【课堂新坐标】(教师用书)高中英语 Unit 5 Nelson Mandela-a modern hero教案 新人教版必修1
高中英语 Unit5 Nelson Mandela--a modern hero三教案 新人教版必修1
教案：Unit5 Nelson Mandela--a modern hero三（新人教版必修1）Look at the six people in the part Pre-reading and answer the following questions.1)Can you recognize them? Who are they?2)Do you think they are important people? Why or why not?3)Do you think all of them are great people?One minute for students to think them over. Then check with the whole class.Suggested answers:2)Yes, they are, because they have done something really important to benefit a country or the world.3)No, I think not all of them are great people.2. Discussing and speakingStudents read the information of each of the six persons, discuss in pairs what qualities make a great person and find out whether he is a great person or not.When they are discussing, remind the students to use the following expressions for giving and asking for opinions:I think/I don’t think. . . ; in my opinion; I’m afraid. . . ; I agree/I don’t agr ee. . . ; I prefer. . . ; What’s your opinion? Why do you think so? What do you think of. . . ?Several minutes later, ask some pairs to act out their dialogues.A sample dialogue:A:What qualities do you think make a great man?B:In my opinion, a great man is one who has followed his or her ideas and sacrificed something so that they could be realized.A:What is the difference between a famous person and a great person?B:A famous person may be well-known but if he or she has not gone through struggles and difficulties for their noble cause, they can not be called a great person.A:Do you think William Tidal is a great person?B:Yes. I think so. He had a strong belief that all people should be able to read the Bible for themselves. So he translated and printed it into English although he was not allowed to do so. And later he died for his work.A:I agree. William Tyndale went through a lot of struggles and difficulties and even sacrificed his life to realize his dream. He is a great person that everybody who picks up the Bible must think of. Now,。
高中英语《Unit 5 Nelson Mandela--- a modern hero》优质课教案、教学设计
普通高中课程标准实验教科书英语必修一 Unit 5 Nelson Mandela--a modern hero语言运用课教学设计一、教学内容：Using Language （P38-39）本节课要处理人教版必修一 Unit5 Nalson Mandela----a modern hero 的 using language 部分。
设计了听、读、说、写四个环节。
二、教学目标：1.能力目标在本节课结束后，学生能够λ借助上下文推测听力短文中空缺的内容，在听的过程中能记录所听到的关键词。
λ选取适当的形容词描述著名人物，能简单介绍他们的成就。
λ初步总结和归纳伟人的共性和特点。
λ简单介绍自己心目中的英雄人物，发表自己的见解。
2．目标语言：λ掌握本单元的重点词汇和短语。
熟练定语从句的使用。
λ掌握征求意见和表达意见的基本功能语句：I think/I don’t think (I)believe/I don’t believe that …In my opinion, …To myunderstanding, …I feel/don’t feel that …What do you think of…?What’s your opinion?What are your ideas?Do you have anythoughts on that?How do you feel about that?Why do you thinkso?3.文化目标：了解曼德拉的生平以及所生活的时代背景，尤其是他为南非黑人争取自由的故事。
树立正确的价值观。
学习欣赏曼德拉作为伟人的美好品质。
三、教学步骤：步骤一听力 Listening1.导入 Lead in：让学生欣赏一张图片，让学生猜测这照片有什么历史意义，了解曼德拉的历史功绩。
设计意图：首先导入采用了一张图片，让学生了解到是通过了曼德拉的终生的努力，黑人和白人才能平等地站在一起。
南非的人和英国的人才能平等地站在一起。
高中英语 Unit 5《Nelson Mandela-a modern hero》教案9 新人教版必修1
Unit 5 Nelson Mandela --- a modern hero FromFutian Middle School一、教学目标Teaching aims1．教学内容（Teaching contents）Writing on page 39 and page 752．能力目标 Ability aims1) Learn to write a short passage of a great man2) Let them know how to choose a great person in their eyes andhow to write a short passage.3．语言目标Language aims1) Teach the Ss how to choose their words to write a short passageof a great man.2) Teach them to know how to write a persuasion letter.3)Use what they have learnt in this unit in their speaking andwriting.二、教学重难点 Teaching important pointsLet the students know how to choose a great person in their eyesand how to write a short passage .