模式3教育人教版高中英語新課標必修1示范教案unit5nelson mandelaa modern hero period1warming up reading

Unit NelsonMandela—amodern單元規(guī)本單元的中心話題是當代·(NelsonMandela—amodernhero)，閱讀、等所選材料通過工人Elias的敘述，主要介紹了·的生平事跡，語言知爾遜·的生平事跡認識所應具備的優(yōu)秀品質向他們學習以提高自身的素質。Up)”讀前(Pre-reading閱讀(Reading)”“理解(Comprehending)”“語言學習(LearningLanguage)”“語言運用(UsingLanguage)”“小結(SummingUp)”和“學習建議(LearningTip)”“讀前ereading)”部分以表格的形式提供了一些重要的歷史人物，要求學生讀懂每個人的基本情況并分成兩人小組討論判斷他們中誰能稱得上是誰僅僅是重要的人物，并說出理由從學生的生活經(jīng)驗和出發(fā)讓學生用英語闡述自己的觀點目的是培養(yǎng)他“閱讀(Reading)”部分Elias以第一人稱向我們講述了南非所受到的不公正待遇以及他們爭取種族情況，介紹了1952~1963年期間的，從側面向學生展示了他的高貴品質。由于學生在學習“讀前(Pre-reading)”部分時已對有了初步的了解，可先讓學生列出他們感的問題或想了解的信息，然后在閱讀過程中，嘗試找出答案（若某些問題在課文中未能涉及，可讓學生去館或網(wǎng)上搜索有關資料）同時，還可讓學生when,wherewhy介詞which，介詞+whom引導的定語從句。設計的練習緊密聯(lián)系課文，能加深“語言運用(UsingLanguage)”部分分為“(Listening)”“閱讀和討論(Readingand講述了他為了爭取與白人有的權利而參加了的非洲國民大會青年材料內容doyouthinkwereunfairinSouthAfrica?；第二題要求寫出大意；第三題要求填表比較當時閱讀篇章故事的延續(xù)，Elias談到他在羅本島得到了的幫助，在非國大（ANC）掌權后他又回到羅本島擔任導游學生可從中了解南非當時的生活狀況以及他們不的社會地位，發(fā)現(xiàn)的偉大之處。該部分一些問題有利于培養(yǎng)學生獨立思考的能力和人文精神?！罢f和寫（Speakingandwriting）”部分要求學生兩部分的基礎上，為寫生平簡介或者寫一篇短文談談對的看法。為了讓學生完成寫作任務，“小結(SummingUp)”部分是單元學習的檢查和反饋，要求學生自我歸納本單元所學的語言知識以及從身上所學到的高貴品質。，面，鼓勵學生在課外利用網(wǎng)絡和館搜集有關資料獲得和充分利用網(wǎng)絡資源；另一，知識目標本單元需要學習的重點單詞為：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionaccept equalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleadersentence(v.)sincerely本單元需要學習的重點詞組為：loseheartintroubleworryaboutoutofworkLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedAreyouwillingtodopublicserviceworkwithoutpay?(bewillingtodo...ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.(theAttributiveItisadoctor’sjobtoadvisepatientsonhealthproblems.(Itis+n./adj.todo...Aftergettingup,healwaysdrinksaglassofwater,whichhebelievesisgoodforhishealth.(theAttributiveClause)Thelastthirtyyearshaveseenthegreatestnumberoflawsstopourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.(theAttributiveClause)Onlythendidwedecidetoanswerwith.Thepartsoftownwheretheylivedwerecesdecidedbywhitepeople.(theAttributiveClause;thepastparticipleusedasattribute)Beforehecametopower,hewasonceputinprisonforyears.(sb.beputinprisonforaperiodoftime)Hewassentencedtothreeyearsinprisonforstealing.(sb.besentencedto...inHetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.(theAttributiveClause;shouldhavedone)意見(Givingopinions)Whydoyouthinkso?Whatdoyouthinkof...?What’syouropinion?Iagree/don’tIthink/don’tthink...Iprefer...Inmyopinion...I’mafraid...評論(MakingGood That’sanexcellent本單元需要掌握的語法為：定語從句（Ⅱ（where,when,why,介詞+which,介詞+whom引導的定語從句）TheschoolwhereIstudiedonlytwoyearswasthreekilometersThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.ThereasonwhyIgotajobwasbecauseofmyhardworkwewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfight to youshouldbegratefulforapeacefulSouthAfricaisNelson能力目標能聽懂人物和以及它們的關系，抓住所聽語段中的，正確理解話語間的Ithink./Idon’tthink/Inmyopinion./That’sanexcellentidea等功能用語對或的品質意見，進行討論。速地從閱讀材料中獲取主要信息等，通過不同（比如報、音像、網(wǎng)絡等）了解安Thisunitisconcernedwithteachingstudentsaboutwhatmakesagreat .Itlsstudentsthedifferencesbetweenafamousorrich andagreatone.ItalsolssomethingaboutNelsonMandela.HewaschosenastheexampleofamoderngreatmanbecauseofhisfightforfairnessinSouthAfricaandhisfar-sightedandgenerousideastothosewhitepeoplewhowereagainsthim.HisideaonhowtoresolvescanbefoundintheteachingsofGandhi,whichheputintopractice.Aftermanyyears’hardstrugglehehelpedhispeoplegetthesamerightsaswhitepeopleinhiscountry.Afterstudyingthisunit,studentsareexpectedtocometobetrulyawareofthequalitiesofagreat andknowaboutthelivesofsomegreatpeople.