英语优秀教案(人教新课标版)：必修1(Unit5NelsonMandela—amodernherothe5thperiod)

必修一Unit 5 Nelson Mandela—a modern heroReading一．Type 教学课型：Reading 阅读课本文以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历史。

同时还提到了他与Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。

教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。

文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。

二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。

伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。

当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。

伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。

曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。

因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。

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，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。

在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。

为熟悉本课的内容作了铺垫。

虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。

本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。

1. Teaching Aims教学目标1）Knowledge objectivesa.Students will be able to learn the useful new words and expressions in this part:Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote, guidance, blow up, in troubleb. Enable the students to read Elias’ storyc. Guide the students to know the qualities of Nelson Mandela as a great leader2) Ability objectivesa.Develop the students ’reading skills, such as fast reading ,careful reading and summarizingb.Improve the students’ comprehension ability3) Emotion objectivesa,Understand the qualities great person have in common and learn the fine qualities from themb.Develop the students’ moral quality2.Teaching important points教学重点a.Enable the students to read Elias’ story and Learn to grasp the main idea of the text.b.Enable students to talk about the fine qualities of great people,especially Nelson Mandelac.Improve the students’ reading ability3.Teaching difficult points 教学难点a.How to grasp the main idea of the text.b.How to help develop students’ reading abilityc.How to help students learn from Nelson Mandela4.Teaching methods 教学方法a.Student-centeredb.Task-based teaching method(任务型教学)c.Discussion5.Learning methods 学习方法Individual or pair work and group work6.Teaching Aids 教具准备The multimedia三．教学设计1. 总体思路本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论) and role play 。

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。

Part 1 Teaching Design第一部分教学设计Period 1 A sample plan for reading(ELIAS’ STORY)IntroductionIn this period, after the warming up, students will first be guided to talk about great people. Then they will be helped to read a narration entitled Elias’s story. It’s a story about a Elias helping Mandela working for the freedom of the black people.Three examples of “Warming Up” designs are presented in this book for teachers’ reference. Computer and overhead projector may be used to aid the teaching and learning.Objectives■To help students learn to describepeople■To help students learn to read anarrative text■To help students better understand“freedom for all”■To help students learn to use someimportant words and expressions■To help students identify examples of the attributive clause < where, when, why, pre. ＋which/ whom>FocusProcedures1. Warming up⑴Warming up by describing yourselvesHello, boys and girls. This morning we’ll take up Unit 5 in which we’ll learn to describe people. But first what kind of person are you? (shy, outgoing, fun, mean, immature, dramatic or nice, 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)⑵Warming up by describing a great personWe take Unit 5 today which is about a modern hero, a great person named Nelson Mandela. But what is a great person like? (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.)Boys and girls, in Unit 5 we will talk about Nelson Mandela, a great leader who fights for the rights of the black people. When talking about a person, what adjectives can you think of to describe his or her qualities? What are the qualities you should find in a great person?⑶Warming up by getting to know MandelaBefore we go to read Elias’s story let’s first try to know about Nelson Mandela by reading the following short passage.2. Pre-reading by looking and sayingNow, look at the six people in the pre-reading part. Can you recognize them? Do you think they areimportant people?You may say yes, because they have done something really important to benefit the world or a country. But do you think all of them are great people?3. Skimming for main idea of each paragraphNow open your books to page 34 and read the title of the text. What kind of writing is the text, can you guess? … Yes. It is a piece of narrative writing. Now skim the text to get the general idea: What does Elias tell about in his story?Type of writing and summary of the idea4. Scanning for specific informationScan the test specific information to finish Comprehending Ex. 3.5. Discussing questions in groups of fourHow did the white people stop the black people from being treated fairly? Why did Elias support Mandela?Why did he support violence when he did not agree with it?6. Reading to make a diagramLet’s go over t he text once more to make a diagram of it with key words of each paragraph placed in the box.7. Retelling the text in your own wordsWith the help of the diagram try to retell the story in your own words.8. Closing down by taking a quiz。

