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高中英语必修四教案

发表时间：2020-10-15

人教版高中英语必修1教案 Unit 5 Nelson Mandela---a modern hero。

俗话说，磨刀不误砍柴工。高中教师要准备好教案为之后的教学做准备。教案可以保证学生们在上课时能够更好的听课，帮助高中教师掌握上课时的教学节奏。高中教案的内容要写些什么更好呢？下面是小编帮大家编辑的《人教版高中英语必修1教案 Unit 5 Nelson Mandela---a modern hero》，希望能为您提供更多的参考。

Unit5NelsonMandela---amodernhero教学设计
(1)课题：NelsonMandela---amodernhero找教案
(2)教材分析与学生分析：本单元以NelsonMandela---amodernhero为话题，目的在于使学生了解一个伟大的人应具备怎样的品质，学会表达自己的观点，并用所学的句型来描写一个伟人。WarmingUp部分利用图表的形式让学生判断一下自己是哪种类型的人，由此得出一个伟人应具备怎样的品质；Pre-Reading部分给学生提供了六个名人的图片，要求利用图片下面标注的人物的重要事迹以及学生对他们的了解，来判断这六个人谁是伟人；Reading部分介绍Elias的生平，向学生展示NelsonMandela是一个怎样的人。这是一篇记叙文，让学生学会利用时间顺序描述一个人一生的主要活动。Comprehending部分利用判断正误和时间顺序来整体理解课文。LearningaboutLanguage分词汇和语法两部分其中Discoveryusefulwordsandexpressions是根据课文语境在运用中掌握词汇，Grammar部分是有关关系副词where,when,why引导定语从句的用法，并通过练习加以巩固；UsingLanguage部分，一是listening,练习听力可配合p72的listeningtask进行。二是reading，这也是一篇精读文章，更详细地了解曼德拉。三是writing，要求写一封信。注意信的格式。
(3)课时安排：Thefirstperiod:Reading
Thesecondperiod:speaking
Thethirdperiod:Grammar
TheforthPeriod：Extensivereading
Thefifthperiod:Listening
Thesixthperiod:Writing
(4)教学目标：
①知识与技能：了解NelsonMandela的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。掌握和运用本单元的新词汇和短语以及由when,where,why,介词加whichwhom引导的定语从句。学会发表评论和表达自己的看法。
②过程与方法：充分利用Warmingup提供的问卷调查表，让学生分组进行活动。教师可根据班级的情况让学生适当再增加一些问题，如：Areyoureadytohelpothers?Doyoualwaystryyourbesttogetalongwellwithyourclassmates?Whatqualitiesdoyouhave?Whatqualitiesdoyouthinkyoushouldhave?
③情感态度与价值观：对NeilArmstrong等六人是伟人还是重要人物的判断，理解伟人与重要人物的区别和联系；对照伟人的品质，提高自身素养。
(5)教学重点和难点：
词汇：heroqualitywillingactiverepublicprinciplefightpeacefulprisonprisonerperiodlawadvisecontinuefeestagevoteviolenceacceptblanketdegreeguardterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
短语：loseheartintroubleworryaboutoutofworkasamatteroffactblowupput…intoprisoncometopovertysetupbesentencedto
重点语法项目：由where,when,why,介词加whichwhom引导的定语从句.
难点：1.Thecharacteristicofthewritingofthisunit2.Howtotellanimportantpersonfromagreatperson.3.Thedifferencesbetweenwherewhenwhyandthatwhich.4.Letthestudentsknowhowtochooseagreatpersonintheireyesandwriteashortpassage.
(6)教学策略：Task-basedteaching,listeningandfastreading,askingandanswering,explainingandpracticing,readinganddiscussing,carefulreading
Askingandansweringactivitytocheckthestudent’sunderstandingofthetext.Individual,pairorgroupwork.

