模式3教育人教版高中英语新课标必修1示范教案unit5nelson mandelaa modern hero period1warming up reading

Unit NelsonMandela—amodern单元规本单元的中心话题是当代·(NelsonMandela—amodernhero)，阅读、等所选材料通过工人Elias的叙述，主要介绍了·的生平事迹，语言知尔逊·的生平事迹认识所应具备的优秀品质向他们学习以提高自身的素质。Up)”读前(Pre-reading阅读(Reading)”“理解(Comprehending)”“语言学习(LearningLanguage)”“语言运用(UsingLanguage)”“小结(SummingUp)”和“学习建议(LearningTip)”“读前ereading)”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谁仅仅是重要的人物，并说出理由从学生的生活经验和出发让学生用英语阐述自己的观点目的是培养他“阅读(Reading)”部分Elias以第一人称向我们讲述了南非所受到的不公正待遇以及他们争取种族情况，介绍了1952~1963年期间的，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)”部分时已对有了初步的了解，可先让学生列出他们感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，可让学生去馆或网上搜索有关资料）同时，还可让学生when,wherewhy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“语言运用(UsingLanguage)”部分分为“(Listening)”“阅读和讨论(Readingand讲述了他为了争取与白人有的权利而参加了的非洲国民大会青年材料内容doyouthinkwereunfairinSouthAfrica?；第二题要求写出大意；第三题要求填表比较当时阅读篇章故事的延续，Elias谈到他在罗本岛得到了的帮助，在非国大（ANC）掌权后他又回到罗本岛担任导游学生可从中了解南非当时的生活状况以及他们不的社会地位，发现的伟大之处。该部分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）”部分要求学生两部分的基础上，为写生平简介或者写一篇短文谈谈对的看法。为了让学生完成写作任务，“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身上所学到的高贵品质。，面，鼓励学生在课外利用网络和馆搜集有关资料获得和充分利用网络资源；另一，知识目标本单元需要学习的重点单词为：heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionaccept equalblanketdegreeguardeducatedterrorfearcrueltyrewardright(n.)criminalleadersentence(v.)sincerely本单元需要学习的重点词组为：loseheartintroubleworryaboutoutofworkLeagueasamatteroffactblowupput...inprisoncometopowersetupbesentencedAreyouwillingtodopublicserviceworkwithoutpay?(bewillingtodo...ThetimewhenIfirstmethimwasaverydifficultperiodofmylife.(theAttributiveItisadoctor’sjobtoadvisepatientsonhealthproblems.(Itis+n./adj.todo...Aftergettingup,healwaysdrinksaglassofwater,whichhebelievesisgoodforhishealth.(theAttributiveClause)Thelastthirtyyearshaveseenthegreatestnumberoflawsstopourrightsandprogress,untiltodaywehavereachedastagewherewehavealmostnorightsatall.(theAttributiveClause)Onlythendidwedecidetoanswerwith.Thepartsoftownwheretheylivedwerecesdecidedbywhitepeople.(theAttributiveClause;thepastparticipleusedasattribute)Beforehecametopower,hewasonceputinprisonforyears.(sb.beputinprisonforaperiodoftime)Hewassentencedtothreeyearsinprisonforstealing.(sb.besentencedto...inHetaughtusduringthelunchbreaksandtheeveningswhenweshouldhavebeenasleep.(theAttributiveClause;shouldhavedone)意见(Givingopinions)Whydoyouthinkso?Whatdoyouthinkof...?What’syouropinion?Iagree/don’tIthink/don’tthink...Iprefer...Inmyopinion...I’mafraid...评论(MakingGood That’sanexcellent本单元需要掌握的语法为：定语从句（Ⅱ（where,when,why,介词+which,介词+whom引导的定语从句）TheschoolwhereIstudiedonlytwoyearswasthreekilometersThiswasatimewhenyouhadgottohaveapassbooktoliveinJohannesburg.ThereasonwhyIgotajobwasbecauseofmyhardworkwewereputinapositioninwhichwehadeithertoacceptwewerelessimportant,orfight to youshouldbegratefulforapeacefulSouthAfricaisNelson能力目标能听懂人物和以及它们的关系，抓住所听语段中的，正确理解话语间的Ithink./Idon’tthink/Inmyopinion./That’sanexcellentidea等功能用语对或的品质意见，进行讨论。