1 对话模仿Listen to the tape again and again and try to imitate the dialogue.In this part you will hear two young men talking about exercise to music. Listen carefully and try to make up a similar dialogue with your classmates.A: Hello, John.B: Hello, Tom.A: I heard you have joined a club for losing weight.B: Yes. In the past few months I haven't taken much exercise and I have been gaining weight quickly. So I join the club.A: What kind of exercise do you take?B: Now in the club we mainly exercise to music.A: Exercise to music? Does music do any good to people's health?B: Of course. Researchers have found exercise to music can improve brainpower and also helps to cure heart diseases.A: I think so, too. When you don't feel well, light music may make you feel better.B: Yes, you are right. If we combine exercise with music, it will be better.A: Can I join your club?B: Surely you can. I may introduce you to the club organizer if you would like to come.A. Thank you. I'll call you later.B: Ok, see you later.1．2 图表理解Listen to a passage about fitness training and then fill in the table with the answers to the questions. The passage will be read twice.Being physically fit may be good for an older brain. Research has shown the importance of fitness training. "Fitness training can improve brain ability." Dr. Kramer said. Even a little exercise can keep the brain working well, according to Kramer.Kramer did two experiments including older people. In the first study, 41 people who had no brain diseases took part in an exercise test to check fitness level. The result showed the older people who had high level of physical fitness did better on the activity. What's more, people who were more fit did better on the things, which had something to do with attention.In the second study, people were put into two groups. One group did only stretching activities a few days a week, while the other group did arobic activities such as walking. Six months later, the arobic group made improvement in heart health as well as in their attention. On the other hand, the group who only did stretching had little improvement.。

阅读课教学设计Nelson Mandela--A Modern Hero人教版必修1第五单元（Reading and Comprehending）一、学生分析高一学生大多在16-17岁，已意识到学英语的重要性，有学好英语的欲望。

通过初中三年的学习，大多数同学已具有一定的听、说、读、写能力、自主学习能力和分析理解能力。

根据高中英语教学的要求，要进一步提高他们听、说、读、写能力，尤其是阅读和写作能力。

在本单元的第一课时，学生学习了一些人物的重要事迹及其伟大品质。

本课时将引导学生阅读“Elias’story”,并指导学生用书面的形式完成人物介绍。

二、教材分析这是本单元第二课时阅读课，本节课主要是展示曼德拉的伟大品质。

让学生通过学习Elias的故事，了解曼德拉的伟大品质，向他学习，提高自身素质。

可将Using language 中的Reading 插到阅读课文前完成，让学生更全面地了解曼德拉的生平。

按照《高中英语课程标准》的要求和学生的实际水平，本节课所设计的内容有针对性地培养学生的阅读能力和写作能力，使他们养成良好的学习习惯。

三、教学目标语言知识：通过阅读本文及完成相关的练习，学生能正确理解文章内容，初步认识相关词汇及关系副词引导的定语从句；通过学习和讨论，了解曼德拉和伟人身上所具有的伟大品质。

语言技能：通过学习、归纳和老师的引导提示，提高阅读理解能力，学会用英语介绍一个人的生平及描述其伟大品质。

学习策略：通过自己解决问题和小组讨论，培养自主探究学习和合作学习的能力。

教学策略：利用计算机教学辅助手段，引发学生对本话题的兴趣，调动他们的学习积极性，加大课堂密度，让学生在有限的时间内获得更多的知识；通过讨论、归纳等方法，给学生提供思考的空间，激发他们思维，积极主动地投入到学习中，并在实践中提高听、说、读、写的能力。

