高中英語必修四教案
發(fā)表時(shí)間:2020-10-15高中英語必修Ⅰ Unit 5 Nelson Mandela-a modern hero教案。
一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé),教師要準(zhǔn)備好教案,這是每個(gè)教師都不可缺少的。教案可以讓學(xué)生們充分體會(huì)到學(xué)習(xí)的快樂,有效的提高課堂的教學(xué)效率。教案的內(nèi)容要寫些什么更好呢?以下是小編為大家精心整理的“高中英語必修Ⅰ Unit 5 Nelson Mandela-a modern hero教案”,僅供參考,歡迎大家閱讀。
高中英語必修ⅠUnit5NelsonMandela-amodernhero
period,ReadingElia’sstory
一、教材分析
本單元的中心話題是“偉人的品格,幾位偉人的生平”內(nèi)容涉及“伊萊亞斯的故事”“納爾遜?曼德拉的生平簡(jiǎn)介”而主要內(nèi)容是圍繞當(dāng)代英雄納爾遜?曼德拉展開的,通過一系列的有關(guān)練習(xí)來。
二、學(xué)情分析
高一1班雖為實(shí)驗(yàn)班,但學(xué)生的水平參差不齊,且大部分學(xué)生的思維活動(dòng),學(xué)習(xí)熱情,表現(xiàn)欲望不如初中時(shí)高漲,這有待于教師在平時(shí)教學(xué)中不斷鼓勵(lì)與培養(yǎng)學(xué)習(xí)熱情,根據(jù)這些特點(diǎn),可采用小組合作方式,以好帶差,以點(diǎn)帶面,在師生互動(dòng)中實(shí)現(xiàn)教學(xué)任務(wù)和目標(biāo)。
三、學(xué)習(xí)目標(biāo)
1、知識(shí)目標(biāo)
GetthestudentstoknowaboutthestoryofNelsonMandelaandElia
2、能力目標(biāo)
Mastertheskillsofreadingincluding(guessingwords,skimming,scanning,post-readingcollusion.)
3、情感目標(biāo)
ReadingthepassageistoattempttoletSslearnsomenoblespiritfromtheGreatman.
四、教學(xué)流程
1、課前準(zhǔn)備
向?qū)W生提出要求,布置學(xué)習(xí)任務(wù),讓學(xué)生合作預(yù)習(xí)新課,完成預(yù)習(xí)練習(xí)。
2、導(dǎo)入
通過現(xiàn)代偉人志剛、劉翔的介紹,引出偉大人物具備的品質(zhì),進(jìn)行頭腦風(fēng)暴,擴(kuò)散思維,為下文的討論埋下伏筆,同時(shí)調(diào)動(dòng)學(xué)生學(xué)習(xí)積極性,使課堂氣氛活躍起來。
3、閱讀能力訓(xùn)練
切入主題后,教師利用師生合作、生生合作等學(xué)習(xí)方式,開展英語閱讀訓(xùn)練,培養(yǎng)學(xué)生猜測(cè)文章大意,略讀、尋讀、細(xì)讀等各項(xiàng)閱讀能力,進(jìn)一步幫助學(xué)生掃清理解文章之障礙。
4、拓展(討論)
學(xué)完后,讓學(xué)生討論,中心人物曼德拉一代偉人具備的品質(zhì),學(xué)習(xí)偉人的優(yōu)良品質(zhì),倡導(dǎo)做一名對(duì)社會(huì)有貢獻(xiàn)的人。
Step1.課前準(zhǔn)備
1、readsomewordsofthepassage
2、lookatsomepictures,guesswhotheyare?
3、Doyouthinktheyaregreatperson?Whatqualitiesdoyouthinkagreatpersonshouldhave?
(激發(fā)學(xué)生發(fā)散思維為讀后的討論埋下伏筆)
generouskind
agreatperson-brace
persistantdetermined
Step2.presentation
Todaywe’regoingtolearnagreatperson.HisnameisNelsonMandela呈現(xiàn)畫面guessWhat’stheannotationbetweenthem
Step3.Readingpassage
1、Skimthepassagetoproveyourgetandgetthemainideaofthestory
2、finishthecomprehendingexerciseTorF
3、Scanthepassage,workinfourstudentstofinishthetask.
WhatproblemsdidEliasmeet?
HowdidNelsonMandelahelphim.
4、Elias’lifemakeatimelineof
Step4.Consolidation
Listentothetapeafterthatfinishtheexercises
EliaswasainSouthAfrica.Hejustlittleeducationwhenhewasyoung.Sohehadsome___________(difficulty)inhiswork.Whenhewasattheageof12,hemetMandelaandsolvedhisproblemswithhishelp.Hewasgreatlymovedbyhis_________(kind).
DuringElias’time,lifefortheblackswas.Theyhadnorightsto
andweretreated___________(equal)
SowhenMandelaorganizedtheANCYouthLeaguetofightfortheequalrightsoftheblacks,Eliasitassoonashecould.Atfirsttheytriedsome_________(peace)waytobreakthelawbutitwas____________.Asaresult,theyhadto
_torealizetheirdreamofmakingblackandwhitepeopleequal.
Step5.Discussion
WhatnoblequalitiescanwelearnfromthetextaboutNelsonMandela?Howdoyouknow.
Step6.Homework
1、Readthepassage,andfindoutsomeimportantphrasesandexplosions.
2、Trytheirbesttoretellthestory.
