小學(xué)語文微課教案

Module 1 Unit 5 Nelson Mandela—a modern hero學(xué)案。

俗話說，凡事預(yù)則立，不預(yù)則廢。高中教師要準(zhǔn)備好教案，這是高中教師的任務(wù)之一。教案可以讓學(xué)生們能夠更好的找到學(xué)習(xí)的樂趣，減輕高中教師們在教學(xué)時的教學(xué)壓力。優(yōu)秀有創(chuàng)意的高中教案要怎樣寫呢？下面是小編精心為您整理的“Module 1 Unit 5 Nelson Mandela—a modern hero學(xué)案”，但愿對您的學(xué)習(xí)工作帶來幫助。

Module1Unit5NelsonMandela—amodernhero(Introductionhardwork
n.awardsth.giveninaformal/officialcase,inacourte.g.OscarAward
prizesth.givenincompetition,racee.g.theNobelPrize諾貝爾獎
練習(xí)：
1)Hewonanactor__________.
2)Shewas___________forhereffortswithalotofmoney.
3)Youshouldbegivena__________forbeingsohelpful.
4)Hewonfirst____________inthecompetition.
詞組：
1.turnto:求助于；轉(zhuǎn)向；翻到；致力于
(教材P.35)WhydidNelsonMandelaturntoviolencetomakeblackandwhitepeopleequal?
1).Nobodyseemstounderstand.Idontknowwhototurnto.
2).Manyscientistsareturningtoexploringnewenergy.
3).Sheturnedtome,givingmeasweetsmile.
4).PleaseturntoPage20.
歸納詞義：turnto1)____________2)____________3)____________4)_____________
你還能寫出和turn有關(guān)的詞組嗎？
________________________________________________________________
2.setup建立；設(shè)立
(P.39)…setuplawofficetohelppoorblackpeopleinJohannesburg…
知識延伸：
set___________寫下setabout______________
set___________出發(fā)；動身；引起；使爆炸setout______________
3.introuble有麻煩；處于困難中
(P.35)EliaswenttoseeNelsonMandelawhenhewasintrouble.
歸納拓展：
havetrouble(in)doingsth.做某事有困難
withsth.在某事上有麻煩
ask/lookfortrouble自找麻煩；自討苦吃
taketroubletodosth.不怕費事或困難盡力做某事
練習(xí)：
1).——Oh,yousoundedjustlikeanative.——Well,notquite.Istill_______________myself.
2).Thankyouforallthetroubleyou’ve_______tohelpmydaughter.
A.hadB.takenC.gotD.put
句型：
1.(P.34)…onlythendidwedecidetoanswerviolencewithviolence.
…直到那時，我們才決定用暴力反抗暴力。
only+狀語置于句首引導(dǎo)倒裝
狀(副詞)
only+狀(介詞短語)+助動詞/be動詞/情態(tài)動詞+主語+謂語+其他
狀(狀語從句)
OnlyinthiswaycanwelearnEnglishwell._______(寫出黑體詞成分)
Onlythendidherealizehemadeabigmistake._______(寫出黑體詞成分)
Onlywhenclassbegandidherealizethathehadlefthisbookathome._______(寫出黑體詞成分)
練習(xí)：
1).Onlywhenhereachedthetea-house________itwasthesameplacehe’dbeeninlastyear.(2011.全國卷I.28)
A.herealizedB.hedidrealizeC.realizedheD.didherealize
2).Onlyaftertheyhaddiscussedthematterforafewhours__________adecision.(2011.湖南卷.32)
A.theyreachedB.didtheyreachC.theyreachD.dotheyreach
2.(P.38)IfeltbadthefirsttimeItalkedtoagroup.
time表“次數(shù)”用作連詞的情況：
thefirsttime引導(dǎo)時間狀語從句，表“第一次”。
thefirst/lasttime第一/最后一次
every/eachtime每次
拓展：
themoment/theminute/theinstant/assoonas一…就
immediately/instantly/directly=assoonas一…就
練習(xí)：
1)Igainstrength_______________(每次)Isaid,“Yes,I’lltrythat”.
2)________Imethim,hewasworkingasasecretaryinabigcompany.
3)A.ForthefirsttimeB.ThefirsttimeC.ThefirsttimewhenD.Whenthefirsttime

Module1Unit5NelsonMandela—amodernhero(Grammar)
定語從句(II)
(TheAttributiveClause)
編號：4編寫人：審核人：審批人：班組：
姓名：組評：師評：日期：
學(xué)習(xí)目標(biāo)：學(xué)習(xí)whose及其變式ofwhom/which的用法。
掌握關(guān)系副詞when,where,why的用法。
知曉兩大類定語從句及其句式特征。
通過自主、合作的學(xué)習(xí)方式，學(xué)會在題干中尋找使用恰當(dāng)關(guān)系詞的能力。
培養(yǎng)學(xué)生克服困難、剖析問題本質(zhì)的能力。
第一部分：預(yù)習(xí)案
一、whose
1.例句呈現(xiàn)
1)Thisisthescientistwhosenameisknownallovertheworld.
2)Thisfrightenedboywhosemotherwaslostinthedisasterislookingforhernow.
3)Itwasacitywhosehospitals,75%ofitsfactoriesandbuildingsand90%ofitshomesweregone.
4)Theroomwhosewindowfacessouthismine.
探究：
1)關(guān)系代詞whose只能指代“人”，這一命題成立嗎？
2)whose與which,who等引導(dǎo)的定語從句在結(jié)構(gòu)上有不同嗎？若有，不同是什么？你能用名詞和whose勾勒出結(jié)構(gòu)嗎？
2.小試牛刀
用whose,which,who等關(guān)系詞填空。
1)Workersbuiltsheltersforsurvivors_______homeshadbeendestroyed.
2)Nextmonththecitywillopenanewparktohonourthose______diedintheterribledisaster.
3)Sheisthegirl_______brotherItalkedtoyesterday.
4)Ihaveasmallroom_______Ilivein.
5)Theroom_______windowfacessouthismine.
二、whosewhose
ofwhom和ofwhich的應(yīng)用
1.例句呈現(xiàn)
1)Thehousethewindowsofwhichweredamagedhasnowbeenrepaired.
2)HehaswrittenabookthenameofwhichI’veforgotten.
3)Itwasanagreementthedetailsofwhichcouldnotbechanged.
探究:
1)whose可不可以換為ofwhich
ofwhom?
2)whose與ofwhich
ofwhom在引導(dǎo)定語從句時，區(qū)別在哪里？你能用最簡練的語言概括他們的區(qū)別嗎？（WwW.722331.COM 教師資源網(wǎng)）

三、關(guān)系副詞：when,where,why
1.例句呈現(xiàn)
1)Ishallneverforgetthedaywhenwefirstmet.
2)Icameatatimewhenwewerebadlyinneedofhelp.
3)Theschoolwheretheyareworkingisnotfarfromhere.
4)ThisistheplacewhereIspentmychildhood.
5)Hedidn’tgivethereasonwhyhecamesoearly.
6)ThereasonwhyyourletterwasreturnedisthatIdon’tlivethereanymore.
探究:
1)關(guān)系副詞所代替的先行詞在從句中做什么成分？你能用“∧”標(biāo)出它在從句中的位置嗎？
2)關(guān)系副詞引導(dǎo)定語從句對先行詞有要求嗎？如有，那它們的先行詞必須指_______、_________、_______。
3)你能總結(jié)出關(guān)系副詞使用的條件嗎？