三、教学方法Teaching methodsTask- based method, group work四、教具准备 Teaching aids:A projector and a computer五、教学步骤Teaching proceduresStep I. Greeting:GreetingsStep II. Lead inAsk the students to play a game. （This will get the students toknow how to describe a person.)Show some pictures of some important or great people to the wholeclass.Each group will choose one student standing with his back to the blackboard. If he or she can guess the name of the personby listening to other students’ description, he or she will getone point. (We can ask the students to choose only some of thepictures describe.)Step III. Writing (p.39)1. Tell the Ss some steps when writing:Before writing you can follow these steps:• collect ideas for the letter• write them down in any order• Sort them out in an order• Put those idea into a form so that you can easily see them • Use the form to help you as you write.2. Show them how to get some ideas before writing:1) In this unit we have learned a lot about the modern hero---Nelson Mandela. Can you give me some information about him?2) After the Ss give some information about Nelson Mandela with thehelp of the text, the teacher may add some more information in a form.3) Enjoy the sample letter.Suggested answerJinan No. 1 Middle School Shandong, ChinaMay 27, 1989Dear President,I am writing to ask you to free Nelson Mandela. Here are some reasonswhy I think he should be free.As we all know, people with different colors should be equal.Nelson Mandela devoted all his life to realize this dream. In 1944, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him.In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to 5 years hard labor. One year later, as one of the leaders of ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now.I think, what he did was for his people, his country, not forhimself. He has an unselfish and brave heart. As he is a great man, you should set him free.Best whishes!Yours truly,Li Hua4) After reading the sample, ask them to tell me how to write a persuasion letter.5) Tell them the structure of a persuasion letter in general to makethe writing easy.Structure of such lettersPart 1. A small paragraph (Reason for the letter)Part 2. Body paragraphs (reasons in detail )Personal informationHard work achievementsGood qualitiesPart 3. Closing paragraph( your opinion)Step IV. Writing TaskAsk them to try to write a persuasion letter1.Suppose you are going to write a letter to the seniororganizers of the Nobel Prize to persuade them to give theNobel Peace Prize to Mother Teresa.2.Read the information given below.4.Give them some time and ask to write the letter in groups.5. Share their ideas with the class by reading their letters aloud.6. Correct the writings together.Suggested answers:Dear senior organizers:I am writing to ask you to give the Nobel Peace Prize to MotherTeresa. Here are some reasons why I think she should be given the prize.Mother Teresa was born in Yugoslavia, on August 27, 1910. When she was 20 years old, she went to India, Where she began to bea teacher. After the training, she was sent to Calcutta, whereshe taught geography at a school and soon after she becameheadmistress.However, although she loved teaching, in 1946 Mother Teresa left the school and trained to become a nurse in Patna, and then began her work helping the poor and comforting the dying in the streets of the city. Slowly others came to help her, and her work spread to other parts of Indian. She became a well-known person. When she travels the world, she opens many new schools and hospitals in poor countries.She is known for many great achievements . because of her hard work, kindness and persistence. I think she is really a great person in my eyes. We should give her the Nobel Peace Prize. Step V. Homework:Read a passage about a great person or write a short passage about a great person in your hometown.。
高中英语Unit5NelsonMandela_amodernheroWriting教案新人教版必修1
Unit 5 Nelson Mandela-a modern heroPeriod 4. WritingStep 1. Pre-writing1. Ask the Ss to say something about Nelson Mandela. 2. Ss read more about his life.Step 2. While-writing 1. Ss collect their ideas for the letter. Write them down in order. 