板書設(shè)計(jì):
ELIA’SSTORY
SmarthelpfulgerenousqualityNelsonMandela
Warm-heartedElias
modestagreatperson-braceactivelawyer
generouslegal
selflesspersistantdeterminedselflessguidance
devotedhopeful
fees
attack
equal
相關(guān)閱讀
英語教案Unit 5 Nelson Mandela-a modern hero (全套教案)
一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé),作為高中教師就要早早地準(zhǔn)備好適合的教案課件。教案可以讓講的知識(shí)能夠輕松被學(xué)生吸收,減輕高中教師們?cè)诮虒W(xué)時(shí)的教學(xué)壓力。寫好一份優(yōu)質(zhì)的高中教案要怎么做呢?小編為此仔細(xì)地整理了以下內(nèi)容《英語教案Unit 5 Nelson Mandela-a modern hero (全套教案)》,僅供參考,歡迎大家閱讀。
TeachingplanofUnit5NelsonMandela-amodernhero
Teachingaims:
1.Topic
Thequalitiesofagreatperson;
Thelivesofsomegreatpeople.
2.Usefulwordsandexpressions:
heroqualitywillingactiverepublicprinciplefightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput…inprisoncometopowersetupbesentencedto
3.Functionalitems:
A.Givingopinions:
Whydoyouthinkso?
Whatdoyouthinkof…?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink….
Iprefer….
Inmyopinion….
I’mafraid…
B.Makingcomments:
Goodidea!
That’sanexcellentidea.
4.Structures
Theattributiveclause(II)
由where,when,why,介詞+which,介詞+when引導(dǎo)的定語從句。
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
…wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
Teachingprocedures
Period1(Reading)
Step1.Warmingup
1.AskSssomequestions:
Whatarethequalitiesyoushouldfindinagreatperson?
Whodoyouthinkisagreatperson?
Whatqualitiesdoyouhave?
2.Ssfinishthechartonpage33.
Step2.Pre-reading
1.ShowSssomepicturesaboutsixgreatpersonsandletthemguesswhotheyare.
2.AskSstotellwhytheyareimportantpersonsinhistory.
Step3.While-reading
1.Firstreading:Ssreadthetextandfinishcomprehending1onpage35.
2.SsreadagainandmakeatimelineofElias’lifeuntilhemetNelsonMandela.
1940______________1942______________
1944______________1946______________
1948______________1950_______________
1952______________1954_______________
3.Ssreadthewholepassageandseehowmanypartsthetextcanbedividedinto,andgivethegeneralideaofeachpart.
Suggestedanswers:
PartIparagraph1-2
ThelifeofElias’beforehemetNelsonMandela.
PartIIparagraph3-5
ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
Step4.After-reading
Ssdiscuss:
HowtheANCYouthLeaguefightstheGovernment?
WhatcanwelearnfromthetextaboutNelsonMandela?
Step5.Extensivereading
GettheSstolearnmoreaboutNelsonMandela.
Ssreadthepassage:therestofElias’storyonpage38,andanswerthefollowingquestions:
1.WhendidEliaslosehisjob?
2.DoesEliaslikehispresentwork?
Homework
1.Recitethekeysentencesinthetext.
2.Retellthetext.
Period2.(languagelearningandgrammar)
Step1.Revision
Sstrytoretellthetext,usingtheirownwords.
Step2.Languagepoints
1.ThetimewhenIfirstmetNelsonMandelawas….
2.advise…on
3.be…away
4.Lessimportantthan…
5.Onlythendidwedecideto…(倒裝句)
Step3discoveringusefulwordsandexpressions
1.SsreadElias’storyagainandtrytofindwordsthatmeanthesameintheformonpage35.
2.Ssreadthepassageonpage36,part2andtrytocompletetheitwithproperatewords.
Step4.Grammar:Theattributiveclause
1.Ssreadthefollowingsentencesandtrytofindtherules.
ThemineswhereIgotajobwere9kmfrommyhome.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
ThetimewhenIjoinedtheANCYouthLeaguewaslateatnight.
Thegovernmentbuildingwherewevotedwasverygrand.
ThedatewhenIarrivedwasthe5thAugust.
2.Practice:Ssfinishthesentencesonpage36,part2.
Step5.Practice
1.SsdoWbusingstructures:exercise1.
2.Ssdotheexercise2onpage71,jointwosentencesintoanattributiveclause.
Period3.Speaking
Step1.Revision
Dictation:TheteacherspeaksthefollowingsentencesinChinese,theSswritethemdowninEnglish.
1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
2.Mandelahadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.
3.IwasworriedaboutwhetherIwouldbeoutofwork.
4.Wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
5.ItwasverydangerousbecauseifIwascaughtIcouldbeputinprisonforyears.
6.Iknewitwastorealizeourdreamofmakingblackandwhitepeopleequal.
Step2.Talking
1.Ssanswerthequestion:
Whatarethequalitiesyoushouldfindinagreatperson?
2.Ssingroupstalkabouttheirhero/heroineonpage69.Whentheydiscuss,trytousethefollowingwords:
Goodidea!
That’sanexcellentidea!
Iagree/don’tagree.
Iprefer…
Inmyopinion…
Ithink/don’tthink…
I’mafraid…
Whydoyouthinkso?
Whatdoyouthinkof…?
What’syouropinion?
Step3.Speakingtask
Ssingroupsandtrytofinishthespeakingtaskonpage74.
1.Ssreadthepassageandgettoknowwhattheyaregotodo;
2.Ssingroupsandbegintodiscuss;
3.Ssshouldtakenoteswhiletheyaretalking;
4.Ssshouldchooseonetogiveatalktotheclass.
5.
Step4.Debating
Ssdivideintotwopartsanddebate.
Topic:MaoZedongisagreatpersoninhistory.
MaoZedongisnotagreatpersoninhistory.
Period4.Extensivereading
Step1.Pre-reading
ShowsomepicturesandaskSstosaysomethingaboutBillGates.
T:Doyouknowwhoheis?
S:BillGates.
T:Whocansaysomethingabouthim?
S:Billsetuphisowncompany“Microsoft”.
Hemakesmostpeopleintheworldusethecomputer.
Hemakesuslearnabouttheworldathome.
T:DoyouthinkBillGatesagreatman?
