人教版高中英語必修一unit5nelsonmandelaamodernhero教案

Unit 5 Nelson Mandelaa modern hero教材分析I教學(xué)內(nèi)容分析本單元的中心話題是當(dāng)代英雄納爾遜曼德拉。有別于一般故事的直敘手法，本單元采用窮苦的黑人工人伊萊亞斯敘述他眼中的曼德拉的手法，從不同的側(cè)面反映故事的主題內(nèi)容。第一篇閱讀短文伊萊亞斯向我們介紹1952-1963年期間的曼德拉。第二篇聽力短文伊萊亞斯講述了他為了爭(zhēng)取與白人有平等的權(quán)利而參加了曼德拉的非洲國(guó)民大會(huì)青年聯(lián)盟。第三篇閱讀短文伊萊亞斯說到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC)掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。這樣的寫法盡可能剔除作者的主觀看法，留給學(xué)生更多的思考空間，啟發(fā)學(xué)生自己去思考，主動(dòng)地表述對(duì)自己心目中英雄人物的看法。Warming up部分通過學(xué)生的討論，了解彼此及對(duì)偉人的品質(zhì)看法。這部分的詞匯都與學(xué)生的日常生活和學(xué)習(xí)有關(guān)，所以能調(diào)動(dòng)學(xué)生討論的積極性，同時(shí)了解學(xué)生的特點(diǎn)，達(dá)到熱身的效果。Pre-reading部分提供了六個(gè)重要的歷史人物，這可以作為對(duì)學(xué)生知識(shí)面開闊與否的考察；同時(shí)借助有效的文字信息，要求學(xué)生讀懂每個(gè)人的基本情況。通過討論區(qū)分偉人和重要人物，理解偉人、重要人物之間的區(qū)別和聯(lián)系，判斷他們中誰能稱得上是偉大的人。Reading部分是伊萊亞斯介紹的1952-1963年期間的曼德拉：開設(shè)黑人律師事務(wù)所，為遇到麻煩的窮苦黑人提供咨詢服務(wù)；以和平的方式來獲取黑人應(yīng)有的權(quán)利。Comprehending 部分分別從不同層面引導(dǎo)學(xué)生進(jìn)行閱讀。通過判斷正誤，檢測(cè)學(xué)生對(duì)閱讀篇章的表層來理解程度；通過小組討論，回答問題；根據(jù)不同的時(shí)間，分別列出曼德拉和伊萊亞斯的經(jīng)歷，要求學(xué)生充分的把握文章的結(jié)構(gòu)。Learning about Language部分主要著重于詞匯和語法的學(xué)習(xí)與訓(xùn)練。詞匯學(xué)習(xí)部分主要通過詞語釋義、缺詞填空等形式的練習(xí)，幫助學(xué)生熟悉重點(diǎn)詞匯和短語。語法部分緊扣“when, where, why，介詞which，介詞whom引導(dǎo)的定語從句”這一語法項(xiàng)目，重點(diǎn)學(xué)習(xí)如何選擇合適的引導(dǎo)詞，通過填空以及舉例的形式進(jìn)行綜合操練。Using Language部分綜合訓(xùn)練聽、說、讀、寫的能力。閱讀部分是本單元主要閱讀篇章故事的延續(xù)。伊萊亞斯繼續(xù)敘述他眼中的曼德拉，伊萊亞斯說到他在羅本島監(jiān)獄得到了曼德拉的幫助，非國(guó)大（ANC)掌權(quán)后，伊萊亞斯又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。伊萊亞斯的描述，可以使學(xué)生從中了解南非黑人當(dāng)時(shí)的生活狀況以及他們不平等的社會(huì)地位，從而進(jìn)一步了解曼德拉?！皩懽鳌?Writing）部分重點(diǎn)指導(dǎo)學(xué)生如何選取和組織材料，來描述偉人。 Summing Up 部分引導(dǎo)學(xué)生從內(nèi)容、詞匯和語法三個(gè)方面進(jìn)行總結(jié)。對(duì)于如何制作學(xué)習(xí)計(jì)劃，對(duì)于提高學(xué)習(xí)策略水平有很大的幫助。Learning Tip 部分指導(dǎo)學(xué)生收集盡可能多的有關(guān)名人的材料；通過閱讀獲取基本的信息，并以此為依據(jù)分析這些人，從而得出正確的有關(guān)名人的評(píng)論。 II教學(xué)重點(diǎn)和難點(diǎn)1教學(xué)重點(diǎn)1）本單元的生詞和短語。2）掌握運(yùn)用由when, where, why,介詞which, 介詞whom的定語從句。3) 了解納爾遜曼德拉的生平事跡。2教學(xué)難點(diǎn)1）認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì)，向他們學(xué)習(xí)，以提高自身的素質(zhì)。2）學(xué)會(huì)發(fā)表評(píng)論和表達(dá)自己的看法。3）學(xué)寫有關(guān)偉人或名人的生平III教學(xué)計(jì)劃本單元分五課時(shí)：第一課時(shí)：Warming up, Listening & Talking第二、三課時(shí)：Pre-reading, Reading& comprehending第四、五課時(shí)：Learning about Language & Using Words and Expressions第六課時(shí)：Using language第七課時(shí)：Listening第八課時(shí)：Speaking & WritingIV教學(xué)步驟：Period 1 Warming up, Listening & TalkingTeaching Goals: 1. To arouse Ss interest in learning about heroes in history2. To develop Ss speaking ability.Teaching Procedures:Step 1 Lead-inPurpose: To activate Ss and arouse them to express their opinions about a person.Show the pictures about the historical persons like Churchill and Zhude. Ask the students what they did and what do they think of them. And see if they know some information about them and how to express their opinions about a person.Step 2: Warming up Purpose: To lead Ss to the topic of this unit through the questions in the form. 1. Pair work: Get the Ss to ask the questions each other, and then ask them to present it before class. a. What kind of person is your partner?b. What qualities does your partner have?c. Do you think he or she will become a great person in the future?2. Group work: Get the Ss to divide into four groups and talk about the qualities they have. Ask students to have a discussion of the adjectives in groups, helping the students become more self-aware. Collect some qualities that students think they have. 3. Discussion Question 1: Who do you think are the greatest men in your mind? Can you name some? Question 2: In what way do you consider a man is a great? What is your standard? Encourage students to give five or six qualities that they think great persons have, and give their reasons.The teacher invites students to draw the outline of qualities that make a great person. Conclusion: A great person is a person who has followed his or her ideas and sacrificed(犧牲) something so that they could be realized. A pop singer may be very popular with the young people, but he/she is not a great man/woman.Step 3. Pre-listeningPurpose: To help Ss learn about the context of the listening partGroup work: Ask Ss to discuss with their partners in