Unit5NelsonMandela-amodernhero教案新部编本1

Unit 5 Nelson Mandelaa modern heroContents 目录一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析 (Analysis of the teaching materials三、教学安NF (Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)、教学目标和要求(Teaching aims and demands)根据课程标准实验教材(英语必修)关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1.语言知识(Knowledge)词汇(Vocabulary ):能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold league , stage , vote , position , accept , violence , equal , blanket , degree, guard , educated , terror , fear , cruelty , reward , right (n. ), criminal , leader , president , sentence (v. ), sincerely短语(Phrases and expressions) : lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , setup , be sentenced to功能(Functions):学习掌握一些用于发表意见与评论的结构句式，如：1. 发表意见(Giving opinions )Why do you think so? What do you think of …？ What's you opinion?agree / don't agree. I think / don't think .... I prefer .... In myopinion ....I'm afraid ....2.评论(Making comments)Good idea! That's an excellent idea .语法(Grammar):定语从句(II )(由where, when, why, 介词+ which, 介词+ whom引导的定语从句)The school where I studied only two years was three kilometres awayThis was a time when you had got to have a passbook to live in JohannesburgThe reason why I got a job was because of my hard work .•••we were put in a position in which we had either to accept we were less important, or fight the Government .The person to whomyou should be grateful for a peaceful South Africa is Nelson Mandela.扩展词汇：negative（消极的），heroine（女主角，女主人公）,unwilling（不情愿的），nation（国家，民族）,sacrifice（牺牲），realize （认识到），give up （放弃）,riches （财富）,Bible （圣经）,revolution （革命）,career （职业）,equality （平等），fairness（公平）,conflict （冲突），biography （自传），beliefs （信仰），Christianity （基督教），religion （宗教），priests （牧师），version （翻译），readable （易读的），adventure （冒险）,scholar （学者）,sympathy （同情）,,campaign （从事活动）,communist （共产主义者）,injustice （不公平）,oppose （反对），pilot(飞行员) , boycott (联合抵制)2.语言技能(Skills)听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。

Unit 5Nelson Mandela — a modern heroPeriod 1 (Reading 1)
教学背景分析
〔一〕课标的理解与把握
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〕教材分析：
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。

〔三〕学情分析：
1.学生基础差，特别是农村来的孩子对语言缺乏兴趣。

2.学生词汇量匮乏，对他们的理解有阻碍。

3.因为怕说错而不善交流，课堂气氛不够活跃。

教学目标
1.让学生阅读理解伊莱亚斯的故事
2.根据教材或教师提供的关键信息和词汇对纳尔逊·曼德拉进行简单的介
绍。

3.在教师的引导下完成课文内容的简单复述。

教学重点和难点
1.引导学生认识Nelson Mandela的高贵品质，以及作为领袖的人物的非凡
魅力；。

精选教课教课设计设计| Excellent teaching plan教师学科教课设计[ 20–20学年度第__学期]任教课科： _____________任教年级： _____________任教老师： _____________xx市实验学校Unit 5 Nelson Mandela---- a modern heroKey Words(一 ). Words Review1._______ n. 质量；质量；性质2._______ adj. 小气的;自私的;鄙俗的 V. 意味,打算3.generous adj. _______;_______4._______ Vt. 建设,成立 ; _________ (过去式 )5._______ Vi. 逃脱,逃脱,泄漏 n. 逃脱,逃脱6._______ n. 建议,见解,主张7.principle n. ____,____,____8. relative n. ____,____; adj. ______;______9. ________ Vt. 攻击,攻击,抨击 n.攻击,攻击,抨击10. selfish adj.______→________ adj. 无私的11. _______ adj.愿意的→_________ adj. 不愿意的12. legal adj. ____,____→ _______ adj. 违纪的13._______ adj.踊跃的；活跃的→________ adv.踊跃地→ _______ n．活动14._______ Vt.献身;专心于→_________ n.奉献→_________ adj.忠实的，深爱的15.________ adj和.平的;沉静的;平和的→______ n.和平16.________ adj怀.有希望的;有希望的→ _________无望的,没希望的→______n. & v ．希望17.______ adj相.等的,同样的→_______adv相.等地→________ n．同样,同样18._______ Vt.教育;训练→_______ adj.受过教育的;有修养的→________ n.教育(二 ). Key Words from Mr. Yang’s Adventure1.quality(1)质量好 /坏： of _____/ _____/ _____ quality(2)have a quality/ qualities of (doing) sth.: _______________________E.g. It is said that Volkswagen is of well quality. (改错 )他具备了成为一名优异学生的全部质量。

