Unit5 Nelson Mandela--词汇学习 教案

Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组I. 教材分析本单元以Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。

1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。

1.2 Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。

1.3 Reading介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。

这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。

1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。

练习2和4要求学生进一步了解课文细节。

1.5 Learning about Language分词汇和语法两部分。

其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where, when, why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。

1.6 Using Language分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。

二是Reading，这也是一篇精读文章，更详细地了解曼德拉。

三是Writing，要求利用时间顺序简要地描述一个人。

2. 教材重组2.1 因本教材重点强调的是阅读能力，故将Reading, Comprehending，Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。

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。

unit5NelsonMandela（教学设计）Unit 5 Nelson Mandela-A Modern HeroDiscovering useful words & expressions教学设计Yidu No.1 Senior High School Liu Fen教师：宜都市一中刘芬年级：高一课题名称：新人教版英语必修－Unit 5 Nelson Mandela－A modern hero教学内容：Discovering useful words & expression教材分析：本节课的教学内容是必修一第五单元的Discovering useful words & expressions本课例是高一第五单元的第二课时。

“语言学习(Learning about Language)”部分突出了词汇和语法的学习与训练。

词汇部分提供了三个题目第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。

设计思路：“一切的语言输入必须是有意义的，词汇应放在不同的具体语境当中去教”（刘润清，1996）学生只有在真实的语境中才能真正理会词语的意义，根据这一理论，我把这节课的设计重点放在于结合课文，围绕本单元中心话题A Modern Hero“当代英雄”，创设不同的具体语境，让学生能学习，掌握并能运用重点词汇和短语。

Ⅰ. T eaching objectives:1. Knowledge objectives:1) All students know some great qualities of a great person through lead-in.2) All students learn proper ways to communicate with others by group work.3)All students know the pronunciation and remember the meaning and spelling of newwords: principle, willing, guidance, devoted, quality, hopeful, violence, attack, lawyer, generous, equal, selfless by individual and group work.2. Ability objectives:1）All students know the skills to enlarge their vocabulary by adding some prefixes and suffixes.2）Most students can communicate with others about their heroes or heroines in their hearts.3）Most students can make up some correct sentences using the following new phrases: be devoted to doing, be hopeful about/of, as a matter of fact, out of work, in trouble, turn to somebody for something by group work.3. Emotion objectives:1. Students will be interested in word study through many kinds of interesting pictures,exercises and games.2. Students will learn some noble qualities from different kinds of heroes. And they also willbe aware of the importance of cooperation and teamwork and the fact that everyone can be a hero.Ⅱ.T eaching important points:1. To teach them the new words and phrases by many kinds of interesting pictures, exercisesand games.2. To teach them how to use new words and phrases correctly.Ⅲ. T eaching difficult points:1. How to develop students’ skills needed in daily communication.2. How to make students fully understand the importance of learning some good qualities from heroes andtry to be heroes.Ⅳ. T eaching approac hes:1. Group work2. Task-based approach3. DiscussingⅤ. Teaching procedures:Step 1 Lead-inHave a free talk with students and introduce the topic-hero to them by showing them some interesting pictures.Step 2 W ord study1) Teach some new words and phrases by showing them some interesting pictures.2) Invite students to read the words after the teacher and review some new words andphrases included in the story by showing some relative interesting pictures.Step 3 Read & RememberAllow students about 2 minutes to read and remember the words and phrases and1) Encourage students to match the word with the meaning!1. guidance have difficulty in doing sth2. out of work not having a job3. devoted help and advice given to sb4. principle basic general truth5. generous having hope6. equal the same in value, number.7. in trouble showing great love8. attack try to hurt or damage9. lawyer a person who can offer help about law10. hopeful ready to give freely2) Invite students to fill in the blanks in El ias’ story using the given words.Elias’ StoryNelson Mandela was a black_____ who was _______to helping black people, offering _______ to them on problems in law. when they are_______. I often worried about my job, because I was not _____ to get _____work. Luckily, he was _______ with time, helping me to be more ______about my job and future.To make black and white people ____, he often ________the laws with_violence___. ______As a matter of fact___, it was not the best way. But He was put into a position where he had to. He was the ______of black people.3)Invite students to choose words and make up a short story about their heroes orgiven to them to learn and enjoy.Sample:The heroine in my heart is my mother, who is around me giving me more love t han others. As a matter of fact, she isn’t great in the way of a famous singer or a movie star and does nothing big. But from her, I learn a lot.She brought me up with care although she was once out of work. Whenever I am in trouble, she will always be willing to help me out of trouble,offering me guidance and trying to cheer me up. Besides, as a teacher, she is devoted to the progress of her dear students as well.My mother is a loving mother, a selfless teacher, and a real heroine in my heart. Step 5 Games & RevisionAfter learning the words and phrases and doing some relative exercises, it’s necessary for students to get relaxed, reviewing at the same time.1)Let me guess:(within 3 minutes)(one word, one point):Student A explain in English or use body languageStudent B guess1. lawyer2. guidance3. heroine4. attack5. devote6. out of work7. equal 8. active 9. violent 10.willing 11. hopeful 12. devoted13.in trouble 14. generous2) List at least 6 words or phrases learnt today3) Spell the words below①指导（n）②忠实的，深爱的（adj）③（怀）有希望的（adj）④原则（n）4)Translate the sentence using “ be devoted to…”事实上，那个律师一生都会致力于帮助别人.Step 6 Consolidation & SummaryAsk students to think about a question “Where a hero really lies?”, and then invite to enjoy and follow a song“hero”. After hearing, ask students the same question again to give students a moral lesson---The hero lies in you! Everyone can be a hero!( the lyrics of the song will be given to them before the class) It's a long road 漫漫长路When you face the world alone 当你独自面对世界No one reaches out a hand 没有人伸出手For you to hold 让你握住Y ou can find love 你一定能找到爱If you search within yourself 如果能在自己身上找到勇气And the emptiness you felt 你曾感到的空虚Will disappear 将会消失And then a hero comes along 会有一位英雄向你走来With the strength to carry on 带着继续奋斗的力量And you cast your fears aside 你会把恐惧抛开And you know you can survive 你知道自己能挺过来So when you feel like hope is gone所以当你感到希望似乎破灭Look inside you and be strong 审视自己，保持坚强And you'll finally see the truth 最终你将明白That a hero lies in___ 英雄气魄就在__身上Step 8 Assessment教学反思：1．在这节课上，始终围绕“当代英雄”这一话题，创设具体语境，把书本与我们的生活结合起来，让学生明白拥有这些品质并不是伟人所特有的，通过树立正确的人生观，提高自我素质。