2. Ss begin the letter with their address and the date. They may begin like this: Dear president, I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free…3. Finish the letter like this: Yours sincerely, (Your name) 4. Choose some Ss to read their letters. Suggested answers Jinan No.1 Middle School Shandong, China October 27, 2004 Dear President, I am writing to ask you to free Nelson Mandela. Here are some reasons why I think he should be free. As we all know, people with different colors should be equal. Nelson Mandela devoted all his life to realize this dream. I n1994, he founded the ANC Youth League to call on people to struggle for their rights to vote. In 1952, he opened a law office to help the poor black people in Johannesburg on their problems. The black people loved him. In 1962, Mandela encouraged people to use violence against anti-black laws to get their rights, so he was sentenced to five years hard labor. One year later, as one of the leaders of the ANC, he led them to blow up the government buildings to realize their dream of making black and white people equal, so that he was again sentenced to prison for life on Robben Island until now. I think, what he did was for his people, his country, not for himself. He has an unselfish and brave heart. As he is a great man, you should set him free. Best wishes! Yours truly, Li HuaStep 3. Writing task Ask the Ss write a great person in their eyes. Give the Ss a possible version after they finish it. Mother Teresa Personal information Was born in Yugoslavia, on August 27, 1910, a nurse, got the Noble Peace Prize Hard work Achievement Help the poor and forting the dying in the street of the city; her work spread to others parts of India Good qualities Hard-working, kind-hearted, persistent Your opinion A well-known person, worth the prizeTeachers can use this period freely. Suggestion: Teachers can use this period to let Ss sum up what they have learned and explain what Ss couldn’t understand very well in this unit. Teachers can also add more practice in this period to consolidate what the Ss have learned. Finally, ask the Ss to finish checking yourself. It is very important to improve their learning.。
高中英语Unit 5 Nelson Mandela-a modern hero教案(2)新课标 人教版 必修1
Unit 5 Nelson Mandela-a modern hero（2）●从容说课This is the third period of this unit.In this period，students are planned to go over the attributive clause，including the differences between the Restrictive Attributive Clause and the Non-restrictive Attributive Clause，the use of the relative pronouns and relative adverbs and the differences between “that” and “which”.In the period of high school，the attributive clause is not only difficult but also important，so it is necessary to grasp the usage of the attributive clause.In order to make sense of the usage of the attributive clause，it is important for the students to make a summary of them by themselves.In this period，there should be some exercises designed for students to consolidate the usage of the attributive clause.●三维目标1.Knowledge：（1）Revise the Attributive Clause，including the Restrictive Attributive Clause and the Non-restrictive Attributive Clause.（2）Revise the use of relative pronouns and relative adverbs.2.Ability：Expand the knowledge of the Attributive Clause.3.Emotion：Develop the students’ quality of overcoming difficulties in study.●教学重点The usage of the relative pronouns and relative adverbs.●教学难点Help the students to master the way of choosing a relative pronoun or a relative adverb correctly.●教具准备The multimedia and the blackboard.●教学过程Step 1 GreetingsGreet the whole class as usual.Step 2 Revision and Lead-in（Teacher checks the homework exercises first and then shows the following on the screen.）1.He is a famous scientist.2.Who’s that girl in red？3.I’ve read all the books that you lent me.4.I have lost my pen，which I like very much.T：Now pay special attention to the underlined parts.Is there anything in common between them？Ss：Yes.They all identify the nouns，which are used with them.Each part tells us which thing or person the speaker is talking about.T：That is to say，the function of each underlined part is the same.Each of them is used as an attribute to describe each noun.Well，are there any differences between them？S1：Yes.In the first sentence，the attribute is an adjective and put before the noun；the second is a prepositional phrase put after the noun；the third and fourth sentences are full sentences put after the nouns.T：You are right，what do we call the sentences put after the noun？