(7)教学煤体设计：Aprojectorandataperecorder.
(8)教学过程：详见以下分课时教学设计。
(9)课堂练习与课外作业设计：穿插于分课时教学设计中
(10)教学反思或值得改进的地方：见每个课时最后部分。

TheFirstPeriodReading
Aims:
Talkaboutgreatpeople
Expressyourpointsofview
Understandtherealmeaningofthehero/heroine
Teachingproceduresandways教学过程
Step1Revision
Gooverwhathasbeenlearnedinthelastperiod.
Whodoyouadmiregreatly?YaomingLuxunNewton
Step2Backgroundaboutsomecharacters
WilliamTyndale
WilliamTyndale(1484-1536)wasa16thcenturypriestandscholarwhotranslatedtheBibleintoanearlyformofModernEnglish.AlthoughnumerouspartialandcompleteEnglishtranslationshadbeenmadefromthe7thcenturyonward,Tyndale’swasthefirsttotakeadvantageofthenewmediumofprint,whichallowedforitswidedistribution.BesidetranslatingtheBible,healsoheldandpublishedviewswhichwereconsideredheretical,firstbytheCatholicChurch,andlaterbytheChurchofEnglandwhichwasestablishedbyHenryVIII.BecausehisBibletranslationalsoincludenotesandcommentarypromotingtheseviews.Histranslationwasbannedbytheauthorities,andhehimselfwasburnedatthestakein1536,attheinstigationofagentsofHenryVIIIandtheAnglicanChurch.
Gandhi
Gandhi(Oct,21869-Jan,30,1948)wasoneofthefoundingfathersofthemodernIndianstateandaninfluentialadvocateofpacifismasameansofrevolution.HehelpedbringaboutIndia’sindependencefromBritishrule,inspiringothercolonialpeoplestoworkfortheirownindependenceandultimatelydismantletheBritishEmpireandreplaceitwiththeCommonwealth.Hisprincipleofsatyagraha,oftenroughlytranslatedas“wayoftruth”,hasinspiredgenerationsofdemocraticanti-racistactivitiesincludingMartinLutherKing,JrandNelsonMandela.Heoftenstatedhisvaluesweresimple:truthandnon–violence.
NeilAldenArmstrong
NeilAldenArmstrong(Aug,51930)isanAmericanpilot,astronaut,andthefirstpersontowalkonthemoon.HewasborninWapakoneta,OhioandservedintheKoreanWarasajetfighterpilotfortheUS.Navy.HeattendedPurdueUniversity,wherehewasamemberofafraternity,PhiDeltaTheta,andreceivedaBachelorofSciencedegreein1955.ThehebecameaciviliantestpilotforNASAandpilotedthe4000mi/hX-15rocketplane.From1960to1962hewasapilotinvolvedinthecancelledU.SDuringtheactualmission,hetookmanualcontroloftheLunarModuleEagleandpiloteditawayfromarockyareatoasafelanding.SeveralhourslaterheclimbedoutoftheLMandbecamethefirstpersontoflublineonthemoon,withthewords“That’sonesmallstepforaman,onegiantleapformankind.”
AbrahamLincoln
PresidentAbrahamLincoln,thesixteenthpresidentoftheUnitedStates(1861-1865)
AlbertEinstein
AlbertEinsteinisoneofthegreatestscientistsofthecenturyintheworld.HewasborninGermany.Histheoryinphysicshelpedtheworldtoknowmoreabouttheuniverse.SohewasgiventheNoblePrizein1921.However,in1930s,becauseofHitler’srule,hewasforcedtoleavehishomelandandgototheU.S.A.Helivedtherestofhislifethereanddiedin1955,attheageof76.
MarieCurie
MarieCurie(1867-1934),Polishscientist,wsborninWarsaw,onNov7th,1867,anddiedinFrance,on4thJuly1934.ShegraduatedinMathematicsandPhysicalScienceandgotmarriedin1895withtheFrenchphysicist,PierreCurie.Duringherwork,theCuriecouplediscoveredanewradioactiveelementnamedpoloniuminhonortoMarie’shomeland.TogetherwithBecquerel,sheobtainedtheNoblePrizeforPhysicsin1903.ShefoundedtheRadiumInstituteofParis,andwasthemainresponsibleuntilherdeath.In1911shewasawardedtheNoblePrizeforChemistry.
SunYatwen