情感态度：通过参与课堂活动和师生、生生之间的讨论，激发学生的学习热情，加深对伟人的了解和认识，提高自身素质。

Unit5 Neslson Mandela a modern hero-reading教案Teaching goals1.To talk about people’s qualities and inspire the students to discover thevalue of the great man’s work.2.To read on capable people’s life stories and know more information aboutNelson Mandela.3.Enable the students to express their ideas logically.ProceduresStep 1. Warming up(Before class, get the Ss to enjoy a beautiful song Hero for 3-5 minutes. After enjoying, ask the Ss some questions in a moving atmosphere.)T: Well, for a beautiful song, do you know what it is about?S :HeroQ: Who is your hero/heroine?/ Who do you admire in your heart?Ss: …Q: Why?S: …Q: Do you think he is a great man?S: …Q: Does he do anything for others? / What contributions does he make to society? S: …(Show 4 pictures in talking part one by one)Q: How about this person? Do you admire him? Is he another hero in your heart? What do you know about him?(Give background knowledge)Conclusion: Let Ss say: so a great man is a man_______________________________________.(Show a picture of. Nelson Mandela)Q: What do you know about him? Is he a great man? Why?(Get into Brainstorming)T: It seems you know Nelson Mandela a little. Do you want to know more about him? Let’s read the following story and see what Elias thinks of Nelson Mandela. Step 2.Fast ReadingQ: What does he think of Nelson Mandela?Why?What happened between Elias and Nelson Mandela?Ss: In his opinion, Nelson Mandela is… . /He thinks Nelson Mandela is… .Step 3 Careful readingT: Here is your f irst impression about NM according to the Elias’ story. If you look through the story carefully, you’ ll find more. Ok, why not read these two passages and finish the following chart by answering these questions?Q1: When and where was Elias born? What was he?( 1940, born, black worker )Q2: Was he educated? When? How long?( 1946( six), educated, two years )Q3: Why did he leave school so early?( not continue the fee )Q4: So what was the result? Could he get a job? What job? Was he happy then? Why? ( get, worried about, out of work, no passbook )Q5.Who helped him? What did Nelson Mandela do at that time?( Nelson Mandela, opened, advise )Q6. Why was the day Nelson Mandela told him what to do and helped him the happiest day of his life?( get …)Q7. What did Nelson Mandela organize? Why did he organize it? / What was the situation at that time?( ANC, no vote, not choose )Q8: Where did they live?( poorest )Q9: What did Nelson Mandela say?( accept, fight )Q10: How to attack the law?( broke, peacefully )Q11: But did they answer violence with violence? Why?( answer with violence, not allowed )Q12: Did Elias like violence? Did he join the ANC Youth League? Why?( realize his dream, make equal )Q13: So how did they do?(blow up )Q14: What would be the result if they were caught?( be put in prison )Q15: Later, he was put in prison. What is the prison? Why were they so afraid of hearing of its name?( Robben island, not escaped )Q16: It was the hardest time of his life, right? But at this moment who appeared? Did he help him? How?( began, taught )Q17: Did Elias study hard? How?( under…make candles..)Q18: As a result, he became a good student. Did he want to study further? Was he allowed to do that? What idea did Nelson Mandela think of?( allowed… not stopped…)Q19: Could Elias get the degree? Why did he feel good about himself?〔 not cleverer 〕Q20: Was Elias always staying in the prison? How long did he stay? Can he get a job? What job? Why?( four, educated )Q21: Could he do this job long? Why? So he lost the job. How long was he out of work? When did he find a job again? How?(found out, twenty years, came to power, helped again )Q22: Was Elias happy to accept this job? Did he give up this job? Why?( bad, came back to , encourage, said,)Q23: What did he think of this job now,? Why?( am proud to…)Q24: What’s the purpose of writing this story? How does the writer tell? How many parts was the whole story divided? / How many times did Nelson Mandela offer help to Elias?Ss: The purpose of writing this story is to … . The writer tells…by….Step4 RetellingT: We have known what happened between Elias and Nelson Mandela. Suppose you were Nelson Mandela/ Elias’ wife, would you like to tell us something impressive?Retelling (Choose one of them to retell )1. Suppose you were Nelson Mandela, retell the story.2. Suppose you were Elias’ wife, retell the story.Step5. Role play (an interview )T: All of you did a good job. Next, after Nelson Mandela and Elias’ wife, it is Elias’ turn to tell us some stories. One of you act as Elias, who is the tour guide on RobbenIsland. And the other three, you are tourists and you can ask questions that you want to know. Maybe these tips will help you!How did you get to know Nelson Mandela?What did he do to help you keep your job in a gold mine?Can you explain to me some of Nelson Mandela’s political ideas or beliefs?What was Nel son Mandela’s way of fighting? Why did he change to violence?What was life like on RobbenIsland?We know you couldn’t read or write, for you left school early, but now you can.Where did you learn to read and write?Why did you bee a tour guide? What do you think of your present job?(Let students e to the front to show their interview. Students can start the interview like this:Tourist: How did you get to know Nelson Mandela? What did he do to help you keep your job in a gold mine?)Step6. Homework1. Try to find out some useful expressions and phrases.2. Work in four to find more information about Nelson Mandela.附板书设计: 〔Blackboard Design〕The relationship between Elias and Nelson MandelaElias Mandelablack worker openededucated, two years adviseout of work happiest getno vote organizenot choose accept/fight poorest join broke peaceful blow up helpput in prison beganhardest taught not allowed allowed…to get a degree degree not stoppedfeel good。