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 6Writing and Writing Task整体设计从容说课This is the sixth teaching period of this unit. The teacher can first check the homework and review what they learned in the last lesson. Some exercises which relate to attributive clauses should be designed for revision.The emphasis of this period is laid on developing the students’ writing ability. This is a best way to test if the students have mastered what they have learned. The part Speaking and writing on Page 39 requires students to look at the life of Nelson Mandela, find out what happened to him in 1999, discuss in pairs what qualities make Mandela a great man and write a summary of Nelson Mandela’s life or a short paragraph about their ideas on Nelson Mandela. The te acher can first talk about and discuss with the students information about Nelson Mandela mentioned before, ask students to read through the passage Life of Nelson Mandela to know more about his life, and then let them write the summary or the short paragraph according to the steps mentioned in the textbook. After their writing, share their ideas with the whole class by asking them to read their writings aloud. Writing Task on Page 75 requires students to write a passage about a great person worth admiring. The purpose of this exercise is for students to use their personal knowledge about people in their area. They can describe a person who they think is a great person because of what this person does for the munity. The teacher can direct students to write their passage following the structure and some useful words and expressions given on Page 75.Writing is a higher stage of language learning. The teacher should frequently give students some assignments of writing. Only in this way, can students use what they have learned more freely.教学重点Develop the students’ writing ability by writing a summary and an articrle for a newspaper.教学难点Get the students to learn how to write a good article for a newspaper.教学方法1. Task-based teaching and learning2. Cooperative learning3. Discussion教具准备A projector and other normal teaching tools三维目标Knowledge aims:1. Get the students to learn and master the new words and useful expressions:leader, president, anti, anti-black, sentence, sincerely, set up, be sentenced to2. Get the students to know the structure of a persuasion passage and writing steps.Ability aims:1. Develop the students’ writing ability.2. Get the students to learn how to write a good summary and anticle for a newspaper.Emotional aims:1. Enable the students to master writing skills and write excellent articles.2. Motivate the students to learn good qualities from great people.教学过程→Step 1 Revision1. Check the homework exercises.2. Correct the mistake in each sentence of the following.Show the following on the screen.1)He told us about the countries where he visited.2)The days when we spent together cannot be easily forgotten.3)We shall visit the college where his father works there.4)This is the knife with that the doctor did the operation.5)I know the reason which she looked so worried.6)The old man has three sons, whose two are doctors.Give three minutes for students to do the exercises. Then check the answers with the whole class. Give some explanations if necessary.Suggested answers:1)where → (which/that) 2)when → (which/that) 3)去掉there4)that → which 5)which → why/for which6)whose → of whom→Step 2 Warming up1. Talk about and discuss with the students some information about Nelson Mandela.2. Read the passage Life of Nelson Mandela on Page 39 to know more about his life.3. Discuss the question:What qualities make Mandela a great man?→Step 3 Writing(Ⅰ)1. Divide the students into two groups. The students in Group 1 write a summary of Nelson Mandela’s life. The students in Group 2 write a short paragraph about their ideas on Nelson Mandela.2. Give 5 minutes for students to write their summary or short paragraph.→Step 4 Writing(Ⅱ)1. Imagine now Mr. Mandela is in prison. You are going to write a letter to the President of South Africa asking him to free Nelson Mandela.2. Discuss with the class the following questions:Do you remember the format of a letter?How can you persuade people to follow your advice?(Get the students into discussion. )3. Collect and arrange ideas for the letter.4. Begin to write the letter to the President of South Africa like this:Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be freed. . .(Then write your ideas one by one. Each of them shou ld take one paragraph. It doesn’t matter if the paragraphs are very short, but give one or more reasons for each of your ideas. )5. Finish the letter with “Yours sincerely” and your name.Give 15 minutes for students to write the letter. Then ask some of them to share their ideas with the whole class by reading their letters aloud.Sample letter 1:No. 1 Middle SchoolBeijing, ChinaMay 27, 1989 Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be freed.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 for himself. He has an unselfish and brave heart. As he is a great man, you should set him free.I hope you will consider my arguments.Yours sincerely,Li Hong Sample letter 2:Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free.First, it is natural for Mr. Mandela to encourage violence against anti-black law. At that time, there were a lot of laws stopping the blacks’ rights and progress. The black people reached a stage where they had almost no rights at all. Black people had no vote and could not choose who ruled them. The parts of town where they were sent to live were decided by white people. They could not get jobs they wanted. The places where they were sent to live were the poorest areas in South Africa. No one could grow food there. As a matter of fact, black people did not like violence. But they knew it was to realize their dream of making black and white people equal.Second, although Mr. Mandela was one of the leaders who called on black people to blow up some government buildings, he had no choice but to do that. He said they broke the law in a way which was peaceful. Only when this was not allowed did they decide to answer violence with violence.Finally, it is not a good way of solving the problem to put Mr. Mandela in prison. When Mr. Mandela is in prison, there is a lot of violence. Therefore, you should free him and then have a discussion with him about the future of South Africa in an equal way.Yours sincerely,Wang Gang →Step 5 Summary1. Discuss with the students how to write a persuasion passage.2. Structure of a persuasion passageParagraph 1:Personal informationParagraph 2:His/Her hard work and achievementsParagraph 3:His/Her good qualitiesParagraph 4:Your opinion→Step 6 Writing Task1. Ask students to try to write a persuasion letter.Suppose you are going to write a letter to the senior organizers of the Nobel Prize to persuade them to give the Nobel Peace Prize to Mother Teresa.Give students some time, ask them to discuss in groups and then to write their letters. About 10 minutes later, ask them to share their ideas with the class by reading their letters aloud. Correct the writings together in the end.Sample writing:Dear senior organizers,I am writing to ask you to give the Nobel Peace Prize to Mother Teresa. 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 be a teacher. After the training, she was sent to Calcutta, where she taught geography at a school and soon after she became headmistress.However, although she loved teaching, in 1946 Mother Teresa left the school and was trained to bee a nurse in Patna, and then began her work helping the poor and forting 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 traveled the world, she opened 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.Yours sincerely,Zhang Qiang2. Ask the students to turn to Page 75 and read through the directions. Then they write an article for a newspaper about a great person they admire. After most of them finish their writings, ask as many students as possible to read their articles to the class.Sample writing:Paragraph 1:Personal informationLi Yong lived in Beijing and was only 25 years old when he died in an accident. His mother is very sad, for she has lost her best son.Paragraph 2:His/Her suffering for othersHe gave up a good job to be near his mother. She was very ill and he stayed and looked after her even though he could have worked in a big pany and earned a lot of money.Paragraph 3:His/Her generosityLi Yong used to e after work and do the shopping for his neighbors. If they needed medicine he would go quickly to the shops and buy it. Sometimes he paid out of his own money.Paragraph 4:My opinionHe was a man who was loved by all who knew him, because he only thought about others not himself.→Step 7 Homework1. Finish off the Workbook exercises.2. Write a short passage about a great man you admire.板书设计活动与探究A great person need not be famous. Look around your hometown with your partner and see if you can find anyone who has given up something (like time or money)to help others. Then write a short report about your research and read it to your classmates.。

