广东省德庆县孔子中学高中英语 Nelson Mandela课时教案2 新人教版必修1
人教版高中英语必修一 教案： unit 5 Nelson Mandela--a modern hero Reading
必修一Unit 5 Nelson Mandela—a modern heroReading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。
为熟悉本课的内容作了铺垫。
虽然学生对一些伟人已经有一点的背景知识，但是对Nelson Mandela 并非完全了解。
本节课的目的是让学生通过阅读，从语言材料中获取相关信息，并通过对信息的加工和处理，提高他们的语言运用能力。
1. Teaching Aims教学目标1）Knowledge objectivesa.Students will be able to learn the useful new words and expressions in this part:Hero,quality,republic,principle,nationalism,livelihood,fight,youth,peaceful,prison,legal,equal,law,advise,continue,gold,passbook,ANC,league,stage,vote,position,accept,violence,devote,vote, guidance, blow up, in troubleb. Enable the students to read Elias’ storyc. Guide the students to know the qualities of Nelson Mandela as a great leader2) Ability objectivesa.Develop the students ’reading skills, such as fast reading ,careful reading and summarizingb.Improve the students’ comprehension ability3) Emotion objectivesa,Understand the qualities great person have in common and learn the fine qualities from themb.Develop the students’ moral quality2.Teaching important points教学重点a.Enable the students to read Elias’ story and Learn to grasp the main idea of the text.b.Enable students to talk about the fine qualities of great people,especially Nelson Mandelac.Improve the students’ reading ability3.Teaching difficult points 教学难点a.How to grasp the main idea of the text.b.How to help develop students’ reading abilityc.How to help students learn from Nelson Mandela4.Teaching methods 教学方法a.Student-centeredb.Task-based teaching method(任务型教学)c.Discussion5.Learning methods 学习方法Individual or pair work and group work6.Teaching Aids 教具准备The multimedia三．教学设计1. 总体思路本堂课的主要内容分为四大部分，Pre-reading(阅读前活动) ,while –reading（阅读中活动）,post-reading（阅读后活动）以及discussion(讨论) and role play 。
高中英语新人教版精品教案《Unit 5 Nelson Mandela》
Step1: Greetings
Step2: Ss read words and expressions in this unit together
Step3: Brainstorming
Step4:Lead-in
1.Present pictures ofdifferentpeople and get students to talk about them.
课后反思
1.Discuss:
(1)Are all famous people great people? Give examples to support your idea.
(2) What kind of person can becalled a great person?
Agreat person is someone who is devoted to helping others.
Step6：Pre-reading
Read the information about the six men and discuss if they were/are great men .Give reasons.
come to a conclusion about
the qualities of some great people
教学重点及分析
Let students learn about the qualities of some great people
教学难点及突破
Enable them to talk about the qualities of some great people
教学过程
教学环节
老师指导与学生活动
广东省德庆县孔子中学高中英语 Unit 2 The United Kingdom 练习课课时教案 新人教版必修5
广东省德庆县孔子中学高中英语 Unit 2 The United Kingdom 练习课课时教案新人教版必修52014 年 9 月 11 日星期第节Unit2, book5 练习课教学内容the second period of this unitget students to grasp some l anguage points.Train the students’ ability of using the key words and phrases in sentences. Help the students improve their ability of translation.教学目标Knowledge aims:1: Learn and grasp some new words and expressions.2: Improve students ability of using the key words and phrases in sentences.. 3: Get all students to learn something more about UK.Ability Aims:Train the students’ of using the key words and phrases in sentences.Tra in the students’ ability of translationEmotional Aims:Train the students’ability to cooperate with others.Encourage the students to learn by talking and discussing.教学策略手段1.Different forms of activities, including pair work, group work, competition, and quiz. Group competition will be carried out all through the class.2.Then the teacher can have the students do some exercise,making sure that they have master the key wods and phrases.3. Later the students will be divided into several groups to finish test.4.By discussion in group s , students can find some new questions andGet answers easily.5.During discussion in groups , some students may find some difficultQuestions and can get the answers by discussion1The group consists of 4 students .2) con sist in= lie in 在于；存在于Happiness consists in freedom.2. divide…into 把整体分成若干部分）英语单词的拼法往往使人迷惑。