Ssdiscussandanswer.
Step2.Reading
Ssreadthepassageonpage73andfillintheinformationsheet.
InformationaboutBillGates
Job
Achievements
Whatdidhegiveupforhisbeliefs?
Whydoeshehaveenemies?
Whyattackedbythegovernment?
Step3.Discussion
SsingroupsdiscusswhatkindofpersonBillGatesis.
Suggestedanswers:
IthinkBillGatesisagreatmanbecausehesetupthebiggestInternetcooperation“Microsoft”intheworld.Hemadealotofmoneywithhissoftwareandgavehismillionsofdollarstohelptheeducationandhealthofmanychildrenaroundtheworld.Hiscooperationalsoprovidesalotofjobchances.
Period5.Listening
Step1.Usinglanguage-listening
Ssareaskedtoreadthequestionsandmultipleanswerstofindoutthelisteningpointsfirst,thenlistentothetapethreetimestochoosethebestanswersandanswerthetwoquestions.
AsktheSspaymuchattentiontotheseimportantpointswhilelistening.Andtellthemtotakenoteslikethis:
Passbook:abook…
Underground;
Surface:
Live:
Step2.Listening
Ssturntopage69andlistentothetapethreetimes.Beforetheylisten,askthemtoreadthequestionsfirst.
Step3.Listeningtask
1.Firstlistening:Ssturntopage72andtrytoanswerthefourquestionsofpart1.
2.Sslistenagainandcompletethetablesofpart2.
3.Afterlistening:iftimepermits,asktwoSstoanswerthequestion:
Whodoyouthinkcausedtheaccident?
Period6.Writing
Step1.Pre-writing
1.AsktheSstosaysomethingaboutNelsonMandela.
2.Ssreadmoreabouthislife.
Step2.While-writing
1.Sscollecttheirideasfortheletter.Writethemdowninorder.
2.Ssbegintheletterwiththeiraddressandthedate.Theymaybeginlikethis:
Dearpresident,
IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree….
3.Finishtheletterlikethis:
Yourssincerely,
(Yourname)
4.ChoosesomeSstoreadtheirletters.
Suggestedanswers
JinanNo.1MiddleSchool
Shandong,China
October27,2004
DearPresident,
IamwritingtoaskyoutofreeNelsonMandela.HerearesomereasonswhyIthinkheshouldbefree.
Asweallknow,peoplewithdifferentcolorsshouldbeequal.NelsonMandeladevotedallhislifetorealizethisdream.In1994,hefoundedtheANCYouthLeaguetocallonpeopletostrugglefortheirrightstovote.In1952,heopenedalawofficetohelpthepoorblackpeopleinJohannesburgontheirproblems.Theblackpeoplelovedhim.
In1962,Mandelaencouragedpeopletouseviolenceagainstanti-blacklawstogettheirrights,sohewassentencedtofiveyearshardlabor.Oneyearlater,asoneoftheleadersoftheANC,heledthemtoblowupthegovernmentbuildingstorealizetheirdreamofmakingblackandwhitepeopleequal,sothathewasagainsentencedtoprisonforlifeonRobbenIslanduntilnow.
Ithink,whathedidwasforhispeople,hiscountry,notforhimself.Hehasanunselfishandbraveheart.Asheisagreatman,youshouldsethimfree.
Bestwishes!
Yourstruly,
LiHua
Step3.Writingtask
AsktheSswriteagreatpersonintheireyes.
GivetheSsapossibleversionaftertheyfinishit.
MotherTeresa
PersonalinformationWasborninYugoslavia,onAugust27,1910,anurse,gottheNoblePeacePrize
HardworkAchievementHelpthepoorandcomfortingthedyinginthestreetofthecity;herworkspreadtootherspartsofIndia
GoodqualitiesHard-working,kind-hearted,persistent
YouropinionAwell-knownperson,worththeprize
Periodseven
Teacherscanusethisperiodfreely.
Suggestion:TeacherscanusethisperiodtoletSssumupwhattheyhavelearnedandexplainwhatSscouldn’tunderstandverywellinthisunit.TeacherscanalsoaddmorepracticeinthisperiodtoconsolidatewhattheSshavelearned.Finally,asktheSstofinishcheckingyourself.Itisveryimportanttoimprovetheirlearning.
Unit 5 Nelson Mandela a modern hero教案
一名優(yōu)秀的教師就要對(duì)每一課堂負(fù)責(zé),作為教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生能夠聽懂教師所講的內(nèi)容,幫助教師能夠更輕松的上課教學(xué)。您知道教案應(yīng)該要怎么下筆嗎?小編特地為大家精心收集和整理了“Unit 5 Nelson Mandela a modern hero教案”,歡迎您閱讀和收藏,并分享給身邊的朋友!
Unit5NelsonMandelaamodernhero教案
Unit5NelsonMandela–amodernhero
1.quality
(1)[u.c.]質(zhì),質(zhì)量,品質(zhì)
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性質(zhì),特性,特點(diǎn)
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德,品性
e.g.Modestyisoneofhisgoodqualities.
注:quality作“品性”講時(shí),經(jīng)常指一個(gè)人性格中美好的部分。表示某物“具有……的品性”時(shí)用介詞of。
2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded
3.mean
(1)adj.吝嗇的,小氣的
bemeanwith/aboutsth.對(duì)于……是吝嗇的
(2)adj.(人或其行為)卑鄙的,刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟練的,出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是;意味著表示……的意思;打算;有……目的
meantodosth.meandoingsth.
4.active
(1)積極的
beactiveinsth.在……方面積極的
takeanactivepartinsth.積極參加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)(尤指體力上)忙碌的;活躍的
(3)(思想上)充滿活力的,活躍的
e.g.Thatchildhasaveryactiveimagination.