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasPeriod1:WarmingupandReadingPeriod2:ImportantlanguagepointsPeriod3: r:theAttributiveClause(Ⅱ)Period4:ListeningandTalkingPeriod5:ExtensiveReadingandSpeakingPeriod6:Period7:Revision(SummingupandLearningPeriod Warmingupand整體設從容說Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesoffamousorgreat sandtalkingaboutthem.AstoWarmingUp,studentsmayhaveadiscussionofthetwoquestionsingroups.Thispartshouldencouragethestudentstothinkwhatqualitiestheyhave.Itcanbeusedasanexerciseonitsownorcanbe intothePre-readingsection.Afterdiscussion,theteachercanhelpthestudentstosumupthequalitiesagreat shouldhave.Pre-readingisakeypartoftheunit.Itisimportantbecauseitiswherethestudentsexaminethedifferencebetweenafamousandagreat andthinkofthequalitiesthatareneededtomakeagreat .Theteachercanfirstcollectfromthestudentsalistoffiveorsixqualitiesthattheythink shave.Thenaskthestudentstoreadtheinformationofeachofthes,discussinpairswhatqualitiesmakea andfindoutwhetherheisaorThereadingpassagetitledElias’StoryistointroducestudentstothequalitiesandabilitiesthatmakeNelsonMandelasuchaninteresting tostudy.Notonlywasheabletoinspiremanytofollowhimdespitemanydifficultiesbuthebecameaninternationalsymbolforfairnessandjustice.ManypeopleintheworldweresoinspiredbyhimthattheyfollowedtheANCcallforaboycottofSouthAfricangoodssentabroadforexport.ItwashopedthateconomicpressurefromabroadwouldhelptochangethepoliticalsystemandmakelifefairerforallinSouthAfrica.ButitwastheblackpeopleofSouthAfricawhohadtoputthegreatestpressureonthe ernmenttomakechanges.Thestoryistoldfromtheirpointofview.EliaslsthestorysothatstudentsdonotlosesightoftheproblemsthatsomanyblackpeoplehadtofaceinSouthAfricabeforeblackmajorityrule.ThepartsinquotationmarksarethewordsspokenbyNelsonMandelaathistrialinRivonia(1963)toexinhisattitudetoandjustifyhisactions.ThiswasanimportantspeechbecauseithelpedothercountriesunderstandthesituationinSouthAfricaforblackpeople.ItgavethemreasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittookaverylongtime(tillthe1990s)beforethesituationimprovedandSouthAfricahadthevoteforeveryoneandablackernmentledbyNelsonMandela—ablackman.Theteachercanfirstgetthestudentstoskimfortopicsentencesofeachparagraphandgeneralidea,andthenscanforfurtherunderstanding.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthetext,haveaclassdiscussionandyaninterviewgameforthestudentstounderstandmoreabouttheToconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtorelpassageintheirownwordsattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.教具重Getthestudentstoknowaboutthequalitiesa shouldGetthestudentstolearnaboutNelsonGetthestudentstolearndifferentreading教學難Developthestudents’readingEnablethestudentstolearnhowtogivetheir教學方Task-basedteachingandCooperative教具準Themulti-mediaandothernormalteaching三維目KnowledgeGetthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionaccept equalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inGetthestudentstoknowthequalitiesofa GetthestudentstolearnaboutNelsonMandela.Abilityaims:DevelopthestudentsreadingabilityandletthemlearndifferentreadingEnablethestudentstolearnhowtogivetheiropinions.Emotionalaims:Getthestudentstolearnnoblequalitiesfrom