Unit 5 Nelson Mandela- a modern hero 语言要点〔模块〕单元要点预览〔旨在让同学整体了解本单元要点〕Ⅰ词语辨析(旨在提供完形填空所需材料)II词性变化〔旨在提供语法填空所需材料〕Ⅲ重点词汇〔旨在提供综合运用所需材料〕1. devote vt.投入；献身[典例]1). He devoted himself entirely to music. 他将一生奉献给了音乐。

2). Mary devoted her life to caring for the sick. 玛丽献身于为病人服务。

[重点用法]devote… to… 献身于；专心于在devote… to…短语中，to是介词，后面接名词或动词-ing。

常见的类似短语还有：pay attention to〔注意……〕; stick to〔坚持……〕; lead to〔导致……〕; prefer…to 〔相比……更喜欢……〕; look forward to〔盼望……〕;[练习] 中译英1). 她深爱她的孩子。

2). 我们应全力以赴地工作。

Keys: 1). She is devoted to her children.2). We should devote all our efforts to our tasks.2. vote v. 投票〔决定〕；选举n. 投票, 选票,表决, 得票数[典例]1). We voted Democrat in the last election. 我们在上次的选举中投了民主党的票。

2). We’ll listen to the arguments on both sides and then vote on it.我们会先听取双方的论证后再作表决。

3). The votes are still being counted. 选票仍在统计中。

[重点用法]vote down 投票否决；投票击败vote in 投票选出；选举vote through 表决通过put… to the vote 将……付诸表决take/have a vote on 对……进行表决vote for/against 投票赞成/反对[练习]用恰当的介词或副词填空。

Unit5Nelson Mandela单词学案课题: Unit5Nelson Mandela学习目标: Learn the new words and expressions教学重点：The usage of important words and expressions.Teaching Steps ；（教学步骤）Step 1：Read the words and expressions on page 95-96(读熟95-96页第五单元的新单词和短语，注意发音，以及单词的词性)Step2:Learn the following words and expressions by yourselves.(下面的知识点让你们自学，不是它们不重要，而是它们比较简单，而且老师给出了英汉对照，不用老师讲解，相信你们一看就会。