2.小試牛刀
用when,where,why等關(guān)系詞填空。
1)Thereason______hewaslateisthathemissedthefirstbus.
2)Istillrememberthetime____Ifirstbecameahighschoolstudent.
3)TherecanbefewstreetsinBeijing____youcannotbuybooks.
4)That’sthereason_____heisleavingsoearly.
5)That’snottheplace____theystayedwhiletheywereinXi’an.
6)Thereason_____hecamesoearlyishisownaffair.
7)Theaccidenthappenedatnineo’clockinthemorning_____wewereallbusywithourwork.
8)I’llneverforgetthedays_____Ilearnedhardinmyjuniormiddleschool.
9)I’vefoundanicebeach_______IcanenjoyswimmingeveninMarch.
四、when
inwhich(前面的介詞可以因先行詞的不同而不同)
1.例句呈現(xiàn)
1)ThedaywhenNelsonMandelahelpedmewasoneofmyhappiest.
ThedayonwhichNelsonMandelahelpedmewasoneofmyhappiest.
2)ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
ThetimeatwhichIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
3)TheyearwhenNelsonMandelahelpedmewasoneofmyhappiest.
TheyearinwhichNelsonMandelahelpedmewasoneofmyhappiest.
思考:
1)上述例句中的when均可以更換為“一個時間介詞+which”，對嗎？
2)which前的介詞會因______、________而變化。
2.探究：
1)when可以更換成“一個時間介詞+which”，它的逆命題成立嗎？
仿做下面幾個小題
ThereasonforwhichIgotajobwasbecauseofmyhardwork.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
1)Thebridgeonwhichthisphotowastakenhasbeenrebuilt.
Thebridge________thisphotowastakenhasbeenrebuilt.
2)Itwasrainingonthedayonwhichtheyarrived.
Itwasrainingontheday________theyarrived.
3)Theroominwhichhelivesisverylarge.
Theroom_________helivesisverylarge.
4)ThedayonwhichIjointhearmyisunforgettable.
Theday________Ijointhearmyisunforgettable.
5)Thereasonforwhichshecamelateisclear.
Thereason__________shecamelateisclear.
6)Thisisthereasonforwhichhewasabsent.
Thisisthereason__________hewasabsent.
7)Thetelescopethroughwhichwecanstudytheskyisbroken.
Thetelescope_________wecanstudytheskyisbroken.
8)Thebookinwhichtherearemypictureswasbroughtyesterday.
Thebook__________therearemypictureswasbroughtyesterday.
9)ThepenwithwhichTomiswritingwasborrowedfromMaryyesterday.
Thepen____________TomiswritingwasborrowedfromMaryyesterday.
10)Theschoolaboutwhichtheyaretalkingisourschool.
Theschool__________theyaretalkingisourschool.
2)你能告訴老師上述哪些句子中的“介詞+關(guān)系代詞”不能與相應(yīng)的關(guān)系副詞互換？為什么？
3)關(guān)系代詞前的介詞可以放回到從句中嗎？如若可以，你能放回到從句的適當(dāng)位置嗎？請用
“∧”標(biāo)出。
4)把介詞放回到定語從句原來的位置后，關(guān)系代詞which可不可以替換成that呢？
3、小試牛刀：
介詞填空
1)Heisalibraryassistant_______whomIborrowedsomebooks.
2)Itisafamousschool______whichhegraduated3yearsago.
3)Thechair_______whichheissittingnowismadeofwood.
4)Helookedthroughthedrawer_____whichmydiaryiskept.
5)Myglasses_____whichIwasalmostlikeablindmanfelltothegroundandbrokeintopieces.
6)Heistheboy______whomIwork.
7)Thespeed_______whichyoudriveyourcarmustn’ttoohigh.
8)Thisistheboy_______whomyoucandepend.
9)Thisistheship_______whichIwenttoShanghai.
10)Thisistheman______whomIlearnedthenews.

Module1Unit5NelsonMandela-amodernhero(WritingV)
編號：5編寫人：審核人：審批人：班組：
姓名：組評：師評：日期：
學(xué)習(xí)目標(biāo)：運用基礎(chǔ)知識，學(xué)會用固定規(guī)范句型表達(dá)的能力。
自主學(xué)習(xí)，合作探究；掌握寫作的有序過程和方法。
激情投入，瘋狂記憶，體驗學(xué)習(xí)的快樂。
第一部分：預(yù)習(xí)案
Todaywearegoingtolearnanotherimportantsentencestructure.Thestructureis:Subject+Vt+InO+DO
主語+謂語+間賓+直賓
1.例句欣賞(請同學(xué)們用“＝”，“________”，“﹏”，“﹌”分別標(biāo)出主語、謂語、
間賓和直賓。)
1)OurChineseteacheroftentellsusfunnystories.
2)Shecookedherhusbandadeliciousmeal.
3)Hepassedherabook.
4)Iwillbuyyouadictionary.
你能發(fā)現(xiàn)此句型的特點嗎？

請繼續(xù)欣賞一些例句。
1)OurChineseteacheroftentellsfunnystoriestous.
2)Shecookedadeliciousmealforherhusband.
3)Hepassedabooktoher.
4)Iwillbuyadictionaryforyou.
你能發(fā)現(xiàn)此句型的特點嗎？

你能列出常跟雙賓語的動詞嗎？
第二部分：探究案
你能造出類似的句子嗎？
1)_________________________________________________________
2)_________________________________________________________
3)_________________________________________________________
4)_________________________________________________________
5)_________________________________________________________
6)_________________________________________________________
7)_________________________________________________________
8)_________________________________________________________
9)________________________________________________________
10)________________________________________________________
……
第三部分：訓(xùn)練案
請將下列句子翻譯成英語。
1)她教我們英語。
__________________________________________________-
2)他爸給他買了一輛自行車。
__________________________________________________-
3)太陽給了我們光和熱。
__________________________________________________-
4)請把那本字典給我遞過來。
__________________________________________________-
5)他向她提供了一份工作。
__________________________________________________-
6)你最好一到那里就給我寫信。
__________________________________________________-
7)請給我們唱首歌，好嗎？
__________________________________________________-
8)我將愿意為你做任何事情。
__________________________________________________-
9)他給自己要了一瓶軟飲料。
__________________________________________________-
10)他給她的孩子們積攢了很多錢。
__________________________________________________-

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Unit 5 Nelson Mandela - a modern hero教案1