新人教版高中英语必修1 unit5 nelson mandela教案设计人教版必修一Unit 5 Nelson Mandela----a modern heroWarming up & ReadingRuijin No 1 High School Xiong Ruihong设计思想《高中英语课程》指出:“高中英语课程的设计与实践要有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习能力……”这节阅读课的设计由易到难，环环相扣，运用任务型教学途径，积极开展小组合作学习和促进自主学习的课堂活动，强调合作探究和独立思考相结合，激发学生学习英语的兴趣，充分调动学生的学习积极性，达到有效阅读，最后实现从语言输入到语言输出中听、说、读、写综合能力的提高。

教学目标语言知识:通过对本文的阅读，学生能正确地理解本文内容;通过讨论，解决难点，认识Nelson Mandela作为伟人的品质和为人类自由献身的伟大精神。

语言技能:通过Guessing persons, Predicting, Skimming, Scanning, Detailed reading等阅读技能的训练，提高学生的自主性阅读理解能力，同时加强听、说、读、写综合能力的培养。

学习策略:通过小组自主性阅读，互问互答，训练学生自主探究和合作学习的学习策略。

情感态度:通过竞争性地参与课堂任务型活动，激发学习热情，产生学习英语的浓厚兴趣，加深对伟人品质的认识，提高自身素质。

文化意识:通过课文学习，了解南非黑人在为争取自由和公平中的曲折道路，以及Mandela为人类和平所做出的巨大贡献。

教学重点与难点教学重点:训练学生的Predicting, Skimming, Scanning, Detailed reading 等的阅读技能，提高学生听、说、读、写综合技能。