SunYatwen(SunYixian,SunZhongshan,SunWen1866-1925)isconsideredthefoundingfatherofmodernChina.Borninapeasantfamily.Hewasaccordedtheappellantof“pioneeroftherevolution”
QianXuesen
Heiswidelyconsideredasthe“fatheroftheChinesespaceprogram”.AsoneoftheleadingrocketengineersattheCaliforniaInstituteofTechnology.Inthe1990s,he,whohadworkedontop-secretprojectsallhislife,becomeoneofthemostwell–knownintellectuals.
Step3Reading
Getthestudentstocomprehendthepassagequicklyandaccurately,and
meanwhilehelptheSstoformagoodhabitofreading.ReadthepassageonP34to
gettheanswerstoPart1andPart2ofcomprehending.
Silentreading
Readthetextthroughin3mins,andthentrytofindthemainideaofthetext:
Ittellsussth.thathappenedbeforeReadthepassageonPage34togettheanswerstoPart1andPart2ofcomprehending.(5mins)
Understandingideas
1.WhydidEliassupportNelsonMandela?
2.WhatproblemsdidEliashave?
3.Whydidhesupportviolencewhenhedidnotagreewithit?
4.WhatwouldyouhavedoneifyouwereElias?
Discussionofideas
Herearesomepossiblequestionsstudentscouldtalkabout:
1.WhydidthewhitepeoplenottreatblackpeoplefairlyinSouthAfrica?
2.Howdoyouthinkthewhitepeoplestoppedtheblackpeoplefrombeingtreatedfairly?
3.Isitrightforsomepeopleinonecountrytotreatotherpeopleinthesamecountrydifferently?Giveareason
Readthetextagainandsummarizethemainideaofeachpart.(workingroupoffour).AsktheSstopayattentiontothefirstsentenceofeachparagraph.
Howmanypartscanthistextbedividedinto?(2parts)
Givethemainideaofeachparagraph
Part1:(Para.1----2)ThelifeofElias’lifebeforehemetNelsonMandela.
Part2:(Para.3and5)ThechangeofEliaslifeafterhemetNelsonMandelaandwhatMandeladid.
DoExercises1,2and3
Carefulstudy
Readthetextagaincarefully,afterthat,answerthefollowingquestions
Step4ExtensiveReading
GettheSstolearnmoreaboutNelsonMandelafromP38
Finishtherelatedexercise
Whodoyouthinkisagreatperson?
WhatdoyouthinkIshoulddothen?
Whichfooddoyouthinkishealthyandwhichisunhealthy?
Choosetheanswerwhichyouthinkiscorrectinthefollowing.
Areyouwillingtodopublicserviceworkwithoutpay?
Step5SpeakingherworkspreadtootherpartofIndia
Goodqualitieshard-working,kind-hearted,persistent
YouropinionAwell-knownperson,worththeprize
3.Payattentiontothestructureofsuchletters.
4.Givethemsometimeandasktowritetheletteringroups.
5.Sharetheirideaswiththeclassbyreadingtheirlettersaloud.
6.Correctthewritingstogether.
Suggestedanswers:
Dearseniororganizers:
IamwritingtoaskyoutogivetheNobelPeacePrizetoMotherTeresa.HerearesomereasonswhyIthinksheshouldbegiventheprize.
MotherTeresawasborninYugoslavia,onAugust27,1910.Whenshewas20yearsold,shewenttoIndia,Whereshebegantobeateacher.Afterthetraining,shewassenttoCalcutta,whereshetaughtgeographyataschoolandsoonaftershebecameheadmistress.
However,althoughshelovedteaching,in1946MotherTeresalefttheschoolandtrainedtobecomeanurseinPatna,andthenbeganherworkhelpingthepoorandcomfortingthedyinginthestreetsofthecity.Slowlyotherscametohelpher,andherworkspreadtootherpartsofIndian.Shebecameawell-knownperson.Whenshetravelstheworld,sheopensmanynewschoolsandhospitalsinpoorcountries.
Sheisknownformanygreatachievements.becauseofherhardwork,kindnessandpersistence.Ithinksheisreallyagreatpersoninmyeyes.WeshouldgivehertheNobelPeacePrize.
StepV.Homework:
Readapassageaboutagreatpersonorwriteashortpassageaboutagreatpersoninyourhometown.