Unit5 Nelson Mandela-a modern hero-grammar教案Teaching goals1.To discover and learn to use some useful words and expressions.2.To learn Attributive Clauses part2 (where, when, why, prep. +which /whom)Step 1 Lead-in(By asking Ss some Qs about Elias, then lead in some attributive clauses in the reading text. Get Ss to learn the grammar from their book.)T: In Elias’s story, Nelson Mandela acted an important role in his life, and a lot of things greatly changed because of him. So there are many unforgettable e xperiences in Elias’s mind. Suppose you are /were Elias, can you tell us some of your impressive experiences?Ss: Yes/OkT:Q1: When did you first meet Nelson Mandela?S1: I met Nelson Mandela in a very difficult period of my life.T: So you mean the time when you first met Nelson Mandela was a very difficult period of your life. (Copy the sentence on the blackboard)Q2: Where was the school you studied?S2:The school where I studied only two years was three kilometers away.Q3: When was the day Nelson Mandela told you what to do and helped you?S3: The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.Q4: Where were the parts you blacks lived?S4: The parts of town where we lived were the places decided by white people.u The time when you first met Nelson Mandela was a very difficult period of your life.u The school where i studied only two years was three kilometers away.u The day when Nelson Mandela told me what to do and helped me was one of the happiest days of my life.u The parts of town where we lived were the places decided by white people.Step 2 Grammar reviewT: Now please look at these sentences. The words underlined are all modified by sentences. Do you still remember what we call these kinds of clauses?Ss: Attributive clause.T: Yeah, the attributive clauses are very useful in our expression.(Show a short flash of the dialogue between a couple)Now let’s review some together. Will you fill in the proper words?Ex1:1.Is he the man who/that wants to see you?2.He is the man whom/ that I saw yesterday.3.They rushed over to help the man whose car had broken down.4.The package (which / that) you are carrying is about to come unwrapped.T: What do we call the words which you filled in just now?。

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 believe 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。