广东省德庆县孔子中学高中英语UnitTheUnitedKingdom词汇课时教学案新人教版
广东省德庆县孔子中学高中英语 Unit 2 The United Kingdom 词汇课时教案新人教版必修52018年9 月 9日星期第节教案内容This is the first period of unit 2. It includes Warming-up, Quiz, Listening and New Words.In this period, students should get the first impression of the United Kingdom, including some famous attractions and some famous leaders in history and so on.教案目标Knowledge aims:Help Ss to get a general idea of the United Kingdom.Have Ss master some important words and expressions in this unit.Ability Aims:Train the students’speaking ability by describing, talking and discussing.Train the students’ listening ability.Train Ss to search the Internet for some useful information.Emotional Aims:Appreciate some beautiful attractions in the United Kingdom.Cultivate Ss’s t eam spirit in group work.教案策略手段At the beginning, the students enjoy some beautiful pictures of tourist attractions in the United Kingdom.In this way, they will feel more interested in the topic.Then the students do a quiz of five questions about some specific information about the UK.While checking the answers, the teacher can refer to some related information about the UK by showing some pictures or descriptions.After this step the students would have a general idea about the UK.This lays a solid foundation for the Reading passage.Also this step provides the students with enough chanc e to practice speaking.The teacher should stimulate the students to express themselves using English.Then in the Listening part, the students will listen to the introduction to some kings and queens in history.Then they will answer some questions according to what they have heard.After finishing the tasks in the textbooks, the teacher can provide some information about Queen Elizabeth Ⅱ and current Pri me Minister Tony Blair.Next the teacher will explain some new words and expressions that would appear in the Reading passage.The teacher will pick out some important and difficult verb.First the stud ents are asked to match the words with their explanations.Then they will use these words to finish ten sentences.In this way, the teacher can check if the students have mastered these words and expressions or not.After class students should learn the new words and expressions by heart.This period lays emphasis on speaking and listening.The teacher should try his or her best to encourage the students to say something.Don’t always correct the mistakes that the students might make while speaking.Otherwise, the students would feel reluctant to orally tell their opinions.课堂练习(At the beginning of the class, T shows Ss some beautiful pictures of the UK.>Windsor Castle St Paul’s Cathedral from the Millennium F ootbridgeBuckingham Palace London BridgeBig Ben through autumn trees by Victoria embankment Flight on the London eye view towards the Houses of Parliament课堂练习Please match the words in Column A with their explanations in ColumnB.A Barrange t o make something clearer and easier to understandthrill to have an effect on sb.or sth.puzzle to build a large buildingdelight to bend sth.by laying or pressing one part over anotherdebate to separate something into two or more partsclar ify to make someone feel excited and happyconstruct to organize or make plans for somethinginfluence to discuss a subject formally when you are trying to make a decisionfold to give someone great satisfaction and enjoymentdivide to think about something because you cannot understand or solve itConsolidationT: Next, I will give you ten sentences. Please use some verbs to fill in the blanks.1.Hitler and Stalin__________Poland between them.2.James is__________a big surprise party for Helen’s birthday.3.The magic of his music continues to__________audiences.4.The Golden Gate Bri dge was__________in 1933-1937.5.We ar e__________whether to go to the mountains or to theseas ide.6.What __________me is how the burglar got into the house withoutsetting off the alarm.7.The report aims to__________ how these conclusions were reached.8.Don’t let me__________your decision.You should decide ityourself.9.He__________them with his charm and sparkling wit.10.The woman__________the tickets in two and tore them in half.(Give the students sev eral minutes to finish the task.Then check the answers.>教案反思。