速地从阅读材料中获取主要信息等，通过不同（比如报、音像、网络等）了解安Thisunitisconcernedwithteachingstudentsaboutwhatmakesagreat .Itlsstudentsthedifferencesbetweenafamousorrich andagreatone.ItalsolssomethingaboutNelsonMandela.HewaschosenastheexampleofamoderngreatmanbecauseofhisfightforfairnessinSouthAfricaandhisfar-sightedandgenerousideastothosewhitepeoplewhowereagainsthim.HisideaonhowtoresolvescanbefoundintheteachingsofGandhi,whichheputintopractice.Aftermanyyears’hardstrugglehehelpedhispeoplegetthesamerightsaswhitepeopleinhiscountry.Afterstudyingthisunit,studentsareexpectedtocometobetrulyawareofthequalitiesofagreat andknowaboutthelivesofsomegreatpeople.Thus,basedonthetheme,contentsandteachingobjectives,thewholeteachingprocedurescanfallintosevenperiodsasPeriod1:WarmingupandReadingPeriod2:ImportantlanguagepointsPeriod3: r:theAttributiveClause(Ⅱ)Period4:ListeningandTalkingPeriod5:ExtensiveReadingandSpeakingPeriod6:Period7:Revision(SummingupandLearningPeriod Warmingupand整体设从容说Thisisthefirstteachingperiodofthisunit.Atthebeginningoftheclass,theteachercanleadinthetopicoftheunitbyshowingstudentssomepicturesoffamousorgreat sandtalkingaboutthem.AstoWarmingUp,studentsmayhaveadiscussionofthetwoquestionsingroups.Thispartshouldencouragethestudentstothinkwhatqualitiestheyhave.Itcanbeusedasanexerciseonitsownorcanbe intothePre-readingsection.Afterdiscussion,theteachercanhelpthestudentstosumupthequalitiesagreat shouldhave.Pre-readingisakeypartoftheunit.Itisimportantbecauseitiswherethestudentsexaminethedifferencebetweenafamousandagreat andthinkofthequalitiesthatareneededtomakeagreat .Theteachercanfirstcollectfromthestudentsalistoffiveorsixqualitiesthattheythink shave.Thenaskthestudentstoreadtheinformationofeachofthes,discussinpairswhatqualitiesmakea andfindoutwhetherheisaorThereadingpassagetitledElias’StoryistointroducestudentstothequalitiesandabilitiesthatmakeNelsonMandelasuchaninteresting tostudy.Notonlywasheabletoinspiremanytofollowhimdespitemanydifficultiesbuthebecameaninternationalsymbolforfairnessandjustice.ManypeopleintheworldweresoinspiredbyhimthattheyfollowedtheANCcallforaboycottofSouthAfricangoodssentabroadforexport.ItwashopedthateconomicpressurefromabroadwouldhelptochangethepoliticalsystemandmakelifefairerforallinSouthAfrica.ButitwastheblackpeopleofSouthAfricawhohadtoputthegreatestpressureonthe ernmenttomakechanges.Thestoryistoldfromtheirpointofview.EliaslsthestorysothatstudentsdonotlosesightoftheproblemsthatsomanyblackpeoplehadtofaceinSouthAfricabeforeblackmajorityrule.ThepartsinquotationmarksarethewordsspokenbyNelsonMandelaathistrialinRivonia(1963)toexinhisattitudetoandjustifyhisactions.ThiswasanimportantspeechbecauseithelpedothercountriesunderstandthesituationinSouthAfricaforblackpeople.ItgavethemreasonsforputtingpressureonSouthAfricatochangetheirpolicies.Ittookaverylongtime(tillthe1990s)beforethesituationimprovedandSouthAfricahadthevoteforeveryoneandablackernmentledbyNelsonMandela—ablackman.Theteachercanfirstgetthestudentstoskimfortopicsentencesofeachparagraphandgeneralidea,andthenscanforfurtherunderstanding.Becausetherearetoomanynewwordsinthereadingpassage,inordernottoletstudentsfeelmuchdifficult,theteachershoulddealwithanylanguageproblemswhiletheyarereading.Afterreadingthetext,haveaclassdiscussionandyaninterviewgameforthestudentstounderstandmoreabouttheToconsolidatethecontentsofthereadingpassage,thestudentsshouldberequiredtorelpassageintheirownwordsattheendoftheclass.Inordertoarousethestudents’interest,theteachercanholdacompetitionbetweengroups.