高一英語人教版必修1《Unit5NelsonMandela-amodernhero》教案：Period6

TeachingPlanUnit5NelsonMandelaamodernheroTopic:greatpersonsTeachingaimsLanguageknowledge1.四會詞匯quality,mean,active,generous,self,selfish,selfless,selflessly,devote,devoted,found,republic,principle,peaceful,mankind,lawyer,guidance,legal,fee,hopeful,youth,league,stage,vote,attack,violence,equal,willing,unfair,African,escape,blanket,educate,educated,beg,relative,terror,cruelty,reward,sentence,anti-anti-black,president,opinion2.詞組outofwork,YouthLeagueasamatteroffactblowupintroubleturntoloseheartcometopowersetupbesentencedto3.語法TheAttributiveClause(2)—where,when,whyLanguageskills了解一個偉大的人應(yīng)具備怎樣的品質(zhì)，學會表達自己的觀點，并用所學的句型來描寫一個偉人。根據(jù)已知信息推測將要聽取的材料內(nèi)容。提高閱讀技能和用英語進行思維、推理、判斷的能力。掌握長難句朗讀的技巧，總結(jié)長句朗讀時停頓的規(guī)律。學會利用時間順序描述一個偉人一生的主要活動Culturalconsciousness了解NelsonMandela的生平事跡并認識以前南非黑白人不平等的社會地位，啟發(fā)學生和不公正的社會現(xiàn)象作斗爭的意識。Affect&Attitude學習偉人的優(yōu)秀品質(zhì)，并向他們學習，以提高自身素質(zhì)，樹立正確的人生觀，學習他們在艱苦的環(huán)境下為人類做貢獻、不追求享樂的高尚精神。Learningstrategies認知策略:繼續(xù)學習定語從句的語言規(guī)律并加以運用。交際策略:運用定語從句來提高信息傳達的準確度調(diào)控策略:培養(yǎng)小組合作學習的能力資源策略:指導(dǎo)學生通過各種渠道如報紙、雜志、圖書館和網(wǎng)絡(luò)等資源查找有關(guān)素材，培養(yǎng)學生收集查找資料的能力。Teachingkeypoints本單元重點詞匯、句型的用法。定語從句的使用。了解納爾遜·曼德拉的生平事跡。TeachingperiodsPeriod1Warmingup,pre-readingPeriod2Reading,ComprehendingPeriod3Importantlanguagepoints,LearningaboutlanguagePeriod4DiscoveringusefulstructuresPeriod5UsingLanguage:listeningPeriod6UsinglanguagereadinganddiscussionPeriod7speakingandwritingPeriod6Textreadinganddiscussion(p38)TeachingaimsTogettheSstolearnmoreaboutthestoryofEliasTogettheSstoknowsomethingaboutthequalitiesofNelsonMandelaTeachingproceduresactivityObjectives(設(shè)計意圖)interactiontimeStep1WarmingupCouldyouimaginethelifeofMandelaandEliasinprison?Findsomewordstodescribeit.toleadtheSstothetopicandarousetheSs’interestinreading.修改與備注：IndividualworkStep2Reading(Scanning)ScanthetextintwominutesandasktheSstodiscussthequestions,andthenanswertheminpairs.(1)WhatdidEliasdowhenhewasinprison?(2)Finally,whatdidEliastakeashisjob?Didheenjoyit?Suggestedanswers:(1)HestudiedandwastaughtbyNelsonMandelawhenhewasinprison. (2)Hisjobistakingthetouristsroundhisoldprison,atfirsthedidn'tenjoyhisjobbutlaterhewasproudtodothis.Togetabriefunderstandingofthetext.修改與備注：GroupWorkStep3reading(detailedreading)Readthepassageforasecondtimeandchoosethebestanswertocompleteeachsentence.1.Eliaswasunhappyintheprisonbecause_________.A.hewaskeptwiththecriminalsB.theprisonguardsstudiedwithhimC.hehastostudyD.hecouldnotstudyforadegree2.NelsonMandelashowedhowgoodaleaderhewasbecause________.A.hefoughttheguardsinprisonB.herefusedtolettheguardsstudyinhisschoolC.helettheguardsstudyinhisschoolbutnottaketheexamsD.helettheguardsstudyeventhoughtheprisonerscouldnottaketheexams3.LifeforEliaswasnottoobadinprisonbecause_________A.hehadtostudyB.hecouldstudywiththeguardsC.hewantedtostudyD.hecouldstudyandgetadegree4.AsleaderofSouthAfrica,NelsonMandelahelpedprisonersofRobbenA.givingthemaneducationB.givingthemmoneyC.puttingtheguardsinprisonD.givingthemajobSuggestedanswers:1.D2.D3.B4.ATogetSstohavesomedetailsinthetext修改與備注：IndividualworkStep4RetellingRetellthestoryofMande