groups of four according to the pictures:1)Who was the person in these pictures?2)What do you know about him?3)What were his achievements?Discussion: To get the Ss to talk about William Tyndale, try to get as much information as possible and think what kind of person he was.After talking, ask students to present their opinions to the all the classmates. Step 4. Listening (Workbook)Purposes: 1 To get the main information in the listening part.2 To develop Ss listening ability3 To learn some information about William Tyndale.1)Listen to the dialogue, focusing on the subjects mentioned in the passage, then answer the question:Whats the relationship between William Tyndale and the Bible?Suggested answer: He wrote the Bible in English2)Listen to the tape and finish off the exercise in the workbook.3)Listen to the tape again and check the answers by yourselves, then check the answers together.Step 5. TalkingPurpose: To get the Ss to talk about their hero/heroine. 1) Pre-speaking:1) Individual workAsk the Ss to think about these questions and then present their views to all the classmates1. Who is you hero/heroine? 2. Why do you like him/ her so much?3. Did he/she do anything for others?2) Pair workDiscuss the question below with your desk mate and classmates.What kind of qualities should a great person have? If they want to succeed in their career, what difficulties should they overcome?2. While-speakingPurpose: To get the Ss to talk about their hero/heroine. Show some pictures for students as examples.Pair work: Ask them to discuss them, using the following words and phrases in the discussion. Good idea! I think/ dont think Thats an excellent idea! Im afraid I agree/dont agree. Why do you think so? I prefer What do you think of？ In my opinion Whats your opinion?After the discussion, ask some pairs to present their dialogue.Sample dialogue:S1: My hero is Martin Luther King, Jr. He was so brave and did not seem to worry about his personal safety.S2: What did he do?SI: He led the movement for civil rights in America.S2: I suppose he encouraged fighting white people!S1: No. He always argued for non-violent action. He led marches and showed the white people of the southern states that black people wanted the same rights.S2: But black people have the vote in America, dont they?St: But the law said black people must eat and go to school in different places from white people. King stopped that.S2: Where did this happen?SI: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.S2: What happened? S1: The first place he stopped it was Montgomery, a town in Alabama State in 1955一1956. He did it peacefully but he made a lot of white people upset.S2: What happened?S1: When he went to Birmingham Alabama to do the same thing a few years later, he was put in prison.S2: Was that the end?S1: No. He wrote a letter from prison telling people that they must break the law peacefully if the law is wrong.S2: Is that he is most famous for?S1: No. His most famous speech is “I have a dream” which he gave in Washington in 1963. It talks of a future when black and white people can live together peacefully and happily.S2: In that case I will make him my hero too. I really like people who fight for what they believe in but in a way that is peaceful and non-violent.Step 7. Homework1. Continue to discuss your hero/heroine with your partner. 2. Ask the Ss to get on the line and prepare something for Nelson Mandela Periods 2 & 3 Pre-reading, Reading & ComprehendingTeaching Goals:1. To learn about Nelson Mandela2. To develop some basic reading skills.3. To arouse Ss interest in learning about the great person, the story and the quality.Teaching procedures:Step 1. Pre-readingPurpose: To arouse Ss interest in learning about Nelson Mandela. Group work: Show some parsons pictures, and encourage students to give as much information as possible William Tyndale (1494-1536) Norman Bethune(1890-1939) Britain Canada Sun Yat-sen(1866-1925) Gandhi(1869-1948) China IndiaNelson Mandela (1918- ) Neil Armstrong (1930- ) South Africa USAIndividual work:Then show the names and the information about six men, and ask students to match them each other, and present it.William Tyndale: He wrote the Bible in English so all could read it. He died for his ideas but his work is still used