高中英语新人教版精品教案《Nelson Mandela--a modern hero》
Unit 5 Neon Mandea--a modern hero〔一〕听说课一、教学内容：Warming uean, active, generou, efih, efe, devoted, wiing,found, anind掌握征求意见和表达意见的根本功能语句：I thin/I don’t thin …I beieve/I don’t beieve that …In m o undertanding, …I fee/don’t fee that …What do ou t hin of …What’ our o Tndae的故事。
树立正确的价值观，区分名人与伟人的概念。
三、教学步骤：让学生浏览本单元标题、学生用书以及练习册中的图片，让学生猜想本单元的中心话题，了解本单元所涉及的人物。
设计意图：学生通过浏览标题和本单元的图片信息，可以预测单元主题及将要涉及的内容，能有效地调动学生原有的相关知识储藏，激发其对未知内容的学习欲望，为新的知识构建做好积极的准备。
步骤二 热身和词汇呈现1．向学生展示一些熟悉的著名人物的图片，图片下方提供与人物相关的信息和词汇，教师一边描述人物，一边通过语境介绍呈现新词汇。
学生根据自己对每个人物的认识记录相关的信息，以备随后小组讨论时使用。
如：2 教师布置任务，将学生分成四人一组开展交流活动。
每个小组的成员选取一个人物，利用图片以及记录的相关信息进行简单介绍，表达过程中必须使用适当的形容词描述人物的品质，并介绍该人物的成就，然后向全班汇报。
3．小组讨论，每个小组从这些人物中选择他们达成共识的一个伟人，并提供理由。
讨论过程中，教师必须明确小组成员分工：主持人、记录员、发言人等。
教师可提供一些问题供学生参考，并引导学生在汇报时使用功能意念工程表达看法。
1．假设干小组向全班汇报小组意见，教师针对不同小组的表现给予总结评价，然后指出不同小组做出了不同的选择，然后提出供学生思考的问题：It eem that each grouou ou Tndae 上。
高中英语 Unit5 Nelson Mandela教案 新人教版必修1 (2)
Unit 5 Nelson Mandela—a modern hero随堂练习1、Read these statements. Tell whether they are true or false and why.True False①Elias met Nelson Mandela at school. □ □√②Nelson Mandela was a black lawyer. □√□③Elias was unable to read or write because he was lazy. □ □√④Nelson Mandela helped him keep his job. □√□⑤Elias was happy blowing up government buildings. □ □√⑥Nelson Mandela believed that black people were being treated√as well as white people in South Africa. □ □⑦Nelson Mandela thought violence was a good way to help black√people. □ □⑧The government were happy with Nelson Mandela and the ANC. □ □√2、Now make a timeline of Elias’life until he met Nelson Mandela, using the reading to help you. Work out the year in which he was born and then fit in the otherevents in his till he was fourteen.—1940 Elias was born—1942—1944—1946 Elias began school—1948 Elias left school—1950—1952 Nelson Mandela opened his law firm—1954课堂笔记1、The time when I first met Nelson Mandela, was a very difficult period of my life. 第一次见到纳尔逊·曼德拉的时候是在我一生中非常艰难的时期。
广东省德庆县孔子中学高中英语 Travel Journal Reading课时教案 2 新人教版必修1
Teaching contentUnit 3 Travel Journal ReadingTeaching goals Knowledge goals1.Important words and phrases dream about, finally, persuade, stubborn, insist, properly, determined, attitude, change one’s mind, give in.2. Important sentence paternsEver since middle school, my sister Wang Wei and I have dreamed about taking a great bike trip.Two years ago she bought an expensive mountain bike and then she persuaded me to buy one.It was my sister who first had the idea to cycle along the entire Mekong River from where it begins to where it ends.Although she didn’t know the best way of getting to places, she insisted that she organize the trip properly.She gave me a deter mined look –the kind that said that she would not change her mind.Once she has made up her mind, nothing can change it.We were both surprised to learn that half of the river is in China.Ability goalsEnable the students to conclude Wang Wei’s and Wang Kun’s attitude to the trip and then add their own opinion with the target language Enable the students to learn how to conclude Wang Wei’s and Wang Kun’s attitudes about trip.三．Emot ional goalsEnable the Ss to find the importance of travel journal.Teaching difficult and important points 1. To comprehend the text is very important. Get Ss to express their plans and wi shes. Help them learn that traveling is a good way to widen one view and add to one knowledge.2. How to grasp the main idea of the text and how to tell the writer’s attitudeTeaching methods Talking, discussi ng, readingClass-exercise Before class:（课前自主学习）Ⅰ、词汇知识(A)根据解释写出相应的单词。
