【范文】Nelson Mandela a modern hero教案1

教案：Unit5 Nelson Mandela--a modern hero三（新人教版必修1）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 and asking for opinions:I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agr ee. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ?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 can not 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,。

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Nelson Mandela- a modern hero-单元教案1. Teaching aims and demands:(1) to get the students to know about Nelson Mandela and learn some good qualitiesfrom some great people(2) to get the students to have a good grasp of the attributive clause led by where,when, why and preposition + which/whom.(3) to get the students to express opinions of their own in English.2. TopicsThe qualities of a great person;The lives of some great people.3. Useful words and expressions:hero quality willing active republic principle fight peaceful prison prisoner period law advise continue fee gold youth league stage vote position accept violence equal blanket degree guard educated terror fear cruelty reward right(n.) criminal leader president sentence(v.) sincerelylose heart in trouble worry about out of work Youth League as a matter of fact blow up put… in prison come to power set up be sentenced to4. Functional items:A. Giving opinions:Why do you think so?What do you think of …?What’s your opinion?B. Making comments:Good idea!That’s an excellent idea.5. StructuresThe Attributive Clause (II)由where, when, why, 介词+ which, 介词+ when 引导的定语从句。

Nelson Mandela a modern hero教案Unit5Neslsonmandelaamodernhero-reading教案Teachinggoals.Totalkaboutpeople’squalitiesandinspirethestudentstodiscoverthevalueof thegreatman’swork.2.Toreadoncapablepeople’slifestoriesandknowmoreinformationaboutNelsonmandela.3.Enablethestudentstoexpresstheirideaslogically.ProceduresStep1.warmingupT:well,forabeautifulsong,doyouknowwhatitisabout?S:HeroQ:whoisyourhero/heroine?/whodoyouadmireinyourheart?Ss:…Q:why?S:…Q:Doyouthinkheisagreatman?S:…Q:Doeshedoanythingforothers?/whatcontributionsdoesh emaketosociety?S:…Q:Howaboutthisperson?Doyouadmirehim?Isheanotherhero inyourheart?whatdoyouknowabouthim?conclusion:LetSssay:soagreatmanisaman______________ _________________________.Q:whatdoyouknowabouthim?Isheagreatman?why?T:ItseemsyouknowNelsonmandelaalittle.Doyouwanttokno wmoreabouthim?Let’sreadthefollowingstoryandseewhatEliasthinksofNelson mandela.Step2.FastReadingQ:whatdoeshethinkofNelsonmandela?why?whathappenedbetweenEliasandNelsonmandela?Ss:Inhisopinion,Nelsonmandelais…./HethinksNelsonma ndelais….Step3carefulreadingT:HereisyourfirstimpressionaboutNmaccordingtotheEli as’story.Ifyoulookthroughthestorycarefully,you’llfindmore.ok,whynotreadthesetwopassagesandfinishth efollowingchartbyansweringthesequestions?Q1:whenandwherewasEliasborn?whatwashe?Q2:washeeducated?when?Howlong?,educated,twoyears)Q3:whydidheleaveschoolsoearly?Q4:Sowhatwastheresult?couldhegetajob?whatjob?washeh appythen?why?Q5.whohelpedhim?whatdidNelsonmandeladoatthattime?Q6.whywasthedayNelsonmandelatoldhimwhattodoandhelpe dhimthehappiestdayofhislife?Q7.whatdidNelsonmandelaorganize?whydidheorganizeit? /whatwasthesituationatthattime?Q8:wheredidtheylive?Q9:whatdidNelsonmandelasay?Q10:Howtoattackthelaw?Q11:Butdidtheyanswerviolencewithviolence?why?Q12:DidEliaslikeviolence?DidhejointheANcyouthLeague ?why?Q13:Sohowdidtheydo?Q14:whatwouldbetheresultiftheywerecaught?Q15:Later,hewasputinprison.whatistheprison?whyweret heysoafraidofhearingofitsname?Q16:Itwasthehardesttimeofhislife,right?Butatthismom entwhoappeared?Didhehelphim?How?Q17:DidEliasstudyhard?How?Q18:Asaresult,hebecameagoodstudent.Didhewanttostudy further?washeallowedtodothat?whatideadidNelsonmandelathinkof?Q19:couldEliasgetthedegree?whydidhefeelgoodabouthim self?（notcleverer）Q20:wasEliasalwaysstayingintheprison?Howlongdidhest ay?canhegetajob?whatjob?why?Q21:couldhedothisjoblong?why?Sohelostthejob.Howlong washeoutofwork?whendidhefindajobagain?How?Q22:wasEliashappytoacceptthisjob?Didhegiveupthisjob ?why?Q23:whatdidhethinkofthisjobnow,?why?Q24:what’sthepurposeofwritingthisstory?Howdoesthewritertell? Howmanypartswasthewholestorydivided?/Howmanytimesdi dNelsonmandelaofferhelptoElias?Ss:Thepurposeofwritingthisstoryisto….Thewritertell s…by….Step4RetellingT:wehaveknownwhathappenedbetweenEliasandNelsonmande la.SupposeyouwereNelsonmandela/Elias’wife,wouldyouliketotellussomethingimpressive?Retelling.SupposeyouwereNelsonmandela,retellthestory.2.SupposeyouwereElias’wife,retellthestory.Step5.RoleplayT:Allofyoudidagoodjob.Next,afterNelsonmandelaandEli as’wife,itisElias’turntotellussomestories.oneofyouactasElias,whoisthe tourguideonRobbenIsland.Andtheotherthree,youaretour istsandyoucanaskquestionsthatyouwanttoknow.maybethe setipswillhelpyou!HowdidyougettoknowNelsonmandela?whatdidhedotohelpyoukeepyourjobinagoldmine?canyouexplaintomesomeofNelsonmandela’spoliticalideasorbeliefs?whatwasNelsonmandela’swayoffighting?whydidhechangetoviolence?whatwaslifelikeonRobbenIsland?weknowyoucouldn’treadorwrite,foryouleftschoolearly,butnowyoucan.wheredidyoulearntoreadandwrite?whydidyoubecomeatourguide?whatdoyouthinkofyourprese ntjob?Step6.Homework.Trytofindoutsomeusefulexpressionsandphrases.2.workinfourtofindmoreinformationaboutNelsonmandela.附板书设计:（BlackboardDesign）TherelationshipbetweenEliasandNelsonmandelaEliasmandelablackworkeropenededucated,twoyearsadviseoutofworkhappiestgetnovoteorganizenotchooseaccept/fightpoorestjoinbrokepeacefulblowuphelpputinprisonbeganhardesttaught notallowedallowed…to getadegreedegreenotstopped feelgood。

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。