教具重Getthestudentstoknowaboutthequalitiesa shouldGetthestudentstolearnaboutNelsonGetthestudentstolearndifferentreading教学难Developthestudents’readingEnablethestudentstolearnhowtogivetheir教学方Task-basedteachingandCooperative教具准Themulti-mediaandothernormalteaching三维目KnowledgeGetthestudentstolearnthefollowingusefulnewwordsandexpressionsinthispassage:heroqualitywillingactiverepublicfightpeacefulprisonprisonerperiodlawadvisecontinuefeegoldyouthleaguestagevotepositionaccept equalloseheartintroubleworryaboutoutofworkYouthLeagueasamatteroffactblowupput...inGetthestudentstoknowthequalitiesofa GetthestudentstolearnaboutNelsonMandela.Abilityaims:DevelopthestudentsreadingabilityandletthemlearndifferentreadingEnablethestudentstolearnhowtogivetheiropinions.Emotionalaims:Getthestudentstolearnnoblequalitiesfrom GetthestudentstolearnfromNelsonMandelatodeveloptheirmoral教学过设计方案（一→Step1WarmingDiscussthefollowingquestionstoleadinthetopic:thequalitiesa shouldWhentalkingabout ,whatadjectivescanyouthinkoftodescribehisorherWhatkindof areyou?Doyouthinkyouhavethequalitiestobea Whatarethequalitiesyoushouldfindina Askthestudentsfirsttobrainstormthequestions,thentodescribethemselves.lthemtheadjectivesintheboxinthepartWarmingUponPage33willhelpthemfindoutwhatqualitiestheyhave.Finallyhaveadiscussionwiththewholeclassandhelpthemtosumupthequalitiesthata shouldhave.SuggestedAdjectivesfordescribinga :kind,honest,brave,loyal,happy,wise,smart,friendly,warm,cheerful,popular,generous,hard-working,diligent,weak,stupid,lazy,dishonest,tense,cold,unkind,miserable,dull,strong-minded,determined..3.Agreat shouldbedetermined,hard-working,unselfish,andgenerous.Heshouldfollowhisideasandneverloseheartwhenheisintrouble.Heusuallygivesupsomethingtoachievehisgoals.Heshouldbewillingtodopublicserviceworkwithoutpay,beactiveinsocialactivities,getsonwellwithothers,andhelpothers,etc.→Step1Pre-LookingandLookatthesixpeopleinthepartPre-readingandanswerthefollowingCanyourecognizethem?WhoareDoyouthinktheyareimportantpeople?WhyorwhyDoyouthinkallofthemaregreatOneminuteforstudentstothinkthemover.Thencheckwiththewholeclass.Suggestedanswers:Yes,theyare,becausetheyhavedonesomethingreallyimportanttobenefitacountryortheNo,IthinknotallofthemaregreatDiscussingandStudentsreadtheinformationofeachofthesix s,discussinpairswhatqualitiesmakeagreat andfindoutwhetherheisagreat ornot.Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Ithink/Idon’tthink...;inmyopinion;I’mafraid...;Iagree/Idon’tagree...;Iprefer...What’syouropinion?Whydoyouthinkso?Whatdoyouthinkof...Severalminuteslater,asksomepairstoactouttheirdialogues.Asampledialogue:A:WhatqualitiesdoyouthinkmakeagreatB:Inmyopinion,agreatmanisonewhohasfollowedhisorherideasandsacrificedsomethingsothattheycouldberealized.A:Whatisthedifferencebetweena anda B:Afamous maybewell-knownbutifheorshehasnotgonethroughstrugglesanddifficultiesfortheirnoblecause,theycannotbecalledagreat A:DoyouthinkWilliamTidalisa B:Yes.Ithinkso.HehadastrongbeliefthatallpeopleshouldbeabletoreadtheBibleforthemselves.SohetranslatedandprinteditintoEnglishalthoughhewasnotallowedtodoso.Andlaterhediedforhiswork.A:Iagree.WilliamTyndalewentthroughalotofstrugglesanddifficultiesandevensacrificedhislifetorealizehisdream.Heisagreat thateverybodywhopicksuptheBiblemustthinkof.Now,let’scometoNormanBethune.Whatdoyouthinkofhim?B:..