俗話說，居安思危，思則有備，有備無患。高中教師要準(zhǔn)備好教案，這是高中教師需要精心準(zhǔn)備的。教案可以讓學(xué)生們充分體會到學(xué)習(xí)的快樂，幫助高中教師掌握上課時的教學(xué)節(jié)奏。高中教案的內(nèi)容要寫些什么更好呢？以下是小編為大家精心整理的“Unit 5 Nelson Mandela - a modern hero教案1”，僅供您在工作和學(xué)習(xí)中參考。

TheFirstPeriod

●從容說課
Thisisthefirstperiodofthisunit.Inthisperiod，studentsareexpectedtodiscusswhatkindofpersontheyare.ThepurposeistogivestudentschancetopracticetheiroralEnglish，atthesametime，theycanhaveageneralideaaboutwhatarethequalitiestheyshouldfindinagreatperson.Inthisperiod，thereisapartdesignedtopracticespeakingandreading.Inordertomakestudentshaveathoroughideaofqualitiesgreatpeoplehaveincommon，andpredictthecontentsofreading，itisimportanttomakegooduseofthesixpictures，especiallyNelsonMandela.What’smore，thisisthefirstperiodofthisunit，soitisnecessarytodealwiththenewwordsandexpressionsofthispart，soastomakeiteasyforstudentstobeginandmakethemlessanxiousinstudy.
●三維目標(biāo)
1.Knowledge：
Learnandmasterthenewwordsandexpressionsinthisperiod.
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，equal
Phrases：loseheart，introuble，worryabout，outofwork，YouthLeague，asamatteroffact，blowup，put...inprison
2.Ability：
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（2）Doreadingpracticetoimprovethestudents’readingabilities.
3.Emotion：
（1）Learnaboutsomegreatpeopleandqualitiestheyhaveincommon.
（2）Developthestudents’moralquality.
●教學(xué)重點
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（2）Enablethestudentstograspthemainideaofthepassage.
（3）Improvethestudents’readingability.
●教學(xué)難點
（1）Howtoexpresstheirownopinionsandideas.
（2）Howtograspthemainideaofatextorapassage.
●教具準(zhǔn)備
Themultimediaandtheblackboard.
●教學(xué)過程
Step1Greetings
Greetthewholeclassasusual.
Step2Lead-in
T：（Walktooneboy）WangBin，whatdoyouusuallydoonweekends？
S1：Isometimesplaybasketballwithfriends.Ilikebasketballverymuch.
T：Thenyoumustknowthisman.（ShowthepictureorplayashortvideoprogramofJordan—afamousbasketballplayerwhoisablackman.）
T：Doyouknowwhoheis？
S1：OfcourseIdo.HeisJordan，myidol.Heisthebestbasketballplayerintheworld.Ihavemanypicturesofhim.
T：Yes，you’requiteright.Heisveryfamousandmanypeopleallovertheworldworshiphim.Butdoyouknowthatitwasnotuntilaboutfiftyyearsagothattheblacksgottheirfreedomandweretreatedasequalcitizens？
S2：Yes，welearntaboutthisinourhistoryclasses.TheblackswerefirstbroughttoAmericaasslaves.Theyweretreatedbadlyandtheyhadnorights.
T：That’sright.Butweallknowthatthingsaredifferentnow.Doyouknowhowtheycouldhavethesamerightsasthewhites？
S3：Wedon’tknowmuchaboutthis.Pleasetellusmore.
T：OK.Manypeopledevotedthemselvestothis.Somewereputintoprisonandsomeevenlosttheirlives.Lookatthetwopicturesandreadthenotesaboutthem.Thenhaveadiscussioningroupsoffour.Trytoexplainwhytheyaregreatmen.
（Showthefollowingpicturesandtheirinformationonthescreen）.
Bornin1929
Graduatedin1955
Workedinachurch
Organizedhisfirstactionsin1955
FormedanorganizationforAmericanblackleaderstoworktogetherin1957
Gavethespeech“IHaveaDream”in1963
ReceivedtheNobelPeacePrizein1964
Murderedin1968Bornin1918
Firstactionswhilestillatuniversityin1940
Graduatedin1942
HelpedtofoundtheANCYouthLeaguein1944
Ledmanypeacefulactionsduringthe1950s
Putinprisonfrom1962till1989
ReceivedtheNobelPeacePrizein1993
BecamethefirstblackpresidentofSouthAfricafrom1994to1999
（Givethestudentsafewminutestodiscussthequestions.Thenasksomeofthemtosaytheiranswers.）
T：Areyouready？
Ss：Yes.
T：Good.Nowwhowouldliketotelluswhythesetwomenaregreat？
S3：Letmehaveatry.IthinkMartinLutherKing，Jr.isgreat.Heworkedforthefreedomofalltheblacks.Hewasbornin1929.Afterhegraduatedin1955，heworkedinachurchandorganizedhisfirstactionsinthesameyear.Twoyearslater，heformedanorganizationforblackleaderstoworktogether.In1963，hehadthefamousspeech“Ihaveadream”.Becauseofhissuccessinhiswork，hereceivedtheNobelPeacePrizein1964.Unfortunatelyhewasmurderedin1968.
T：Verygood.Now，whocantellussomethingaboutNelsonMandela？
S4：HewasthefirstblackpresidentinSouthAfricafrom1994to1999.Hewasbornin1918andworkedfortheequalrightsfortheblacksofSouthAfricaformanyyears.Asearlyasin1940，whilehewasstillatuniversity，hetookhisfirstactions.In1944，hehelpedtofoundtheANCYouthLeague.Duringthe1950s，heledmanypeacefulactions.Hisenemieshatedhimandhehadbeenkeptaprisonerfrom1962to1989，buthenevergaveupthestruggleforthefreedomofalltheblacks，sohereceivedtheNobelPeacePrizein1993.
T：Verygood.Youknowalotaboutthem.Whocanexplaininwhichwaystrugglewasanimportantpartinthelivesofthem？LiYang，wouldyouhaveatry？
S5：OK.Ithinkstrugglefortheequalrightsofalltheblackswasanimportantpartinthelivesofthem.Theybothachievedtheirgoalsbypeacefulrevolution.
T：Whoknowshowthesituationsareintheircountriesnow？Hasthesituationbeenimproved？
S6：ThingsaredifferentnowintheUSA.Theblacksandthewhiteshaveequalrights.Theycanbothbeelectedleadersoftheircountry.
T：Good.Whohasanythingelsetosay？
S7：ThesameisinSouthAfrica.AfterMandela，thereisasecondblackpresident.Nomatterwhobreaksthelawofthecountry，hewillbepunishedorputintoprison.
Step3Newwords
T：NowIwantyoutohavealookatthekeywordsontheblackboard.Doyouknowthemeaningsofthem？Ifnot，youcancheckthemonPages96-97.
（Giveseveralminutesforthemtogettoknowthemeaningsofthesewords.）
T：Let’sreadthesenewwordstogether.
Step4Warmingup
T：Welldone.Fromthediscussionwehadjustnow，weknowMartinLutherKing，Jr.andNelsonMandelaaregreatpeople.Sowhatarethequalitiesweshouldfindinagreatperson？Whodoyouthinkisagreatperson？
（Askstudentstodiscussthesequestionsingroupsoffour.Fiveminuteslater，checkwiththewholeclass.）
T：Areyouready？
Ss：Yes.
T：Good.Now，whowouldliketotelluswhatqualitiesagreatpersonshouldhave，LiLei，haveatry？
S8：Smart，modest，unselfish，warm-hearted，confident，determined，active，honest，brave，persistent.