5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.(將他的一生奉獻(xiàn)于促進(jìn)世界和平)(devote,promote)
6.diefor
(1)因……而死
(2)渴望,極想(進(jìn)行時(shí)態(tài))
e.g.I’mdyingforacupofwater.
7.fight
fight+n.
fightwithsb.
fightagainstsb./sth.
fightforsth.
fightback
8.advice
apieceofadvice
advicesb.(not)todo
advicesb.againstdoingsth.
advicedoing
advicethat-clause(shoulddo)
advicesb.onsth.
advicewh-todo
辨析:
易混詞辨析例句
advice“忠告,建議”為不可數(shù)名詞,表示“提建議”用動(dòng)詞give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建議”,可數(shù)名詞,表示“提建議”時(shí)用動(dòng)詞make。Whatsuggestionsdidhemakejustnow?
tip“指點(diǎn),建議”,往往指內(nèi)部的或?qū)<倚缘闹笇?dǎo)或告誡。ThefollowingaretipsforInternetsurfers.
9.guidance
under/withtheguidanceofsb.
10.after
after后接doing作賓語時(shí),doing的邏輯主語應(yīng)和句子的主語一致,否則錯(cuò)誤。
誤:Aftergettingup,thetelephonerang.
正:Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.
11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析:
易混詞辨析例句
choose為“選擇”的一般用語,指從較多的人或物中選出。Wechosethisbookasapresentforhim.
select強(qiáng)調(diào)“精挑細(xì)選”,有“擇優(yōu)”和“分層次”之意。Hehasbeenselectedfortheteam.
elect意為“選舉”,指重大政治選舉中選出某人擔(dān)任某一職務(wù)。Hewasthefirstblacktobeelectedpresident.
12.blowup
(1)炸毀
(2)吹脹,給……充氣
blowaway槍殺;徹底戰(zhàn)勝;使(某人)大為驚訝
blowin不期而至
blowout吹滅,吹熄
blowoff不重視,輕視
blowover吹倒,刮倒
13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.勝任,經(jīng)得起
(3)vt.等于,比得上
e.g.Fourtimesfiveequalstwenty.
14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower
15.beg
(1)懇求,乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞討,討要,行乞
begforsth.
begfromsb.
begsth.fromsb.
Unit 5 Nelson Mandela—a modern hero教案
一名愛崗敬業(yè)的教師要充分考慮學(xué)生的理解性,作為高中教師就要根據(jù)教學(xué)內(nèi)容制定合適的教案。教案可以讓學(xué)生能夠在課堂積極的參與互動(dòng),幫助高中教師緩解教學(xué)的壓力,提高教學(xué)質(zhì)量。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢?以下是小編收集整理的“Unit 5 Nelson Mandela—a modern hero教案”,歡迎閱讀,希望您能閱讀并收藏。
Unit5NelsonMandela—amodernhero
單元規(guī)則
本單元的中心話題是當(dāng)代英雄納爾遜?曼德拉(NelsonMandela—amodernhero),閱讀、聽力等所選材料通過黑人工人Elias的敘述,主要介紹了納爾遜?曼德拉的生平事跡,語言知識(shí)和語言技能等都是圍繞這一中心話題展開的。通過對(duì)這一話題的探討,旨在使學(xué)生了解納爾遜?曼德拉的生平事跡,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)。
為了圍繞中心話題開展聽、說、讀、寫活動(dòng),本單元安排了八個(gè)部分:“熱身(WarmingUp)”“讀前(Pre-reading)”“閱讀(Reading)”“理解(Comprehending)”“語言學(xué)習(xí)(LearningaboutLanguage)”“語言運(yùn)用(UsingLanguage)”“小結(jié)(SummingUp)”和“學(xué)習(xí)建議(LearningTip)”。
“熱身(WarmingUp)”部分利用問題的形式,要求學(xué)生分組進(jìn)行活動(dòng),討論偉人應(yīng)具有的品質(zhì),引導(dǎo)他們注意提高自身的素質(zhì)。
“讀前(Pre-reading)”部分以表格的形式提供了一些重要的歷史人物,要求學(xué)生讀懂每個(gè)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偉人,誰僅僅是重要的人物,并說出理由。從學(xué)生的生活經(jīng)驗(yàn)和興趣出發(fā),讓學(xué)生用英語闡述自己的觀點(diǎn),目的是培養(yǎng)他們的觀察能力和語言表達(dá)能力,引起他們對(duì)閱讀文章的思考,為下面的閱讀作好充分的準(zhǔn)備。
“閱讀(Reading)”部分Elias以第一人稱向我們講述了南非黑人所受到的不公正待遇以及他們爭(zhēng)取種族平等的斗爭(zhēng)情況,介紹了1952~1963年期間的曼德拉,從側(cè)面向?qū)W生展示了他的高貴品質(zhì)。由于學(xué)生在學(xué)習(xí)“讀前(Pre-reading)”部分時(shí)已對(duì)曼德拉有了初步的了解,可先讓學(xué)生列出他們感興趣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(xué)生去圖書館或網(wǎng)上搜索有關(guān)資料。)同時(shí),還可讓學(xué)生找出課文中的定語從句以及其先行詞和引導(dǎo)詞,以便更好地掌握定語從句的用法。閱讀完課文,還可讓學(xué)生用一句話歸納全文或各段落的中心內(nèi)容,文章的主題有利于培養(yǎng)學(xué)生堅(jiān)強(qiáng)的意志,樹立正確的人生觀和世界觀。
“理解(Comprehending)”部分設(shè)計(jì)了四個(gè)題目,目的是使學(xué)生在閱讀的基礎(chǔ)上整體理解課文。第一題為是非判斷題,幫助學(xué)生逐步加深對(duì)課文的理解;第二題為回答問題;第三題為信息采集題,考查了學(xué)生的細(xì)節(jié)理解能力;第四題要求學(xué)生討論并用自己的話解釋曼德拉的語錄,考查學(xué)生對(duì)長句、難句的理解。