课后反思：本节为写作课，体现了英语课程标准的理念。旨在训练学生的书面表达能力。体现了以教师为主导，学生为主体的原则。教师的指导主要帮助学生如何去取材，让学生进行布局谋篇，组织语言完成写作任务。

相关知识

Unit 5 Nelson Mandela a modern hero教案

一名优秀的教师就要对每一课堂负责，作为教师就要根据教学内容制定合适的教案。教案可以让学生能够听懂教师所讲的内容，帮助教师能够更轻松的上课教学。您知道教案应该要怎么下笔吗？小编特地为大家精心收集和整理了“Unit 5 Nelson Mandela a modern hero教案”，欢迎您阅读和收藏，并分享给身边的朋友！

Unit5NelsonMandelaamodernhero教案
Unit5NelsonMandela–amodernhero

1.quality
(1)[u.c.]质，质量，品质
e.g.Qualityismoreimportantthanquantity.
(2)[c.]性质，特性，特点
e.g.Onequalityofwoodisthatitcanburn.
(3)[c.]品德，品性
e.g.Modestyisoneofhisgoodqualities.
注：quality作“品性”讲时，经常指一个人性格中美好的部分。表示某物“具有……的品性”时用介词of。

2.warm–hearted
cold–heartedkind-heartedwarm-bloodedcold–blooded

3.mean
(1)adj.吝啬的，小气的
bemeanwith/aboutsth.对于……是吝啬的
(2)adj.（人或其行为）卑鄙的，刻薄的
bemeantosb./sth.
e.g.Theyweremeantome.
(3)adj.熟练的，出色的
e.g.DavidBeckhamisameanfootballplayer.
(4)vt.意思是；意味着表示……的意思；打算；有……目的
meantodosth.meandoingsth.

4.active
(1)积极的
beactiveinsth.在……方面积极的
takeanactivepartinsth.积极参加某事
e.g.Thegovernmenttookactivemeasurestopreventthespreadofthedisease.
(2)（尤指体力上）忙碌的；活跃的
(3)（思想上）充满活力的，活跃的
e.g.Thatchildhasaveryactiveimagination.

5.devote
bedevotedtosb./sth.
bedevotedtodoingsth.
devotedoneselfto…
to:prep.payattentionto…
Itiswellknowthathedevotedhiswholelifetopromotingworldpeace.（将他的一生奉献于促进世界和平）(devote,promote)

6.diefor
(1)因……而死
(2)渴望，极想（进行时态）
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：
易混词辨析例句
advice“忠告，建议”为不可数名词，表示“提建议”用动词give或offer。HegavemesomeadviceonhowtoimprovemyEnglish.
suggestion“建议”，可数名词，表示“提建议”时用动词make。Whatsuggestionsdidhemakejustnow?
tip“指点，建议”，往往指内部的或专家性的指导或告诫。ThefollowingaretipsforInternetsurfers.

9.guidance
under/withtheguidanceofsb.

10.after
after后接doing作宾语时，doing的逻辑主语应和句子的主语一致，否则错误。
误：Aftergettingup,thetelephonerang.
正：Afterhegotup,thetelephonerang.
Aftergettingup,hemadethebed.

11.choose
choosechosechosen
choosen.
choosefrom/between
choosesb.as/for
choosesth.forsb.
cannotchoosebuttodo
辨析：
易混词辨析例句
choose为“选择”的一般用语，指从较多的人或物中选出。Wechosethisbookasapresentforhim.
select强调“精挑细选”，有“择优”和“分层次”之意。Hehasbeenselectedfortheteam.
elect意为“选举”，指重大政治选举中选出某人担任某一职务。Hewasthefirstblacktobeelectedpresident.