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。

Unit5 Nelson Mandela-------a modern hero The Fifth PeriodSpeaking一、教学目标Teaching aimsImprove the students’ listening ability1.教学内容 Teaching contentsP37, P69, P72 Listening task.2.能力目标Ability aimsTell the Ss’how to get the information about listening in advance.According to the contents of listening, let the students get the skills of listening.3.语言目标 Language aimsa. 词组和短语Elias, ANC, Youth league, underground, Bible.b. 重点句子What does a “point of view” mean?Why did the two speakers have different ideas about the cause of the accident?二、教学重难点Teaching important pointsListen to the three materials about Elias, Bible and Accidents and choose the correct answers.Work together with partners and write down their reasons of accidents.三、教学方法Teaching methodsListening and cooperative learning四、教具准备Teaching aidsA recorder, tapes & a projects五、教学步骤Teaching proceduresStep I: RevisionGet the Ss’ to retell Elias’ story with their own wordsStep II: Listening (P37)Ss’are asked to read the questions and multiple answers to find out the listening points first, then listen to the tape three times to choose the best answers and answer the two questions.T: Please open your books and turn to Pages. Before you listen to the tape, please read first the questions and multiple answers to find out your listening points. Pay attention to these important points while listening. Now, I’ll play the tape twice. Please listen carefully and pay much attention to the important points. You may choose the best answers while listening the second time.Check the answers together.T: Listen to the tape a third time and the following two questions:1.Do you think Elias was right to join the ANC Youth League? Give your reason2.Imagine you are Elias, what would you do? Give your reason.Ask some Ss to answer them..Step III: ListeningT: Let’s come to Page69, look at the questions before you listen to the text, and answer them..Play the tape three times.Step IV : Listening TaskListen and answer the questions in Part1.T: Now turn to Page72. .In the listening task, there are four questions. You should form the habit of going through the questions to get the important listening points. And make notes if necessary.After listening, check the Ss’ work. The teacher gives the answer s.T: Now look at the two tables in Part2. I’ll play the tape a third time.After listening, the Ss check their answers with their partners.Step V: Homework:Write down the cause of the accident.Preview Writing。

Unit 5 Nelson Mandela --- a modern hero FromFutian Middle School一、教学目标Teaching aims1．教学内容（Teaching contents）Writing on page 39 and page 752．能力目标 Ability aims1) Learn to write a short passage of a great man2) Let them know how to choose a great person in their eyes andhow to write a short passage.3．语言目标Language aims1) Teach the Ss how to choose their words to write a short passageof a great man.2) Teach them to know how to write a persuasion letter.3)Use what they have learnt in this unit in their speaking andwriting.二、教学重难点 Teaching important pointsLet the students know how to choose a great person in their eyesand how to write a short passage .三、教学方法Teaching methodsTask- based method, group work四、教具准备 Teaching aids:A projector and a computer五、教学步骤Teaching proceduresStep I. Greeting:GreetingsStep II. Lead inAsk the students to play a game. （This will get the students toknow how to describe a person.)Show some pictures of some important or great people to the wholeclass.Each group will choose one student standing with his back to the blackboard. If he or she can guess the name of the personby listening to other students’ description, he or she will getone point. (We can ask the students to choose only some of thepictures describe.)Step III. Writing (p.39)1. Tell the Ss some steps when writing:Before writing you can follow these steps:• collect ideas for the letter• write them down in any order• Sort them out in an order• Put those idea into a form so that you can easily see them • Use the form to help you as you write.2. Show them how to get some ideas before writing:1) In this unit we have learned a lot about the modern hero---Nelson Mandela. Can you give me some information about him?2) After the Ss give some information about Nelson Mandela with thehelp of the text, the teacher may add some more information in a form.3) Enjoy the sample letter.Suggested answerJinan No. 1 Middle School Shandong, ChinaMay 27, 1989Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasonswhy I think he should be free.As we all know, people with different colors should be equal.Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.I think, what he did was for his people, his country, not forhimself. He has an unselfish and brave heart. As he is a great man, you should set him free.Best whishes!Yours truly,Li Hua4) After reading the sample, ask them to tell me how to write a persuasion letter.5) Tell them the structure of a persuasion letter in general to makethe writing easy.Structure of such lettersPart 1. A small paragraph (Reason for the letter)Part 2. Body paragraphs (reasons in detail )Personal informationHard work achievementsGood qualitiesPart 3. Closing paragraph( your opinion)Step IV. Writing TaskAsk them to try to write a persuasion letter1.Suppose you are going to write a letter to the seniororganizers of the Nobel Prize to persuade them to give theNobel Peace Prize to Mother Teresa.2.Read the information given below.4.Give them some time and ask to write the letter in groups.5. Share their ideas with the class by reading their letters aloud.6. Correct the writings together.Suggested answers:Dear senior organizers:I am writing to ask you to give the Nobel Peace Prize to MotherTeresa. Here are some reasons why I think she should be given the prize.Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, Where she began to bea teacher. After the training, she was sent to Calcutta, whereshe taught geography at a school and soon after she becameheadmistress.However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of Indian. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries.She is known for many great achievements . because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize. Step V. Homework:Read a passage about a great person or write a short passage about a great person in your hometown.。