“語言學(xué)習(xí)(LearningaboutLanguage)”部分突出了詞匯和語法的學(xué)習(xí)與訓(xùn)練。詞匯部分提供了三個(gè)題目:第一題要求學(xué)生在課文中找出與所給意思相同的單詞;第二題要求學(xué)生用正確的后綴來構(gòu)成新的單詞;第三題要求用所給的單詞填空來完成段落。本單元的語法是when,where,why,介詞+which,介詞+whom引導(dǎo)的定語從句。設(shè)計(jì)的練習(xí)緊密聯(lián)系課文,能加深學(xué)生對(duì)文章的理解。
“語言運(yùn)用(UsingLanguage)”部分分為“聽力(Listening)”“閱讀和討論(Readinganddiscussing)”和“說和寫(Speakingandwriting)”三個(gè)方面的內(nèi)容?!奥犃?Listening)”部分,Elias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民大會(huì)青年聯(lián)盟,材料內(nèi)容是閱讀課文內(nèi)容的延續(xù),練習(xí)包括四個(gè)項(xiàng)目:第一題要求學(xué)生在聽前討論問題:WhatthingsdoyouthinkwereunfairinSouthAfrica?;第二題要求寫出大意;第三題要求填表比較當(dāng)時(shí)白人和黑人的生活和工作情況;第四題討論的兩個(gè)問題是開放性題目,有利于培養(yǎng)學(xué)生用英語進(jìn)行總結(jié)概括自己思想的能力?!伴喿x和討論(Readinganddiscussing)”部分也是本單元主要閱讀篇章故事的延續(xù),Elias談到他在羅本島監(jiān)獄得到了曼德拉的幫助,在非國大(ANC)掌權(quán)后他又回到羅本島監(jiān)獄擔(dān)任導(dǎo)游。學(xué)生可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,發(fā)現(xiàn)曼德拉的偉大之處。該部分提出的一些問題有利于培養(yǎng)學(xué)生獨(dú)立思考的能力和人文精神。“說和寫(Speakingandwriting)”部分要求學(xué)生在前兩部分的基礎(chǔ)上,為曼德拉寫生平簡(jiǎn)介或者寫一篇短文談?wù)剬?duì)曼德拉的看法。為了讓學(xué)生完成寫作任務(wù),教材又提供了曼德拉的生平履歷表,讓學(xué)生對(duì)曼德拉有了一個(gè)更完整的認(rèn)識(shí)。目的是訓(xùn)練學(xué)生選取和組織材料,寫出具有說服力的短文,這有助于提高他們的語言概括能力。
“小結(jié)(SummingUp)”部分是單元學(xué)習(xí)的檢查和反饋,要求學(xué)生自我歸納本單元所學(xué)的語言知識(shí)以及從曼德拉身上所學(xué)到的高貴品質(zhì)。
“學(xué)習(xí)建議(LearningTip)”部分指導(dǎo)學(xué)生收集、選擇和分析有關(guān)名人的材料,了解人們對(duì)這些名人的評(píng)論和看法,以學(xué)會(huì)正確地評(píng)價(jià)人物。同時(shí)指導(dǎo)學(xué)生進(jìn)一步提升閱讀這類文章的技能和技巧。
此外,在整個(gè)單元的教學(xué)中,要始終注意培養(yǎng)學(xué)生的認(rèn)知策略,引導(dǎo)他們進(jìn)一步了解史實(shí)和事件,加深對(duì)種族及種族歧視、不同國家不同歷史年代人物與事件的認(rèn)識(shí)和理解。一方面,鼓勵(lì)學(xué)生在課外利用網(wǎng)絡(luò)和圖書館搜集有關(guān)資料,善于獲得和充分利用網(wǎng)絡(luò)資源;另一方面,著重培養(yǎng)學(xué)生的情感策略,激勵(lì)學(xué)生熱愛和平、自由、民主、平等、守法,鼓勵(lì)他們積極上進(jìn),奮斗創(chuàng)新。
知識(shí)目標(biāo):
本單元需要學(xué)習(xí)的重點(diǎn)單詞為:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本單元需要學(xué)習(xí)的重點(diǎn)詞組為:loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本單元需要學(xué)習(xí)的重點(diǎn)句型為:
1.Areyouwillingtodopublicserviceworkwithoutpay?(bewillingtodo...)
2.ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.(theAttributiveClause)
3.Itisadoctor’sjobtoadvisepatientsonhealthproblems.(Itis+n./adj.todo...)
4.Aftergettingup,healwaysdrinksaglassofwater,whichhebelievesisgoodforhishealth.(theAttributiveClause)
5.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.(theAttributiveClause)
6.Onlythendidwedecidetoanswerviolencewithviolence.(Inversion)
7.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.(theAttributiveClause)
8.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.(theAttributiveClause;thepastparticipleusedasattribute)
9.Beforehecametopower,hewasonceputinprisonforyears.(sb.beputinprisonforaperiodoftime)
10.Hewassentencedtothreeyearsinprisonforstealing.(sb.besentencedto...inprison)
11.Hetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.(theAttributiveClause;shouldhavedone)
本單元需要掌握的交際功能用語為:
1.發(fā)表意見(Givingopinions)
Whydoyouthinkso?
Whatdoyouthinkof...?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink...
Iprefer...
Inmyopinion...
I’mafraid...
2.評(píng)論(Makingcomments)
Goodidea!That’sanexcellentidea.