关键是要争分夺秒，用最短的时间记住它们。

)1.quality(n. 质量;品质;性质 ) quantity(n. 数量)good/poor quality 优/劣质 be of high/low quality(质量好/差)①His company cares more about the quality of the products rather than quantity.②You need special qualities to become a teacher.2.mean (adj. 吝啬的，自私的，卑鄙的)v. 意思是，打算She is mean with money.(对---吝啬)mean to do sth (打算做某事) mean doing sth（意味着做某事）3.active (adj. 积极的，活跃的) act(v.行动，行为，举止)activity(n. 活动) take an active part in 积极参加4.found(v.建立，建设) found-founded-foundedThe People’s Republic of China was founded in 1949.(中华人民共和国建立于1949年)5.mankind(n.人类)=human =human beings6.guidance(n.指导，领导) guide(v.指引，指导 n.指南，手册，导游)under the guidance of --- 在---的指导（引导）下a Guide to Family Health(家庭健康指南)7.out of work(失业) 反义词 in work=have a job8.vote(v/n 投票，选举)Vote for/against …投票赞成/反对9.as a matter of fact(实际上)=in fact=in actual fact10.blow up(使充气，爆炸) blow out（吹灭） blow down（刮倒）blow away(吹走，刮走)11.willing(adj. 乐意的，自愿的) 反义词 unwillingbe willing/unwilling to do sth (乐意/不乐意做某事)12．turn to sb for help(求助于某人)=ask sb for helpturn up/down 把声音调大/调小 turn over 翻转 turn…into 把…变成 turn out 结果是，证明是13.lose heart=lose confidence/courage14.beg(v.请求，乞求)I beg your pardon.请原谅，对不起。