广东省德庆县孔子中学高中英语 1 Friendship Reading课时教案(2) 新人教版必修1
Teaching contentUnit 1 Friendship ReadingTeaching goals Knowledge goalsUnderstand the main idea of the text and master the important words and phrases.Ability goals1.Understand the surface information by filling in the table2.Enable students to learn the background of the storyEmotional goalsEnable Ss to find find the imp ortance of friendship.Teaching difficult and important points Understand why Ann made her diary the on ly true friend?How would you describe Ann’s feelings whil e she was looking out into the night sky?Teaching methods 1.Scanning ,sk imming and Detail reading2.Ask-and-answering between the teacher and the students3.Interaction among individuals, pair-work and group-workClass-exercise Question 1 deal with how thoughtful you are towards others. The scoring reflects your concern for others. So one point for A gets the lowest score because it is the most selfish response. B get the highest scor e because it show a co ncern for your friend as well as your wish to go to see a film. C gets a slightly lower score because although it shows you want to go with your friend (because you change the plan), yo u do not help your friend. Question 2 is concer ned with fairness. A gets the lowest score because you are not giving your friend another chance to behave better this time. B gets a higher score becaus e you let your friend borrow the camera again. This shows kindness and forgiveness or the trouble you had when it was returned broken. But you are not balancing his heeds against your own. That is why C gets the highest score. You are showing your friend that you will trust him/her with the camera again but this time you are giving him / her rules in case it gets bro ken.Question 3 deals with your concern for others. A get the lowest score because you would put anything else that needed to be done aside and concentrate only on your friend. This is not responsible. You have things that you need to do. Of course your friend is important but not more important than you responsibilities. B gets a higher score because it shows some concern for your friend and some understanding that you have important things to do too. But it does not show any real interest in his / her problem. C get the highest score because it not only shows concern for yourfriend but a recognition that you have responsibilities too.Question 4 is concerned with responsibilities to a friend. A provides thecorrect amount of responsibility to your friend. You recognize that it wasyour fault and will put it right an d pay for the damage. So it gets thehighest score. B provides some understanding that you are responsible. Youput the situation right but you do not pay for the damage yourself. So itdoes not get the highest score. C gets the lowest score because you expectyour friend to pay for your mistakes even though you were doing yourfriend a favour.Question 5 is concerned with honesty. If you let your friend look at yourpaper or somebody else’s paper, you are helping them to cheat. That is nothonest, so answers A and C get no marks. But it takes courage to tell yourfriend that they should have studied and that they cannot look at your paper.That is also the honest answer. So you get 6 points for B, which is morethan any other in the q uiz.语法填空：Anne’s sister, Margot was very __________ that the family hadto move . She found ________difficult to settle and ______ ________ inthe hiding place because she was __________ _________ whether theywould be discovered. She knew she had to ________ her parents and__________ ____ this was necessary. At first she thought she would go_________ but later she realized that it was better to _____ ___________this together.（重点班和实验班直接使用，平行班和A段班老师可适当提示）教学反思。