本單元需要掌握的語法為:定語從句(Ⅱ)(由where,when,why,介詞+which,介詞+whom引導(dǎo)的定語從句)
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
能力目標(biāo):
1.能聽懂人物和事件以及它們的關(guān)系,抓住所聽語段中的關(guān)鍵詞,正確理解話語間的邏輯關(guān)系。
2.能恰當(dāng)?shù)厥褂肐think.../Idon’tthink.../Inmyopinion.../That’sanexcellentidea等功能用語對(duì)英雄或偉人的品質(zhì)發(fā)表意見,進(jìn)行討論。
3.能使用不同的閱讀策略(比如根據(jù)上下文猜測(cè)詞義、根據(jù)已有線索預(yù)測(cè)故事發(fā)展、迅速地從閱讀材料中獲取主要信息等),通過不同渠道(比如報(bào)刊、音像、網(wǎng)絡(luò)等)了解更多偉人的情況。
4.能用恰當(dāng)?shù)恼Z言簡(jiǎn)單地描述人物,并簡(jiǎn)單地表達(dá)自己的意見。
情感目標(biāo):
了解NelsonMandela的生平事跡,認(rèn)識(shí)偉人所應(yīng)具備的優(yōu)秀品質(zhì),學(xué)習(xí)他們?cè)谄D苦的環(huán)境下為人類作貢獻(xiàn)、不追求享樂的高尚精神,以提高自身素質(zhì)。
課時(shí)安排
Thisunitisconcernedwithteachingstudentsaboutwhatmakesagreatperson.Ittellsstudentsthedifferencesbetweenafamousorrichpersonandagreatone.ItalsotellssomethingaboutNelsonMandela.HewaschosenastheexampleofamoderngreatmanbecauseofhisfightforfairnessinSouthAfricaandhisfar-sightedandgenerousideastothosewhitepeoplewhowereagainsthim.HisideaonhowtoresolveconflictscanbefoundintheteachingsofGandhi,whichheputintopractice.Aftermanyyears’hardstrugglehehelpedhispeoplegetthesamerightsaswhitepeopleinhiscountry.Afterstudyingthisunit,studentsareexpectedtocometobetrulyawareofthequalitiesofagreatpersonandknowaboutthelivesofsomegreatpeople.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasfollows:
Period1:WarmingupandReading
Period2:
Importantlanguagepoints
Period3:
Grammar:theAttributiveClause(Ⅱ)
Period4:
ListeningandTalking
Period5:
ExtensiveReadingandSpeaking
Period6:
WritingandWritingTask
Period7:
Revision(SummingupandLearningtip)
Period1WarmingupandReading
整體設(shè)計(jì)
從容說課
Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesoffamousorgreatpersonsandtalkingaboutthem.
AstoWarmingUp,studentsmayhaveadiscussionofthetwoquestionsingroups.Thispartshouldencouragethestudentstothinkwhatqualitiestheyhave.ItcanbeusedasanexerciseonitsownorcanbecontinuedintothePre-readingsection.Afterdiscussion,theteachercanhelpthestudentstosumupthequalitiesagreatpersonshouldhave.
Pre-readingisakeypartoftheunit.Itisimportantbecauseitiswherethestudentsexaminethedifferencebetweenafamousandagreatpersonandthinkofthequalitiesthatareneededtomakeagreatperson.Theteachercanfirstcollectfromthestudentsalistoffiveorsixqualitiesthattheythinkgreatpersonshave.Thenaskthestudentstoreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
ThereadingpassagetitledElias’StoryistointroducestudentstothequalitiesandabilitiesthatmakeNelsonMandelasuchaninterestingpersontostudy.Notonlywasheabletoinspiremanytofollowhimdespitemanydifficultiesbuthebecameaninternationalsymbolforfairnessandjustice.ManypeopleintheworldweresoinspiredbyhimthattheyfollowedtheANCcallforaboycottofSouthAfricangoodssentabroadforexport.ItwashopedthateconomicpressurefromabroadwouldhelptochangethepoliticalsystemandmakelifefairerforallinSouthAfrica.ButitwastheblackpeopleofSouthAfricawhohadtoputthegreatestpressureonthegovernmenttomakechanges.Thestoryistoldfromtheirpointofview.EliastellsthestorysothatstudentsdonotlosesightoftheproblemsthatsomanyblackpeoplehadtofaceinSouthAfricabeforeblackmajorityrule.ThepartsinquotationmarksarethewordsspokenbyNelsonMandelaathistrialinRivonia(1963)toexplainhisattitudetoviolenceandjustifyhisactions.ThiswasanimportantspeechbecauseithelpedothercountriesunderstandthesituationinSouthAfricaforblackpeople.ItgavethemreasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittookaverylongtime(tillthe1990s)beforethesituationimprovedandSouthAfricahadthevoteforeveryoneandablackgovernmentledbyNelsonMandela—ablackman.Theteachercanfirstgetthestudentstoskimfortopicsentencesofeachparagraphandgeneralidea,andthenscanforfurtherunderstanding.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthetext,haveaclassdiscussionandplayaninterviewgameforthestudentstounderstandmoreaboutthetext.
Toconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtoretellthepassageintheirownwordsattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.
教具重點(diǎn)
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教學(xué)難點(diǎn)
1.Developthestudents’readingability.
2.Enablethestudentstolearnhowtogivetheiropinions.
教學(xué)方法
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
教具準(zhǔn)備
Themulti-mediaandothernormalteachingtools
三維目標(biāo)
Knowledgeaims:
1.Getthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiod?lawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprison
2.Getthestudentstoknowthequalitiesofagreatperson.
3.GetthestudentstolearnaboutNelsonMandela.
Abilityaims:
1.Developthestudentsreadingabilityandletthemlearndifferentreadingskills.
2.Enablethestudentstolearnhowtogivetheiropinions.
Emotionalaims:
1.Getthestudentstolearnnoblequalitiesfromgreatpersons.
2.GetthestudentstolearnfromNelsonMandelatodeveloptheirmoralqualities.