Unit 5 Nelson Mandela教案Unit 5 Nelson Mandela教案Unit 5 Nelson Mandela —a modPart One: Teaching Design (第一部分：教学设计)Period 1: A sample plaading(ELIAS’ STORY)ATo talk about people’s qualTo read about enable people’s lTo study The Attributive Clause (where, when, w＋ which/ whom)To learn to write lProceduI. Warming upWarming up by describingBoys and girlg we’ll take up Uwhich we’ll learn to d escribe people. Now let’s describe ourselvThe quwarming up part will help you find out what qualu have. Then tell me what kind of ado youu are. Do youu have the qualbe a grea? What qualities do you think we should find in a grea?a.Givudute to answer the qub.Audalk abouwn qualities accordinganswHave a discussion wwhole class and helum up the qualat a greaas.(Suming up: A greauld be dd, hard-working, unselfish, and generous. He should follow his ideasand never lose heart wuble. He usually gives ug to achieve his goals. He should be willing to do public service work without pay, be actival activities, gets on well wand hel)Warming up by bragBoys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who figgblack people. When talking about awhat adjectives can youdescribqualities? What are the qualu should find in a grea?(Adjectives for describing a person: kindbrave, loyal, happy, wise, smadly, waul, popular, generous, hard-working, diligent, weak, stupid, lazy, dald, unkind, miserable, dull, strong-minded, dd,)Warming up by exBoys and girls, we are going to learn about some great people in Uan you nagreat people? Now discuss in grouur: Who do you ad? What kind/she? What are the qualat great people hav? Sun Yat-sen (November 12, 1866–March 12, 1925) was avolutionary leader and statesman wdered by many to be the “Fada”. He had a significant influverthrowQing Dynasty and establRepubla. Afounduomintang, Sun wavisional presidRepubla in 1912 and de facto leader fro923 to 1925. He developed a political philwn as the Three PrinciplPeople. Sun is uniquely admired blife waant struggle and frequent exile as fewvuntry materializedII.Pre-readingNow, look ax peopl-reading part. Can you recog? Do youaant people? (Yes. Becauave dg reallant to bworld or a country. ) But do you think allare great people?William Tyndale (lled Tindale) (ca.1484 - Octob) was auand scholar who translated the Bible into an earldern English. Although numerous partial and complete English translations had been madury onward, Tyndale’s waake advantagw mediuwhich allowedwide distribution.2.Speaking task: Students readaaxand discuss in pad out wa greaaccordinga they worked ouviouRemind the studullowing exgiving and asking:I think/ I don’t think…;; I’m afraid…; I agree/ don’t agree…; I prefer…; What’s you? Why do you? What do you…?A sample dialogue:A: Do you think William Tidal is a grea?B: Yes. IHe had a strong belief that all people should be able to read the Bibllvanslated and printedglish although he was not allowed to do so. And later he diedwA: Yes. I agree. William Tyndale wugh a luggles and difficulties and even sacrificed his laldream. He is a greaat everybody wup the Bible muNow, let’Norman Bethune. What do you?B: ….III. Readingg for general ideaar we have talked a lot about great people. Do you waw more about them and lea? Wellg we are going to read about Nelson Mandela, who was considered as a modNowur bage 34 and readlxt. What kind of writingxt, can you guess? … Yes. Ausually aarrative writing. Nowxt to get the general idea: What does Elias tell abou? (He tells about his life, how Mandela helped him and how he supported Mandela.)2.Listening and scanning for detail informaa. Lxt again and dding ExTrue: 2, 4 False:b. Scaxt and dding Ex. 2.Suggested answers:0—Elias was b—Eliasll2—Elias was two years old. 1950—Nelson Mandela opened his law—Elias was four years old. 1952—Elias was 12 and met Nelson Mandela—Elias began school. 1954—Elias was 14 and encouraged by MandelaQuurther understandingDiscullowing qugrouur:a.How did the wlblack people from being treated fairly?b.Why did Elias support Mandela?c.Why did he support violence when he did not agree with it?Suggested answers:a.Through unfair laws.b.There aaFirstly, Mandelalped him and he thought Mandela kind and generoudly, he agreed with Mandela’s political ideas. For example, he agreed wxplanaw the black people wated fairly. He also sided wview of peaceful fighting. Thirdlw that what Mandela fought for was to make black and wle equalBecauaattack the law in a peaceful way failed. They had to answer violence with violIV. Closing down Closing down by discussinga.What do you learn about Nelson Mandela from ELIAS’ STORY?b.Do you lway Elias tell? Give a reauggested answers:a. I know that Mandela is a great leader who fougqual rigblack people all through his life. He organized the ANC Youth League which fought agagovHavaceful fighting. Hd, helpful, generous, brave, and dd.b. Various answers able. F: I lway Elias telllias is a black worker with only a little educaule anddescribe his exandact with Mandela, and thus mawholal-like and claders. The quotedbjectively reveals Mandela’s political views through waandel a’s qualities are shown clearllosing down by retellingRetellaccordingllowing clues:dulias’ problem; Mandela’s help; Elias’ sulosing down by an interviewAudent to do an interview in pairs. A journalviewing Elias wllowing questions:When did youandela?Can you tellabout how he helped you?Can you tell me aboublems that the black people are facing?How do you ldea of peaceful fighting?What do you?What will you do to suuture?Period 2: A sample plan for Learning about Language(The Attributive Clause: where, when, w＋which/ whom)ATo help students learn about attributive clauduced by when, where, why, and prep.