T：Verygood.Asagreatperson，shouldhe/shegetonwellwithothers？Shouldhe/shewillingtodopublicservice？Shouldhe/shebeactiveinsocietyactivities？Shouldhe/sheneverloseheartwhenhe/sheisingreattrouble？
S9：Yes.He/Sheshouldhelpothers.
S10：Asagreatperson，he/sheshouldneverloseheartwhenhe/sheisintrouble.
...
T：Now，I’dliketoaskyouaquestionlikethatwhatkindofpersonyouare.PleaselookatPart1，Page33.Hereisaformincluding11questions.Nowpleaseanswerthesequestionsbyyourselves.Letusfindoutwhatqualitiesyouhaveandifyouhavethequalitiestobeagreatperson.
（Letthestudentstoanswerthesequestionsalone.Atlast，checktheanswerstogetherwiththewholeclass.）
T：I’mverygladtofindoutsomanystudentsinourclasshavethequalitiestobeagreatperson.Bytheway，sofaryouhavedoneverywell.
Step5Pre-reading
T：Justnow，wetalkedabouttwogreatmen，andnowwewilltalkaboutfiveotherpeople.WilliamTyndale，NormanBethune，SunYat-sen，GandhiandNeilArmstrong.Youknow，mostofthegreatpeoplearealsoimportantpeople.Butimportantpeoplemaynotalsobegreatpeople.NowpleaseturntoPages33-34andreadtheinformationaboutthem.Discusstheirlivesinpairsanddecidewhichofthemaregreatmenandwhicharejustimportantmen.Giveyourreasonsforyourdecision.
（Allowthestudentsenoughtimetoprepare.）
T：Areyouready？
Ss：Yes.
T：Nowanyvolunteers？
S11：Ihaveatry.IthinkNormanBethuneisagreatpersonbecausehefoughtagainsttheGermanNazisandJapaneseinvadersduringWorldWarⅡ.Besides，heworkedinChinaasadoctorandsavedmanyChinesesoldiers.FinallyhelosthislifefortheliberationofChinesepeople.Heisveryunselfish.
T：Verygood.Tom，what’syouopinion？
S12：Inmyopinion，Gandhiisgreat.HegaveuparichlifeforhisideasandfoughtforhiscountrytobefreefromtheUKinapeacefulway.
T：Welldone.DoyouthinkifWilliamTyndaleisagreatperson，Mary？
S13：Idon’tthinkso.IthinkWilliamTyndaleisanimportantpersonbecausehejustdidanimportantthing—wrotetheBibleinEnglishsoallcouldreadit.IthinkNormanBethune，SunYat-sen，Gandhiaregreatpersons，becausetheydevotedthemselvestotheliberationofmankindandtheychangedhistorywhileWilliamTyndaleandNeilArmstrongareimportantpersonsbecausetheyjustdidanimportantdeedinhistory.
T：Verygood.Butmaybedifferentstudentshavedifferentideasaboutthat.DoyouagreeNelsonMandelaisagreatperson？
Ss：Yes.
T：Doyouwanttoknowmoreinformationabouthim？
Ss：Yes.
T：OK.Let’sreadthepassage“Elias’story”.Afteryoureadthepassage，Ithinkyouwilllearnalotfromit.Nowreadthepassagequicklyanddecidewhichofthesentencesonthescreenaretrue.
（Showthefollowingsentencesonthescreenandgivethestudentsseveralminutestofinishthetask.）
1.EliasmetNelsonMandelaatschool.
2.NelsonMandelawasablacklawyer.
3.Eliaswasunabletoreadorwritebecausehewaslazy.
4.NelsonMandelahelpedhimkeephisjob.
5.Eliaswashappyblowingupgovernmentbuildings.
6.NelsonMandelabelievedthatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.
7.NelsonMandelathoughtviolencewasagoodwaytohelpblackpeople.
8.ThegovernmentwerehappywithNelsonMandelaandtheANC.
T：Lookatthefirstsentence，please.Isittrue？
S14：Ithinkitiswrong，becauseEliasmetNelsonMandelawhenhewasapoorblackworker.
T：Howaboutthesecondsentence？
S15：It’sright，becauseinthepassagewecanfindthissentence.Itwasin1952andhehadopenedablacklawfirmtoadvisepoorblackpeopleontheirproblems.
T：Verygood.Nowwhocantelluswhichofthesesentencesarecorrect？
S16：Ithinkthefourthsentenceisright.
T：Doyouagreewithhim/her？
Ss：Yes.
T：Whataboutthethirdsentence？
S17：Ithinkitiswrong.Eliaswasunabletoreadorwritebecausehisfamilycouldnotcontinuetopaytheschoolfessandthebusfare，sohehadtoleaveschoolwhenhewaseightyearsold.
T：Good.Lookatthefifthsentence，who’dliketohaveatry？
S18：I’dliketo.ThissentenceiswrongbecauseEliasdidnotlikeviolence.
T：Howaboutthenextsentence？
S19：It’swrong.NelsonMandeladidn’tbelievethatblackpeoplewerebeingtreatedaswellaswhitepeopleinSouthAfrica.
T：Howdoyouknowthis？
S20：Inthepassage，wecanreadthissentence：...untiltodaywehavereachedastagewherewehavealmostnorightsatall.
T：Good.Whataboutthelasttwosentences？
S21：They’rebothwrong.NelsonMandelabelievedthatbreakingthelawinapeacefulwaywashisfirstchoice.Astothelastsentence，NelsonMandelaledthestruggleagainstthegovernment，soitisnaturalforhimtobehatedbythegovernment.
Step6Readingandunderstanding
T：Now，readthetextagainandmakeatimelineofElias’lifeuntilhemetNelsonMandela.Workouttheyearinwhichhewasbornandthenfitintheothereventinhislifetillhewasfourteen.
（Showthefollowingonthescreen.）
－1940－1948
－1942－1950
－1944－1952
－1946－1954
（Studentspractiseforafewminutesandtheteachermayjoinintheirdiscussionandhelpthem.Finallyasksomestudentstoanswerthemonebyone.）
Suggestedanswers：
－1940Hewasborn.
－1942Notmentioned.
－1944Notmentioned.
－1946Hebeganschool.
－1948Hehadtoleaveschool.
－1950HeworkedinagoldmineinJohannesburg.
－1952HefirstmetNelsonMandela.
－1954Notmentioned.
T：Tohelpyoubetterunderstandthepassage，pleasereadthepassageafterthetape.Andthenanswerthefollowingquestions：
Q1：Howmanypartscanwedividethetextinto？
Q2：What’sthemainideaofeachpart？
Areyouclear？
（Teacherplaysthetapeandhelpsthestudentswiththeirpronunciation.）
Suggestedanswers：
Part1（para1-2）ThelifeofEliasbeforehemetNelsonMandela.
Part2（para3-5）ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
Step7Summary
T：Today，we’velearntatext“Elias’story”.Andwedidsometalkingaboutgreatpeople.Ithinkyouhavegotalotofinformationaboutracialdiscriminationandthequalitiesgreatpeoplehaveincommon.
Step8Homework
1.Readthepassagemore.
2.FinishEx1，Ex2onSB.P35-36.
●板書設(shè)計
Unit5NelsonMandela—amodernhero
TheFirstPeriod
1.hero
2.quality
3.willing
4.active
5.republic
6.principle
7.nationalism
8.livelihood
9.fight
10.peaceful
...
Part1（para1-2）
ThelifeofEliasbeforehemetNelsonMandela.
Part2（para3-5）
ThechangeofElias’lifeafterhemetNelsonMandelaandwhatMandeladid.
●活動與探究
Thisactivityistomakearesearchintowhatkindofpersonyourbestfriendis.Askstudentstofillinthefollowingtableafterschoolbydoingaresearchintheirfreetime.