教学难点: Task 8中对Mandela 品质概括和Task 9中对课文的Elias故事的复述是本节课的难点。

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）。

The First Period●从容说课This is the first period of this unit.In this period，students are expected to discuss what kind of person they are.The purpose is to give students chance to practice their oral English，at the same time，they can have a general idea about what are the qualities they should find in a great person.In this period，there is a part designed to practice speaking and reading.In order to make students have a thorough idea of qualities great people have in common，and predict the contents of reading，it is important to make good use of the six pictures，especially Nelson Mandela.What’s more，this is the first period of this unit，so it is necessary to deal with the new words and expressions of this part，so as to make it easy for students to begin and make them less anxious in study.●三维目标1.Knowledge：Learn and master the new words and expressions in this period.Words：hero，quality，willing，active，republic，principle，nationalism，livelihood，fight，peaceful，prison，prisoner，law，advise，continue，fee，gold，passbook，ANC，youth，league，stage，vote，position，accept，violence，equalPhrases：lose heart，in trouble，worry about，out of work，Youth League，as a matter of fact，blow up，put...in prison2.Ability：（1）Talk about the fine quality of great people to improve the students’ speaking ability.（2）Do reading practice to improve the students’ reading abilities.3.Emotion：（1）Learn about some great people and qualities they have in common.（2）Develop the students’ moral quality.●教学重点（1）Talk about the fine quality of great people to improve the students’ speaking ability.（2）Enable the students to grasp the main idea of the passage.（3）Improve the students’ reading ability.●教学难点（1）How to express their own opinions and ideas.（2）How to grasp the main idea of a text or a passage.●教具准备The multimedia and the blackboard.●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 Lead-inT：（Walk to one boy）Wang Bin，what do you usually do on weekends？S1：I sometimes play basketball with friends.I like basketball very much.T：Then you must know this man.（Show the picture or play a short video program of Jordan —a famous basketball player who is a black man.）T：Do you know who he is？S1：Of course I do.He is Jordan，my idol.He is the best basketball player in the world.I have many pictures of him.T：Yes，you’re quite right.He is very famous and many people all over the world worship him.But do you know that it was not until about fifty years ago that the blacks got their freedom and were treated as equal citizens？S2：Yes，we learnt about this in our history classes.The blacks were first brought to America as slaves.They were treated badly and they had no rights.T：That’s right.But we all know that things are different now.Do you know how they could have the same rights as the whites？S3：We don’t know much about this.Please tell us more.T：OK.Many people devoted themselves to this.Some were put into prison and some even lost their lives.Look at the two pictures and read the notes about them.Then have a discussion in groups of four.Try to explain why they are great men.（Show the following pictures and their information on the screen）.（Give the students a few minutes to discuss the questions.Then ask some of them to say their answers.）T：Are you ready？Ss：Yes.T：Good.Now who would like to tell us why these two men are great？S3：Let me have a try.I think Martin Luther King，Jr.is great.He worked for the freedom of all the blacks.He was born in 1929.After he graduated in 1955，he worked in a church and organized his first actions in the same year.Two years later，he formed an organization for black leaders towork together.In 1963，he had the famous speech “I have a dream”.Because of his success in his work，he received the Nobel Peace Prize in 1964.Unfortunately he was murdered in 1968.T：Very good.Now，who can tell us something about Nelson Mandela？S4：He was the first black president in South Africa from 1994 to 1999.He was born in 1918 and worked for the equal rights for the blacks of South Africa for many years.As early as in 1940，while he was still at university，he took his first actions.In 1944，he helped to found the ANC Youth League.During the 1950s，he led many peaceful actions.His enemies hated him and he had been kept a prisoner from 1962 to 1989，but he never gave up the struggle for the freedom of all the blacks，so he received the Nobel Peace Prize in 1993.T：Very good.You know a lot about them.Who can explain in which way struggle was an important part in the lives of them？Li Yang，would you have a try？S5：OK.I think struggle for the equal rights of all the blacks was an important part in the lives of them.They both achieved their goals by peaceful revolution.T：Who knows how the situations are in their countries now？