Unit5 Nelson Mandela-a modern hero- Writing教案Teaching goals1.Deal with the knowledge learned and the writing part2.Teach the students how to write a persuading letter.Step 1. Lead inT: Hello, everyone. Now I am very eager to know the top five things in your life. Would you like to share them with me? Others please pay attention to the attributive clauses in his report.Ss: …T: Well done, how many attributive clauses are used in the report?Ss:T: Just as you see, with this structure, the sentences you made will become more vivid and beautiful. And from what he told you just now, class, what kind person our speaker is?Ss: Brave, honest…T: But is it enough to describe one person in this way? What else is needed?Ss: (Get into a discussion)Step 2. Using words and expressionsT: Good ideas. Would you like to know more? Now here’s a good example. Let’s turn to Page 70. First go through the text quickly. Who can tell me what the passage talks about?S: It’s about a mathematician named Charles Babbage.T: Now choose the words or expressions from the brackets to complete the passage.(Leave Ss 2minutes to finish the passage.)T: You can find the words are similar to each other. So as a good writer, he may vary words to express something better. So picking of proper words is very important. And have you stored some good words or phrases from our text?Ss: ...T: But can you use them out in your writing? Let’s have a try. Here we’ve got some, and please choose some of them to translate my sentences. ( Page 71)(as a matter of fact; in trouble; out of work; come to power; advise; lose heart; be sentenced to; willing; set up; continue).T: Please always remember: words and phrases are the bricks of the house or the muscles and blood of the body. So collecting more words is a way to write a beautiful passage. Besides the muscles and blood, but what about the bones of the article?Step3. Make an outline for structureT: Let’s go back to the passage. Can you give me more information about the mathematician? Like when an d where was he born? What happened in his childhood? And what happened later? …Ss: …T: Yes, in paragraph one, it writes about his personal information. And what happened in paragraph two? What other information does it mention?Ss: …T: In paragraph two, it tells us his hard work and achievements. Why do we say he worked hard? What were his achievements? Did he suffer a lot or meet with some problems? What do people think of him? Why?Ss: …T: So in conclusion, this passage can be divided into two parts. They are:Paragraph 1: Personal informationParagraph 2: His / Her hard work and achievementsT: That’s the brief outline of this passage, and can we add something more about it?S: (Get into a discussion and report their ideas)T: Generally speaking, when we write a passage about a person, maybe we’d better write about his qualities in the passage and we can also show our opinion of the hero. So can you write an outline of a passage about a great person?(Leave several minutes to the Ss to make an outline, and let them exchange their ideas freely)T: According to your arrangement, your outline may be like this:Paragraph 1: Personal informationParagraph 2: His / Her hard work and achievementsParagraph 3: His / Her good qualitiesParagraph 4: Your opinionT: Here you have a chance to practice how to write a passage about a person. Would you write apassage about Nelson Mandela according to what we have discussed?(Leave 5minutes for Ss to draw an outline and collect more information in the whole unit)Step4. WritingT: Have you finished? Suppose the magazine “Global People” begins its annual activity of choosing the top ten great men in 20th century. Will you write a letter to support Nelson Mandela?Before we begin, here are two questions:1.Do you still remember the format of a letter?2.How can you persuade people or judges to follow your advice?(Get the Ss into discussion)T: Here some proper tips for you:Step1. Collect your ideas for the letters. Write them down in any order. Then sort them out into an order which seems good to you. For example: time order, we can have a reference on Page39.Step2. Begin the letter with your address and the date.Dear editor,I’m writing to ……Yours sincerely,SarahT :Ok ,now let’s have a try!Step 5. Homework:1.Finifsh the letter.2.Review the whole unit.附板书设计：（Blackboard Design）WritingParagraph 1: Personal informationParagraph 2: His / Her hard work and achievements Paragraph 3: His / Her good qualitiesParagraph 4: Your opinionDear…,I’m writing to …。

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。