12.blowup
(1)炸毁
(2)吹胀，给……充气
blowaway枪杀；彻底战胜；使（某人）大为惊讶
blowin不期而至
blowout吹灭，吹熄
blowoff不重视，轻视
blowover吹倒，刮倒

13.equal
(1)beequalto
(2)be/feelequalto(doing)sth.胜任，经得起
(3)vt.等于，比得上
e.g.Fourtimesfiveequalstwenty.

14.power
havethepowertodo
takepower;comeintopower
(be)inpower
losepower

15.beg
(1)恳求，乞求
begsb.forsth.
begsth.of/fromsb.
begsb.todosth.
begtodosth.
(2)乞讨，讨要，行乞
begforsth.
begfromsb.
begsth.fromsb.

Unit 5 Nelson Mandela - a modern hero教案1

俗话说，居安思危，思则有备，有备无患。高中教师要准备好教案，这是高中教师需要精心准备的。教案可以让学生们充分体会到学习的快乐，帮助高中教师掌握上课时的教学节奏。高中教案的内容要写些什么更好呢？以下是小编为大家精心整理的“Unit 5 Nelson Mandela - a modern hero教案1”，仅供您在工作和学习中参考。

TheFirstPeriod

●从容说课
Thisisthefirstperiodofthisunit.Inthisperiod，studentsareexpectedtodiscusswhatkindofpersontheyare.ThepurposeistogivestudentschancetopracticetheiroralEnglish，atthesametime，theycanhaveageneralideaaboutwhatarethequalitiestheyshouldfindinagreatperson.Inthisperiod，thereisapartdesignedtopracticespeakingandreading.Inordertomakestudentshaveathoroughideaofqualitiesgreatpeoplehaveincommon，andpredictthecontentsofreading，itisimportanttomakegooduseofthesixpictures，especiallyNelsonMandela.What’smore，thisisthefirstperiodofthisunit，soitisnecessarytodealwiththenewwordsandexpressionsofthispart，soastomakeiteasyforstudentstobeginandmakethemlessanxiousinstudy.
●三维目标
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.
●教学重点
（1）Talkaboutthefinequalityofgreatpeopletoimprovethestudents’speakingability.
（2）Enablethestudentstograspthemainideaofthepassage.
（3）Improvethestudents’readingability.
●教学难点
（1）Howtoexpresstheirownopinionsandideas.
（2）Howtograspthemainideaofatextorapassage.
●教具准备
Themultimediaandtheblackboard.
●教学过程
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.
●板书设计
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.
●活动与探究
Thisactivityistomakearesearchintowhatkindofpersonyourbestfriendis.Askstudentstofillinthefollowingtableafterschoolbydoingaresearchintheirfreetime.

QuestionsYesNo
Doyoualwaysdoyourownhomework？
Doyouaskforhelpwhenyouthinkitnecessary？
Doyouhelpotherswiththeirworkiftheyaskyou？
Doyougetonwellwithyourclassmates？
Areyouwillingtodopublicserviceworkwithoutpay？
Yourfriendneedsbusfarehomebutyouwanttobuysomethingtoeat.
Wouldyourefusetohelp？
Areyouactiveinschoolactivities？
Doyouhavehobbies？
Doyoueasilyloseheartwhenyouareintrouble？
Doyouoftenhelpoldpeopleorlittlechildrenwhentheyneedhelp？
●备课资料
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

一名爱岗敬业的教师要充分考虑学生的理解性，作为高中教师就要根据教学内容制定合适的教案。教案可以让学生能够在课堂积极的参与互动，帮助高中教师缓解教学的压力，提高教学质量。优秀有创意的高中教案要怎样写呢？以下是小编收集整理的“Unit 5 Nelson Mandela—a modern hero教案”，欢迎阅读，希望您能阅读并收藏。