Ss：The Attributive Clause.T：Quite right.In a complex sentence，the clause modifying a noun or a pronoun in the main clause is called an Attributive Clause.The noun or pronoun is called Antecedent.The word that/which introduces the clause （between the noun/pronoun and the clause） is called Relative Pronoun or Relative Adverb.The relative pronouns or adverbs do two jobs at once.They can be used as subjects，objects，attributes or adverbials；in the clause，at the same time，they join clauses together.About the use of them，we’ll have particular revision after a while.Now look at the sentences on the screen.（Teacher shows the following on the screen.）Complete the sentences with suitable relatives.1.I know the reason _______________he came late.2.Do you know the woman，____________ son went to college last year？3.The house _______________colour is red is John’s.4.This is the best film _______________I’ve ever seen.5.That is the town _______________he worked in 1987.T：Who’d like to tell me what should be filled in the first sentence？S2：I think “why” should be filled.Because the antecedent is “the reason” and the relative is used as the adverbial of reason in the Attributive Clause.T：Yes.How about the second sentence？（Teacher goes to another student and asks her/him to answer.）S3：I fill “whose” here.Because the antecedent is “the woman” and the relative is used as the attribute in the Attributive Clause.T：Right.Sit down，please.Now let’s look at the third sentence.Suggested answers：1.why2.whose3.whose4.that5.whereStep 3 Summarize the use of the Non-restrictive Attributive ClauseT：The Non-restrictive Attributive Clause is a clause，which gives extra information to the antecedent.So we use a comma to interrupt the sentence.When the Non-restrictive Attributive Clause is cut off，the sentence still has a full meaning.Now look at the sentences on the screen. （Show the following on the screen.）1.I have two brothers，who are both soldiers.2.Next week，which you’ll spend in your hometown，is coming.3.I’ve tried two pairs of shoes，neither of which fits me well.T：Pay attention to the underlined parts.There are commas to interrupt the sentences and “that”cannot be used in the Non-restrictive Attributive Clause.You should pay more attention to the structure “Indefinite Pronoun/Numbers/Noun/Superlative + of which/whom” is often used in the Non-restrictive Attributive Clause.Step 4 The usage of the Relative Pronouns and the Relative AdverbsT：As we know，relative pronouns or adverbs play important parts in the Attributive Clause.Now let’s make a list of them on the blackboard first and then revise their usage with the help of the forms on the screen.（Bb：the relative pronouns：who，whom，that，whose，which；the relative adverbs：when，where，why）（Teacher collects them first and then shows the following.）Form 1：Form 2：（Teacher explains the two forms separately and adds the following with examples on the screen.）T：1.When a relative pronoun is used as a subject in the clause，the verb must agree with the antecedent in person and number.1.Those who want to go to the cinema must be at the school gate by 3：30 p.m.2.He who doesn’t reach the Great Wall is not a true man.2.When the antecedent is the structure of “one of + n.（pl.）”，the verb in the clause must be plural to agree with the plural form.However，if there is “the” or “only” before “one”，the verb in the clause must be singular，agrees with the word “one”.1.She is the only one of the girls who has been to Beijing.2.He is one of the boys who have seen the film.3.When the antecedent is a noun for time or place “when” or “where” is not always used to introduce the clause.It depends on the function of the relative word in the clause.1.The time when/that I went to Tokyo is in 1982.2.I’ll never forget the time which/that I spend at college.3.The shop that I bought is big.4.The shop where/in which I bought the book is big.Step 5 The difference between “that” and “which”T：As we know，both “that” and “which” can be used for things，but the use of them is not always the same.Let’s look at the sentences on the screen.（Show the following on the screen.）1.This is the second article that I have written in English.2.It is the best film that he has ever seen.3.This is the very book that I want to read.4.All that they told me surprised me.5.They talked about the teachers and schools that they had visited.6.Who is the comrade that was there？