Unit 5 Nelson Mandela—a modern hero
The First Period Re
Unit 5 Nelson Mandela—a modern hero
Ｉ． 单元教学目标 技能目标 Goals Talk about great people Express your points of views Use the Attributive Clause with prepositions or the Relative Adverbs: where, when and why Learn to write a passage about a great person II． 目标语言 Who is your hero/heroine? 功 能 句 式 Did he/she do anything for others? I think ... because ... That’s an excellent idea! I prefer... Why do you like him/her so much? What are his/ her best qualities？ Good idea! I agree/don’t agree. In my opinion, ...
hero, quality, willing, active, republic, principle, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold, youth, League, Youth 词 汇 League, stage, vote, position, accept, violence, equal, blanket, degree, guard, educated, terror, fear, cruelty, reward, right, criminal, leader, president, anti-black, sentence, sincerely 2. 认读词汇
Nelson Mandela, William Tyndale, Bible, invader, nationalism, livelihood, Gandhi, Elias, passbook, Johannesburg, ANC, Robben Island, Transkei 3. 词组 lose heart, in trouble, worry about, out of work, as a matter of fact, blow up, put...in prison, come to power, set up, be sentenced to 语 法 The Attributive Clause (2) — where, when, why
1. Do you get on well with your classmates? 2. Are you willing to do public service work without pay? 3. Are you active in school activities? 4. Do you easily lose heart when you are in trouble? 重 点 句 子 5. The time when I first met Nelson Mandela was a very difficult period of my life. 6. It was in 1952 and he had opened a black law firm to advise poor people on their problems. 7. The school where I studied only two years was three kilometers away. 8. I was worried about whether I would be out of work. 9. The last thirty years have seen the greatest number of laws stopping our rights and progress. 10. Only when did we decide to answer violence with violence. 11. It was dangerous because if I was caught I could be put in prison for years. 12.... I knew it was to realize our dream of making black and white people equal. III. 教材分析和教材重组 I. 教材分析 本单元以 Nelson Mandela —— a modern hero 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。 1.1 Warming Up 列出一些形容词让学生判断一下哪些可以用来描述伟
大的人，一个伟大的人应具备怎样的品质。 1.2 Pre-reading 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，谁是重要 的人但不是伟人。 1.3 Reading 介绍 Elias 的生平，向学生展示 Nelson Mandela 是一个怎样
Comprehending 练习 1 和 3 帮助学生利用判断正误和时间顺序来整体
理解课文。练习 2 和 4 要求学生进一步了解课文细节。 1.5 Learning about Language 分词汇和语法两部分。其中 Discovery
useful words and expressions 是根据课文语境在运用中掌握词汇，Grammar 是 有关关系副词 where, when, why 以及 “介词＋关系代词” 引导定语从句的用法， 并通过练习加以巩固。 1.6 Using Language 分为三部分，一是 Listening，练习听力可配合 P72
的 Listening Task 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，要求利用时间顺序简要地描述一个人。 2. 教材重组 2.1 因本教材重点强调的是阅读能力，故将 Reading, Comprehending，
Using Language 中的 Reading 合在一起设计成一节“阅读课”（一）（精读课）。 2.2 从训练目的上看，Warming up， Pre-reading，Talking, Speaking
task 都是一致的，可将三者结合在一起，设计成一节“口语课”。 2.3 将 Learning about language， Using structures 合在一起，设计成
一节“语法课”（既有词汇又有语法）。 2.4 本教材除强调精读外，还特别重视泛读，故将 Reading task 设计成
一节“阅读课”（二）（泛读课），旨在从整体上理解课文。 2.5 将 Using Language 中的 Listening， Listening 和 Listening task
合成一节“听力课”。 2.6 将 Using Language 中的 Writing， Writing task（P75）和 Project
合成一节“写作课”。 3. 课型设计与课时分配 （经教材分析，根据学情，本单元可以用六课时教完） 1st period 3rd period 5th period Reading Grammar Listening 2nd period 4th period 6th period Speaking Extensive Reading Writing
分课时教案 The First Period Reading Teaching goals 教学目标 1. Target language 目标语言 a. 重点词汇和短语 period, advise...on, continue, fee, fare, gold/golden, be worried about, out of work, stage, vote, position, accept, violence, as a matter of fact, blow up, put in prison, equal, make +O +adj., as...imagine, in one way, blankets, degree, allow sb. to do sth., guard, stop...from, educated, come to power, beg for, terror, fear, cruelty, reward, rights, be proud to do/be proud of b. 重点句子 1）It was in 1952 and he had opened a black law firm to advise poor black people on their problems. P34 2）After trying hard, I got a job in a gold mine. P34 3）He told me how to get the correct papers so I could stay in Johannesburg. P34 4）I joined it as soon as I could. P34 5）The last thirty years have seen the greatest number of laws stopping our rights and progress... P34 5）We were put in a position in which we had either to accept we were less important, or fight the Government. P34 6）But I was happy to help because I knew it was to realize our dream of making black and white people equal. P34 7）It was a prison from which no one escaped. P38 8） When I got there Nelson Mandela was also there and in one way it helped me. P38 2. Ability goals 能力目标 Enable the students to describe a great person with the order of time. 3. Learning goals 学能目标 Help the Ss how to describe a great person. Teaching important points 教学重点 The general idea of the text.