+ which/ wTo help students discover and learn to uuseful words and exTo help students discover and learn to uuseful structuProceduI. Warming upWarming up by discovering useful words and exTurn to page 35 and do exNo. 1 and 2ur answers against your classmates’.II. Learning about grammaReading andg Turn to page 34. Read the text of ELISA’ STORY and find out all the attributive clauThink ovquestion: On what circumstance do we use when/where/ wduced an attributive clause? (“Where” is used wanteceda place, and “when” is used“Why “ is used wantecedent is “why”.)F:Twhen INelson Mandela was a very difficult period of my lTl where I studied only tow years walaway.This was a time when you had got to live in Beijing.The day when Nelson Mandela told me what to do and helped me waappiest dalWe have reached a stage where we have alghts at all.The pawn wlived were places decided by wle. The places wwlive wareas in South Africa.paring and discoveringTurn to page 36. Do Ex. 1. Tallowingand find out why we use dwordduce the attributive clauses while the antecedents aaa.The govbuilding where we voted was very grand.b.The govbuilding which/ that we paid a vday was very grandThe govbuilding in which we voted was very grand.Ia), a relative adverb “where” is used becau“in the govbuilding” wves as the adverbialattribu tive clause. “in which” can also be used a) because it also means “in the govbuilding”attributive clause. Whilb), a relative pronoun “which” is used a“the govbuilding” wves as the obdicate “visited”attributive clauare a: a.The date when I arrived waAugub.The date which/ that he told me waAuguThe date on which I arrived waAuguIa), a relative adverb “when” is used becau“on that date” wves as the adverbialattributive clause. “in which” can also be used a) because it also means “on thatdate”attributive cla use. Whilb), a relative pronoun “which” is used a“the date” serving as the obdicate “told”attributive clauRead the followingand find outa.The reason why I got a job was becauard wb.The reason that/ wgave for getting the job was becauard wThe reawhich I got a job was becauard wIa), a relative adverb “why” is used becau“ason” wves as the adverbialattributive clause. “for which”can also be used a) because it also means“ason”attributive clause. Whilb), a relative pronoun “which/that” is used a“the reason” serving as the obdicate “gave”attributive clauIII. Ready used materials for attributive clauseD: Attributive clause: An attributive clause is a clause modifying a nouun in a compoundAntecedent: The word being modified by an attributive clause is called the antecedRelative: The word that is usedduce an attributive clause is called a relative. There are two kinds of relativlative pronouns including wat, who, whom, whose, aand relative adverbs including where, when and wNote: Relatives plaant roles in an attributive clauducing an attributive clause, replacing the antecedaning, and fug as alattributive claug.: The girl who is talkingLi ovIThe girlantecedent and who is usedduce the attributive clause as the antecedent is aIt (who)girl and fuas the subattributive clauTlativdifficult in learning the attributive clause. Howevaules that can help ulatives. Usually, which relativdepends on what the antecedent is andwhallative fuattributive clause as showllowing chart:Antecedent Relativllewho thatsubject obwhomobgswhich thatsubject obwhich that subject obw+ whichadverbialplace which that subject obw+ whichadverbial reasonw+ whichadverbialNote: relatives can bdves as the obattributive clauIf a relative fuas the obaattributive clauan usually be placed blative. Iuation, we use “which”gs and “whom”le, and they can never bd. Howevand a verb form aaattributive clauuld not be separated:Tl (which/ that)udied in is very famous.Tl in wudied is very famous.Tgirl (who/ whom) I wGreat Wall wTgirl with whom I wGreat Wall.T“Twatch (which/ that ) you are looking for.” can not be changed into “Twawhich you are looking.” because “l” is aaNow turn to page 36 and let’s do Ex.2 andIV. Closing down by doing a quizTo endd you are going to take a quiz onattributive claubest answer:1.The weather turned out to be very good, ____ waan we could exA. what B. which C. that D. it2.After living in Paaurnedall town ____ he grew up as a child.A. whichB. wat D. when3.The house ______ we livlarge.A. whichB. in wwhich D. at which4.Recently I bought an avase, _____ was very reasonable.A. w w DwHe lived in Londduring____learnedglA. this B. which C. at which DI will never forget the day _____ he caA. that B. which C. at which D. wThe visitor asked the guide to taure _____ stands the famous towA that B. where C. which DThe students ____ depag worked ten years ago look down upon wA. in which B. in that C. in whose D. wI don’t