7.There is a bed in the room that is still vacant.8.Our village is no longer the place that it used to be.T：From the sentences on the screen，we can make a summary of the use of “that” and “which”.Lookat the screen again.（Show the following on the screen.）1.In following cases，“that” is often used.（1）After ordinal number and superlatives.（2）After the following words：all，only，little，few，much，very，none，last，just，any（thing），every（thing），some（thing），no（thing）.（3）After two or more antecedents，referring to both people and things.（4）After interrogative pronouns “which” or “who”.（5）When the relative pronoun is used as a predictive in the clause.（6）When the main clause begins with “There be”.2.In following cases，“which” is always used.（1）After prepositions.（2）To introduce a Non-restrictive Attributive Clause.（3）The whole main sentence is the “antecedent” of the relative clause，and there is always a comma.Step 6 PracticeT：Now let’s do some exercises.Look at the screen.Fill in the blanks，choosing proper relative pronouns or relative adverbs.（Show the following on the screen.）1.____________ have plenty of money will help their friends.A.Those whoB.He whoC.That whoD.You who2.This is the longest train ____________ I have ever seen.A.whichB.thatC.whatD.whom3.____________ we all know，swimming is a very good sport.A.WhichB.ThatC.AsD.Who4.I shall never forget those years ____________ I lived in the farm____________ you visited last week.A.when；whereB.which；whichC.when；whichD.which；where5.The radio set ____________ last week has gone wrong.A.I bought itB.which I bought itC.I boughtD.what I bought6.He paid the boy $10 for washing ten windows，most of ____________ hadn’t been cleaned for at least a year.A.theseB.themC.thatD.which7.The day will come ____________ the people all over the world will win liberation.A.thatB.whereC.whichD.when8.Mr Herpin is one of the foreign experts who ____________ in China.A.worksB.is workingC.are workingD.has been working9.They talked for about an hour of things and persons ____________ they remembered in the school.A.whichB.thatC.whoD.whom10.My glasses，____________ I was like a blind man，fell to the ground and broke.A.whichB.with whichC.without whichD.thatSuggested answers：1~5 ABCCC 6~10 DACBCStep 7 TestT：Now let’s have a test.Look at the screen.Do this exercise by yourself.A few minutes later I’ll give you the answers.（Show the following on the screen.）1.Please put the letter ____________ he can easily find it.A.in whichB.whereC.the place whereD.in the place2.The house ____________ there is a big tree was built more than 1000 years ago.A.whichB.thatC.in the front of whichD.in front of which3.Antarctic，____________ we know very little is covered with thick ice all the year round.A.whichB.whereC.thatD.about which4.The reason ____________ I was away from school is ____________ I was ill yesterday.A.that；thatB.why；whyC.why；thatD.that；why5.It was a meeting ____________ importance I didn’t realize at that time.A.whichB.of whichC.thatD.whoseSuggested answers：1~5 BDDCDStep 8 Homework1.Review the Attributive Clause.2.Do WB P71.Ex 1.2.●板书设计●活动与探究This activity is designed to make a deep research into the attributive clause.The students are asked to design some exercises about the attributive clause.And then they can exchange exercises each other and check themselves.The purpose of this activity is to help the students make sense of the usage of the attributive clause.●备课资料Ⅱ.The attributive clause 定语从句1.“介词＋关系代词“是一个普遍使用的结构（1）“介词＋关系代词”可以引导限制性定语从句，也可以引导非限制性定语从句。
高中英语Unit5 Nelson Mandela-a modern hero-reading教案(2)(新人教版必修1)