in the official Bible today.Norman Bethune: He fought against the German Nazis and Japanese invaders during World War II. He worked selflessly in China as a doctor and saved many Chinese soldiers.Sun Yat-sen: He founded the first Republic in China in 1911 after many years fighting. He strongly believed in the three principles: nationalism; peoples rights; peoples livelihood.Mohandas Gandhi:He gave up a rich life for his ideas and fought for his country to be free from the UK in a peaceful way.Nelson Mandela:He fought for the black people and was in prison for almost thirty years. He helped black people get the same rights as white people.Neil Armstrong:He was the first man to land on the moon in July 1969. He said, “Thats one small step for (a) man, one giant leap for mankind.”Discussion: Let students work in pairs and decided which of them are great men and which are just important men. Give your reasons for you decision.Step 2. ReadingPurpose: 1) To have Ss learn about some information about Nelson Mandela and the situation where the black was badly or unfairly treated.2) To get Ss to learn about reason why Nelson Mandela helped the black people to get the same right as white people.1. Leading inPurpose: Arose students interest of the text and encourage students to imagine the contents of the textTeam work: Answer the question below: Whats the connection between them?Step 3. Reading1. Fast readingPurpose: To get a brief understanding of the text.Team work:1) Ask the students if they are curious about the relationship between Nelson Mandela and the black people, esp. Elias, then ask the students to read the text. While reading through the text, preferably the first and last sentences of each paragraph and then get a general idea of the passage according to the following form.ParagraphsHintsDetails1Self-introduction 2Eliass trouble-schooling and job3Impression of Mandela and his influence4Realization of the situation with the help of Mandela5True feeling and actions2) Try to analyze the structure of the passage.PartParagraphMain idea1 Paragraph 1-2The life of Elias life before he met Nelson Mandela.2Paragraph 3-5The change of Elias life after he met Nelson Mandela and what Mandela did.2. SkimmingPurpose: To get Ss to have some details in the text.Individual work:1) Read the text quickly and try to get some details from the text. Work in pairs and try to tell which of the following statements are true and which are false and why.1. Elias went to see Nelson Mandela when he was in trouble.2. Elias left school because the school was too far from his home.3. Nelson Mandela helped him keep his job.4. Elias trusted Nelson Mandela and he joined the ANC Youth League.5. Elias was willing to blow up government buildings.6. Nelson Mandela thought violence was a good way to help black people.Ask individual students to give their answers, and their reasons.Suggested answers: 1. T 2. F 3. T 4. T 5. F 6. F 3) CompetitionTake a quiz below and according to the questions; see whether they can grasp the details of the text.1. Why did Elias have to leave school? A. Because he didnt have a passbook. B. Because his home was far from the school. C. Because his family couldnt afford the school fees. D. Because he couldnt read or write.2. Nelson Mandela opened a black law firm in order to . A. make money B. help the poor black people with their problems C. make himself famous D. study law3. How did Nelson Mandela help Elias keep his job? A. He talked with Elias boss. B. He helped him get the correct papers. C. He lent him some money. D. He asked him to go to court.4. Why did Elias help Nelson Mandela blow up some government buildings? A. Because he liked violence. B. Because it was not dangerous. C. Because he thought it was a way to make black and white people equal. D. Because he wanted to be famous.5. What dream did Nelson Mandela have? A. To become the president of South Africa. B. To win the Nobel Peace Prize. C. To make black and white people equal. D. To blow up some government buildings.6. What does the word “l(fā)eave” in the 3rd line of Para 2? A. go away from a place B. give up; stop C. forget to take D. cause sb. to be in a certain condition7. What can we infer from this part? A. Elias was a black worker in Johannesburg. B. Elias