QuestionsYesNo
Doyoualwaysdoyourownhomework？
Doyouaskforhelpwhenyouthinkitnecessary？
Doyouhelpotherswiththeirworkiftheyaskyou？
Doyougetonwellwithyourclassmates？
Areyouwillingtodopublicserviceworkwithoutpay？
Yourfriendneedsbusfarehomebutyouwanttobuysomethingtoeat.
Wouldyourefusetohelp？
Areyouactiveinschoolactivities？
Doyouhavehobbies？
Doyoueasilyloseheartwhenyouareintrouble？
Doyouoftenhelpoldpeopleorlittlechildrenwhentheyneedhelp？
●備課資料
Mandela’sstatementsincourtduringthetrialsareclassicsinthehistoryoftheresistancetoapartheid，andtheyhavebeenaninspirationtoallwhohaveopposedit.HisstatementfromthedockintheRivoniaTrialendswiththesewords：
Ihavefoughtagainstwhitedomination，andIhavefoughtagainstblackdomination.Ihavecherishedtheidealofademocraticandfreesocietyinwhichallpersonslivetogetherinharmonyandwithequalopportunities.ItisanidealwhichIhopetoliveforandtoachieve.Butifneedsbe，itisanidealforwhichIampreparedtodie.Mandelawassentencedtolifeimprisonment.HestartedhisprisonyearsinthenotoriousRobbenIslandPrison，amaximumsecurityprisononasmallisland7kmoffthecoastnearCapeTown.
Mandelarejectedanofferofreleaseonconditionthatherenounceviolence.Prisonerscannotenterintocontracts.Onlyfreemencannegotiate，hesaid.InApril1984hewastransferredtoPollsmoorPrisoninCapeTown.1988hewasmovedtheVictorVersterPrison.Releasedon11February1990，Mandelaplungedwholeheartedlyintohislife’swork.Strivingtoattainthegoalsheandothershadsetoutalmostfourdecadesearlier.In1991，atthefirstnationalconferenceoftheANCheldinsideSouthAfrica，NelsonMandelawaselectedPresidentoftheANC.Hislifelongfriendandcolleague，OliverTambo，becametheorganisation’sNationalChairperson.Despiteterribleprovocation，hehasneveransweredracismwithracism.Hislifehasbeenaninspiration，inSouthAfricaandthroughouttheworld.Toallwhoareoppressedanddeprived，andtoallwhoareopposedtooppressionanddeprivation.Inalifethatsymbolisesthetriumphofthehumanspiritovermansinhumanitytoman，NelsonMandelaacceptedthe1993NobelPeacePrize.HeacceptedtheawardonbehalfofallSouthAfricanswhosufferedandsacrificedsomuch，tobringpeacetoourland.

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，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，語言知識和語言技能等都是圍繞這一中心話題展開的。通過對這一話題的探討，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，本單元安排了八個部分：“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，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)驗和興趣出發(fā)，讓學(xué)生用英語闡述自己的觀點，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取種族平等的斗爭情況，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)”部分時已對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，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)生堅強的意志，樹立正確的人生觀和世界觀。
“理解(Comprehending)”部分設(shè)計了四個題目，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)計的練習(xí)緊密聯(lián)系課文，能加深學(xué)生對文章的理解。
“語言運用(UsingLanguage)”部分分為“聽力(Listening)”“閱讀和討論(Readinganddiscussing)”和“說和寫(Speakingandwriting)”三個方面的內(nèi)容?！奥犃?Listening)”部分，Elias講述了他為了爭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)包括四個項目：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)時白人和黑人的生活和工作情況；第四題討論的兩個問題是開放性題目，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)時的生活狀況以及他們不平等的社會地位，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，為曼德拉寫生平簡介或者寫一篇短文談?wù)剬β吕目捶?。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)生對曼德拉有了一個更完整的認(rèn)識。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，了解人們對這些名人的評論和看法，以學(xué)會正確地評價人物。同時指導(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)一步了解史實和事件，加深對種族及種族歧視、不同國家不同歷史年代人物與事件的認(rèn)識和理解。一方面，鼓勵學(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，激勵學(xué)生熱愛和平、自由、民主、平等、守法，鼓勵他們積極上進(jìn)，奮斗創(chuàng)新。
知識目標(biāo)：
本單元需要學(xué)習(xí)的重點單詞為：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本單元需要學(xué)習(xí)的重點詞組為：loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本單元需要學(xué)習(xí)的重點句型為：
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)上下文猜測詞義、根據(jù)已有線索預(yù)測故事發(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言簡單地描述人物，并簡單地表達(dá)自己的意見。
情感目標(biāo)：
了解NelsonMandela的生平事跡，認(rèn)識偉人所應(yīng)具備的優(yōu)秀品質(zhì)，學(xué)習(xí)他們在艱苦的環(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
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
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教學(xué)難點
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
Unit5NelsonMandela—amodernheroElias’Story

TopicsentenceofParagraph1ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.
TopicsentenceofParagraph2SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.
TopicsentenceofParagraph3ThedaywhenNelsonMandelatoldmewhattodoandhelpedmewasoneofthehappiestdayofmylife.
TopicsentenceofParagraph4Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.
TopicsentenceofParagraph5Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.
MainideaofthepassageEliasdescribeshowNelsonMandelahelpedtheblackpeoplethroughhisownexperience

活動與探究
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
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德，品性
e.g.Modestyisoneofhisgoodqualities.
注：quality作“品性”講時，經(jīng)常指一個人性格中美好的部分。表示某物“具有……的品性”時用介詞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”用動詞give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建議”，可數(shù)名詞，表示“提建議”時用動詞make。Whatsuggestionsdidhemakejustnow?
tip“指點，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，doing的邏輯主語應(yīng)和句子的主語一致，否則錯誤。
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教學(xué)設(shè)計