教學(xué)過程
設(shè)計(jì)方案(一)
→Step1Warmingup
Discussthefollowingquestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
Askthestudentsfirsttobrainstormthequestions,thentodescribethemselves.TellthemtheadjectivesintheboxinthepartWarmingUponPage33willhelpthemfindoutwhatqualitiestheyhave.Finallyhaveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthatagreatpersonshouldhave.
Suggestedanswers:
1.Adjectivesfordescribingaperson: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...
3.Agreatpersonshouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.
→Step1Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswerthefollowingquestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
Oneminuteforstudentstothinkthemover.Thencheckwiththewholeclass.
Suggestedanswers:
2)Yes,theyare,becausetheyhavedonesomethingreallyimportanttobenefitacountryortheworld.
3)No,Ithinknotallofthemaregreatpeople.
2.Discussingandspeaking
Studentsreadtheinformationofeachofthesixpersons,discussinpairswhatqualitiesmakeagreatpersonandfindoutwhetherheisagreatpersonornot.
Whentheyarediscussing,remindthestudentstousethefollowingexpressionsforgivingandaskingforopinions:?
Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Iagree/Idon’tagree...;Iprefer...;What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof...?
Severalminuteslater,asksomepairstoactouttheirdialogues.
Asampledialogue:
A:Whatqualitiesdoyouthinkmakeagreatman?
B:Inmyopinion,agreatmanisonewhohasfollowedhisorherideasandsacrificedsomethingsothattheycouldberealized.
A:Whatisthedifferencebetweenafamouspersonandagreatperson?
B:Afamouspersonmaybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycannotbecalledagreatperson.
A:DoyouthinkWilliamTidalisagreatperson?
B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.
A:Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.HeisagreatpersonthateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?
B:...
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:Sofarwehavetalkedalotaboutgreatpersons.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,wearegoingtoreadaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeopleandisconsideredasamodernhero.NowopenyourbookstoPage34andreadthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
(Astoryisusuallyapieceofnarrativewriting.)
2.Skimmingfortopicsentencesandgeneralidea
Givethestudentsthreeminutes,askthemtoreadthetextfastandthenfillintheform.
TopicsentenceofParagraph1
TopicsentenceofParagraph2
TopicsentenceofParagraph3
TopicsentenceofParagraph4
TopicsentenceofParagraph5
Mainideaofthepassage
Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:
TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
3.Scanningfordetailinformation
1)Givethestudentsfiveminutes,askthemtoreadthetextcarefullytolocateparticularinformationandthendoExercise1andExercise2inthepartComprehending.
2)Choosethebestansweraccordingtothetext.
(1)WhatdisadvantagesdidEliashaveinfindingajob?
A.HehelpedNelsonMandelablowupthegovernmentbuildings.
B.Hehadpooreducation.
C.Hewasveryyoung.
D.Hedidn’twanttoliveinJohannesburg.
(2)WhenwasEliasborn?
A.In1952.B.In1940.C.In1964.D.In1920.
(3)Whichofthefollowingstatementsisnotthepurposeofthewriterinwritingthepassage?
A.TotellushowgreatNelsonMandelawas.
B.Toletusknowwhytheyhadtofightforhumanrightswithviolence.
C.Totellusaninterestingstory.
D.ToletusknowthelivingsituationoftheblacksinSouthAfricaatthattime.
(4)Itcanbeinferredfromthepassagethat______________.
A.NelsonMandelahelpedEliastokeephisjob
B.Eliaswashappytoblowupthegovernmentbuildings
C.EliasmetNelsonMandelaatschool
D.thegovernmentwashappywithNelsonMandelaandtheANC
Severalminuteslater,checktheanswerswiththewholeclass.
Suggestedanswers:(1)B(2)B(3)C(4)A
4.Furtherunderstanding
Givethestudentsanotherseveralminutestodiscussthefollowingquestions.Iftheyarenotsureabouttheanswers,theycanreadthetextagain.Encouragethemtoreadthetextwiththequestionsinmindandtrytofindouttheanswers.
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
Theteachercanjoininstudents’discussionoraskthemtoanswerthequestionsindividuallyandthencheckwiththewholeclass.
Suggestedanswers:
1)Pooreducation;nopermittoliveinJohannesburg.
2)Throughunfairlaws.
3)Theytreatedthewhitepeopleaswellastheblackpeople.
4)Therearethreereasons:Firstly,MandelaoncehelpedhimandheconsideredMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexplanationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.
5)Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerviolencewithviolence.
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,askstudentstofindthenewwords,phrasesandstructuresthattheyfindmostdifficult,helpthemtounderstandanddealwithanylanguageproblems.
6.Readingaloudtotherecording
Playthetapeofthetextforthestudentstolistenandfollow.Thenaskthemtoreadthetextaloud.
→Step4After-reading
1.Discussingandanswering
Givethestudentsseveralminutestodiscussthefollowingquestionsandthenaskthemtoanswerthem.
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
Severalminuteslater,discussandchecktheanswerswiththewholeclass.
Suggestedanswers:
1)No,becausethereisnothingonecandotochangeorimprovethesituation.
2)IknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainstthegovernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.
3)(Variousanswersarepossible.)IlikethewayEliastellsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.
2.Playinganinterviewgame
Askthestudentstodoaninterviewinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingEliaswiththefollowingquestions.
1)WhendidyoufirstmeetMandela?
2)Canyoutellmemoreabouthowhehelpedyou?
3)Canyoutellmeabouttheproblemsthattheblackpeoplearefacing?
4)Howdoyoulikehisideaofpeacefulfighting?
5)Whatdoyouthinkofhim?
6)Whatwillyoudotosupporthiminthefuture?
→Step5Consolidation
Givethestudentsseveralminutestoprepare.Thenaskthemtoretellthestoryaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
Sampleretoldpassage:
EliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Buthehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.
→Step4Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.
設(shè)計(jì)方案(二)
→Step1Warmingup
Discusssomequestionstoleadinthetopic:thequalitiesagreatpersonshouldhave.