Has the situation been improved？S6：Things are different now in the USA.The blacks and the whites have equal rights.They can both be elected leaders of their country.T：Good.Who has anything else to say？S7：The same is in South Africa.After Mandela，there is a second black president.No matter who breaks the law of the country，he will be punished or put into prison.Step 3 New wordsT：Now I want you to have a look at the key words on the blackboard.Do you know the meanings of them？If not，you can check them on Pages 96-97.（Give several minutes for them to get to know the meanings of these words.）T：Let’s read these new words together.Step 4 Warming upT：Well done.From the discussion we had just now，we know Martin Luther King，Jr.and Nelson Mandela are great people.So what are the qualities we should find in a great person？Who do you think is a great person？（Ask students to discuss these questions in groups of four.Five minutes later，check with the whole class.）T：Are you ready？Ss：Yes.T：Good.Now，who would like to tell us what qualities a great person should have，Li Lei，have a try？S8：Smart，modest，unselfish，warm-hearted，confident，determined，active，honest，brave，persistent.T：Very good.As a great person，should he/she get on well with others？Should he/she willing to do public service？Should he/she be active in society activities？Should he/she never lose heart when he/she is in great trouble？S9：Yes.He/She should help others.S10：As a great person，he/she should never lose heart when he/she is in trouble....T：Now，I’d like to ask you a question like that what kind of person you are.Please look atPart 1，Page 33.Here is a form including 11 questions.Now please answer these questions by yourselves.Let us find out what qualities you have and if you have the qualities to be a great person.（Let the students to answer these questions alone.At last，check the answers together with the whole class.）T：I’m very glad to find out so many students in our class have the qualities to be a great person.By the way，so far you have done very well.Step 5 Pre-readingT：Just now，we talked about two great men，and now we will talk about five other people.William Tyndale，Norman Bethune，Sun Yat-sen，Gandhi and Neil Armstrong.You know，most of the great people are also important people.But important people may not also be great people.Now please turn to Pages 33-34 and read the information about them.Discuss their lives in pairs and decide which of them are great men and which are just important men.Give your reasons for your decision.（Allow the students enough time to prepare.）T：Are you ready？Ss：Yes.T：Now any volunteers？S11：I have a try.I think Norman Bethune is a great person because he fought against the German Nazis and Japanese invaders during World War Ⅱ.Besides，he worked in China as a doctor and saved many Chinese soldiers.Finally he lost his life for the liberation of Chinese people.He is very unselfish.T：Very good.Tom，what’s you opinion？S12：In my opinion，Gandhi is great.He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.T：Well done.Do you think if William Tyndale is a great person，Mary？S13：I don’t think so.I think William Tyndale is an important person because he just did an important thing—wrote the Bible in English so all could read it.I think Norman Bethune，Sun Yat-sen，Gandhi are great persons，because they devoted themselves to the liberation of mankind and they changed history while William Tyndale and Neil Armstrong are important persons because they just did an important deed in history.T：Very good.But maybe different students have different ideas about that.Do you agree Nelson Mandela is a great person？Ss：Yes.T：Do you want to know more information about him？Ss：Yes.T：OK.Let’s read the passage “Elias’ story”.After you read the passage，I think you will learn a lot from it.Now read the passage quickly and decide which of the sentences on the screen are true.（Show the following sentences on the screen and give the students several minutes to finish the task.）1.Elias met Nelson Mandela at school.2.Nelson Mandela was a black lawyer.3.Elias was unable to read or write because he was lazy.4.Nelson Mandela helped him keep his job.5.Elias was happy blowing up government buildings.6.Nelson Mandela believed that black people were being treated as well as white people in South Africa.7.Nelson Mandela thought violence was a good way to help black people.8.The government were happy with Nelson Mandela and the ANC.T：Look at the first sentence，please.Is it true？S14：I think it is wrong，because Elias met Nelson Mandela when he was a poor black worker.T：How about the second sentence？S15：It’s right，because in the passage we can find this sentence.It was in 1952 and he had opened a black law firm to advise poor black people on their problems.T：Very good.Now who can tell us which of these sentences are correct？S16：I think the fourth sentence is right.T：Do you agree with him/her？