作為老師的任務(wù)寫教案課件是少不了的，大家在認(rèn)真寫教案課件了。各行各業(yè)都在開始準(zhǔn)備新的教案課件工作計劃了，我們的工作會變得更加順利！你們知道哪些教案課件的范文呢？為此，小編從網(wǎng)絡(luò)上為大家精心整理了《Unit 5?Nelson Mandela—a modern hero教學(xué)設(shè)計》，供大家參考，希望能幫助到有需要的朋友。

Unit5NelsonMandela—amodernhero教學(xué)設(shè)計

Period2ImportantLanguagePoints
整體設(shè)計
從容說課
Thisisthesecondteachingperiodofthisunit.Theteachercanfirstcheckthestudents’homeworkandofferchancesforthestudentstoreviewwhattheylearnedduringthefirstperiod.
Theemphasisofthisperiodwillbeplacedontheimportantnewwords,expressionsandsentencepatternsinthepartsWarmingup,Pre-reading,ReadingandComprehending.Inordertomakethestudentsunderstandtheseimportantpointsthoroughly,wecanfirstgetthestudentstounderstandtheirmeaningsinthecontext,thengivesomeexplanationsaboutthem,lateroffersomeexercisestomakethestudentsmastertheirusages.Somewordsandexpressions,suchasfight,advise,accept,continue,active,loseheart,introuble,inprison,asamatteroffact,etc.areveryusefulandimportant.Soarethesentencepatterns“Doyoueasilyloseheartwhenyouareintrouble?”...onlythendidwedecidetoanswerviolencewithviolence.”“...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.”,andsoon.Weoughttopaymoreattentiontothemanddesignspecialexercises.
Attheendoftheclass,theteachercanmakethestudentsdomoreexercisesforconsolidation.Indoingso,theycanlearn,graspandusetheseimportantlanguagepointswell.

教學(xué)重點
1.Enablethestudentstograsptheusagesofsuchimportantnewwordsandexpressionsasfight,advise,accept,continue,active,loseheart,introuble,inprison,asamatteroffact,etc.
2.Getthestudentstomasterthepatterns:“...onlythendidwedecidetoanswerviolencewithviolence.”and“...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.”

教學(xué)難點
1.Letthestudentslearntheusageoftheword“advise”.
2.Enablethestudentstomastertheusageofthepattern“...onlythendidwedecidetoanswerviolencewithviolence.”andunderstandsomedifficultandlongsentences.

教學(xué)方法
1.Discussing,summarizingandpracticing
2.Cooperativelearning

教具準(zhǔn)備
Themultimediaandothernormalteachingtools
Knowledgeaims:
1.Getthestudentstolearnandgrasptheimportantnewwordsandexpressions:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvise?continuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowup?put...inprison
2.Getthestudentstolearnthefollowingusefulsentencepatterns:
1)Doyoueasilyloseheartwhenyouareintrouble?
2)ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.
3)Asamatteroffact,IwasworriedaboutwhetherIwouldbeoutofwork.
4)Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.
5)...onlythendidwedecidetoanswerviolencewithviolence.
6)Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.
Abilityaims:
1.Enablethestudentstousesomeusefulwordsandexpressionscorrectly.
2.Enablethestudentstomakesentencesaftertheusefulsentencepatterns.
Emotionalaims:
1.Stimulatethestudents’interestinlearningEnglish.
2.Developthestudents’spiritofcooperationandteamwork.
教學(xué)過程
設(shè)計方案（一）
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthereadingpassageElias’Story.
→Step2Readingandfinding
Getthestudentstoreadthereadingpassageagaintounderlineallthenewwordsandusefulexpressionsorcollocationsinthepassage.
Collocations:apoorblackworker,SouthAfrica,averydifficultperiodofone’slife,openalawfirm,advisesb.on...,threekilometersaway,paytheschoolfees,thebusfare,getajob,agoldmine,beworriedabout,outofwork,oneofthehappiestdaysofone’slife,theANCYouthLeague,assoonasonecould,havealmostnorightsatall,growfood,infact,breakthelaw,withviolence,asamatteroffact,blowup,put...inprison,behappytodo...,realizeone’sdream
Readthemaloudandcopythemdownintheexercisebookafterclass.
→Step3Discoveringusefulwordsandexpressions
Showthefollowingformonthescreenandallowthestudentsseveralminutestofinishthem.
1.Lookatthereadingpassageagaintofindwordsandexpressionsthatmeanthesame.
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurpose
feelhopeless
loseone’sjob
braveman
infact
havesomedifficultproblems
betakentoprison
sometime
bereadyto
moneypaidforgoingtoschool
tellsomebodywhattodo
goon
alwaysdoingnewthings
whatpeopledoinwar
ayellowmetalformakingaring
agreetotake
goagainstalaw
quietandcalm