1.Whentalkingaboutaperson,whatadjectivescanyouthinkoftodescribehisorherqualities?
2.Whatkindofapersonareyou?Doyouthinkyouhavethequalitiestobeagreatperson?
3.Whatarethequalitiesyoushouldfindinagreatperson?
→Step2Pre-reading
1.Lookingandanswering
LookatthesixpeopleinthepartPre-readingandanswersomequestions.
1)Canyourecognizethem?Whoarethey?
2)Doyouthinktheyareimportantpeople?Whyorwhynot?
3)Doyouthinkallofthemaregreatpeople?
2.Discussingandspeaking
Discussinpairswhatqualitiesmakeagreatpersonandfindoutwhethereachofthesixpersonsisagreatpersonornot.
→Step3While-reading
1.Lead-inandguessing
Tellthestudents:WearegoingtoreadaboutNelsonMandela.Lookatthetitleofthetext.Canyouguesswhatkindofwritingthetextis?
2.Skimmingfortopicsentencesandgeneralidea
3.Scanningfordetailinformation
DoExercise1andExercise2inthepartComprehending.
4.Furtherunderstanding
1)WhatdisadvantagesdidEliashaveinfindingajob?
2)Howdidthewhitepeoplestoptheblackpeoplefrombeingtreatedfairly?
3)HowdidthenewgovernmentinSouthAfricatreatthewhitepeople?
4)WhydidEliassupportMandela?
5)Whydidhesupportviolencewhenhedidnotagreewithit?
5.Languageproblems
Whilecheckingtheanswerswiththewholeclass,dealwithanylanguageproblems.
6.Readingaloudtotherecording
→Step4After-reading
1.Discussingandanswering
1)Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.
2)WhatdoyoulearnaboutNelsonMandelafromElias’Story?
3)DoyoulikethewayEliastellshisstory?Giveareason.
2.Playinganinterviewgame
Workinpairs.Supposeoneisajournalist,andtheotherisElias.AjournalistisinterviewingElias.
→Step5Consolidation
AskthestudentstoretellElias’Storyaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.
→Step6Homework
1.Finishofftherelatedexercisesinthetextbook.
2.ReadthetextElias’Storyagainandtrytoretellit.
板書設(shè)計(jì)
Unit5NelsonMandela—amodernheroElias’Story
TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience
活動(dòng)與探究
GotothelibraryorgetonlineandtrytofindoutmoreinformationaboutNelsonMandela,ANCandANCYouthLeague.Takenotesaboutthemsoastoexchangewitheachother.
Unit 5 Nelson Mandela – a modern hero教案
Unit5NelsonMandela–amodernhero
1.quality
(1)[u.c.]質(zhì),質(zhì)量,品質(zhì)
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性質(zhì),特性,特點(diǎn)
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德,品性
e.g.Modestyisoneofhisgoodqualities.
注:quality作“品性”講時(shí),經(jīng)常指一個(gè)人性格中美好的部分。表示某物“具有……的品性”時(shí)用介詞of。
2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded
3.mean
(1)adj.吝嗇的,小氣的
bemeanwith/aboutsth.對(duì)于……是吝嗇的
(2)adj.(人或其行為)卑鄙的,刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟練的,出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是;意味著表示……的意思;打算;有……目的
meantodosth.meandoingsth.
4.active
(1)積極的
beactiveinsth.在……方面積極的
takeanactivepartinsth.積極參加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)(尤指體力上)忙碌的;活躍的
(3)(思想上)充滿活力的,活躍的
e.g.Thatchildhasaveryactiveimagination.
5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.(將他的一生奉獻(xiàn)于促進(jìn)世界和平)(devote,promote)
6.diefor
(1)因……而死
(2)渴望,極想(進(jìn)行時(shí)態(tài))
e.g.I’mdyingforacupofwater.
7.fight
fight+n.
fightwithsb.
fightagainstsb./sth.
fightforsth.
fightback
8.advice
apieceofadvice
advicesb.(not)todo
advicesb.againstdoingsth.
advicedoing
advicethat-clause(shoulddo)
advicesb.onsth.
advicewh-todo
辨析:
易混詞辨析例句
advice“忠告,建議”為不可數(shù)名詞,表示“提建議”用動(dòng)詞give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建議”,可數(shù)名詞,表示“提建議”時(shí)用動(dòng)詞make。Whatsuggestionsdidhemakejustnow?
tip“指點(diǎn),建議”,往往指內(nèi)部的或?qū)<倚缘闹笇?dǎo)或告誡。ThefollowingaretipsforInternetsurfers.
9.guidance
under/withtheguidanceofsb.
10.after
after后接doing作賓語時(shí),doing的邏輯主語應(yīng)和句子的主語一致,否則錯(cuò)誤。
誤:Aftergettingup,thetelephonerang.
正:Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.
11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析:
易混詞辨析例句
choose為“選擇”的一般用語,指從較多的人或物中選出。Wechosethisbookasapresentforhim.
select強(qiáng)調(diào)“精挑細(xì)選”,有“擇優(yōu)”和“分層次”之意。Hehasbeenselectedfortheteam.
elect意為“選舉”,指重大政治選舉中選出某人擔(dān)任某一職務(wù)。Hewasthefirstblacktobeelectedpresident.
12.blowup
(1)炸毀
(2)吹脹,給……充氣
blowaway槍殺;徹底戰(zhàn)勝;使(某人)大為驚訝
blowin不期而至
blowout吹滅,吹熄
blowoff不重視,輕視
blowover吹倒,刮倒
13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.勝任,經(jīng)得起
(3)vt.等于,比得上
e.g.Fourtimesfiveequalstwenty.
14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower
15.beg
(1)懇求,乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞討,討要,行乞
begforsth.
begfromsb.
begsth.fromsb.