like _____ you speaA. the way B. the way in that C. the way which D. the way of w0. I hada raincoat nor an umbrella. _______ I got wet througA. It’ason B. That’s why C. There’s why D. It’s howPeriod 3: A sample lesson plan for Using Language (THE REST OF ELIAS’ STORY)ATo help students read the passage THE REST OF ELIAS’ STORYTo help studuse the language by reading, listening, speaking and writingProceduI. Warming up and listeningar we have read a story about Elias. Do you remember why it was difficulget a job? (because he hadn’t a passbook) what is a passbook? Want? Let’s laassage and find out.Turn to page 37. Read the quandbest answer after listening.Discuss the qux. 2.II. Guided readingReading and answering quAs we know, in order to support Mandela, Elias helped him blow up some govbuildings. Can you imagine what would hawas caught? Actually, he was caught and put into aRobben Island. However, he was lucky enough to get helandela even when he waTurn to Pagad the passage quickly and find out:How did Mandela helped Elias when he was onRobben IslandHow did Mandela help Elias aawer?2. Reading and doing exRead the passage again and do the exPagTask (a text dialogue)Now we havdabout Elias. Next we are going to do a group activity. We will dgrouur. Suu is Elias and works as a tour guide on Robben Island. Tu are tourists who are vdland and Mandela’s life and asking the tour guidllowing qulias must answTourist: How did you gw Nelson Mandela?Elias: It wa0. I was working as aannesburg but I hadn’t a passbook to livI wandela’s lawask for advTourist: Can you explaNelson Mandela’s political ideas or beliefs?Elias: Yes. He found that we black people wated as equally as the wle and he would figur rights. Howevaid that we should fight in a peaceful way. Only wwas not allowed did we decide to answer violence with violTourist: How did he help you through your life?Elias: Flped me to gaaannesburg andb as Id above. Taugad and write when I waThis is vabecauablgbopportuLater he gavb.Tourist: What was life like on Robben Island? Elias: Miserable and cruel. The guards and soldated us badly, beat us violentlasons and insulted us in dwaTourist: How did you manage to study on Robben Island?Elias: We studied during the lunch breaks and the evenings when we should have asleep. We read books under our blankets and used anything we could find to make candlwords.Tourist: What kinds of job have you ever done? Elias: Aaworker and now a tour guide.Tourist: What do youub?Elias: I like it very much. And I am proud to show vvI helped to make our peoplur own land.III. Guided writingPreparawritingImagine now Mr Mandelau are going to write a lPresiduth Africa askingNelson Mandela. Do you remembat of a letter? What should be the maletter? (The reag Mandela) How would youuaddent? (You must make your reauasive.)2. Writing a lReadation about Mandela. Discusswith your partner and collect idealWriter down the ideas and pua good and logical ordWlIV. Further applyingFinding informaGlibraad or get onlaaNelson Mandela. Taur finding and do an oralation next period.2. Writing a dWrite a dNelson Mandela usingation you have found.V. Closing down by sharingare your letter with your partners and maary changare your letter wlass by reading it aloud.Part 2: Teaching resources（第二部分：教学资源）: A text structure analLIAS’ STORYI. Type of writing and summadeaType of writingThis is aarrative writing.Main ideaassageElias describes how Nelson Mandela helped the black people through his own exTaragraphTwhen INelson Mandela was a very difficult period of mylT2nd paragraphSadly I did not havassbook because I was not band I was worried about whether I would be out of wTd paragraphThe day when Nelson Mandela told me what to do and helped me waappiest dalTaragraphThe laars havgreatest number of lawg our rights andprogress until today we have reached a stage where we have alghts at all.TaragraphWblaw in a way which was peaceful; wwas not allo wed … only then did we decide to answer violence with violII. A tree diagram(wwords of each paragraph placed in each box) III. A retold passagxtElias is a black wuth Africa. His family waat he had to drop oul at the age of eight. Lawas able to wo rk as a goldannesburg. But as he hadn’t got a passbook which was requiredwanted to livannesburg. He was worried about being dismissed. However, he was lucky enough to glp from Nelson Mandela and managed to gapers. After that, he begaw more Mandela and his political ideas. He agreed with Mandela’s viewunfair laws agablack people and his idea about peaceful fighting. He also knew that all Mandela wanted to do was to figqual rigblack peoplupported him heart and soul2: Background informaNelson Mandela andI. Nelson MandelaNelson Rolihlahla Mandela, (buly 1918), before becoming Presiduth Africa, waanti-apartheidactivists, and was also an anti-apartheid saboteur. He is now almost universally considered to be adom fighter. HldhoodThembu chiefdom bbarking on a calaw. The name Madiba is an honorary title adopted by older male membandela's clan; howevuth Africalus with Nelson Mandela.II. Courtroom quotes by Nelson Mandela “I have fought against white domination and I have fought against black domination. I havd the ideal of a democratic andwhich alllive togarmony and with equal opportuIt is an ideal which Ilive for and to achieve. Buds ban ideal for which I am prepared to die.”