2.Completethefollowingpassagewithsomeofthewordsorexpressionsabove.
WhenEliaslosthisjobandwas______________,hiswifewasveryunhappy.Sheknewthismeanthewas______________whenallshewantedwasa______________lifewithenoughmoneyeverymonth.Shetriedto______________himnottofightthegovernmentasshethoughtitwasbetterto______________thatinSouthAfricablackpeoplewerenotasimportantaswhitepeople.Buthewaswillingto______________thefightandhelpNelsonMandelawithequalrightsforblackpeople.Fora______________oftimeshefelthelplessand______________,butEliasencouragedherwithstoriesofhowgoodlifewouldbewhenwhiteandblackpeopleandplayedtogether.
Explaintheproblemsthestudentsmeetwhilecheckingtheanswers.
Suggestedanswers:
1.
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurposeleague
feelhopelessloseheart
loseone’sjoboutofwork
bravemanhero
infactasamatteroffact
havesomedifficultproblemsbeintrouble
betakentoprisonbeputinprison
sometimeperiod
bereadytowilling
moneypaidforgoingtoschoolschoolfees
tellsomebodywhattodoadvise
gooncontinue
alwaysdoingnewthingsactive
whatpeopledoinwarfight
ayellowmetalformakingaringgold
agreetotakeaccept
goagainstalawbreakthelaw
quietandcalmpeaceful
2:outofwork;introuble;peaceful;advise;accept;continue;period;lostheart
→Step4LanguagePoints
1.qualityn.somethingtypicalofapersonormaterial質(zhì)量（不可數(shù)）；品質(zhì)，性質(zhì)（可數(shù)）；才能（可數(shù)）
Qualityismorethanquantity.
質(zhì)量比數(shù)量重要。
Thisnewmodelisofhighqualityandisnotexpensiveeither.
這種新型號質(zhì)量非常好,而且也不貴。
2.willingadj.ready(todosth.)愿意幫助的；樂于……的
Areyouwillingtohelp?
你愿意幫忙嗎？
I’mwillingtoconcedethatIhavehurther,butthat’snotmyrealintention.
我可以承認(rèn)我是傷害了她,但那并不是我的本意。
3.activeadj.ableorreadytotakeaction積極的；能起作用的
Heisanactivememberoftheclub.
他是俱樂部的積極分子。
Sheisveryactiveinschoolactivities.
她積極參加學(xué)校的各種活動。
4.loseheartv.tobecomediscouraged;tofeelhopeless灰心；泄氣；喪失信心
Don’tloseheart;youstillhavemorechances.
別灰心，你還有更多的機會。
loseone’sheartto愛上,喜歡
atheart從內(nèi)心來說
heartandsoul全心全意
breakone’sheart心碎
putone’sheartinto把全部心思放在
learn/knowbyheart記熟
5.introubleinasituationthatinvolvesdanger,punishment,pain,worry,etc.有麻煩；處于困境中
Theboycausedalotoftroubletohisparents;hewasalwaysintrouble.
這個男孩給他的父母招來很多麻煩，他甚為苦惱。
askfor/lookfortrouble找麻煩
maketrouble制造麻煩
taketroubletodosth.費心做某事
getintotrouble遇到麻煩
havetrouble(in)doingsth.做某事有困難
save/sparetrouble省事
Completethefollowingsentences.
1)Henevercomesexceptwhenheis______________(有麻煩).
2)Don’timaginethatyou’retheonlyperson______________(不幸).
3)Theboy______________(出事了)whenhelefthometoliveinLondon.
4)That’snoneofyourbusiness.Pleasedon’t______________(找麻煩)
5)Studentsgrowingupfromnurseryschooltocollege______________(有困難)dealingwithrealities.
答案：
1)introuble2)introuble3)gotintotrouble
4)askfor/lookfortrouble?5)havetrouble
6.fightvi.recommend勸告，忠告；建議
Thedoctoradvised(metotake)moreexercise.
醫(yī)生囑咐我多加鍛煉。
Sheadvisesthegovernmentoneconomicaffairs.
她向政府提出經(jīng)濟(jì)方面的建議。
Weadvisedthattheyshouldstartearly/themtostartearly.
我們建議他們及早開始。
Canyouadvise(me)whattodonext?
你看（我）下一步怎么辦？
advise+n.
advisesb.todo
advisedoing...
advisesb.onsth.
advise+wh-+todo
advise+that...(should))+do...
1)Weareoftenadvised______________notesinclass,butfewdoso.
A.taking?B.take?C.totake?D.took
2)MysisteradvisedmethatI______________acceptthejob.
A.would?B.might?C.could?D.should
3)Theoldmanoftenadvisedtheyoungworkerson______________themachineandtheylearnedquickly.
A.tooperate?B.howoperate?C.howoperating?D.howtooperate
4)Iadvised______________untiltherighttimebuttheywouldn’tlisten.
A.towait?B.waiting?C.waited?D.onwait
答案：
1)C2)D3)D4)B
9.continuevt.decide選擇，挑選，選取；選定
Whodidyouchooseasthenewmemberoftheconstructioncommittee?
你選誰當(dāng)建設(shè)委員會的新委員?
Afteralittletime,shechoseoneofthemostexpensivedressesintheshop.
過了一會兒，她選定了店里最貴重的一件衣服。
Shechosetostudychemistry.
她選擇了學(xué)化學(xué)。
choose+n.?選中；選定
choosefrom/between?從……選擇
choosesb.as/for?選某人當(dāng)……
choosesb.sth.=choosesth.forsb.?為某人選某物
cannotchoose...buttodo...?只好做……
1)Somepeoplesaythatthey______________toliveinthecountryside.
A.enjoy?B.feellike?C.choose?D.don’t
2)Nodoubtherhusbandcouldhavetoldher,buthedidn’t______________.
A.choose?B.chooseto?C.choosefrom?D.choosetodo
3)Therearefivepairs______________,butI’matalosswhichtobuy.
A.tobechosen
B.tochoosefrom
C.tochoose
D.forchoosing
答案：1)C2)B3)B
→Step5Sentencefocus
1.ThetimewhenIfirstmetNelsonMandelawasaverydifficultperiodofmylife.第一次見到納爾遜?曼德拉的時候是在我一生中非常艱難的時期。
句子中的whenIfirstmetNelsonMandela是定語從句，修飾先行詞thetime。
Ishallneverforgetthedaywhenwefirstvisitedthebeautifulisland.
我永遠(yuǎn)也忘不了第一次參觀那美麗小島的日子。
Hecameatatimewhenwewerebadlyinneedofhelp.
正當(dāng)我們急需幫助的時候，他來了。
2.TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.我僅僅在那里讀了兩年的學(xué)校，有三千米遠(yuǎn)。
句子中的whereIstudiedonlytwoyears是定語從句，修飾先行詞theschool。
TherecanbefewstreetsinLondonwhereyoucannotbuybooks.
在倫敦幾乎沒有哪條街是不能買到書的。
Theroomwheremygrandfatheroncelivedisnotfarfromhere.
我祖父從前住的屋子離這兒不遠(yuǎn)。
3.SadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutofwork.遺憾的是我沒有這個證件，因為我不是在那里出生的，我很擔(dān)心我會不會失業(yè)。
這是一個并列復(fù)合句。第一分句中的becauseIwasnotbornthere是原因狀語從句；第二分句中的whetherIwouldbeoutofwork是賓語從句，作介詞about的賓語。
短語beworriedabout的意思是“為……憂慮/擔(dān)心/煩惱”。
Ihavebeenworriedaboutyourhealththesedays.
這些天來，我一直在擔(dān)心你的健康。
短語outofwork的意思是“失業(yè)”。
WhatcanIdoifIamoutofwork?
我如果失業(yè)了該怎么辦呢？
4.Thelastthirtyyearshaveseenthegreatestnumberoflawsstoppingourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.過去30年來所出現(xiàn)的大量法律剝奪我們的權(quán)利，阻擋我們的進(jìn)步，一直到今天，我們還處在幾乎什么權(quán)利都沒有的階段。
這是一個比較復(fù)雜的復(fù)合句。句子的主干是Thelastthirtyyearshaveseenthegreatestnumberoflaws；stoppingourrightsandprogress為現(xiàn)在分詞作定語，修飾laws；untiltodaywehavereachedastagewherewehavealmostnorightsatall是時間狀語從句，其中wherewehavealmostnorightsatall是定語從句，修飾astage。
當(dāng)先行詞是stage,situation等詞時，定語從句常用where,when或inwhich來引導(dǎo)。
Atthattimewehadreachedastagewherewehadmoreblackreadersthanwhiteones.
那時候我們已到了黑人讀者比白人還要多的階段。
Increasingpovertyhasledtoasituationwherethepoorestopenlyadmitthattheycannotaffordtohavechildren.
日益嚴(yán)重的貧困處境使得最為貧窮的人們只得公開承認(rèn)他們養(yǎng)不起孩子。
另外，動詞see除了用來表示“看見”以外，還可表示“遇見”“會晤”“理解”“發(fā)覺”“經(jīng)歷”等。在本句中，它的意思是tobethetimewhen(anevent)happens;witness（某事）發(fā)生之時；目睹。
Thisyearseesthehundredthanniversaryofthecomposer’sdeath.
今年是那位作曲家逝世一百周年。
5.Thepartsoftownwheretheylivedwereplacesdecidedbywhitepeople.他們在城里的住宅區(qū)都是由白人決定的。
句子中的decidedbywhitepeople是過去分詞短語作定語，修飾places，其語法功能相當(dāng)于定語從句whichweredecidedbywhitepeople。
ThebookgiventohimisanEnglishgrammar.
給他的那本書是一本英語語法書。
YourletterdatedSeptember10hasbeenreceived.
你9月10日發(fā)出的信已收到。
6....wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.我們被置于這樣一個境地：要么我們被迫接受低人一等的現(xiàn)實，要么我們跟政府作斗爭。
句子中的inwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment是定語從句，修飾position，關(guān)系代詞which用作介詞in的賓語。通常介詞既可以置于關(guān)系代詞前，也可以置于定語從句中。但是，who和that不用在介詞后面。
Theofficialtowhomweappliedforavisawasverykind.
我們向他申請護(hù)照的那位官員非常友善。
Hewasrespectedbythepeoplewithwhomheworked/Hewasrespectedbythepeople(whom/that/who)heworkedwith.
他受到與他一起工作的人的尊重。
7.Wefirstbrokethelawinawaywhichwaspeaceful;whenthiswasnotallowed...onlythendidwedecidetoanswerviolencewithviolence.首先我們用和平的方式來破壞法律；而當(dāng)這種方式也得不到允許時，……只有到這個時候我們才決定用暴力反抗暴力。
句子中的inawaywhichwaspeaceful相當(dāng)于inapeacefulway，whichwaspeaceful是定語從句；onlythendidwedecidetoanswerviolencewithviolence是倒裝結(jié)構(gòu)。當(dāng)only修飾副詞或其他狀語置于句首時，句子要部分倒裝。
Onlyafterthelessondidshediscoverthatshehadlostherhandbag.
下了課她才發(fā)現(xiàn)自己丟了手提包。
OnlyrecentlyhaveIthoughtofthem.
直到最近我才想起他們。
Onlywhenthewarwasoverwasheabletoreturnhome.
只有戰(zhàn)爭結(jié)束，他才能回家。
雖然only置于句首但所修飾的成分不是狀語時，句子就不用倒裝。
Onlysomeofthechildrenseemedtohaveunderstoodit.
好像只有一部分孩子明白（這個道理）。
Onlythen______________howmuchdamagehadbeencaused.
A.hadsherealized
B.sherealized
C.didsherealize
D.shehadrealized
答案：C
8.Asamatteroffact,Idonotlikeviolence...butin1963Ihelpedhimblowupsomegovernmentbuildings.
事實上，我并不喜歡暴力，……但是在1963年的時候我?guī)退Я艘恍┱髽恰?br> 句子中的短語asamatteroffact相當(dāng)于infact，意思是“事實上；實際上”，一般用作插入語；blowup意思是“爆炸；炸毀”。
Theyoftensaytheyaretoobusy,butasamatterofafact,theyhaveenoughfreetime.他們常說太忙，而事實上，他們有足夠的時間。
Thebombblewup.炸彈爆炸了。
Theyblewuptheoldbridgeandthenbuiltanewoneacrosstheriver.
他們炸毀了那座舊橋，然后在河上建了座新橋。
→Step6Workbook
DotheexercisesinUsingwordsandexpressionsonPage70.