Unit5NelsonMandela—amodernhero
单元规则
本单元的中心话题是当代英雄纳尔逊•曼德拉(NelsonMandela—amodernhero)，阅读、听力等所选材料通过黑人工人Elias的叙述，主要介绍了纳尔逊•曼德拉的生平事迹，语言知识和语言技能等都是围绕这一中心话题展开的。通过对这一话题的探讨，旨在使学生了解纳尔逊•曼德拉的生平事迹，认识伟人所应具备的优秀品质，向他们学习，以提高自身的素质。
为了围绕中心话题开展听、说、读、写活动，本单元安排了八个部分：“热身(WarmingUp)”“读前(Pre-reading)”“阅读(Reading)”“理解(Comprehending)”“语言学习(LearningaboutLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”。
“热身(WarmingUp)”部分利用问题的形式，要求学生分组进行活动，讨论伟人应具有的品质，引导他们注意提高自身的素质。
“读前(Pre-reading)”部分以表格的形式提供了一些重要的历史人物，要求学生读懂每个人的基本情况，并分成两人小组讨论，判断他们中谁能称得上是伟人，谁仅仅是重要的人物，并说出理由。从学生的生活经验和兴趣出发，让学生用英语阐述自己的观点，目的是培养他们的观察能力和语言表达能力，引起他们对阅读文章的思考，为下面的阅读作好充分的准备。
“阅读(Reading)”部分Elias以第一人称向我们讲述了南非黑人所受到的不公正待遇以及他们争取种族平等的斗争情况，介绍了1952~1963年期间的曼德拉，从侧面向学生展示了他的高贵品质。由于学生在学习“读前(Pre-reading)”部分时已对曼德拉有了初步的了解，可先让学生列出他们感兴趣的问题或想了解的信息，然后在阅读过程中，尝试找出答案。（若某些问题在课文中未能涉及，可让学生去图书馆或网上搜索有关资料。）同时，还可让学生找出课文中的定语从句以及其先行词和引导词，以便更好地掌握定语从句的用法。阅读完课文，还可让学生用一句话归纳全文或各段落的中心内容，文章的主题有利于培养学生坚强的意志，树立正确的人生观和世界观。
“理解(Comprehending)”部分设计了四个题目，目的是使学生在阅读的基础上整体理解课文。第一题为是非判断题，帮助学生逐步加深对课文的理解；第二题为回答问题；第三题为信息采集题，考查了学生的细节理解能力；第四题要求学生讨论并用自己的话解释曼德拉的语录，考查学生对长句、难句的理解。
“语言学习(LearningaboutLanguage)”部分突出了词汇和语法的学习与训练。词汇部分提供了三个题目：第一题要求学生在课文中找出与所给意思相同的单词；第二题要求学生用正确的后缀来构成新的单词；第三题要求用所给的单词填空来完成段落。本单元的语法是when,where,why,介词+which，介词+whom引导的定语从句。设计的练习紧密联系课文，能加深学生对文章的理解。
“语言运用(UsingLanguage)”部分分为“听力(Listening)”“阅读和讨论(Readinganddiscussing)”和“说和写(Speakingandwriting)”三个方面的内容。“听力(Listening)”部分，Elias讲述了他为了争取与白人有平等的权利而参加了曼德拉的非洲国民大会青年联盟，材料内容是阅读课文内容的延续，练习包括四个项目：第一题要求学生在听前讨论问题：WhatthingsdoyouthinkwereunfairinSouthAfrica?；第二题要求写出大意；第三题要求填表比较当时白人和黑人的生活和工作情况；第四题讨论的两个问题是开放性题目，有利于培养学生用英语进行总结概括自己思想的能力。“阅读和讨论(Readinganddiscussing)”部分也是本单元主要阅读篇章故事的延续，Elias谈到他在罗本岛监狱得到了曼德拉的帮助，在非国大（ANC）掌权后他又回到罗本岛监狱担任导游。学生可从中了解南非黑人当时的生活状况以及他们不平等的社会地位，发现曼德拉的伟大之处。该部分提出的一些问题有利于培养学生独立思考的能力和人文精神。“说和写（Speakingandwriting）”部分要求学生在前两部分的基础上，为曼德拉写生平简介或者写一篇短文谈谈对曼德拉的看法。为了让学生完成写作任务，教材又提供了曼德拉的生平履历表，让学生对曼德拉有了一个更完整的认识。目的是训练学生选取和组织材料，写出具有说服力的短文，这有助于提高他们的语言概括能力。
“小结(SummingUp)”部分是单元学习的检查和反馈，要求学生自我归纳本单元所学的语言知识以及从曼德拉身上所学到的高贵品质。
“学习建议(LearningTip)”部分指导学生收集、选择和分析有关名人的材料，了解人们对这些名人的评论和看法，以学会正确地评价人物。同时指导学生进一步提升阅读这类文章的技能和技巧。
此外，在整个单元的教学中，要始终注意培养学生的认知策略，引导他们进一步了解史实和事件，加深对种族及种族歧视、不同国家不同历史年代人物与事件的认识和理解。一方面，鼓励学生在课外利用网络和图书馆搜集有关资料，善于获得和充分利用网络资源；另一方面，着重培养学生的情感策略，激励学生热爱和平、自由、民主、平等、守法，鼓励他们积极上进，奋斗创新。
知识目标：
本单元需要学习的重点单词为：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleaderpresidentsentence(v.)sincerely