“Waurtroom I am facing a white magistrad by a wud by white orderlies? Can anybodly and seriously suggest thaaales of justice are evenly balanced? Wat no Africauntry has ever hadbeing tried by his own kind, by his own flesh and blood?...I am a black man in a white man’s court. This should notbe.”(Finlayson 84).“Ouxan extraordinary human disaster that lasted too long, must be born awhich all humanitywill be proud... We have, at last, achieved our political emancipation. We pledge ourselves to liberate all our peopluing bondage of poverty, deprivation, suffering, gender, and other dation. Never, never, and never again shall it be that this beautiful land will again exby aThe sun shall nevglorious a human achievement.”III. ANC and ANC Youth LeagueThe ANC is a national liberation movement. It was formed in 1912 to uAfrican people and spearheaduggle for fundamental political, social andange. Fdecades the ANC has leduggle against racism andganising mass studance, mobilisingational community and taking up the armed struggle against apartheid. MembANall South Africans above the agave of race, colour and creed, who ales, policies and programmes.The ANC Youth League was foundedThe league propagated “Africanism” andwas “Africa’s cause must triumph.” It was radical and militant. The membd the idea of “foreign” leadership and argued that black Africans must providwn leadership andrely ulv: Words and exI. Words for warming upqualg typical of aaterial: Kindbest qualws qualleadwillingadj. ready (to do sth.): Are you willing to help? activeadj. able or ready to take action: Althougver 70;ll active. An active memblub is sure to attend evg. lose heart灰心，丧失信心I used to wgarden every week. But I lost heart when all the plants died. Don’t lose heart; you still havalose one’s heart 爱上，喜欢上 She laas soon as she saw the handsome solduble n.麻烦：in trouble 有麻烦，处于困境中；guble 陷入困境；make trouble 制造麻烦；auble自找麻烦；have trouble (in) doing sth. 做某事有困难II. Words for Readingadvv. to tell whauld be done：adv; advise doing sth.; advise sb. to do sth.; advise that sb. (should) do sth.; I advise waiting until the teaThe doctor advised a week’s rest/ taking a week’I advised (him) thauld take a rest. I adviseddrive/ against driving. What do you advdo?advgiven baw thauld behave or act: give someadvb.; five sb. some advice; f ollow sb’s advue vi vt. go on: continue to do sth/ doing sth; continue (with)sth.; go on doing sth. / w/ to do sth. Tued for 3 days. Hued to study/ studying ag had happened. We muue our journey until we find waw v. to be or make anxious：worry sb.，wor ry about…; bbe worried about…; You don’t have to worry about your healu keep a balanced diet. Our parents must be worrying because we ag back late. Hudents worried me. What he said addedwaga period a in a couvents; the raised floor on which plays ad in a theater: stage d; stage director; put sbage; at an early stage in ouvv. x’ally from amongbild ; an act of making ada matter by means of voting: vote for/ against sbudents votedaugapable andle voted agaleader because of rumor about him. I gave my vote to Li Gao. The new leader was elected through avlace wguld be; a particular place or rank in a group: What I know about him was thaa higany. Can you telluap?av. to tag offered willinglvev. to get: I receivedack on Valentines’ Day but I didn’t aHave yo u accepted the jobd you? Hereceived mabirthday.violuse if bodilurt or harm; very greaaling violadj. Violdia has influenced teenagers a las a maact: in fact; actually: As a maact, he discovuth quite by accident. As a maact, I felt extremely nervous when I was givingblowv. blow up: blow up the building/ bridge/ dam; blow u; blow off; blow oua place wals alocked up as a puaawhile waiting to be tired.pu: If you continue doingdgs, you will end uThey were publowing up the govbuilding.equalada; number; value; rank; etc.; having enough strength; ability; etc.: All men were born equal. Cut the caqualWomen demand equal pay for equal work. Bill is equalb of runningwho is equal ( to alf): The teaular becaualdren as his equals.III. Words for Using Languagagv(a picture or idea) in mind: imag; imagine doing sth.; imagine sb. doing sth.; imagine that …; Can you imagine life without el? I cannot imagine Lilg dwle? You cannot imagine what life was like on Robben Islandwliticalpower; super power;/wer; in pow( terrible ad)bled wwd a knife aamed waring the explosion. The murder case was averybodall towa vling that one has when dangar; to be afraid: fear sth; fear to do sth; fear that…; for fear that…; for feaav. n. find a way out; get out; the aaping: a narrow escape;ape; escape death pu/ being punished; esca/ reality; escape out of a burning building. The bird has escapedage. The bird has escaped beingdegHe passed the exam and finally gaster’s degree. Tature today is two degadaward(sth. given or gained as) return for wvice: The police ag a rewardation aboubbery. v. to give a reward to: He rewarded the boy for bring back the doga pua criminal found guilurt: Twaaa heav; a l; unddeath; serve one’v. to give a pu: He wadabd to death; bd。