→Step7Consolidation
Showtheexercisesonthescreenorgiveoutexercisepapers.
1.Translatethefollowingphrases.
1)愿意做某事
2)在某方面活躍
3)灰心；泄氣
4)擔(dān)心；著急
5)失業(yè)
6)事實上
7)炸毀；爆炸
8)把某人關(guān)進(jìn)監(jiān)獄
2.Translatethefollowingsentences.
1)我們將與村民們一起與污染作斗爭。
2)爸爸建議我多讀英語報紙。
3)別泄氣，你會成功的。
4)我們應(yīng)盡力阻止這種事再次發(fā)生。
5)我第一次聽這首歌就喜歡上了。
6)只有那時，他才意識到自己錯了。
7)她昨天沒來上學(xué)的原因是她病了。
8)我永遠(yuǎn)不會忘記我見到曼德拉的那天。
Firstgetthestudentstodotheexercises.Thentheanswersaregiven.Theteachercangivethemexplanationswherenecessary.
Suggestedanswers:
1.1)bewillingtodo...2)beactivein3)loseheart4)beworriedabout
5)outofwork6)asamatteroffact/infact7)blowup8)putsb.inprison/throwsb.intoprison/sendsb.toprison
2.1)Wewillfightwiththevillagersagainstpollution.
2)FatheradvisedmetoreadmoreEnglishnewspapers.
3)Don’tloseheart,andyouwillsucceedintime.
4)Weshouldtrytostopsuchathing(from)happeningagain.
5)ThefirsttimeIheardthesong,Ilikedit.
6)Onlythendidherealizethathewaswrong.
7)Thereasonforwhich/whyhedidn’tcometoschoolisthathewasill.
8)IwillneverforgetthedaywhenIsawMandela.
→Step8Homework
1.FinishofftheWorkbookexercises.WritedownExercise2intheexercisebook.
2.Learnthenewwordsandexpressionsbyheart.
設(shè)計方案（二）
→Step1Revision
1.Checkthehomeworkexercises.
2.AsksomestudentstoretellthereadingpassageElias’Story.
→Step2Readingandfinding
Getthestudentstoreadthereadingpassageagaintounderlineallthenewwordsandusefulexpressionsinthepassage.
→Step3Discoveringusefulwordsandexpressions
DotheexercisesinDiscoveringusefulwordsandexpressionsonPages27-28.
Explaintheproblemsthestudentsmeetwhilecheckingtheanswers.
→Step4LanguagePoints
Explaintothestudentssomeimportantnewwordsandusefulexpressionsanddosomerelatedexercises.
→Step5Sentencefocus
Explaintothestudentssomedifficultlongsentencesandtheimportantlanguagepointsinthem.
→Step6Workbook
DotheexercisesinUsingwordsandexpressionsonPage70.
→Step7Consolidation
Dosomeconsolidationexercises.
→Step8Homework
1.FinishofftheWorkbookexercises.WritedownExercise2intheexercisebook.
2.Learnthenewwordsandexpressionsbyheart.

板書設(shè)計
Unit5NelsonMandela—amodernhero
ImportantLanguagePoints
AlternativeexpressionsWordsandexpressionsfromthetext
groupofpeopleorganizedforaspecialpurposeleague
feelhopelessloseheart
loseone’sjoboutofwork
bravemanhero
infactasamatteroffact
havesomedifficultproblemsbeintrouble
betakentoprisonbeputinprison
sometimeperiod
bereadytowilling
moneypaidforgoingtoschoolschoolfees
tellsomebodywhattodoadvise
gooncontinue
alwaysdoingnewthingsactive
whatpeopledoinwarfight
ayellowmetalformakingaringgold
agreetotakeaccept
goagainstalawbreakthelaw
quietandcalmpeaceful
活動與探究
Workingroups.MakearesearchintotheracialdiscriminationinSouthAfrica.First,searchforasmuchinformationasyoucanfromthelibraryortheInternet.Second,writeoutyourresearchreportandsharewithyourpartners.