→Step3While-Lead-inandlthestudents:Sofarwehavetalkedalotaboutgreat s.Doyouwanttoknowmoreaboutthemandlearnfromthem?Well,wearegoingtoreadaboutNelsonMandela,agreatleaderwhofightsfortherightsoftheblackpeopleandisconsideredasamodernhero.NowopenbookstoPage34andreadthetitleofthetext.Canyouguesswhatkindofwritingthetextis?(Astoryisusuallyapieceofnarrativewriting.)SkimmingfortopicsentencesandgeneralGivethestudentsthreeminutes,askthemtoreadthetextfastandthenfillintheTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphTopicsentenceofParagraphMainideaoftheSeveralminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:TopicsentenceofParagraphThetimewhenIfirstmetNelsonMandelawasadifficultperiodofmyTopicsentenceofParagraphSadlyIdidnothavethispassbookbecauseIwasnotbornthereandIwasworriedaboutwhetherIwouldbeoutTopicsentenceofParagraphThedaywhenNelsonMandelatoldmewhattodohelpedmewasoneofthehappiestdayofmyTopicsentenceofParagraphThelastthirtyyearshaveseenthegreatestnumberofstopourrightsandprogressuntiltodaywehavereachedastagewherewehavealmostnorightsatall.TopicsentenceofParagraphWefirstbrokethelawinawaywhichwaspeaceful;thiswasnotallowed... onlythendidwedecidetoanswerwith.MainideaoftheEliasdescribeshowNelsonMandelahelpedthepeoplethroughhisownScanningfordetailGivethestudentsfiveminutes,askthemtoreadthetextcarefullytolocateparticularinformationandthendoExercise1andExercise2inthepartComprehending.ChoosethebestansweraccordingtotheWhatdisadvantagesdidEliashaveinfindingaHehelpedNelsonMandelablowup ernmentHehadpoorHewasveryHedidn’twanttoliveinWhenwasEliasA.In B.In C.In D.InWhichofthefollowingstatementsisnotthepurposeofthewriterinwritingtheTolushowgreatNelsonMandelaToletusknowwhytheyhadtofightforhumanrightswithTolusaninterestingToletusknowthelivingsituationoftheblacksinSouthAfricaatthatItcanbeinferredfromthepassage NelsonMandelahelpedEliastokeephisEliaswashappytoblowup ernmentEliasmetNelsonMandelaat ernmentwashappywithNelsonMandelaandtheANCSeveralminuteslater,checktheanswerswiththewholeclass.Suggestedanswers:(1)B FurtherGivethestudentsanotherseveralminutestodiscussthefollowingquestions.Iftheyarenotsureabouttheanswers,theycanreadthetextagain.Encouragethemtoreadthetextwiththequestionsinmindandtrytofindouttheanswers.WhatdisadvantagesdidEliashaveinfindingaHowdidthewhitepeoplestoptheblackpeoplefrombeingtreatedHowdidthe ernmentinSouthAfricatreatthewhiteWhydidEliassupportWhydidhe