GetthestudentstolearnfromNelsonMandelatodeveloptheirmoral教學過設計方案（一→Step1WarmingDiscussthefollowingquestionstoleadinthetopic:thequalitiesa shouldWhentalkingabout ,whatadjectivescanyouthinkoftodescribehisorherWhatkindof areyou?Doyouthinkyouhavethequalitiestobea Whatarethequalitiesyoushouldfindina Askthestudentsfirsttobrainstormthequestions,thentodescribethemselves.lthemtheadjectivesintheboxinthepartWarmingUponPage33willhelpthemfindoutwhatqualitiestheyhave.Finallyhaveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthata shouldhave.SuggestedAdjectivesfordescribinga :kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,tense,cold,unkind,miserable,dull,strong-minded,determined..3.Agreat shouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.→Step1Pre-LookingandLookatthesixpeopleinthepartPre-readingandanswerthefollowingCanyourecognizethem?WhoareDoyouthinktheyareimportantpeople?WhyorwhyDoyouthinkallofthemaregreatOneminuteforstudentstothinkthemover.Thencheckwiththewholeclass.Suggestedanswers:Yes,theyare,becausetheyhavedonesomethingreallyimportanttobenefitacountryortheNo,IthinknotallofthemaregreatDiscussingandStudentsreadtheinformationofeachofthesix s,discussinpairswhatqualitiesmakeagreat andfindoutwhetherheisagreat ornot.Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Iagree/Idon’tagree...;Iprefer...What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof...Severalminuteslater,asksomepairstoactouttheirdialogues.Asampledialogue:A:WhatqualitiesdoyouthinkmakeagreatB:Inmyopinion,agreatmanisonewhohasfollowedhisorherideasandsacrificedsomethingsothattheycouldberealized.A:Whatisthedifferencebetweena anda B:Afamous maybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycannotbecalledagreat A:DoyouthinkWilliamTidalisa B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.A:Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.Heisagreat thateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?B:..→Step3While-Lead-inandlthestudents:Sofarwehavetalkedalotaboutgreat s.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,wearegoingtoreadaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeopleandisconsideredasamodernhero.NowopenbookstoPage34andreadthetitleofthetext.Canyouguesswhatkindofwritingthetextis?(Astoryisusuallyapieceofnarrativewriting.)SkimmingfortopicsentencesandgeneralGivethestudentsthreeminutes,askthemtoreadthetextfastandthenfillintheTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphMainideaoftheSeveralminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:TopicsentenceofParagraphThetimewhenIfirstmetNelsonMandelawasadifficultperiodofmyTopicsentenceofParagraphSadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutTopicsentenceofParagraphThedaywhenNelsonMandelatoldmewhattodohelpedmewasoneofthehappiestdayofmyTopicsentenceofParagraphThelastthirtyyearshaveseenthegreatestnumberofstopourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.TopicsentenceofParagraphWefirstbrokethelawinawaywhichwaspeaceful;thiswasnotallowed... onlythendidwedecidetoanswerwith.MainideaoftheEliasdescribeshowNelsonMandelahelpedthepeoplethroughhisownScanningfordetailGivethestudentsfiveminutes,askthemtoreadthetextcarefullytolocateparticularinformationandthendoExercise1andExercise2inthepartComprehending.ChoosethebestansweraccordingtotheWhatdisadvantagesdidEliashaveinfindingaHehelpedNelsonMandelablowup