Unit 5 Nelson Mandela—a modern hero（第一课时）1.Teaching content:NSEFC Module 1 Unit5 Nelson Mandela—a modern hero Warming Up, Pre-reading, Reading2.Teaching objectives:By the end of this lesson,students will be able to:1) get the hang of the pronunciations, spellings, meanings and uses of these important words: quality, mean, active, generous, selfish, selfless, devote, found, republic, principle, peaceful, mankind;2）use what they have learned to describe a great person;3）asking for opinions and giving opinions on a person;4）improve reading ability and let them learn different reading skills,like predicting,skimming and scanning;5)learn to grasp the main idea of a text or a passage;6)know about some great people and learn their noble qualities,especially Mandela;7)develop cooperative learning strategies through participating group work of discussions3.Teaching focus and difficult points:1)Teaching focus:① Use what they have learned to describe a great person;② Know about some great people and learn their noble qualities,especially Mandela;2)Teaching difficult points:①Asking for opinions and giving opinions on a person and express themselves bravely;②Improve reading ability and let them learn different reading skills,like predicting,skimming and scanning.4.Teaching methods:1) Communicative Language Teaching;2) Task-based Language Teaching.5.Teaching aids:1）PPT；2) Blackboard.6.Procedures:Step 1. Warm-up (7mins)1)Familiar words: show some pictures of some famous people with relative information and words in PPT.Ask Ss to fill the blanks with the words in Warming Up.For example, Lei Feng always helps others and asks for nothing, so he is a warm-hearted and reliable person.2)New words:Ss do a guessing game:Do you know the meaning of the words?① He is very mean and has never paid the bill when we have dinner together.② It is very generous of you to lend us the car for our holiday.③ Jack often takes an active part in social life. He is not only a good player of the school football team, but also a leader of our English club.④You shouldn't think only about your own needs. It's too selfish.⑤She has selfless love for the children in her class. They remain devoted friends for many years.Then present the English meanings of the new words in PPT and teach them:quality,mean,active,generous,selfish,selfless,devote.3)Ask: We have known different kinds of qualities, so what kind of person do you want to be?What kind of person don’t you want to be?Write down the answers of Ss and summarize:In conclusion,we all want to be a person who is hard-working,friendly,warm-hearted,determined,wise,active,generous,easy-going,relia ble,brave,selfless,devoted,handsome,nice,honest,famous,calm and lovely.Because these words are positive.But we all don’t want to be a person who is lazy,cruel,mean,unkind,selfish and stubborn.Because these words are negative.Step 2. Pre-reading (33mins)1)Setting the scene (11mins)① Give 1 minute for Ss to read the six pieces of information in Pre-reading and ask them to circle the unfamiliar words.②Write down the the unfamiliar words they answer together,and teach them.③Read loud the information of the six people respectively. Ss do a guessing game.For example,1.He was a doctor.2.He saved many Chinese solders during World War II.Who is he ?④Discussion：In pairs,discuss if they were/are great men, give reasons and fill the table using the words we learned in Warming Up and the sentences (Asking for opinions and giving opinions )on Page 39.Names What he did His qualities Is he a greatman?Why? William TyndaleNorman BethuneSun Yat-senMohandas GandhiNelson MandelaNeil ArmstrongMake a example with a student for Ss.Ask some students the question:Who are great people?Why?Then summarize:Most great people are also famous people, but famous people may not be great people. A great person is someone who devotes his/her life to helping others.So Armstrong was only a famous person.Tyndale,Bethune,Sun Yat-sen,Gandhi,Mandela were not only famous people,but also great people.⑤Especially,Mandela was the worldly great person.Then let me enjoy a song to know more about him(a song named Glorious Days with some pictures about Mandela’s life.⑥Ask Ss to page to P39 and help them read the timeline of Mandela’s life.And tell them Elias’ Story happened after 1952.Let’s learn Mandela in Elias’ eyes.2)Predicting (2mins)Ss are asked to make a guess about the topic of this unit from the title and the picture.For example,What’s the relationship between Elias and Nelson Mandela?A.StrangersB. FriendsC. Father and sonD. Teacher and studentWhat would be told about Elias and Nelson Mandela ?Reading strategies: Make a guess according to title before reading.3)Skimming(5mins)①Give Ss 1 minute to read the passage quickly and see who is the most quickest.②Ss are asked to answer the questions:How many parts can the passage divided into?Give subtitle to each parts.What’s the main ideal of this passage?A.the Elias’lifeB.the relationship between Elias and MandelaC.Mandela in Elias’ eyes③Give them the answer and mention the reading strategies:Find the main ideal from the first part and the last part of the passage and eachparagraph.Understand the unfamiliar words according to the context and word formation.4)Scanning(12mins)①Ss are asked to answer the questions:When was Elias born?A.In 1952.B. In 1940.C. In 1964.D. In 1920.What does out of work mean according to the second paragraph?A.have a jobB. do not have a jobC.have a good jobD.have a low-pay jobTURE OR FALSE:Nelson Mandela helped him keep his job.Elias trusted Nelson Mandela and he joined the ANC Youth League.②Ss are given 8 minutes to read the passage and answer the question.Then Ss discusstheir answers.③Ask some students’ answers and ask them how to find the answers,mentioning thereading strategies at the same time.Step 3.Careful reading(3mins)Ss read the passage carefully and underline what they can not understand.Step 4.HomeworkTry your best to find the answers to what you have underlined.In groups, then discuss what you have not settled.If there are still questions you can not settle after discussion,ask me next class.And I will ask you some questions about this passage next class.7.Blackboard designUnit5 Nelson Mandela—a modern heroNew words:quality,mean,active,generous,selfish,selfless,devote,found,republic,principle,peaceful,mankind.Function:Asking for opinions and giving opinionsElias’ Story:Part 1(para.1-2)Elias’ life before he met Nelson Mandela.Part 2(para.3-5)The change of Elias’ life after he met Nelson Mandela and what Mandela did.。