whenhedidnotagreewithTheteachercanjoininstudents’discussionoraskthemtoanswerthequestionsindividuallyandthencheckwiththewholeclass.SuggestedPooreducation;nopermittoliveinThroughunfairTheytreatedthewhitepeopleaswellastheblackTherearethreereasons:Firstly,MandelaoncehelpedhimandheconsideredMandelakindandgenerous.Secondly,heagreedwithMandela’spoliticalideas.Forexample,heagreedwithhisexnationofhowtheblackpeoplewerenottreatedfairly.Healsosidedwithhimonhisviewofpeacefulfighting.Thirdly,heknewthatwhatMandelafoughtforwastomakeblackandwhitepeopleequal.Becausetheirattempttoattackthelawinapeacefulwayfailed.Theyhadtoanswerwith.LanguageWhilecheckingtheanswerswiththewholeclass,askstudentstofindthenewwords,phrasesandstructuresthattheyfindmostdifficult,helpthemtounderstandanddealwithanylanguageReadingaloudtotheythetapeofthetextforthestudentstolistenandfollow.Thenaskthemtoreadthe→Step4After-DiscussingandGivethestudentsseveralminutestodiscussthefollowingquestionsandthenaskthemtoanswerthem.Doyouthinkitisfairtotreatothersbadlyforthingstheycannotchange,likethecolorsofskinoreyesortheraceonebelongsto?Giveareason.WhatdoyoulearnaboutNelsonMandelafromElias’Doyouliketheway lshisstory?GiveaSeveralminuteslater,discussandchecktheanswerswiththewholeclass.Suggestedanswers:No,becausethereisnothingonecandotochangeorimprovetheIknowthatMandelaisagreatleaderwhofoughtforequalrightsfortheblackpeopleallthroughhislife.HeorganizedtheANCYouthLeaguewhichfoughtagainsttheernment.Heisinfavorofpeacefulfighting.Heiskind,helpful,generous,brave,anddetermined.3)(Variousanswersarepossible.)IlikethewayEliaslsthestory.Eliasisablackworkerwithonlyalittleeducation,soheusessomesimpleandshortsentencestodescribehisexperiencesandhiscontactwithMandela,andthusmakesthewholestorymorereal-likeandclosetothereaders.ThequotedspeechinthestoryobjectivelyrevealsMandela’spoliticalviewsthroughwhichsomeaspectsofMandela’squalitiesareshownclearly.yinganinterviewAskthestudentstodoaninterviewinpairs.Supposeoneisajournalist,andtheotherisAjournalistisinterviewingEliaswiththefollowingWhendidyoufirstmeetCan lmemoreabouthowhehelpedCan lmeabouttheproblemsthattheblackpeopleareHowdoyoulikehisideaofpeacefulWhatdoyouthinkofWhatwillyoudotosupporthiminthe→Step5Givethestudentsseveralminutestoprepare.Thenaskthemtorelthestoryaccordingtothefollowingclues:Elias’problem;Mandela’shelp;Elias’support.SampleretoldEliasisablackworkerinSouthAfrica.Hisfamilywassopoorthathehadtodropoutofschoolattheageofeight.Lateron,hewasabletoworkasagoldminerinJohannesburg.Buthehadn’tgotapassbookwhichwasrequiredifonewantedtoliveinJohannesburg.Hewasworriedaboutbeingdismissed.However,hewasluckyenoughtogetsomehelpfromNelsonMandelaandmanagedtogetthecorrectpapers.Afterthat,hebegantoknowmoreMandelaandhispoliticalideas.HeagreedwithMandela’sviewsontheunfairlawsagainsttheblackpeopleandhisideaaboutpeacefulfighting.HealsoknewthatallMandelawantedtodowastofightforequalrightsfortheblackpeople.Sohesupportedhimheartandsoul.→Step4FinishofftherelatedexercisesintheReadthetextElias’Storyagainandtrytorel设计方案（二→Step1WarmingDiscusssomequestionstoleadinthetopic:thequalitiesa shouldWhentalkingabout ,whatadjectivescanyouthinkoftodescribehisorherWhatkindof areyou?Doyouthinkyouhavethequalitiestobea Whatarethequalitiesyoushouldfindina →Step2Pre-LookingandLookatthesixpeopleinthepartPre-readingandanswersomeCanyourecognizethem?WhoareDoyouthinktheyareimportantpeople?WhyorwhyDoyouthinkallofthemaregreatDiscussingandDiscussinpairswhatqualitiesmakeagreat andfindoutwhethereachofthesix isagreat ornot.→Step3While-Lead-inandlthestudents:WearegoingtoreadaboutNelson