received little education when he was young. C. Mandela opened a law firm to help black to share their problems. D. Black people in Johannesburg are not treated equally.Suggested answers:1. C 2. B 3. B 4. C 5. C 6. B 7. D3. ScanningTeam work:Read the text carefully and try to find more details from the text then make a timeline of Eliass life, according to the time below.1940 1942 1944 19461948 1950 1952 1954Suggested answers:1940: Elias was born.1942: Elias was a two years old baby.1944: Elias was four years old.1946: Elias began school.1948: Elias left school.1950: Nelson Mandela opened his law firm.1952: Elias was 12 and met Mandela.1954: Elias was fourteen and encouraged by Mandela.4. Retelling According to the timeline of Eliass life, use some important words and phrases to retell the text. Retell the passage in third person with the help of the following hints:Elias black worker South Africa little education difficulties at the age of 12 Mandela with sbs help moved kindness Elias time life for the blacks hard rights choose unequally ANC Youth League equal rights join peaceful way law not allow violence with violence dreamSuggested answers:Elias was a black worker in South Africa. He just received little education when he was young. So he had some difficulties in his work. When he was at the age of 12, he met Mandela and solved his problems with his help. He was greatly moved by his kindness. During Elias time, life for the blacks was hard. They had no rights to choose and were treated unequally. So when Mandela organized the ANC Youth League to fight for the equal rights of the blacks, Elias joined it as soon as he could. At first they tried some peaceful way to break the law but it was not allowed. As a result, they had to answer violence with violence to realize their dream of making black and white people equal.3. Listen to the tape and deal with the language points in groups.Purpose: To train Ss listening ability and Ss language capacity. Listen to the tape and follow it in a low voice.Group work: The students are divided into three groups. Each group is supposed to read through each part, and then find the following phrases.a very difficult period of my life, be worried about, out of work, reach a stage，in fact，be put in a position, eitheror, answer violence with violence, as a matter of fact, blow up, be put in prison, achieve ones dream of doing sth.4. Language studyExplain some important sentences:1 The time when I first met Nelson Mandela was a very difficult period of my life.2 It was in 1952 and Mandela was the black lawyer to whom I went for advice.3 After trying hard, I got a job in a gold mine.4 The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all.5 We were put in a position in which we had either to accept we were less important, or fight the Government.6 Only then did we decide to answer violence with violence.6. DiscussionGroup work: Ask students discuss the following questions with their partners and give their own opinion.1. What problems did the black people like Elias have?2. What do we call it when some people are badly treated because of their race and others?3. Is it fair to treat others badly for things they cannot change, like the color of skin or eyes or the race one belongs to? Give a reason.Possible answers: 1. Black people had no vote and could not choose who ruled them. The parts of town where they lived were places decided by white people. They could not get jobs they wanted. The places they were the poorest areas in South Africa. No one could grow food there. 2. Racialism 3. No. Encourage students to give their opinions.Step6. Homework1. Use the new words and expressions to make some sentences.2. Try to write a short composition about the story of Nelson Mandela.Period 4 &5 Language study and Using Words and Expressions Goals: 1. To enable the Ss to master some new words and expressions2. To get the Ss to have knowledge of this grammar point: Attributive Clause(由where, when, why, 介詞+which, 介詞+whom引導(dǎo)的定語從句)Teaching procedures:Step 1. Word studyPurpose: To consolidate the words and phrases in the text.一、 Look at the reading passage again to find words that mean the same. 1 _ group of people organized for a special purpose2 _ help and advice given to someone3 _ not have a j