Unit5 Neslson Mandela a modern hero-reading教案Step 1.Lead-inT: Do you still remember some details about what we learned yesterday? Now let me have a check. Step 2. Review two readings1. ( T or F )1. Elias met Nelson Mandela at school. ( F )2. Nelson Mandela was a black lawyer. ( T )3. Nelson Mandela believed that black people were being treated as well as white people in South Africa. ( F )4. Nelson Mandela thought violence was a good way to help black people. ( F )5. Nelson Mandela helped Elias keep his job. ( T )6. The government were happy with Nelson Mandela and the ANC. ( F )2. Listening and learning about language points(Discover useful words and expressions, and then complete the passage with some of the words above)(go on, some time, feel hopeless, lose one’s job, brave man, in fact, be ready to, agree to take, go against a law, quiet and calm, be taken to prison, tell somebody what to do, what people do in a war, always doing new things, have some difficult problems, money paid for going to school, a yellow metal for making a ring, group of people organized for a special purpose)T: Let’s listen to the whole story. Would you please find out the similar expressions in the text to the ones on the screen? Then complete the passage with some of the words.When Elias lost his job and was__________, his wife was very unhappy. She knew this meant he was_________ when all she wanted was a _______ life with enough money every month. She tried to ______him not to fight the government as she thought it was better to _______ that in South Africa black people were not as important as white people. But he was willing to ________ the fight and help Nelson Mandela win equal rights for black people. For a ______ of time she felt helpless and_________, but Elias encouraged her with stories of how good life would be when white and black people worked and played together.Step 3. ListeningT: We know, at that time, Elias was in a difficult situation and the background was very different from today’s. With what you have known, can you predict some?u What is a passbook?u Is it important?u Is it easy to get for Elias?u What job did Elias want to do?u Who worked underground?u Who worked on the surface?u Where did Elias live?T: Will your answers be all right? Now listen to one statement of Elias.1 What is a passbook? ( B )A. A book to help you pass examsB. A book to show your identityC. A book to tell you where to liveD. A book to tell you how to live2. Why is it important? ( C )A. For traveling outside South AfricaB. For showing where you were bornC. For traveling inside South AfricaD. For getting a job3. What job did Elias want to do? ( D )A. To work with other black workersB. To work as a cleanerC. To teach in a primary schoolD. To work in the mines4. Who worked underground? (C )A The white workers B. The black and white workersC. The black workersD. Foreign workers5. Who worked on the surface? ( C )A. The black workersB. The black and white workersC. The white workersD. Foreign workers6. Where did Elias live? ( C )A. In a classroomB. In a home of his ownC. In a large room with bedsD. With his familyQ: Why did Elias join the ANC Youth League?( He wanted to be the same and equal to the white people in their own land.) Q: Why did he support violence when he did not agree with it ?( Because it was only with violence that they could get the equal right. )Step4. Further DiscussionT: So to Elias, Nelson Mandela is a great man and he is important in Elias’ life, and he changed his life.And what have you learned from Nelson Mandela? For what quality do you admire him most?(Show 4 pictures in Pre-reading: William Tyndale, Norman Bethune, Sun Yat-sen, and Gandhi )T: Are they great people too? What qualities do they have? What qualities do you think are needed to make a great person?n Conclusion: A great person is one who has followed his/ her ideas and sacrificed something so that they could be realized. He/ She has qualities as follows: intelligent, determined, generous, kind, unselfish, brave, hard-working, confident, persistent, modest, one who has an idea, helps others, unselfishly gives up something to achieve his/her goal).n Look at the list of the qualities that are set out above. You are going to choose four that you consider are the most important for a great person. While you are choosing each one, think of someone you know or have heard of that has that quality. Then when you have finished choosing, prepare to give a talk to the class. You should explain why you chose each one and who shows it.Step5. Homework1. Review two readings2. Recite good sentences from the readings3. Preview the next reading in WB.