Ss：Yes.T：What about the third sentence？S17：I think it is wrong.Elias was unable to read or write because his family could not continue to pay the school fess and the bus fare，so he had to leave school when he was eight years old.T：Good.Look at the fifth sentence，who’d like to have a try？S18：I’d like to.This sentence is wrong because Elias did not like violence.T：How about the next sentence？S19：It’s wrong.Nelson Mandela didn’t believe that black people were being treated as well as white people in South Africa.T：How do you know this？S20：In the passage，we can read this sentence：...until today we have reached a stage where we have almost no rights at all.T：Good.What about the last two sentences？S21：They’re both wrong.Nelson Mandela believed that breaking the law in a peaceful way was his first choice.As to the last sentence，Nelson Mandela led the struggle against the government，so it is natural for him to be hated by the government.Step 6 Reading and understandingT：Now，read the text again and make a timeline of Elias’life until he met Nelson Mandela.Work out the year in which he was born and then fit in the other event in his life till he was fourteen.（Show the following on the screen.）－1940 －1948－1942 －1950－1944 －1952－1946 －1954（Students practise for a few minutes and the teacher may join in their discussion and help them.Finally ask some students to answer them one by one.）Suggested answers：－1940 He was born.－1942 Not mentioned.－1944 Not mentioned.－1946 He began school.－1948 He had to leave school.－1950 He worked in a gold mine in Johannesburg.－1952 He first met Nelson Mandela.－1954 Not mentioned.T：To help you better understand the passage，please read the passage after the tape.And then answer the following questions：Q1：How many parts can we divide the text into？Q2：What’s the main idea of each part？Are you clear？（Teacher plays the tape and helps the students with their pronunciation.）Suggested answers：Part 1 （para 1-2）The life of Elias before he met Nelson Mandela.Part 2 （para 3-5）The change of Elias’ life after he met Nelson Mandela and what Mandela did.Step 7 SummaryT：Today，we’ve learnt a text “Elias’ story”.And we did some talking about great people.I think you have got a lot of information about racial discrimination and the qualities great people have in common.Step 8 Homework1.Read the passage more.2.Finish Ex 1，Ex 2 on SB.P35-36.●板书设计Unit 5 Nelson Mandela—a modern heroThe First Period1.hero2.quality3.willing4.active5.republic6.principle7.nationalism8.livelihood9.fight10.peaceful...Part 1 （para 1-2）The life of Elias before he met Nelson Mandela.Part 2 （para 3-5）The change of Elias’ life after he met Nelson Mandela and what Mandela did.●活动与探究This activity is to make a research into what kind of person your best friend is.Ask studentsto fill in the following table after school by doing a research in their free time.●备课资料Mandela’s statements in court during the trials are classics in the history of the resistance to apartheid，and they have been an inspiration to all who have opposed it.His statement from the dock in the Rivonia Trial ends with these words：I have fought against white domination，and I have fought against black domination.I have cherished the ideal of a democratic and free society in which all persons live together in harmony and with equal opportunities.It is an ideal which I hope to live for and to achieve.But if needs be，it is an ideal for which I am prepared to die.Mandela was sentenced to life imprisonment.He started his prison years in the notorious Robben Island Prison，a maximum security prison on a small island 7 km off the coast near Cape Town.Mandela rejected an offer of release on condition that he renounce violence.Prisoners cannot enter into contracts.Only free men can negotiate，he said.In April 1984 he was transferred to Pollsmoor Prison in Cape Town.1988 he was moved the Victor Verster Prison.Released on 11 February 1990，Mandela plunged wholeheartedly into his life’s work.Striving to attain the goals he and others had set out almost four decades earlier.In 1991，at the first national conference of the ANC held inside South Africa，Nelson Mandela was elected President of the ANC.His lifelong friend and colleague，Oliver Tambo，became the organisation’s National Chairperson.Despite terrible provocation，he has never answered racism with racism.His life has been an inspiration，in South Africa and throughout the world.To all who are oppressed and deprived，and to all who are opposed to oppression and deprivation.In a life that symbolises the triumph of the human spirit over mans inhumanity to man，Nelson Mandela accepted the 1993 Nobel Peace Prize.He accepted the award on behalf of all South Africans who suffered and sacrificed so much，to bring peace to our land.。

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。