ernmentHehadpoorHewasveryHedidn’twanttoliveinWhenwasEliasA.In B.In C.In D.InWhichofthefollowingstatementsisnotthepurposeofthewriterinwritingtheTolushowgreatNelsonMandelaToletusknowwhytheyhadtofightforhumanrightswithTolusaninterestingToletusknowthelivingsituationoftheblacksinSouthAfricaatthatItcanbeinferredfromthepassage NelsonMandelahelpedEliastokeephisEliaswashappytoblowup ernmentEliasmetNelsonMandelaat ernmentwashappywithNelsonMandelaandtheANCSeveralminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:(1)B FurtherGivethestudentsanotherseveralminutestodiscussthefollowingquestions.Iftheyarenotsureabouttheanswers,theycanreadthetextagain.Encouragethemtoreadthetextwiththequestionsinmindandtrytofindouttheanswers.WhatdisadvantagesdidEliashaveinfindingaHowdidthewhitepeoplestoptheblackpeoplefrombeingtreatedHowdidthe ernmentinSouthAfricatreatthewhiteWhydidEliassupportWhydidhe whenhedidnotagreewithTheteachercanjoininstudents’discussionoraskthemtoanswerthequestionsindividuallyandthencheckwiththewholeclass.SuggestedPooreducation;nopermittoliveinThroughunfairTheytreatedthewhitepeopleaswellastheblackTherearethreereasons:Firstly,MandelaoncehelpedhimandheconsideredMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexnationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerwith.LanguageWhilecheckingtheanswerswiththewholeclass,askstudentstofindthenewwords,phrasesandstructuresthattheyfindmostdifficult,helpthemtounderstandanddealwithanylanguageReadingaloudtotheythetapeofthetextforthestudentstolistenandfollow.Thenaskthemtoreadthe→Step4After-DiscussingandGivethestudentsseveralminutestodiscussthefollowingquestionsandthenaskthemtoanswerthem.Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.WhatdoyoulearnaboutNelsonMandelafromElias’Doyouliketheway lshisstory?GiveaSeveralminuteslater,discussandchecktheanswerswiththewholeclass.Suggestedanswers:No,becausethereisnothingonecandotochangeorimprovetheIknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainsttheernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.3)(Variousanswersarepossible.)IlikethewayEliaslsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.yinganinterviewAskthestudentstodoaninterviewinpairs.Supposeoneisajournalist,andtheotherisAjournalistisinterviewingEliaswiththefollowingWhendidyoufirstmeetCan lmemoreabouthowhehelpedCan lmeabouttheproblemsthattheblackpeopleareHowdoyoulikehisideaofpeacefulWhatdoyouthinkofWhatwillyoudotosupporthiminthe→Step5Givethestudentsseveralminutestoprepare.Thenaskthemtorelthestoryaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.SampleretoldEliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Buthehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.→Step4FinishofftherelatedexercisesintheReadthetextElias’Storyagainandtrytorel設計方案（二→Step1WarmingDiscusssomequestionstoleadinthetopic:thequalitiesa shouldWhentalkingabout ,whatadjectivescanyouthinkoftodescribehisorherWhatkindof areyou?Doyouthinkyouhavethequalitiestobea Whatarethequalitiesyoushouldfindina →Step2Pre-LookingandLookatthesixpeopleinthepartPre-readingandanswersomeCanyourecognizethem?WhoareDoyouthinktheyareimportantpeople?WhyorwhyDoyouthinkallofthemaregreatDiscussingandDiscussinpairswhatqualitiesmakeagreat andfindoutwhethereachofthesix isagreat ornot.→Step3While-Lead-inandlthestudents:WearegoingtoreadaboutNelson