附板书设计: （Blackboard Design）Review two readings ( T or F )Listening1. prediction2. listen to the passageFurther Discussion1.What is a great man?2.What about we ordinary ones?Language points :1. Do you ask for help when you think it necessary?ask for 要求得到Every time he gets home, he asks for money.ask for sb. 找某人，要求见某人A Mr. Simpson form Sydney is asking for the manager.2. Are you willing to do public service work without pay?be willing to 愿意做某事willing adj. 乐意的，自愿的I’m willing to help you.I’m quite willing for your brother to join us.3. Do you easily lose heart when you are in trouble?lose heart 灰心，丧失信心Please don’t lose heart; you still have more chances.lose o ne’s heart 爱上，喜欢上She lost her heart to him as soon as she saw the handsome soldier.in trouble 有麻烦，处于不幸中He never came except when he was in trouble.4. He died for his ideas but his work was later used in the Bible. 他为了自己的思想而献身，但他的成果后来应用于《圣经》。
高中英语-Unit-5-Nelson-Mandela-a-modern-hero教案-新人教版必修1
高中英语-Unit-5-Nelson-Mandela-a-mo dern-hero教案-新人教版必修1Unit 5 Nelson Mandela-a modern heroTeaching Plan for ELIAS’STORYModule 1 Unit 5Nelson Mandela-a modern hero Reading-ELIAS’ STORY 一．Type 教学课型：Reading 阅读课本文以 Elias 的口吻，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历史。
同时还提到了他与 Nelson Mandela的一段交往，从侧面向学生展示Nelson Mandela的高贵品质。
教材设计的目的是在训练学生阅读技能的基础上，让他们认识到南非黑人争取自由和平等权利而付出的艰辛努力。
文章的主题有利于培养学生坚强的意志，树立正确的人生观与世界观。
二．Analysis of the textbook 教材分析教材借穷苦的黑人工人伊莱雅斯之口，叙述发生在他身边的纳尔逊曼德拉的故事，时间是从1952年到1963年。
伊莱雅斯初遇曼德拉时还是一个年仅12岁的黑人少年，正处于人生的一个非常困难时期。
当时曼德拉开办了专为黑人服务的侓师事务所，帮助黑人解决问题。
伊莱雅斯正是在曼德拉的帮助下获得了在约翰内斯堡工作的合法权利，在曼德拉的教育下，伊莱雅斯开始体会到人生的快乐和希望。
曼德拉亲切和蔼的态度、宽容博大的襟怀让他深深感到，永生难忘。
因此，伊莱雅斯第一时间加入了曼德拉领导的非洲人国民大会青年联盟，聆听曼德拉的演讲，积极参加他组织的反政府活动，为争取获得与白人平等的权利而斗争。
这样的写法有别于惯常所采用的平铺直叙，虽然只反映出曼德拉的一个侧面，但读起来却更加亲切感人，引人入胜，还留给了学生更多的思考空间。
在本单元的Warming up &pre-reading部分，学生通过图片了解了一个伟人应具备怎样的品质。
高中英语《Unit 5 Nelson Mandel - a modern hero》优质课教案、教学设计
Book1 Unit 5 Nelson Mandela－a modern heroﾧMade by Wang ChunfangﾧUnit 5NelsonMandela－a modern hero【Studying aims】1.To have some basic knowledge on the general features of great people.2.To develop reading abilities: Fast reading, Intensive reading, Summarizing and Analyzing skills.3.To learn from the great people and make a difference to the society.【Studying Procedures】Step I. Pre-reading【设计意图】导入阶段是师生之间建立情感，为新课铺垫，营造一个学习英语氛围的阶段。
在此阶段，教师应充分调动学生的非智力因素，最大限度的激活学生已有的背景知识，激发学生学习英语的热情、欲望和兴趣，为进一步学习做好准备。
本阶段教师使用了一段小视频，充分调动学生的感官，从而激发学生的想象空间，为下一步的学习做好铺垫。
Part 1 Warming up1.Watch a video clip and know something about Chairman Xi, the great man in China.2.List out some qualities of Chairman Xi.Part2. PredictionRead the title of the reading passage and predict the literary form (文体).From the title, we can predict that the reading text is a/an .A. argumentation (议论文)B. narration (记叙文)C. exposition (说明文)Step II. While-reading【设计意图】这是整节阅读课的中心环节。
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Unit 5 Nelson Mandela—a modern hero 【美文阅读】曼德拉曾在牢中服刑27年，在其40年的政治生涯中获得了超过一百项奖项，其中最显著的是1993年的诺贝尔和平奖。
他是南非首位黑人总统，被尊称为“南非国父”，而且是一位当代英雄。
让我们细读下文，了解他不平凡的一生吧。
at University of Fort Hare and the University of Witwatersrand and qualified(符合资格) in law in 1942.He joined the African National Congress in 1944.In June 1961，the ANC considered his proposal(建议，提案) on the use of violent(猛烈的，暴力的) actions and agreed that those members who wished to involve(卷入，参与) themselves in Mandela's campaign would not be stopped from doing so by the ANC.Mandela was arrested(逮捕) in 1962 and sentenced to five years' imprisonment with hard labour.In 1963，Mandela was brought to stand trial for plotting(密谋，策划) to overthrow the imprisonment.From 1964 to 1982，he was kept at Robben Island Prison，off Cape Town.During his years in prison，Nelson Mandela's reputation(名声) grew steadily.He was widely accepted as the most important black leader in South Africa.Nelson Mandela work，trying to achieve the goals he and others had set out almost four decades earlier.In 1991，at the first national conference of the ANC Mandela was elected President of the ANC.【诱思导学】1．How old was Mandela when he was elected President of the ANC?________________________________________________________________________ 2．Why was Mandela put into prison?________________________________________________________________________ 【答案】 1.He was 73 years old. 2.Because he plotted to overthrow the government by violence.Period ⅠPreviewing(教师用书独具)●教学目标本课时主要是通过学生对学案所给出的内容的学习，了解本课文中所出现的词汇，初步了解课文以及相关的背景知识，对下一堂课全面理解起到一个铺垫作用。