本单元需要学习的重点词组为：loseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedto
本单元需要学习的重点句型为：
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)
本单元需要掌握的交际功能用语为：
1.发表意见(Givingopinions)
Whydoyouthinkso?
Whatdoyouthinkof...?
What’syouropinion?
Iagree/don’tagree.
Ithink/don’tthink...
Iprefer...
Inmyopinion...
I’mafraid...
2.评论(Makingcomments)
Goodidea!That’sanexcellentidea.
本单元需要掌握的语法为：定语从句（Ⅱ）（由where,when,why,介词+which,介词+whom引导的定语从句）
TheschoolwhereIstudiedonlytwoyearswasthreekilometersaway.
ThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.
ThereasonwhyIgotajobwasbecauseofmyhardwork.
...wewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfighttheGovernment.
ThepersontowhomyoushouldbegratefulforapeacefulSouthAfricaisNelsonMandela.
能力目标：
1.能听懂人物和事件以及它们的关系，抓住所听语段中的关键词，正确理解话语间的逻辑关系。
2.能恰当地使用Ithink.../Idon’tthink.../Inmyopinion.../That’sanexcellentidea等功能用语对英雄或伟人的品质发表意见，进行讨论。
3.能使用不同的阅读策略（比如根据上下文猜测词义、根据已有线索预测故事发展、迅速地从阅读材料中获取主要信息等），通过不同渠道（比如报刊、音像、网络等）了解更多伟人的情况。
4.能用恰当的语言简单地描述人物，并简单地表达自己的意见。
情感目标：
了解NelsonMandela的生平事迹，认识伟人所应具备的优秀品质，学习他们在艰苦的环境下为人类作贡献、不追求享乐的高尚精神，以提高自身素质。

课时安排
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
整体设计
从容说课
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.
教具重点
1.Getthestudentstoknowaboutthequalitiesagreatpersonshouldhave.
2.GetthestudentstolearnaboutNelsonMandela.
3.Getthestudentstolearndifferentreadingskills.
教学难点
1.Developthestudents’readingability.
2.Enablethestudentstolearnhowtogivetheiropinions.
教学方法
1.Task-basedteachingandlearning
2.Cooperativelearning
3.Discussion
教具准备
Themulti-mediaandothernormalteachingtools
三维目标
Knowledgeaims:
1.Getthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiod?lawadvisecontinuefeegoldyouthleaguestagevotepositionacceptviolenceequalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inprison
2.Getthestudentstoknowthequalitiesofagreatperson.
3.GetthestudentstolearnaboutNelsonMandela.
Abilityaims:
1.Developthestudentsreadingabilityandletthemlearndifferentreadingskills.
2.Enablethestudentstolearnhowtogivetheiropinions.
Emotionalaims:
1.Getthestudentstolearnnoblequalitiesfromgreatpersons.
2.GetthestudentstolearnfromNelsonMandelatodeveloptheirmoralqualities.
教学过程
设计方案（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.
设计方案（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.