Unit 5 Nelson Mandela—a modern hero Ｉ．单元教学目标II．目标语言III. 教材分析和教材重组I. 教材分析本单元以Nelson Mandela —— a modern hero 为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。

1.1 Warming Up列出一些形容词让学生判断一下哪些可以用来描述伟大的人，一个伟大的人应具备怎样的品质。

1.2 Pre-reading给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人，谁是重要的人但不是伟人。

1.3 Reading介绍Elias的生平，向学生展示Nelson Mandela是一个怎样的人。

这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。

1.4 Comprehending练习1和3帮助学生利用判断正误和时间顺序来整体理解课文。

练习2和4要求学生进一步了解课文细节。

1.5 Learning about Language分词汇和语法两部分。

其中Discovery useful words and expressions是根据课文语境在运用中掌握词汇，Grammar是有关关系副词where, when, why以及“介词＋关系代词”引导定语从句的用法，并通过练习加以巩固。

1.6 Using Language分为三部分，一是Listening，练习听力可配合P72的Listening Task进行。

二是Reading，这也是一篇精读文章，更详细地了解曼德拉。

三是Writing，要求利用时间顺序简要地描述一个人。

2. 教材重组2.1 因本教材重点强调的是阅读能力，故将Reading, Comprehending，Using Language 中的Reading合在一起设计成一节“阅读课”（一）（精读课）。

教学准备1. 教学目标This is the second teaching period of this unit. The teacher can first check the students’ homework and offer chances for the students to review what they learned during the first period.The emphasis of this period will be placed on the important new words, expressions and sentence patterns in the parts Warming up, Pre-reading, Reading and Comprehending. In order to make the students understand these important points thoroughly, we can first get the students to understand their meaningsin the context, then give some explanations about them, later offer some exercises to make the students master their usages. Some words and expressions, such as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc. are very useful and important. So are the sentence patterns “Do you easily lose heart when you are in trouble? ”. . . only then did we decide to answer violence with violence. ”“. . . we were put in a position in which we had either to accept we were less important, or fight the Government. ”, and so on. We ought to pay more attention to them anddesign special exercises.At the end of the class, the teacher can make the students do more exercises for consolidation. In doing so, they can learn, grasp and use these important language points well.2. 教学重点/难点教学重点1. Enable the students to grasp the usages of such important new words and expressions as fight, advise, accept, continue, active, lose heart, in trouble, in prison, as a matter of fact, etc.2. Get the students to master the patterns:“. . . only then did we decide to answer violence with violence. ” and “. . . we were put in a position in which we had either to accept we were less important, or fight the Government. ”教学难点1. Let the students learn the usage of the word “advise”.2. Enable the students to master the usage of the pattern “. . . onlythen did we decide to answer violence with violence. ” and understand some difficult and long sentences.3. 教学用具The multimedia and other normal teaching tools4. 标签Unit 5 Nelson Mandela教学过程→Step 1 Revision1. Check the homework exercises.2. Ask some students to retell the reading passage Elias’ Story.→Step 2 Reading and findingGet the students to read the reading passage again to underline all the new words and useful expressions or collocations in the passage.Collocations:a poor black worker, South Africa, a very difficult period of one’s life, open a law firm, advise sb. on. . . , three kilometers away, pay the school fees, the bus fare, get a job, a gold mine, be worried about, out of work, one of the happiest days of one’s life, the ANC Youth League, as soon as one could, have almost no rights at all, grow food, in fact, break the law, with violence, as a matter of fact, blow up, put. . . in prison, be happy to do. . . , realize one’s dreamRead them aloud and copy them down in the exercise book after class.→Step 3 Discovering useful words and expressionsShow the following form on the screen and allow the students several minutes to finish them.1. Look at the reading passage again to find words and expressionsthat mean the same.Alternative expressions Words and expressions from the textgroup of people organized for a special purposefeel hopelesslose one’s jobbrave manin facthave some difficult problemsbe taken to prisonsome timebe ready tomoney paid for going to schooltell somebody what to dogo onalways doing new thingswhat people do in wara yellow metal for making a ringagree to takego against a lawquiet and calm2. Complete the following passage with some of the words or expressions above.When Elias lost his job and was______________, his wife was very unhappy. She knew this meant he was______________ when all she wanted was a______________ life with enough money every month. She triedto______________ him not to fight the government as she thought it was better to______________ that in South Africa black people were not as important as white people. But he was willing to______________ the fight and help Nelson Mandela with equal rights for black people. For a______________ of time she felt helpless and______________, but Elias encouraged her with stories of how good life would be when white and black people and played together.Explain the problems the students meet while checking the answers.Suggested answers:1.Alternative expressions Words and expressions from the textgroup of people organized for a special purpose leaguefeel hopeless lose heartlose one’s job out of workbrave man heroin fact as a matter of facthave some difficult problems be in troublebe taken to prison be put in prisonsome time periodbe ready to willingmoney paid for going to school school feestell somebody what to do advisego on continuealways doing new things activewhat people do in war fighta yellow metal for making a ring goldagree to take acceptgo against a law break the lawquiet and calm peaceful2:out of work; in trouble; peaceful; advise; accept; continue; period; lost heart→Step 4 Language Points1. quality n. something typical of a person or material质量（不可数）；品质，性质（可数）；才能（可数）Quality is more than quantity.质量比数量重要。

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。