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Unit 5 Nelson Mandela– a modern hero一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析（Analysis of the teaching materials）三、教学安排(Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、背景参考资料(Back ground knowledge)七、评价与反思(Assessment and reflection)一、教学目标和要求(Teaching aims and demands)根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。
1．语言知识（Knowledge）词汇（V ocabulary）：能理解、内化、运用以下生词---- hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, gold，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence（v.），sincerely短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Youth League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（Giving opinions）Why do you think so? What do you think of ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....2．评论（Making comments）Good idea! That's an excellent idea．语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom引导的定语从句）The school where I studied only two years was three kilometers away．This was a time when you had got to have a passbook to live inJohannesburgThe reason why I got a job was because of my hard work．…we were put in a position in whi ch we had either to accept we were less important, or fight the Government．The person to whom you should be grateful for a peacefulSouth Af rica is Nelson Mandela.扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible（圣经）, revolution （革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign （从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。
2. 语言技能(Skills)听：在本单元的课文及练习册听力教学中，能听懂人物和事件以及它们的关系，能抓住所听语段中的关键词，正确理解话语间的逻辑关系。
说：在本单元的课文及练习讨论时，能恰当使用I think/ I don’t think/ in my opinion/That’s an excellent idea等对英雄、伟人的品质恰当地发表意见，进行讨论。
读：能在阅读中使用不同的阅读策略，迅速地从阅读材料中获取主要信息，根据上下文线索预测故事发展，根据上下文猜测词义并通过不同渠道如报刊、音像、网络等了解更多伟人的情况。
写：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。
3. 学习策略(Strategy)：1．在听和读的训练中，学会借助情景和上下文猜测词义或推测段落大意，借助图表等非语言信息进行理解和表达。
2．主动制定本单元学习计划，客观评价自己的学习效果，在课内外活动中积极用英语交流，有效地使用词典、图书馆、网络等媒体资源来获得更多的有关伟人的英语信息。
4. 情感态度和价值观（Affect and Values）了解Nelson Mandela的生平事迹，认识伟人所应具备的优秀品质，并向他们学习，以提高自身素质，树立正确的人生观，学习他们在艰苦的环境下为人类做贡献、不追求享乐的高尚精神。
同时也学会一分为二的态度客观看待事物。
二、教材内容分析（Analysis of the teaching materials）本单元的中心话题是当代英雄纳尔逊·曼德拉。
故事的主题内容分成三个部分，由穷苦的黑人工人伊莱亚斯叙述他眼中的曼德拉。
这样的写法虽然只能反映出曼德拉的一个侧面，但读起来却更为客观可信，使学生对曼德拉有初步的了解。
第一篇阅读短文伊莱亚斯向我们介绍1952-1963年期间的曼德拉。
第二篇听力短文伊莱亚斯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。
第三篇阅读短文伊莱亚斯说到他在罗本岛监狱得到了曼德拉的帮助，非国大（ANC）掌权后，伊莱亚斯又回到罗本岛监狱担任导游。
这有别于惯常采用的直叙手法，尽可能剔除作者的主观看法，留给学生更多的思考空间，启发学生自己去思考，主动地表述对自己心目中英雄人物的看法。
为了让学生完成写作任务，教科书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。
“热身”（Warming Up）部分要求小组讨论伟人应具有的品质，并通过一组问题让学生了解彼此的特点与看法。
“读前”（Pre-reading）部分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，并判断他们中谁能称得上是伟大的人。
“语言学习”（Learning about Language）部分突出了词汇和语法的学习与训练。
本单元的语法是when, where, why, 介词+ which，介词+ whom引导的定语从句。
“语言运用”（Using Language）部分中包括了听、读、写三个部分的内容，是本单元主要阅读篇章故事的延续。
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。
其中“写作”（Writing）部分是训练学生选取和组织材料，写出具有说服力的书信。
练习册的写作要求学生学写有关伟人或名人的生平。
“学习建议”（Learning Tip）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，以学会正确地评价人物。
三、教学安排(Teaching arrangements)Period 1: Reading I (Elias’ story +the rest of Elias’ story)Period 2: Reading II (review +listening (sb)+language points)Period 3: More language input (reading task (wb) + listening (wb))Period 4: Language Practicing (grammar)Period 5: Writing本教学安排根据“LARA教学原则”，对教材进行大胆的删除（L –leave out）、修补（A –Amending）、替换（R – Replace）、增添（A – Add），灵活的将教材为我所用。
新教材在选材和教学活动的设计上充分考虑到学生年龄特征和他们生理和心理发展的需要；在采用话题、功能、结构相结合的教学方法的基础上，设计了“任务型”的活动；对英语语言知识和技能训练作了系统的安排，循序渐进，循环反复，有利于学生构建知识系统；注意培养创新精神，提高实践能力。
但新教材也应与学生的实际相结合，我们不能全盘照搬。
同时在教学过程中，为了对教学有及时的反馈和有效的改进，我们还进行了“形成性评价”,体现了学生的主体地位。
本单元的语言技能和语言知识几乎都围绕“当代英雄”这一中心话题设计的。
我们根据本单元实际情况对教材的课时安排作了一些调整，尤其是学生用书(Student’s Book)和作业本(Workbook)有机结合。
根据本单元的教材的特点，按照任务型教学与大容量输入与输出的教学理念，整个单元的设计思路如下：输入“英雄”的概念，先是学生的自由讨论，更通过曼德拉的事迹向学生展示何为当代伟人，以及伟人所要具备的一些品质。
在这基础上，第二步要学生辨别伟人与名人的不同，以及体会一分为二的辩证唯物主义。
最后我们回到生活中，生活中也有不少平凡但是为了集体崇高的理想，放弃个人利益而不断努力克服困难的普通民众，他们也是我们心目中的英雄，伟人。