●教学地位人物是阅读理解中常见的类型，学生通过本单元的学习，学会如何理解文章的主旨大意和细节分析，对阅读理解的提高很有帮助。
(教师用书独具)●新课导入建议展示课前所搜集的图片，以竞猜的方式导入新课。
多媒体展示图片，设置问题，引发学生思考……●教学流程设计导入新课。
→学生阅读“美文阅读”与“诱思导学”(见学案第61页)。
→学生就“美文阅读”进行讨论，统一答案。
↓学生再次阅读课文(见课本第34页)并完成“语篇理解”(见学案第62页)。
←师生共同讨论并统一答案。
←让学生快速阅读课文(见课本第34页)并完成“篇章结构”(见学案第61页)。
↓学生共同讨论，并让学生发表各自见解，最后统一答案。
→学生再次仔细阅读课文(见课本第34页)进行深度理解，并完成“课文缩写”(见学案第62页)。
→老师指导学生讨论，共同找出答案。
↓让学生根据所给出的表格进行自我评估(见学案第62页)。
←学生讨论，并让学生代表发表他们讨论得出的答案。
老师予以更正。
←让学生完成“知识初探”部分(见学案第62页)。
↓老师布置作业，让学生看课本第34页并完成课本第35页第1、2、3、4题，预习学案Period Ⅱ(见学案第63页)。
(见学生用书第61页)Ⅰ.篇章结构阅读P 34的Reading 部分，完成下列表格 Black people's problemsNo rights to 1.________their leaders.In a bad 2.__________where they had to 3.________thelaws.Elias' lifeBefore meeting Mandela·A poor black worker inSouth Africa.·Had no 4.________to live inJohannesburg. ·Became 5.________.Elias' lifeAfter meeting Mandela ·Got Mandela's 6.________.·Grew 7.________about hislife.·Joined the ANC 8.________. ·9.________to help Mandela.·10.________some government buildings.【答案】 1.vote 2.position 3.attack 4.passbook 5．out of work 6.guidance 7.hopeful 8.Youth League 9．Willing 10.Blew up Ⅱ.语篇理解阅读P 34Reading 部分，从每题所给的3个选项中选择最佳答案 1．What disadvantages did Elias have in finding a job?A．He helped Nelson Mandela blow up the government buildings.B．He had poor education.C．He was very young.2．In Elias eyes，Mandela was ________.A．silent and helpfulB．rich but selfishC．kind and helpful3．Why did Elias help Mandela blow up some government buildings?A．Because he liked violence.B．Because it was not dangerous.C．Because he thought it was a way to make black people and white people equal.4．From Mr.Mandela's saying，we can get a conclusion that ________.A．Mr.Mandela wanted to break the law in a violent way in the beginningB．black people had been given more rightsC．black people should rise up to fight for their own rights after years of being ruled5．This text is mainly about ________.A．a black man named Elias and his hard life in South AfricaB．Elias' description of his contact with Mr.MandelaC．the deep friendship between Elias and Mr.Mandela【答案】1－5 BCCCBⅢ.课文缩写阅读P34的Reading部分，完成下面课文缩写When Elias first met Mandela，he was in a difficult 1.________of his life.After he got a job，he was worried about being 2.________because he didn't have a passbook.Then Mandela，who offered 3.________to poor black people on their legal problems，told him what to do and helped him.At that time，black people couldn't 4.________or choose their leaders，get the jobs they 5.________or lived in the parts of town which were decided by white people.With the help of Mandela they chose to 6.________the laws，fought against the white people with 7.________.In 1963 he helped 8.________some government buildings.It was dangerous for him，but he knew it was to 9.________their dream of making black and white people 10.________.【答案】 1.period 2.out of work 3.guidance 4.vote5．wanted 6.attack 7.violence 8.blow up 9.achieve10．equalⅠ.词义搭配1．quality A．giving or willing to give freely2．mean B．to give your time and effort to something3．generous C．degree of goodness or worth4．principle D．cruel or unkind5．equal E．to use violence to hurt a person or damage a place on purpose 6．stage F．period or step in the development7．attack G．a moral rule or belief about what is right and wrong8．devote H．having the same rights，opportunities，etc.【答案】1－8 CDAGHFEBⅡ.短语填空be devoted to，out of work，blow up，be willing to，as a matter of fact，in trouble，turn to1．Can you lend me a pump to ________my bicycle tires?2．It is good to help friends ________.3．I tried to stand on my own two feet rather than ________my parents.4．The nurse ________________caring for the sick.5．Jim has been ________since the company closed down.6．____________，we Chinese people never fear any threat.【答案】 1.blow up 2.in trouble 3.turn to 4.is devoted to 5.out of work 6.As a matter of factⅢ.句型背诵1．However，this_was_a_time_when one had got to have a passbook to live in Johannesburg.然而在那个时候，你要想住在约翰内斯堡就非得要有身份证不可。