Teaching difficult points 教学难点 The characteristic of the writing in this unit. Teaching methods 教学方法 Skimming method. Teaching aids 教具准备 A recorder, a projector and some slides. Teaching procedures and ways 教学过程和方式 Step I Revision Task-based method. Explaining method.
Check the homework of Unit 4. Step II Reading
Get the students to comprehend the passage quickly and accurately, and meanwhile help the students to form a good habit of reading. Read the passage on page 34 to get the answers to the exercises of Comprehending. T: So much for the homework of Unit 4. Boys and girls, I’d like to ask you some questions: Who do you admire greatly? Why? Sa: Yao Ming. In my opinion, he is the best basketball player in our country. Sb: Lu Xun. He is a great writer and revolutionary. He wrote many excellent articles. Sc: Newton. He is an English great physicist, mathematician and astronomer. He discovered the law of universal gravitation, developed calculus ( 微积分 ) and discovered that white light is composed of every color in the spectrum (光谱). Sd: Chairman Mao. He is the greatest person in my eyes. He led the people of China to get the freedom, build up our own country and make us lead a happy life. T: You are all right. The person whom I admire is a modern hero — Nelson Mandela. He is the former South African president, who realized the dream of making black and white people equal. At the same time, show the picture of him on the slide. T: Let’ s come to Unit 5. It is about Nelson Mandela— a modern hero. After learning this lessen you will know him very well. T: Now, first let’s listen to the tape. While listening, pay more attention to the correct pronunciation and try to get the main idea. (Six minutes later) Then read the text
again by yourselves to get the answers to Part 1 and Part 3 of Comprehending on Page 35. Three minutes later. T: Let’s check your work of Part 1 together. Suggested answers: 1. True. Because Elias met Nelson Mandela at work. 2. False. Because his family could not continue to pay the school fees and the bus fare. 3. True. Because Mandela told Elias how to get the correct papers so he could stay in Johannesburg. 4. True. 5. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence. 6. False. Because at first they broke the law in a way which was peaceful, but when they failed, they decided to answer violence with violence. T: Let’s come to Part 3 of Comprehending. Read the text again and try to finish the timeline of Elias’ life. Five minutes later. Suggested answers — 1940 ........He was born. — 1944 ....... He was four years old. — 1948 ....... He left school. — 1942 ....... He was a two years old baby. — 1946 ....... He began school.
— 1950 ....... Nelson Mandela opened his law firm.
— 1952 ....... He was 12 and met Mandela. — 1954 ....... He was fourteen and encouraged by Mandela. T: According to the timeline, we can better understand the life of Elias. T: Now please skim the passage fast to obtain a general understanding of the whole passage. While reading, see how many parts the text can be divided into, and give the general idea of each part. Five minutes later. Suggested answers
Part I Paragraph 1——2 Part II Paragraph 3——5 and what Mandela did.
The Life of Elias’ life before he met Nelson Mandela. The change of Elias’ life after he met Nelson Mandela
T: In order to better understand the text, please answer the following questions in Ex
2. Work in pairs please.
Three minutes later. T: Let’s check the answers together. Step III Extensive Reading
Get the students to learn more about Nelson Mandela. T: So much for the text. Do you want to know more about Nelson Mandela? Ss: Yes. T: Let’s come to Reading on Page 38: The REST OF ELIAS’ STORY. Please listen to the tape. Three minutes later. T: Please read the text carefully, and do the exercise one on Page 39. Two minutes later. T: Let’s check your work. Check the answers with the students together. Suggest answers Good things He became a good student. He felt good about himself. Bad things He was not allowed to study for his degree. T: Please discuss the two questions on the slide with your partner. 1. What would you have done if you were Elias? 2. How do you think his wife and family felt when he was in prison? Four minutes later. T: Who’d like to tell us your answer to Question one?
S1: If I were Elias, I would have make more efforts to study for my degree T: Then the second? S2: I think his family may feel very sad, but a bit comforted that he could
be educated in prison.
T: Good, thanks! Step IV Listening and Explanations of some language points
T: Listen to the tape paying attention to pauses in the long sentences. After listening, T: Now let’s deal with some language points. Turn to Page 34. Let’s look at the sentences. The first: The last thirty years have seen the greatest number of laws stopping our rights and progress, until today we have reached a stage where we have almost no rights at all. In this sentence, see means be the time when (an event) happens; witness. For example: This year sees the tercentenary of Handel’s birth. (今年是韩德尔诞辰三百周年) where we have ....is an attributive clause, which is used to modify a stage. For example: This is the old house where my grandfather lived ten years ago. Then the second: We were put into a position in which we had either to accept we were less important, or fight the government. We chose to attack the laws. We first broke the law in a way which was peaceful; when this was not allowed… only then did we decide to answer violence with violence. From these sentences we know that they had tried to gain their equal rights in peaceful way, but it was in vain. So they turned to violence. In this sentence, in which we had either to accept …is an attributive clause, which is used to modify a position. And which was peaceful…is also an attributive clause, which is used to modify a way. Another example: I don’t like the way in which he talks. Step V Homework
1. Recite the key sentences in the two texts. 2. Preview Warming up and Pre-reading on Pages 33.
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