Nelson Mandela—a modern hero教案Unit 5 Nelson Mandela—a mod单元规则本单元的中心话题是当代英雄纳尔逊曼德拉(Nelson Mandela—a mod)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。

通过对这一话题的探讨，旨在使学生了解纳尔逊曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。

为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(Warming Up)”“读前(Pre-reading)”“阅读(Reading)”“理解(ding)”“语言学习(Learning about Language)”“语言运用(Using Language)”“小结(Summing Up)”和“学习建议(Learning Tip)”。

“热身(Warming Up)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。

“读前(Pre-reading)”部分以表格的形式提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。

从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。

“阅读(Reading)”部分Elias以第一人称向我们讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况，介绍了1952~1963 年期间的曼德拉，从侧面向学生展示了他的高贵品质。

由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。

Unit 5 Nelson Mandela - a modern hero 教案1(ELIAS’ STORY <PART 1>)IntroductionIn this period, after the warming up, students will first know about the qualities of a great person, and know something about Nelson Mandela. And during the process of reading, the students could master some reading skills to help them to attain the knowledge about this unit.Objectives1. Get the students to know the qualities of a great person.2. Get the students to learn about Nelson Mandela.3. Develop the students reading ability and let them learn different reading skills.Focus1. Get the students to know about the qualities a great person should have.2. Get the students to learn about Nelson Mandela.3. Get the students to learn different reading skills.AidsMultimedia facilities, tape-recorder, photos, diagramsProceduresStep 1 Warming upGood morning, class. Today we will learn new unit. Firstly, let’s discuss the following questions: the qualities a great person should have.1. When talking about a person, what adjectives can you think of to describe his or her qualities?2. What kind of a person are you? Do you think you have the qualities to be a great person?3. What are the qualities you should find in a great person?Ask the students first to brainstorm the questions, then to describe themselves. Tell them the adjectives in the box in the part Warming Up on Page 33 will help them find out what qualities they have. Finally have a discussion with the whole class and help them to sum up the qualities that a great person should have.The answers of the questions:1. 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…2. Open.3. 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.Step 2 Pre-reading1. Looking and answering:Look at the six people in the part Pre-reading and answer the following questions.1) Can you recognize them? Who are they?2) Do you think they are important people? Why or why not?3) Do you think all of them are great people?One minute for students to think them over. Then check with the whole class.Suggested answers:2) Yes, they are, because they have done something really important to benefit a country or the world.3) No, I think not all of them are great people.2. Discussing and speakingStudents read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.When they are discussing, remind the students to use the following expressions for giving andasking for opinions:Several minutes later, ask some pairs to act out their dialogues.A sample dialogue:A: What qualities do you think make a great man?B: In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.A: What is the difference between a famous person and a great person?B: A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they cannot be called a great person.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: 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: . . .Step 3 Reading1. Lead-in and guessingTell the students: So far we have talked a lot about great persons. Do you want to know more about them and learn from them? Well, we are going to read about Nelson Mandela, a great leader who fights for the rights of the black people and is considered as a modern hero. Now open your books to Page 34 and read the title of the text. Can you guess what kind of writing the text is?(A story is usually a piece of narrative writing.)2. Skimming for topic sentences and general ideaGive the students three minutes, ask them to read the text fast and then fill in the form.Several minutes later, check the answers with the whole class.Suggested answers:3. Further understandingGive the students another several minutes to discuss the following questions. If they are not sure about the answers, they can read the text again. Encourage them to read the text with the questions in mind and try to find out the answers.1) What disadvantages did Elias have in finding a job?2) How did the white people stop the black people from being treated fairly?3) How did the new government in South Africa treat the white people?4) Why did Elias support Mandela?5) Why did he support violence when he did not agree with it?The teacher can join in students’ discussion or ask them to answer the questions individually and then check with the whole class.Suggested answers:1) Poor education; no permit to live in Johannesburg.2) Through unfair laws.3) They treated the white people as well as the black people.4) There are three reasons: Firstly, Mandela once helped him and he considered Mandela kind and generous. Secondly, he agreed with Mandela’s political ideas. For example, he agreed with his explanation of how the black people were not treated fairly. He also sided with him on his view of peaceful fighting. Thirdly, he knew that what Mandela fought for was to make black and white people equal.5) Because their attempt to attack the law in a peaceful way failed. They had to answer violence with violence.4. Language problemsWhile checking the answers with the whole class, ask students to find the new words, phrases and structures that they find most difficult, help them to understand and deal with any language problems.5. Reading aloud to the recordingPlay the tape of the text for the students to listen and follow. Then ask them to read the text aloud. Step 4 After-reading1. Discussing and answeringGive the students several minutes to discuss the following questions and then ask them to answer them.1) Do you think it is fair to treat others badly for things they cannot change, like the colors of skin or eyes or the race one belongs to? Give a reason.2) What do you learn about Nelson Mandela from Elias’ Story?3) Do you like the way Elias tells his story? Give a reason.Several minutes later, discuss and check the answers with the whole class.Suggested answers:1) No, because there is nothing one can do to change or improve the situation.2) I know that Mandela is a great leader who fought for equal rights for the black people all through his life. He organized the ANC Youth League which fought against the government. He is in favor of peaceful fighting. He is kind, helpful, generous, brave, and determined.3) (Various answers are possible. )I like the way Elias tells the story. Elias is a black worker withonly a little education, so he uses some simple and short sentences to describe his experiences and his contact with Mandela, and thus makes the whole story more real-like and close to the readers. The quoted speech in the story objectively reveals Mandela’s polit ical views through which some aspects of Mandela’s qualities are shown clearly.2. Playing an interview gameAsk the students to do an interview in pairs. Suppose one is a journalist, and the other is Elias. A journalist is interviewing Elias with the following questions.1) When did you first meet Mandela?2) Can you tell me more about how he helped you?3) Can you tell me about the problems that the black people are facing?4) How do you like his idea of peaceful fighting?5) What do you think of him?6) What will you do to support him in the future?1. Finish off the related exercises in the textbook.2. Read t he text Elias’ Story again and try to retell it.。

精品教学教案设计| Excellent teachingplan教师学科教案[20 -20学年度第—学期]任教学科： ______________ 任教年级： ______________ 任教老师： ______________xx市实验学校Unit5 Nelson Mandela a modern heroReading---Elias 'story(Teaching Plan 教案)教学背景分析教学内容：1.单元主题:本单元是人教版高中英语必修 1 Unit5--- Nelson Mandela---a modern hero2.课堂内容:本节课是reading 阅读课。

是本单元的第2 课时。

在学习了本单元重点词汇和warming up 热身讨论后，由老师引导，学生完成任务，训练阅读技巧，培养阅读和会话能力并提升对伟人的认知了解有什么样的人格的人才会是伟人，对学生可起到一定的启发作用，使他们能以这些伟人为榜样，并坚定信念，塑造自我，创造未来的阅读课。

3.内容分派:Lead-in 运用多媒体技术展示曼德拉的简要人生介绍，让学生初步了解曼德拉并激发他们的学习兴趣。

Reading 阅读部分分为四个任务(brief introduction; careful reading; discussion; role-play) 引导学生完成，在这四个任务的完成中训练了学生的scanning 和skimming 。

每环节分设任务让学生结组或者自由讨论完成。

作业是让学生根据本堂课对曼德拉的学习讨论写一篇曼德拉的简介。

教学方法：采用任务驱动方法，在整个学习过程中，充分确立学生的主体地位，充分调动学生的学习积极性和主观能动性，强化学生的个性培养，注意在教学的各环节中创设“情景”加强“协作” “会话”，让学生主动积极获取知识，使其学会，会学，真正意义上成为学习的主人。

1 •演示法：把相关曼德拉的图片、视频等展示给学生看，便于学生对人物背景知识的把握，并且激起学生的学习兴趣。

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、教学目的：1．才能目的在本节课完毕后，学生可以●选取适当的形容词描绘著名人物，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．目的语言：●初步学习以下词汇，理解其音形意：quality, mean, active, generous, selfish, selfless, devoted, willing,found, principle, peaceful, mankind●掌握征求意见和表达意见的根本功能语句：I think/I don’t think …I believe/I don’t belie ve 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．文化目的：理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：步骤一导入让学生阅读本单元标题、学生用书以及练习册中的图片，让学生猜想本单元的中心话题，理解本单元所涉及的人物。